Flexible seating is a huge plug in education right now, and I am shamelessly going to plug my Donors Choose project that I have up currently. At the end of last year I got 2 wobble stools from Donors Choose, and now I need more. They help the students to focus, and two stools doesn't cut it. There are way more than two kids who can benefit from using them. Please think about donating to my project, or even sharing it on your Facebook, Twitter, or Instagram pages! Every little small things helps, and my students and I will be very grateful.
Thank you for listening to my shameless plug; have a good night!
Summer learning; we all do it right!? Well the past two days I have been participating in the South Coast Maine Summit for Google Education at Biddeford High School. A long way from Lincoln, but totally worth it. Before I even dive into my learning, let me just say that you can find their future events HERE and I recommend going.
Our two Keynote speakers were Eric Lawson and Caitlyn Bennett. You should go give them a follow on Twitter right now because they were both AMAZING! I actually ended up going to 3 presentations by Eric, not including his Keynote speech, and a lot of what I learned came from those presentations. Okay, now onto the learning.
So my very first session was about Google Extensions (and it was with Eric). My huge take away, why wasn't I all ready using these? Extensions help make your life more organized and more productive. I have my favorites down below and here is a link to the session notes.
Also an Eric Lawson presentation, I learned a lot about Google Add-ons. Like extensions, they make your life easier. Unlike extensions, you need to be in the app to get them. So if I want an add-on for Google Docs, I need to be in Google Docs. Here are the session notes, and my favorite take aways.
I also learned some great things about Google Expeditions and Google Tour Builder, but these are some of the best take aways I can offer. Once I have more time to reflect and plot, I hope to have a post about my plan for Genius Hour, as that was my ENORMOUS take away from this conference.
Straight up, this wasn't my idea. In my summer scrolling last year I found this article about gamifying reading. Don't ask me where that article is now, because I have no clue; just a disclaimer that I am not the one who came up with this wonderful idea.
Onto my excitement. This past year I tested out gamify reading with my 6th grade class. Some students really took to it, others did not, but it was year 1, now I am getting ready for year 2. Last years' poster is shown here on the side. It was completely teacher made, and the students didn't have a say into what rewards they got or when they got them.
As I said before, this worked well for some students, but I am concerned about the ones it didn't work for. So it was back to the drawing board. I knew I wanted to add more levels, as my avid readers busted past the 12 books, some going into 2 punch bookmarks. But the question then became "how do I get those that don't want to read." The answer came to me when I was chatting with one of my edtechs at the end of the year. She told me that when her son was little she would have him choose what reward he would get for doing what. She gave him ownership and choice. How many times have we talked about how we need this in the classroom??? So that is my goal. I have a list of rewards that I am going to have them rank. The thing that they want the most, will be the hardest thing to get. Hopefully, fingers and toes crossed, this will motivate them to read more. It also doesn't hurt that I have cute little bookworms to mark their progress as the move up the continuum. These posters will be laminated and then the rewards will be expoed on once the students have ranked them.
I recommend that if you don't have a reading system in place with your students to try something like this. Before I punch their bookmark, I ask them a comprehension question or two just to test and see if they actually read the book and to help them with their comprehension skills. So here is to a new school year, and a hopefully better system in place! I will let you know how it goes.
My 6th grade classroom is very diverse when it comes to how they learn. I have some students who need step by step directions and others want more flexibility. Some students are ready for that flexibility, while I worry that others are not there yet developmentally. As a newbie with inquiry learning, I want to start out on something that I know will work and that my students and I will be successful at. This is why I think doing a wonder write for my informational writing unit would work so well. Last year, let my students choose a person that they wanted to study and the did biographies; however, I think they would feel much more connected to the project if I left it to the wider question: "Research a topic that you wonder about. Become an expert on it, and then teach me about it."
Although I worry that this might be too broad for some students, this would be an end of the year writing unit. I am hoping that in the time between now and trimester 3, I can build them up to where they will feel comfortable doing a unit like this. With the writing skills that they come into my classroom with, I wouldn't think of starting with a unit like this, because they haven't really been exposed to writing essays, nor have they been exposed to doing research on their own. By having this be their last writing unit, I am going to be able to build up their research skills and their writing skills.
