Google Cardboard with Eric Lawson After a week of spotty power from the wind storm of 2017, I finally got a chance to write about my third maker journal experience, watching the Google Cardboard guest speaker presentation with Eric Lawson. Eric is a director of technology and libraries for the York, Maine School District. I found Eric's story about becoming an "expert" in Google Expeditions to be inspirational. He was just someone interested in trying new technology students. He signed up for a Google Expeditions Pioneer Program. After using Google Expeditions with students and using Twitter and social media to publicly share their experiences, Eric rose to be a Google expert and top contributor that has even been invited to collaborate with Google and give feedback on the technology and attend the Google Top Contributors Conference in Mountainview, California. It was powerful to see the impact an educator can have when having the courage to try something new with students and then to share those experiences with others. Before I listened to Eric Lawson's thoughts on Google Expeditions, I had thought that a virtual reality could be a cool, one-time experience for my students. After listening to how Eric worked to infuse this technology across an entire district and to make it sustainable rather than a mere fad, I began to see more promise in convincing my administration to spring for the resources to make virtual and augmented reality possible in our district. I walked away from this presentation thinking this is definitely a technology I can see implementing immediately in my district and a great way to infuse the highest rungs of SAMR into our curriculum. Playing with Google Expeditions at Home
After watching Eric Lawson's talk, I was excited to experiment with Google Expeditions myself and to explore ways that I could see virtual reality and Google Expeditions meshing with the curriculum at my school and in my classroom. I am embarrassed to say that my family has three, pretty nice virtual reality headsets that I have not really experimented with beyond the day they came home. This assignment was a great opportunity to play with this technology and to imagine the possibilities for my own students. As you can see, the headsets are a real fashion statement. My toddlers were fascinated by the gear, and kept wanting to try on "mommy's funny masks" (without a phone inserted since Google does not recommend children under the age of seven using the virtual reality). The white headset seen above is an Oculus. One of my husband's best friends in high school graduated from Carnegie Mellon and went off to work for apple and then Oculus VR before it was purchased by Facebook. My husband was excited to get his hands on an Oculus headset when they came out for this reason, but with two toddlers running around, we have had limited time to put it to good use (I have reached out to our friend that works at Oculus for a potential interview for a future maker journal, so stay tuned). Getting started with Google Expeditions was even easier than I expected. I simply downloaded the Google Expeditions App on my smartphone, popped the phone into the headset, and was ready to go. I began by watching a quick tutorial on what Google Expeditions looks like in the classroom. I was then ready to dive in to my first expedition. The trip that really caught my attention was to Everest. As a 6th grade ELA teacher, I spent years doing a cross-curricular Everest unit with our social studies teacher. I read the book My Everest Story with students while they learned about the region during Geography lessons. Before teaching this unit, I had no concept of what it would be like to climb Everest. I find that students also struggle to picture this experience. We bring in a woman who has climbed Everest three times and watch the movie Everest to help students understand the experience better. The virtual reality tour would be a great addition to our 6th grade curriculum. I got to see so many of the mountains features that I have only read about such as the Khumbu Ice Falls, Base Camp, and the summit. The black headset pictured above is one I borrowed from my parents. It is Brookstone brand with built in headsets which I found to be a nice feature. With both Goggles I found that I got very dizzy and sick. I had my husband try it, and we concluded that my cell phone is so bogged down that there was a slight lag that was making me sick. I could see this being a good argument for having a set of phones or Ipod touches reserved for just this purpose. If students are bringing their own devices, making sure they were operating fast enough to not have any lag time may want to be a consideration. Other Ties to Our Curriculum As I listened to Eric introduce Expeditions, I immediately thought about our foreign language teachers and geography and social studies teachers weaving virtual field trips into their curriculum. When I heard Eric talk about finding ways to use virtual reality in all subject areas including math, I began to imagine even more possibilities. I loved the example Eric gave of having art students study an artist and then visit the museum to the art in virtual reality. I was excited to hear Eric mention that Google Lit Trips was in Beta and ready to go. This will be an exciting addition to my ELA classroom to visit the settings of our favorite novels. In our 8th grade Current Events course, I can picture students using the new Puerto Rico expedition to help understand the recent devastation of the hurricanes. This type of experience may even be a great addition to our advisory curriculum since seeing other parts of