Whole Child

“Travel…with simple clothes, open eyes, and an uncluttered mind.” - Rick Steves, renown travel writer

Wouldn”t that be nice!

Leaders can strive to travel through days of teaching, learning, and leading with an open heart, open mind, open door, and orderly cognizance. Though, in a leader”s day-to-day life, that may or may not happen as they move through moments, events, successes, or hardships. All leaders might conveniently, and with good intention, drop ideas, resources, reminders, to-do lists, QR codes, even healthy snacks, into our backpacks. However, too often getting back to those bits is delayed (Bradley et al., 2023). Thus, they become an insulated incognito accumulation of potential value that collects at the bottom of our backpacks.

In this article, we use the metaphor of a leader”s backpack to represent a “vessel / tangible cloud storage / hard drive” for the strategies leaders always have at the ready, thus available to be used at any time. This includes the volume of unused and forgotten gathered resources, contacts, information, and techniques that have not yet been re-visited in that backpack. We briefly share our experience of ways to align the Whole Child Approach with relevant miscellaneous contents that had settled in the bottom of our “backpacks.”

Have you ever cleaned out your bag and had any of the following reactions?

“Awesome, I found my favorite___!”

“What is this?”

“Why would that be in there?”

“That”s expired…”

“I was looking for that!”

Likewise, these might parallel reactions leaders have when reflecting back through minutes from meeting, notes, shared lists, to-do lists, visual task management tools (e.g., Gantt), reflective journals, a qualitative reflexive journal, folders, drafts, reports, data, plans, or items overlapping on one”s desktop. For example, in general, during meetings or professional learning events, the “parking lot” strategy is used. These are the important-but-save-for-later content, consideration, or discourse. Sometimes those “parking lot” ideas might never get revisited, thus falling to the bottom of the “backpack” and falling off the radar.

During recent collaboration sessions, we discovered that we each had resources that we needed to re-discover—that is to say, things we recalled obtaining from conferences, articles, or websites. While returning to the files, folders, bookmarks, etc, where the information was living, we happened upon other valuable resources and information we had completely forgotten (e.g., random forwarded links from colleagues, contacts, authors, websites, related resources). Sound familiar?

When this scenario occurs, narrow in on one area of the information and resources that collect at the bottom of the backpack.

Consider asking yourself and your colleagues:

• What incredible things this past school year were saved for later?

• What might have shifted out of sight that had touched on broadening our perspectives within the last year or few years?

When we identified those “incredible saved things,” and the potentially valuable items that broadened our perspectives, we determined that an effective strategy was necessary to enhance our productivity. To effectively and productively revisit the collected or partially consumed information, we chose to apply the practice of the “90-minute rule” (see the seminal work of Lavie, 1998 on the ultradian rhythm, Cowan, 2010 on working memory, and an example application by writer Schwartz, 2011 on utilizing this “optimal human limit for focusing” para. 14). As we concentrated on creating for 90 consecutive minutes [ideally without other distraction], we would reassess our progress, and use it to give the direction for the next 90 minutes.

As a researcher and leader, I [Alasmi] have encountered instances where I have accumulated various tools and ideas but failed to effectively utilize them in my work. These items can include research papers, scholarly articles, and books that I intended to read but have not yet found the time to delve into fully. Additionally, there have been innovative teaching strategies, technologies, and insights shared by colleagues during conferences or meetings that I had not yet integrated into my research or practices.

To mitigate this situation, it is essential to regularly review the resources and tools in one”s possession. This can be achieved through dedicated time for continuous learning that allows for the exploration and incorporation of valuable resources. By scheduling specific periods for engaging with these accumulated materials, researchers and leaders can avoid neglecting or forgetting about their potential contributions to their work.

Reminding students and educators that certain works, projects, or stages can be challenging, is a supportive way to learn about oneself as a learner and scholar. In my own research and leadership journey, there have been instances where valuable ideas or alternative perspectives have shifted out of focus and remained at the bottom of my attention. For example, during collaborative processes, such as co-writing an article or even writing my own dissertation, there were valuable insights and innovative approaches discussed that I may not have fully revisited or incorporated into my work. Taking the time to reflect on these overlooked treasures and actively seeking opportunities to broaden my perspective has been instrumental in enhancing my practices and expanding my understanding.