1) The first step on our route to completing an inquiry project is to learn how to do research. To do this, I have started to use some of the lessons from Common Sense Media. When my students come into my classroom, a lot of them think research is using Google Images. By using the Common Sense Media lessons on research, I am helping my students gain the research skills that they will need in order to complete a Wonder Writing Project. These include learning what a keyword is, and the best ways to find the information that you want.
2) The next step that I would take in order to prepare myself and my students for this project is to brush up more on Genius Hour. As a teacher, sometimes it can be very hard to step back and let the students work through a process on their own. In order for the Wonder Writing Project to work how I would want it to, this is something that I would have to do. One thing that I would probably do is run a mini trial where I give students a limited amount of time to work on a Wonder Project. This can help them as well as me get used to the project and can even give them a kick start for their writing project. This would help to differentiate for my students who need more time in making decisions. At the end of the mini project, they can write, create a presentation, or create a poster in which they pitch their idea to me.
3) Loading up you Pinterest Board! Pinterest is one of my favorite sites for finding different ideas. Lots of teachers post anchor charts to help students with the different forms of writing, and it is a great place to also locate organizers to help the students with their thoughts. Teachers Pay Teachers is another great site if you are looking for different types of organizers. Both of these sites can help you prep for for a Wonder Write Project. If you want to check out some of my teaching ideas, you can check out my Pinterest board here!
4) The last step is probably the hardest, but the simplest in theory: let the students free. Let them do the work on their own; step back and watch the magic. This blog article gives some insight into how we can start to develop our students into independent learners. I agree that it is very hard to not answer a student's question right away. I do think that I can start to encourage deeper thinking and learning by asking students to first try to think of the answer themselves, or come up with a way you could solve it. It would be a big shift, but beneficial to everyone. I also agree that strong formative feedback will help.
Essential Question: What is something that you are passionate/wonder about?
ELA.07.WTI.01.04 (Gr. 6-8) 3. Is skilled at using relevant, precise information and vocabulary for a selected topic in an organized format, while using and maintaining a formal style. (analysis/ retrieval)
ELA.06.WTI.01.04 (Gr. 6-8) 3. Is skilled at using relevant, precise information and vocabulary for a selected topic in an organized format (subheadings, figures, chart, table, bulleted items, multimedia) to aid audience comprehension. (analysis/retrieval)
During this project, students will be digging in deeply to a question that they have on something that they are passionate about, or something that they wonder about. Not all students will choose the same questions, nor will they need to complete the same project. No where in the targets that I have to reach does it say that the students need to write an essay, even though it is a writing standard. This means that students can finish their project by writing an essay, creating a multimedia poster, creating a presentation, or creating an informational video. As long as students are using relevant and precise information, organizing their material, using a formal tone, and adding in text features, they are meeting their targets.
1) Google Slides/Screencastify
Two tools that students will have to produce their projects are Google Slides and Screencastify. Students can use these two tools to create a video of their project. Students would first build their video on Google Slides, and then audio over it using Screencastify. In the SAMR model, I would say that this is redefinition as they would be able to safely put the videos out to the world where their faces and names are not involved. It is also a big step up from just writing a paper.
Another tool that students can use when creating their products is Piktochart. This site allows students to combine text, images, and video all in one easily locatable and visible area; a multimedia poster may you. Students can upload all these differnet types of media and explain how they interconnect to their project. I also would consider this redefinition on the SAMR model, as I would never be able to have them put video on a sheet of paper, it just isn't possible.
The last resource that I would give my students to use during this project would be Bubbl.us. This is a sight to help students brainstorm what they want to research about and what their next steps are. They can make different mind maps to help them visualize where their project is going and what they have to do next. Students can also email me their maps so that I can view them and know where they are going. I would say this site is on augmentation on the SAMR model because I could have them just as easily draw a map. However, not only is this neater, but students can add in links to their research.
Right now, this project is unlike anything I have done with my students. I have completed some projects similar to this before, but on different topics in my college education. One problem that I foresee is that the students may get overwhelmed. Just today I had a student ask me to pick what he should write about, and he had three options! I can only imagine how bad that could be when I give them such freedom. I do think that by having it at the last trimester, I am helping them. If I gave this as a first project, I think that my 6th graders would be so overwhelmed, thus making me overwhelmed also. As the last "writing" unit, however, students will all ready know what I expect. I will have also given them many research tools and let them explore the online mediums. That way they won't be getting all the tech at the same time they are trying to figure out how they want to organize what they would like to do. Oh, and also end of 6th grade means more like a 6th/7th grader than a 5th grader; right?
