Join ASCD on Instagram!
We're starting 2014 with big news here at ASCD. I'm so excited to share that we just launched ASCD's official Instagram account! You can find us on Instagram under the username @officialASCD where we'll be showing a behind-the-scenes look at ASCD while also providing free motivation and professional development through pictures and videos. So what can you expect to see on ASCD's Instagram ac
Join ASCD on Instagram!
We're starting 2014 with big news here at ASCD. I'm so excited to share that we just launched ASCD's official Instagram account! You can find us on Instagram under the username @officialASCD where we'll be showing a behind-the-scenes look at ASCD while also providing free motivation and professional development through pictures and videos. So what can you expect to see on ASCD's Instagram accoun
A little over two years ago I sat down with two primary (elementary) school teachers to have a conversation with them to discover what had them be so successful with developing their students to learn. It was one of those conversations that connected certain "dots" for me about what I had been reading about the findings of neuroscience and setting up powerful learning environments.
Habits Are the Key
One of the critical keys to their success that made such a difference to setting up a powerful learning environment for their students was that the two teachers, both of them relatively recent graduates, were the habitual practices they had unconsciously embedded at the start of the year. Over the previous 2–3 years that these two teachers had worked together—occasionally team teaching, but mostly teaching independently—they had tried and tested a range of structures, routines, and procedures that they found made a difference for their students to become independent learners. A learning coach had suggested some additional new structures and these built upon the foundation that these two had laid earlier in the year. What the two teachers discovered was that by the middle of the year (Term 3) the students started to take learning into their own hands and be much more self-sufficient and self-guided. This allowed the teachers to then focus on being learning partners to the students rather than always driving the learning.
A mathematics and science teacher in a secondary school in Queensland, Australia, discovered the exact
1-16-14 THE WHOLE CHILD BLOG - How to Lose a Diverse Student in 8 Days — Whole Child Education
How to Lose a Diverse Student in 8 Days — Whole Child Education: THE WHOLE CHILD BLOGHow to Lose a Diverse Student in 8 DaysJanuary 16, 2014 by Jennifer Davis BowmanA couple of years ago my daughter tried out for the cheerleading team. As part of the process, the girls were required to wear their hair in a long ponytail with spiral curls plus a bow. Although there is nothing surprising about these