by Michael Moore When school leaders dig into student achievement results, they begin with basic questions: Do the lesson plans […]
I never studied Whole Child education in a classroom and never learned about it in my Broad superintendent training. Instead, I learned Whole Child from children: my own kids, and the 47,000 students of the Sacramento City Unified School District, where I arrived as a newly-minted Superintendent in August of 2009.
The final statement in the article Are we wired to learn? begged for a sequel to propose possible solutions to overcoming barriers that impede the ability to fully develop brain compatible learning opportunities for students.