One particular example involves the exploration of alternative theoretical frameworks for my study. During the early stages of my dissertation, I embarked on a literature review that uncovered various promising theoretical perspectives that could have enriched my research. However, due to the demanding nature of the research process and the overwhelming amount of literature to review, some of these alternative frameworks were not given the attention they deserved. Consequently, valuable insights and potentially impactful methodologies remained dormant, untapped, and disconnected from my primary research objectives. Although this is an oftencommon experience for the dissertation writing experience, in the moment, one may forget the strategies learned amongst all the other information overload.

Additionally, while conducting my research, I gathered a significant amount of data and collected a range of resources, including scholarly articles, conference papers, and relevant grey literature reports. However, as the research progressed, certain aspects of these materials were inadvertently relegated to the background and remained unused or underutilized as depth and nuance in my research findings. Again, although common, if left untouched for too long, they may become forgotten.

Reflecting on these experiences, I recognize the importance of regularly revisiting and reviewing the contents of my research “backpack.” To avoid the unintentional oversight of valuable ideas and research findings, I would advise fellow researchers to adopt a systematic approach to managing their research materials. This could involve maintaining a detailed research journal to document insights, ideas, and potential research directions as they arise, thus ensuring they are not forgotten or lost over time.

By engaging in collaborations and sharing experiences with colleagues, dormant or uncertain queries can be exposed and addressed. Such collaborative processes create a platform for uncovering hidden resources, discussing valuable findings, and planning their effective utilization. In the case of co-writing with my coauthor [Dinaro], our collaboration not only uncovered valuable resources from the bottom of our individual backpacks, but also facilitated the sharing of these re-discovered treasures, further enriching our research and leadership practices.

Overall, regular review and dedicated time for professional learning and time to be present with the learned outcomes, are crucial for researchers and leaders to make the most of the tools and ideas they have accumulated. By actively engaging with these resources and integrating them into their work, individuals can prevent valuable insights from being overlooked or forgotten. Collaborative processes and discussions provide a fertile ground for uncovering dormant resources and broadening perspectives, ultimately enhancing research and leadership practices. Furthermore, strategies such as standing appointments with collaborators, can promote a culture of valuing various learning styles and processing modes, as well as provide structure for teams that may help to avoid expending extra time trying to reorient back to topics / ideas / and applications.

Ultimately, consider reaching in, scooping out the contents of those saved notes, handouts, starred sites, forwarded links, open tabs, shared drive notes, professional developments, professional learning, personal development, coaching conversations, brainstorming sessions, data, quality memes, and sticky notes. Spread those “items” out and find the treasures. See if any of those things could be beneficial. This could help to hone in on smaller and manageable subtasks. Similarly, Cowan, 2010 emphasized that “cognitive tasks can be completed only with sufficient ability to hold information as it is processed” (p. 1). In

Cowan (2010) describes that there is a limit to how much can be kept in one”s mind at one time before there is a decline in performance. Understandably, while taking into account varied factors, working memory (e.g., retaining ideas while speaking, planning tasks) impacts learning, learners, educators, and leaders.

These strategies, re-discovery of lost treasures, and brief details about working memory / processing, bring awareness in hopes of providing some insights to support learners, researchers, colleagues, and one”s own practices as leaders. Specifically, to promote, reinforce, connect, or advance efforts that are housed in the bottom of backpacks, an alignment to the Whole Child Approach, may aid in identifying or prioritizing some of those re-discovered items: such as ideas, resources, talents, or connections.

Table 1 (following page) provides samples of aligning the tenets of the Whole Child Approach with the tools that were already obtained and gathered in our own “backpacks.” For the authors, the journal theme, provided us an opportunity to :

(a) expose our own dormant or uncertain queries,

(b) share out a few of our own valuable treasures found at the bottom of our backpacks (see Table 1), and

(c) plan to use the gems that were re-discovered (i.e., course design, professional learning / conferences, student supports, strategies, and networking).