As I have said before, I work in a middle school in rural Maine. The school that I work in hosts grades 4-8. Grades 4, 5, and 6 have access to 1:1 Chromebooks, and grades 7 and 8 have access to 1:1 Macbook Airs. I work with 6th graders, so they all have their own Chromebook which they are only able to access at school. With the Chromebooks, my students and I have access to the Google Apps for Education.
In my classroom, students come to me with a very interesting take on technology. While they can manage their way around their computers, their typing skills are low, and they think that internet research is to look up images on Google Images! It is my goal to better prepare these students for the rigor that 7th and 8th grade will bring to them. I hope to do this by teaching them how to type and giving them opportunities to practice, by teaching them how to internet search by using keywords and accessing websites for credibility, and finally, by teaching them how to give credit to the author of an image. I also hope to give my students time to practice their 21st Century Skills of communication, collaboration, creativity, and critical thinking by using their new computer skills.
So I was challenged to create a rubric to assess the technology that I use, or would like to use in my classroom. After some foundational reading and some rubric searching, I came up with the FAACE Rubric. This includes my love of fancy acronyms and what I thought was important for 6th graders in what I had read.
I chose these aspects because I felt like they were developmentally appropriate to look at for 6th graders. I want them getting feedback on their learning to increase their self directed learning. I need them to be able to navigate the app on their own; I can't keep repeating directions every time we go on the app. Coming from a rural district it needs to be cheap, and if it isn't cheap, it better be beneficial to ALL of my students. One of my goals is to work on their 21st century skills which is why collaboration is important to me; and finally, the app isn't worth it if the students don't want to be on it.
An assessment/review tool that I use with my students is Kahoot! While this app isn't project based, it is a student centered way to assess their base learning. This based learning is needed before we can move onto the project based information. Rated on my FAACE Rubric, I give it a 15/20.
Write About It
Write About It is a website that I started using with my students this year. It is a blogging website that allows students to join groups, create blogging ideas, and write and respond to other students blogs. It has been a great collaboration and communication platform for my students this year as we have participated in the Global Read Aloud. On the FAACE Rubric, I give this site a 14/20.
An extension that I have used in my Grad class and would like to use in my classroom is Screencastify. This app would let my students create videos using their voices and the screen that is on their computer. Students can then save them on drive where I can give them feedback or upload them to a class youtube page. Once on Youtube, the global community can give the students comments on their work. On the FAACE Rubric and based on what I know about my classroom, I give this extension a 16/20.
I have used Glogster before WAY back when I was in High School (I realize that is not very long ago, but it feels like it). It allows students to create multimedia posters. The posters can then be placed in a presentation area like Padlet. It gives students another way to demonstrate their learning. On the FAACE Rubric, I give it a 12/20, loosing a lot of points because of feedback, and making it the lowest scored app on the FAACE Rubric.
Google Slides is something that I use all the time with my students. It allows them to present the information that they collected in a safe space, and it allows them to work together, even if they are not in the same room. It is also in my mind "disaster proof" because, if a student clicks a button deleting everything, I can go back into the revision history and fix it for them! On the FAACE Rubric, this site scored the highest, with a 17/20.
Dear Future Students,
I want to take a moment to get you pumped up for this coming school year. As you may have seen as you walked by my classroom, or heard through the wall that separates Mr. Brown and I, we have a lot of fun in my room. You might have noticed that we dance, film videos, and blog about our work. Now you may think that this is all fun, and I hope that is your thought, but I want you to know that I am also sneaking in some learning into your 6th grade head. That is right, I am a sneaky teacher. When we are blogging, filming, and communicating with others online, I am also teaching you the life skills on how to be a good digital citizen.