the world is such a great way to build empathy for others and to better appreciate and celbrate other cultures. Thinking about using Google Expeditions to make our curriculum more accessible to all students, I thought of a few ideas. Each year our 8th grade students study the Industrial Revolution and the Gilded Age and then we take our students to see the mansions of tycoons like Astor and Rockefeller in Newport, Rhode Island. I know that from time to time, we have students who are unable to attend this trip due for a variety of reasons. Google Expeditions may provide for a way for all students to experience the mansions and our trip in some way. I also thought of our students who may not get as many opportunities to travel for financial reasons, Expeditions could allow all students to see life beyond our small town. Next Steps After listening to Eric Lawson's talk and experimenting with Google Expeditions, I began thinking about where to go from here. I took Eric's advice and signed up for the Google Expeditions Augmented Reality Pioneer Program. You, too, can sign up for the pioneer program by filling out this quick Google Form. I thought it was probably a long shot that my small school in Connecticut would be selected, but then a thought about Eric Lawson getting Google to come out to York, Maine, multiple times, and I thought why not give it a shot? I also started following Eric on Twitter, excited to follow York's experiences since they are a district not much larger than my own. Although I now teach 8th grade and no longer get to teach the Everest Unit. I thought journeying to Everest would be a great experiment to get virtual reality up and running at my school. This week I plan to reach out to our 6th grade ELA and social studies teachers to see if they would let me experiment with their classes. Our 6th grade has small class sizes of about 9-12 students, so I thought that with the three headsets I already own and possibly a few Google Cardboard sets, we could make a virtual reality station on the day that the Everest climber comes to visit. On this day students participate in a bunch of stations including carrying loads with a headstrap like a Sherpa, trying on a real Everest clod weather suit, building a tent with bulky gloves and masks, and possibly now, visiting Everest via Google Expeditions. Since this unit takes place in the spring, it gives me some time to gather the resources necessary to bring this idea to fruition. Resources and Practical Tips Eric shared a variety of resources and practical tips for using Google Expeditions in your district. Here are some of my favorites: Resources-
References _____________________________________________________________________ Lawson, Eric. (2017). Google Cardboard with Eric Lawson [Recorded Presentation and Slides]. Retrieved from:https://bb.courses.maine.edu/webapps/blackboard/content/listContent.jsp?course_id=_77570_1&content_id=_2842977_1&mode=reset.
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"The game changing aspect of 3D printing extends beyond the ability to print something cool. The iterative tinkering process is employed while users continuously improve upon designs" (Martinez & Stager, 2013, p. 93). For my second maker experience, I decided to interview some experts right under my nose, and I got a chance to tinker with our school’s 3D printers in the process. Our school has a tech class that I had always thought of as more an introduction to wood shop and metals than a class having anything to do with technology. I heard that our tech teacher purchased two 3D printers last year, so I decided to pay a visit to Mr. Rodney Abbott's tech class to interview him and a handful of his students. I could not have been more pleasantly surprised by the fabrication occurring right here at my school. Students have been designing and creating products to address real world needs. I am going to pause for a moment to be completely honest about what I expected to find on my visit. Martinez and Stager (2013) describe a need to avoid the "keychain syndrome" where, "The incentives to make trivial object were stronger than the incentives to move onward to more complex, challenging work" (p. 103). I remember last year when a few of my students came rushing in to show me shark combs (glow in the dark hair combs shaped like sharks) they had made with the 3D printer. So when I read Martinez and Stager's warning about avoiding the "keychain syndrome," I could only think well at my school it would be called the glow-in-the-dark shark comb syndrome. These preconceived notions I arrived with, could not have been more off-base. I was impressed with the variety of products my students were producing to meet a wide array of real world needs. One student had made a glow-in-the-dark cell phone dock for his mother's night stand because she was always fumbling around to find her missing phone at night (my students clearly enjoy the glow-in-the-dark filament). Another student saw a need while sitting in his geography class during a unit on Everest. The teacher kept pointing to an old poster of Everest, so he decided to make a 3D model so his classmates could better visualize the features of the mountain. Similarly, another student fabricated 3D shapes for the math teachers to use with geometry lessons. Yes, there were a variety of fun toys the kids had created such as mini gliders and shark combs, yet the students were able to explain their purpose and value. One student explained that he liked to create simple gliders when figuring out sizes and dimensions. He expressed how working with something small and easy to manipulate was a low-stakes way