Supported - Each student has access to personalized learning and is supported by qualified, caring adults. Samples include accessibility, inclusive design, assistive technology (AT), and Total Participation Techniques (TPT) (Himmele & HImmele 2017) to provide guidance in supporting learners:

• For Post-Secondary Schools and Students, an AT Framework: qiat-ps.org

• For K-12 Leaders, an AT Framework: Home - Quality Indicators for Assistive Technology Services (qiat.org)

• Plain Text Hemingway Editor (hemingwayapp.com)

• [Printable version of the materials from Appendix B] Total Participation Techniques: Making Every Student an Active Learner, 2nd Edition (ascd.org) Explore TPT for CLD Learners: Borrowing from the CHATS framework (Himmele & Himmele, 2019) to promote planning for effective instruction for culturally and linguistically diverse [EL] learners, The T for Total Participation Techniques can allow for ”deeper understandings of concepts, interaction, and…higher order thinking” (p. 3)

• Alt Text (image description) An alt Decision Tree | Web Accessibility Initiative (WAI) | W3C

Healthy - Each student enters school healthy and learns about and practices a healthy lifestyle.

• In A Role for Every Staff Member in Promoting Student Mental Health (ascd.org), Keels (2023), provides a purposeful example of the tenet healthy. The author provides links and guidance for integrating collaborative strategies.

Engaged - Each student is actively engaged in learning and is connected to the school and broader community.

Active Learning:

• Big Ideas – Common AT Related Terminology – Illinois Assistive Technology Support (at4il.org)

Feedback:

• In Reimagining the Writing Cycle (ascd.org) “Using a systems approach to feedback can lighten teachers’ load and can help students hone their writing skills. Julie Sloan and Elizabeth Peters unpack how feedback systems provide students consistent opportunities to learn and grow in their writing ability and streamline instructional practice for teachers.”

Professional Learning:

• Bradley et. al. (2023) describes the nuances and differences between professional development (PD) and professional learning, as not content and sessions that either are a part of or not a part of a larger plan or vision

“….PD: training, workshop, guest speaker, famous name without a link to what will be learned. Professional learning: outcomes, implementation, data, support for follow-up, experience, facilitation, equity, and standards” (Bradley, et al., 2023, p. 58).

Note: The table includes a sample of tools and is not an exhaustive list; as special educators and special education, many of the authors’ tools focused on accessibility, inclusive design, engagement, and active learning.

References

ASCD. (n.d.). The whole child approach to education [one-pager]. https:// files.ascd.org/staticfiles/ascd/pdf/ siteASCD/publications/wholechild/ WC-One-Pager.pdf

ASCD. (2013). Whole child approach initiative. http://www.ascd.org/ whole-child.aspx

Bradley, J., Growth, C., Rorrer, A., & Evans, L. (2023). Professional learning vs. PD: The distinction matter. The Learning Professional June 2023, 44(3), pp. 58-59. https:// learningforward.org/

Cowan, N. (2010). The magical mystery four: How is working memory capacity limited, and Why? Current Directions in Psychological Science, 19(1), 51–57. doi: 10.1177/0963721409359277 https://www.ncbi.nlm.nih.gov/pmc/ articles/PMC2864034/

Himmele, P., & Himmele. W., (2017). [Printable version of the materials from Appendix B]. Total participation techniques: Making every student an active learner, 2nd ed. ASCD .

Himmele, P., & Himmele, W. (2019). Planning effective instruction for ELLs. https://www. totalparticipationtechniques.com/

Keels, M. (May 16, 2023a). A role for every staff member in promoting student mental health. https://www.ascd. org/blogs/a-role-for-every-staffmember-in-promoting-studentmental-health

Lavie, P. (1998). The enchanted world of sleep. Yale University Press. [p. 51] The Enchanted World of SleepPeretz Lavie - Google Books

Schwartz, T. (2011). A 90-minute plan for personal effectiveness. Harvard Business Review. https://hbr. org/2011/01/the-most-importantpractice-i

See In Colors. (2017). A simple facilitation technique: The parking lot. https:// seeincolors.com/a-simple-facilitationtechnique-the-parking-lot/

Dr. Andrea Dinaro is Professor of Special Education at Concordia University Chicago, is the Chair of the Division of Curriculum, Technology, and Inclusive Education, and Program Leader for special educationrelated doctoral programs. Contact: andrea.dinaro@cuchicago.edu

Khalil Alasmi is a PhD doctoral candidate in the Leadership with specialization in Special Education program at Concordia University Chicago. Khalid is an international student from Saudi Arabia.