What is a digital citizen you may ask? Well, in the broadest terms it comes down to REP: Respect, Educate, and Protect. How can you be a respectful person online? What ways can you protect yourself when navigating the digital world? And what tools can I educate you with to prepare you for the years ahead on the digital world? You can also think of the Digital 10 Rules, and we will talk early on in the year where these rules fit in REP. While most of the rules fall under being respectful, we can talk about how we can better protect ourselves from someone trying to see our work, and how we can become better educated and keep up to date with the different technologies and rules. These will be just as important as the ways we are safe, respectful, and responsible in our physical classroom. We will have conversations about what this means when you are on your computer, and run some games to help you gain a deeper understanding.
Once we have a solid understanding, that is when the fun activities begin. We start the year off with the Global Read Aloud. During this global event, we will have the opportunity to communicate with classrooms around the world using the blogging platform Write About It. By participating with this online platform, we will be practicing how to communicate online in a positive and safe manner by commenting on other students' blog posts. We will discuss and practice how to respond to a blog post, first be practicing as a class using Twitter, and then by having you practice on your own through Write About It. This will be your first online chance to model that you are a digital citizen. As 6th graders, communicating online is something you probably do every day. Whether through Facebook, Instagram, Snapchat, or Twitter. I want to make sure that through this blogging experience, you gain an understanding of there being a right and wrong way to respond and take this knowledge to practice in your everyday lives. I hope that if you get a message that is inappropriate, that you remember that you shouldn't respond back the same way, but rather find and report it to an adult, just as if this had happened on your blog post in class.
Another activity that we will be doing in my classroom is creating Google Slides. When we create these slides, I expect that you give credit where credit is do. If you take an image to put on your slide show, you are going to give credit to the person whose image it is; just like if you were quoting someone. We will talk about the Creative Commons, and I will model how to use them, just like I am doing in this blog post right here. You will have plenty of opportunities to practice this as we will be doing slides on landforms, climates, and different cultures, to name a few things. It is important that you realize that you need to give credit to other peoples' work or else it is stealing, and that is not being respectful in the digital OR physical world.
I hope this letter has gotten you excited for the upcoming school year. I know that I am excited, getting Google Classroom prepped, practicing my GoNoodle dance moves, and copying permission forms to put your smiling faces on our social media sites. I look forward to meeting you and your parents at open house night!
Ribble, M. (2011). Digital citizenship in schools. Eugene, Or.: International Society for Technology in Education.
Starr, L. (n.d.). Education World: Proper Internet Use | Tools for Teaching ... Retrieved October 20, 2016, from http://www.educationworld.com/a_tech/tech/tech055.shtml
Team, G. (n.d.). Middle School Digital Citizenship: What Students Need to ... Retrieved October 20, 2016, from https://globaldigitalcitizen.org/middle-school-digital-citizenship
So I moved to Northern Maine, but all of my doctors are still in Southern Maine. I know, I know, I should probably switch them, but I am not ready for that step yet. Anyways, this means that I am out of school for two days to get to my appointments. So I had two options: A) Have the sub try to teach my students or B) Flip my room so that my students were getting everything that I would be teaching them anyways. Naturally I chose the later. Of course, upon choosing this option, I didn't realize how much work it would be! Now I understand that this isn't completely what a flipped classroom, but it is as close as my students are going to get without being able to bring their computers home.
What I Did
So here is what I did. First, I utilized Google Classroom. I created assignments to put on the classroom that I knew my students could handle. For ELA they have a document to start typing a persuasive piece on. For reading, they have a Google Form in which they will listen to a chapter from or Pax book and then answer question about the book. Finally, for Social Studies, I posted a Brainpop video with directions on how to log on and what I want them to do. This is a big step for both my students and me. I really hope that the tech works well with the sub and that the students actually read the directions. If everything works though, it can mean great things for my classroom, and I am excited to see the possibilities that present themselves!
At my school, we are 1:1 Chromebooks 4-6th grade. We also have access to the Google Apps for Education (GAFE) suite. This gives my students and me access to many different apps that can be used in and out of school depending on internet access. Because my school already has these tools in place, I wanted to find out how they could help my students develop 21st Century Thinking Skills (critical thinking, creativity, collaboration, and communication). I wanted to know if these tools that my students are provided with would help them become deeper thinkers, or if these tools were just that, tools. So I set out on a mission, following the GAFE hashtag on Twitter, looking up scholarly articles, and taking the level 1 Google Educator Training. I was looking for specific information on how the different apps help my students develop their 21st Century Thinking Skills, and how I, as a teacher, need to be using and modeling these apps to help students with this process. I also needed to know how to integrate these apps into my teaching; to not just use them because they were there, but in a purposeful manner. For my notes and hours spent on this project, you can go to my Time Sheet.