for him to tinker with the design program without worrying about wasting too much time or filament and that he then planned to use all of these toy gliders as stocking stuffers for his family so that they were not just a waste of materials. Another student interested in model cars created a model engine with real, moving parts. Another group of students explained how they were invited to speak at a Board of Education meeting to talk about our new 3D printers, so they decided to design a nameplate for each board member. I was really struck by how the students were really thinking about how they could create products that would fill authentic needs in their lives. In the First Monday article “Materializing Information: 3D Printing and Social Change, Rato and Ree (2013) describe these kinds of purposes for fabrication as “citizen empowerment” writing, “In our environmental scan, we found that current uses of 3D printing seem to empower people in several distinct ways, including: fashioning custom tools to accomplish specific tasks; extending or connecting disparate forms, systems or structures; visualizing problems that are difficult to picture virtually; expressing their aesthetic taste, individualism, community affiliation or ‘brand’; and, of course, having fun by making their own toys.” My students seemed engaged, excited, and empowered by the ability to bring their 3D designs to fruition. Mr. Abbott and the students I interviewed talked about learning how to use the 3D printers through a combination of curiosity, play, and trial and error. Mr. Abbott said much of how he learned to use the printers came from some enthusiastic students really taking the learning into their own hands and teaching him new tricks. He explained how they were on this new adventure together. Signs adorned the walls of his classroom with how-to instructions and dimensions the printer could handle. He explained that those were all student created. They determined what they needed to figure out, and the students were creating resources to help each other and even teaching other students how to effectively use the machines. The students had a real sense of the cost of purchasing filament and were cautious not to be wasteful with their resources. I asked the students where they came up with all of these great ideas for projects as they kept proudly handing me a variety of their products. They told me that they used the Thingiverse website to find ideas, but they often needed to customize the designs to fit their needs and resources. “Usually someone just sees something that a teacher needs or they need at home, and if they stop and think ya we can probably print that in plastic then we talk about it in tech club or class. If we think we can make it, we do our best to at least try and print it. Sometimes we find out that it needs to be bigger than we can print, but usually we can try,” one student reported. They cited a time their classmate realized they had lost a plastic game piece, so he brought another piece in and they were able to make a pretty good replica. They also talked about when they were assigned to make balsa wood bridges in tech class and one group thought it would be possible to design and print the pieces of their bridge to assemble. They pointed to a variety of bridges their class had made: some wood, some 3D printed and then assembled, and others a hybrid of balsa wood and 3D printed pieces. It was amazing to see the computational thinking at work even though the students had no idea they were engaging in such deep problem solving and project management because it felt like play. They showed me one drawer chock full of “fails.” They laughed as they remembered how many times it took them to perfect the name tags or pieces of bridge before they really liked their products. I joked that I wished they were so excited about having to rewrite and revise their ELA writing. “That’s not nearly as fun, Mrs. Fred,” a student laughed. As I thanked the students for their helped and explained the assignment they were helping with, they eagerly invited me back to come “play” with all of their cool new gadgets at tech club, and they ran to show me some robots, Lego Mindstorm kits, and Arduinos. I hope to return soon to tinker some more. References _____________________________________________________________________ Martinez, S. L., & Stager, G. S. (2013). Invent To learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press. Provenzano, N. (2016). Your starter guide to makerspaces. United States: Blend Education. Ratto, M., & Ree, R. (2012). Materializing information: 3D printing and social change. First Monday, 17(7). doi:http://dx.doi.org/10.5210/fm.v17i7.3968. "Projects are what students remember long after the bell rings. Great teachers know their highest calling is making memories"(Martinez & Stager 67).
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Creating this blog post has been a real test of my own grit. While I have blogged in the past, I decided that I wanted to test drive a new tool with Weebly to expand my repertoire. For the life of me, I could not figure out how to embed the infographic seen below. What should have been a 3-minute task, quickly became a 30-minute endeavor as I tried and failed and tried again to get the image just right. The voice in the back of my head kept saying Get writing, this infographic is not critical to your assignment yet I was determined to see this challenge through. This healthy frustration and ability to overcome an academic challenge independently is exactly the type of grit fostering learning experience I seek out for my own middle school students.
