[Guest blog by Judy Seltz, Deputy Executive Director for Constituent Services, ASCD — Symposium Partner)
In April, the U.S. Senate Health, Education, Labor, and Pensions Committee made a whole child approach to learning part of the ESEA reauthorization discussion when it heard from a series of speakers about the importance of thinking beyond a narrow definition of academics and accountability in designing an education program for the future. ASCD believes that each child, in each school, in each of our communities deserves to be healthy, safe, engaged, supported, and challenged. That’s what a whole child approach to learning, teaching, and community engagement really is.
These 21st century demands require a new and better way of approaching education policy and practice — a whole child approach to learning, teaching, and community engagement. We need to redefine what a successful learner is and how we measure success. It is time to put students first, align resources to students’ multiple needs, and advocate for a more balanced approach. A child who enters school in good health, feels safe, and is connected to her school is ready to learn. A student who has at least one adult in school who understands his social and emotional development is more likely to stay in school. All students who have access to challenging academic programs are better prepared for further education, work, and civic life.
Personalized learning is central to this approach to learning. We talk about each child, not every child. Each child learns differently; personalized learning supports differences in talent, interest, style and pace.
ASCD is pleased to collaborate with SIIA and CCSSO in bringing together a unique group of thinkers from policy, practice, government, and business to learn from and listen to each other about the promise and challenges of making personalized learning a reality for each student.