Note: My favorite resources are linked in purple.
One of the goals that I am working on as an educator this year is to make sure that I have cohesive units. This means that I am engaging students at the beginning of a unit with a hook or by activating background knowledge, and that all the activities I do in the middle keeps my final goal and learning target in mind. Investigating GAFE has helped me with my goal. By knowing what each tool does, and which skill it promotes, I can incorporate them in my units purposefully. I can have students think critically about a video by inserting it into forms and having the students answer different types of questions related around it.
Another tool that I may want to insert into a unit, keeping my goal in mind, is having students work on a Google Doc or a Google Slide together. By using these two options when students are working on group projects, it allows the students to interact collaboratively by adding comments and helping each other, even if one student may not be in the same room at the time. Students can also keep each other honest with the amount of work they are doing. Both apps have a revision history page that the teacher or students can go to and see who has contributed what to a project and what goals may need to be communicated based off of that.
During my research, I found two handy blogs that discussed giving feedback to students using Google Docs. One of the blogs is Control Alt Achieve. The other blog is called EdTech Teacher. Both of these blogs gave great feedback tools to help students think more critically about their writing and to bridge communication barriers. One tool that I learned about I am actually going to be using this week with my persuasive writing unit to help flip my classroom. I am going to have students write a simple persuasive piece on Google Docs, share it with me, and then I am going to use Screencastify to give them video comments where I am not going to be in class.
Connecting to my Learning
How can educators advocate and use technology to enhance real world, collaborative, learner centered environments? This a question that I am faced with in the course that I am taking this year. I feel like Google Apps is a very strong platform in which we can do this. Google Classroom allows for teachers to post assignments and announcements where students can easily access them. This allows for students to step outside of the classroom walls and work on materials in an environment that is conducive for them. Other apps that help to bust down the classroom walls are Google Calendar, Google Hangouts, and Google Docs. With Google Calendars, students can set up meeting times with their teachers to get small group or 1:1 learning. Google Hangouts allows for students to ask their peers questions through IMing, or video chatting in a student or teacher who is in another area. Finally, Google Docs allows for students to work collaboratively on their documents and still maintain ownership. Students can share their documents with teachers and student mentors to add feedback to their documents. Feedback can be added in many different ways from color coding grammar mistakes, to adding in links to further research.
To help educators become well versed in GAFE so that they feel comfortable using it in their own classroom, their are a few options. As someone who is more versed in using the GAFE apps, I need to be an advocate in getting these options out to help other teachers.
3. Google Educator Certification: Google provides free education for teachers surrounding the GAFE suite. Teachers walk through different units that teach them how to use the various apps. At the end of each lesson there is a check up, as well as a review at the end of each unit. When you finish all the units, you can pay $10 to take a test to become Google Educator Level 1 Certified. You can then go through more in depth units and take another test to become Google Educator Level 2 Certified. As part of this project, I have become level 1 certified.
At the end of every Twitter Chat, they ask what our #nextsteps are. Twitter is a big part of my professional development and played a role in my learning for this research project, so I thought I would share my #nextsteps in honer of where my research has taken me.