One of my nerdy side interests is researching character education or the non-cognitive skills that make children, and all humans for that matter, successful like possessing grit, curiosity, and self-control. I love reading about the science behind why some people thrive and are able to overcome adversity. I read Malcolm Gladwell's Outliers with my middle school students and excerpts from Paul Tough's How Children Succeed and Daniel Coyle's The Talent Code. We watch TED talks from experts in psychology and non-cognitive skills such as Stanford University's growth mindset guru, Carol Dweck, and UPenn's grit expert, Angela Duckworth. One major takeaway from my research is: Meaningful struggle is the most powerful learning experience you can create. Students need opportunities to fail and recover in a safe space, and creating a blog post or website or using a new technology to showcase your learning can provide just the right amount of healthy frustration for my students. In Paul Tough's latest book Helping Children Succeed: What Works and Why (2016), he writes, "Meeting and overcoming meaningful academic challenges is critical to developing the other positive academic mindsets that Camille Farrington described, like I can succeed at this and My ability and competence grow with my effort"(Tough, 2016, p. 99). Tough goes on to describe how these experiences with struggling and overcoming problems is the best way to foster a growth mindset in the classroom. When you can feel yourself becoming more competent through effort, you then know first hand that your brain is strengthened through hard work rather than shear ability.
Whether you are an adult or a child, independent experiential learning is just good teaching which brings me to this week's readings on pedagogy versus andragogy for my educational technology graduate course. The term andragogy comes from the Greek for man learning while the more commonly used, pedagogy, refers to child learning. The infographic that was the cause of my struggle and frustration can be seen adjacent, and it nicely sums up andragogy as described by Malcolm Knowles. An adult educator, Knowles, popularized the term andragogy as a synonym for adult learning and came up with assumptions about adult learners and principles for effective education of adults. As I read some of the Knowles' principles such as adults learn best with problem-based learning or adults learn best when the lessons are immediately relevant to the learner's life, I could feel my blood pressure rising. Isn't this what we want for all learners?!?! I jotted down on a sticky note; my snarky tone reflected in my punctuation. As I neared the end of Knowles' chapter What is Andragogy? from The Modern Practice of Adult Education, he alleviated my concerns writing, "The differences between children and adults are not so much real differences, I believe, as differences in assumptions about them that are made in traditional pedagogy," and he continues, "Therefore, many of the principles of andragogy have direct relevance to the education of children and youth" (Knowles, 1980, p. 58). I completely agree with Knowles' assertion that many students desire the same learning experiences as adult learners. I believe that giving the learner some autonomy in what they choose to learn and giving students the opportunity to engage in meaningful and relevant project based learning is good teaching regardless of the age of the student.
In Helping Children Succeed (2016), Paul Tough has a chapter titled Pedagogy. In light of this week's discussion on pedagogy and andragogy, I decide to revisit the chapter to see if my new learning would change my understanding. In this chapter, Tough discusses some effective pedagogy in two underserved schools. Tough's description of the pedagogical practices at an Expeditionary Learning school mirrors so many of Knowles' principles of effective adult education. Tough writes:
The most significant element of the EL formula to me is on the pedagogical side of the equation, in its distinct academic practices. Classrooms at Polaris and other EL schools are by design much more engaging and interactive than classrooms in most other American public schools. They are full of student discussions and group activities large and small; teachers guide the conversation, but they spend much less time lecturing than most public school teachers do. EL students complete a lot of rigorous and demanding long-term projects, often going through extensive and repeated revisions based on critiques from teachers and peers. They frequently work on these projects in collaborative groups, and often a project will conclude with students giving a presentation in front of the class, the school, or even a community group. In addition, students are responsible, whenever possible, for assessing themselves; twice a year, at report-card time, parents or other family members come into the school for meetings known as student-led conferences, in which students as young as five narrate for their parents and teachers their academic achievements and struggles over the past semester"(Tough, 2016, p. 95).
The effective pedagogical practices Tough highlights from this high performing school reflect most of Knowles' principles of andragogy. Adult learners would feel respected and challenged in this type of environment as well. Maybe andragogy then should not be seen as adult learning and rather respectful teaching practices for all students regardless of age.
Knowles' adult learning principles also reminded me of our discussions last week on the importance of autonomy and relationships in the classroom. We discussed how technology integrated classrooms no longer require students to memorize long lists of facts because access to the internet makes looking up basic facts quick and easy by pressing a few keys. Whether your classroom is technology integrated or not, giving students autonomy over the what and the how of learning increases intrinsic motivation. The teachers role then shifts from being "the sage on the stage" to the "guide on the side" as teachers facilitate discussions and teach the process of learning rather than dictating all knowledge that must be absorbed. Knowles emphasizes similar points as he notes, "[In andragogical practice] the teacher's role is redefined as that of a procedural technician, resource person, and coinquirer; more a catalyst than an instructor, more a guide than a wizard. Andragogy assumes that a teacher cannot really "teach" in the sense of "make a person learn," but that one person can only help another person learn" (Knowles, 1980, p. 48). This philosophy of having teachers facilitate learning rather than dictate it, aligns nicely, in my opinion, with technology integration. Many learners regardless of age desire to follow their own interests and curiosities while learning and technology enables educators to manage student learning on a wide array of topics simultaneously. Teachers are no longer bound by resources where all students must read from the same because because that is all we have. Technology and the internet has opened the door for learners to access information on a nearly infinite array of topics at the click of a button (or he sound of their voice). I am one "Ok, Google," "Siri, help me," or "Hello, Alexa," away from a wealth of information.
In the end, I believe that whether you label your teaching practices pedagogy or andragogy, the learning principles developed by Knowles are simply best practices. While I think it is important to be sensitive to our students' individuality whether that means differences in age, culture, gender, or so forth, I think many of Knowles' philosophies transcend these differences. All students want their learning to feel relevant, authentic, and important to their interests outside of the classroom. All students want some level of autonomy over what and how they learn. All students deserve to work in a climate where they feel respected and that their life experiences are valued. All students deserve the opportunity to feel frustration when grappling with meaningful academic challenges. It's that space where we can try and fail and try again where we experience the greatest growth and reward. Remember: No grit; No pearl.
Holmes, Geraldine., & Micele Abington-Cooper (2016). JOTS V26n2 - Pedagogy Vs. Andragogy: A False Dichotomy? . Retrieved from https://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-2000/holmes.html.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge, London: The Adult Education Company.
Tough, P. (2016). Helping children succeed: What works and why. Boston: Houghton Mifflin Harcourt.
One of my nerdy side interests is researching character education or the non-cognitive skills that make children, and all humans for that matter, successful like possessing grit, curiosity, and self-control. I love reading about the science behind why some people thrive and are able to overcome adversity. I read Malcolm Gladwell's Outliers with my middle school students and excerpts from Paul Tough's How Children Succeed and Daniel Coyle's The Talent Code. We watch TED talks from experts in psychology and non-cognitive skills such as Stanford University's growth mindset guru, Carol Dweck, and UPenn's grit expert, Angela Duckworth. One major takeaway from my research is: Meaningful struggle is the most powerful learning experience you can create. Students need opportunities to fail and recover in a safe space, and creating a blog post or website or using a new technology to showcase your learning can provide just the right amount of healthy frustration for my students. In Paul Tough's latest book Helping Children Succeed: What Works and Why (2016), he writes, "Meeting and overcoming meaningful academic challenges is critical to developing the other positive academic mindsets that Camille Farrington described, like I can succeed at this and My ability and competence grow with my effort"(Tough, 2016, p. 99). Tough goes on to describe how these experiences with struggling and overcoming problems is the best way to foster a growth mindset in the classroom. When you can feel yourself becoming more competent through effort, you then know first hand that your brain is strengthened through hard work rather than shear ability.
Whether you are an adult or a child, independent experiential learning is just good teaching which brings me to this week's readings on pedagogy versus andragogy for my educational technology graduate course. The term andragogy comes from the Greek for man learning while the more commonly used, pedagogy, refers to child learning. The infographic that was the cause of my struggle and frustration can be seen adjacent, and it nicely sums up andragogy as described by Malcolm Knowles. An adult educator, Knowles, popularized the term andragogy as a synonym for adult learning and came up with assumptions about adult learners and principles for effective education of adults. As I read some of the Knowles' principles such as adults learn best with problem-based learning or adults learn best when the lessons are immediately relevant to the learner's life, I could feel my blood pressure rising. Isn't this what we want for all learners?!?! I jotted down on a sticky note; my snarky tone reflected in my punctuation. As I neared the end of Knowles' chapter What is Andragogy? from The Modern Practice of Adult Education, he alleviated my concerns writing, "The differences between children and adults are not so much real differences, I believe, as differences in assumptions about them that are made in traditional pedagogy," and he continues, "Therefore, many of the principles of andragogy have direct relevance to the education of children and youth" (Knowles, 1980, p. 58). I completely agree with Knowles' assertion that many students desire the same learning experiences as adult learners. I believe that giving the learner some autonomy in what they choose to learn and giving students the opportunity to engage in meaningful and relevant project based learning is good teaching regardless of the age of the student.
In Helping Children Succeed (2016), Paul Tough has a chapter titled Pedagogy. In light of this week's discussion on pedagogy and andragogy, I decide to revisit the chapter to see if my new learning would change my understanding. In this chapter, Tough discusses some effective pedagogy in two underserved schools. Tough's description of the pedagogical practices at an Expeditionary Learning school mirrors so many of Knowles' principles of effective adult education. Tough writes:
The most significant element of the EL formula to me is on the pedagogical side of the equation, in its distinct academic practices. Classrooms at Polaris and other EL schools are by design much more engaging and interactive than classrooms in most other American public schools. They are full of student discussions and group activities large and small; teachers guide the conversation, but they spend much less time lecturing than most public school teachers do. EL students complete a lot of rigorous and demanding long-term projects, often going through extensive and repeated revisions based on critiques from teachers and peers. They frequently work on these projects in collaborative groups, and often a project will conclude with students giving a presentation in front of the class, the school, or even a community group. In addition, students are responsible, whenever possible, for assessing themselves; twice a year, at report-card time, parents or other family members come into the school for meetings known as student-led conferences, in which students as young as five narrate for their parents and teachers their academic achievements and struggles over the past semester"(Tough, 2016, p. 95).
The effective pedagogical practices Tough highlights from this high performing school reflect most of Knowles' principles of andragogy. Adult learners would feel respected and challenged in this type of environment as well. Maybe andragogy then should not be seen as adult learning and rather respectful teaching practices for all students regardless of age.
Knowles' adult learning principles also reminded me of our discussions last week on the importance of autonomy and relationships in the classroom. We discussed how technology integrated classrooms no longer require students to memorize long lists of facts because access to the internet makes looking up basic facts quick and easy by pressing a few keys. Whether your classroom is technology integrated or not, giving students autonomy over the what and the how of learning increases intrinsic motivation. The teachers role then shifts from being "the sage on the stage" to the "guide on the side" as teachers facilitate discussions and teach the process of learning rather than dictating all knowledge that must be absorbed. Knowles emphasizes similar points as he notes, "[In andragogical practice] the teacher's role is redefined as that of a procedural technician, resource person, and coinquirer; more a catalyst than an instructor, more a guide than a wizard. Andragogy assumes that a teacher cannot really "teach" in the sense of "make a person learn," but that one person can only help another person learn" (Knowles, 1980, p. 48). This philosophy of having teachers facilitate learning rather than dictate it, aligns nicely, in my opinion, with technology integration. Many learners regardless of age desire to follow their own interests and curiosities while learning and technology enables educators to manage student learning on a wide array of topics simultaneously. Teachers are no longer bound by resources where all students must read from the same because because that is all we have. Technology and the internet has opened the door for learners to access information on a nearly infinite array of topics at the click of a button (or he sound of their voice). I am one "Ok, Google," "Siri, help me," or "Hello, Alexa," away from a wealth of information.
In the end, I believe that whether you label your teaching practices pedagogy or andragogy, the learning principles developed by Knowles are simply best practices. While I think it is important to be sensitive to our students' individuality whether that means differences in age, culture, gender, or so forth, I think many of Knowles' philosophies transcend these differences. All students want their learning to feel relevant, authentic, and important to their interests outside of the classroom. All students want some level of autonomy over what and how they learn. All students deserve to work in a climate where they feel respected and that their life experiences are valued. All students deserve the opportunity to feel frustration when grappling with meaningful academic challenges. It's that space where we can try and fail and try again where we experience the greatest growth and reward. Remember: No grit; No pearl.
Holmes, Geraldine., & Micele Abington-Cooper (2016). JOTS V26n2 - Pedagogy Vs. Andragogy: A False Dichotomy? . Retrieved from https://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-2000/holmes.html.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge, London: The Adult Education Company.
Tough, P. (2016). Helping children succeed: What works and why. Boston: Houghton Mifflin Harcourt.
Infographic: The Adult Learning Theory - Andragogy - Infographic - e-Learning Infographics. (2016). Retrieved from http://elearninginfographics.com/adult-learning-theory-andragogy-infographic/
Abby Fredrickson
Abby is a middle school language arts teacher interested in education technology and character education.
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