As a learner who grew up during the MLTI program, I have had many opportunities to grow up learning through technology. Some of these experiences have been very good, and others, not so much. I remember in the beginning, my teachers didn't really know what to do with the technology, so it was a lot of substitution; typing an essay instead of writing it, or doing research online instead of in the library. Even in college the technology I used wasn't very transformative. Looking at both of these times through a lens of andragogy and pedagogy, it was pedagogy; the teacher would tell me what to do, and I would do it. Once I got to college, it started to transform a little. Research topics became broader, but I still wasn't doing it because I wanted to, it was because was told I had to. For me, a moment when this changed was when I was introduced to the teachers' world of Twitter. When I was introduced to the world of Twitter Chats, I was self directing my learning. Sure, there would be different topics that were to be covered, but I could determine if that topic was a good match for what I wanted to learn. For the first time, I could decide if I wanted to be a part of that chat, and if I did, collaborate with people with different experiences on trying to solve the same teaching problems that I was seeing. It was like a whole new world to me. If I look at Twitter chats through an androgogy lens, I can see that it includes self directed learning and problem based learning. When I participate I am able to chose which problem I want to work on. Twitter chats also happen in a cooperative learning climate online. If I have a question or a comment I can reply to the person's post and we can have a discussion around it that other people can jump in on as long as we continue to use the group hashtag. Finally, when participating in these chats, I have to draw upon my knowledge of teaching. It would be very hard for me to participate in these chats if I didn't have any knowledge in teaching. Sometimes, it is difficult to participate in some chats based on the topics if you don't have the background knowledge. For example, something I am interested in learning about is DEEPdt; however, my background knowledge is very small on that topic, so my participation in that chat would only be surface level. While my contribution my not be deep, the collaboration I get from others will help to deepen my understanding. One thing that I do see missing looking at Twitter from andragogy though, is that there isn't an objective that the collective is trying to achieve. Therefore, Twitter Chats are not designed into activities that can help the learner meet an objective. However, I believe that I learner can self create their own objectives and use Twitter to help them achieve their goal.
T. (2011). Adult Learning Theories. Teal Center Fact Shhet, (11), 1-4. Retrieved September 28, 2016.
First off, let me clear up the obvious question here; what is andragogy and pedagogy? According to Malcolm Knowles, andragogy is, "the art and science of helping adults learn" and pedagogy is, "the art and science of teaching children." However, this is not where the distinction between andragogy and pedagogy stops; the differences are much more complex. For example, andargogy encourages self directed learning based on the passions of the learner, where as pedagogy is directed learning based on standards (The Modern Practice of Adult Education). For a more detailed description of the differences between andragogy and pedagogy, here is a video that I created comparing the two.
Now that the differences of andragogy and pedagogy are clear, how does technology play a role? To me, the biggest role that technology plays in branching the gap between pedagogy and andragogy is in building 21 Century Skills. These skills are inherent when it comes to andragogy, but before learners can get to this point, they need to be directly taught these skills through pedagogy. In the article 21 Century Skills: Not New, but a Worthy Challenge, Rotherham and Willingham say that advocates of 21 century learning favor student centered models like problem based learning. This is closely linked with the theory of andragogy and where technology becomes a tool in branching the gap. When students work on a problem based learning project, they are going to be learning from the teacher how to use those 21st century skills.
I will give an example for each on of the 4Cs that is included in the 21st century skills; starting with collaboration. It is one thing to have students talking with each other in the classroom to collaborate on an idea, but with technology, teachers can model to their students how to be collaborative online. Teachers can demonstrate how to set up a google slide show, and how members can work and comment on the slide show even if they are not in the same room together. During this time, the teacher can also model how to give constructive comments that help to benefit the progression of the project. Once completed, the students can have time to practice this new collaborative skill using the tech, and the teacher can circulate, or send comments through their computer. These skills can then be translated into other sites such as google docs. As the students start to transfer this knowledge, they are moving from pedagogy to andragogy with the help of the technology.
Another C of the 21 century skills is communication. This skill ties in well with the previous skill of collaboration. Teachers can model to their students how to communicate with different audiences. The teacher can show different types of articles and blogs and talk about who the intended audience is and how the class knows that. Then students can put this new communicative knowledge to work and try blogging for themselves. This teaches the students how to talk to people other than their peers and they can also get collaboration back on their blogs.
Next there is creativity. When I hear of creativity, I think of art and that I am not good at it. Students need to be shown that there are different types of creativity. By modeling different sites that allow for creative outputs, and then letting the students be able to use them, teachers are showing students that there is more than one way to be creative. Once they know this, they are more likely to go back to these sites and use them in future projects to demonstrate their knowledge on a topic.
The last C is critical thinking. Out of all of the 21st century skills, this one needs to have the most time to model, build, and explore for students. On a basic level, think of the typical research question. If given to a student with no research skills, they are going to be lost on what to do with it. However, if teachers start to model how to do research online and walk through their own thought process, students are going to start picking up on that critical thinking skill. Talking about why those keywords were typed into the search bar, why we search under scholarly articles instead of just the web, why we organize the information gathered the way we do; that is going to help the students bridge that gap and get them critically thinking on their own. Next time they have a question, they might do the research instead of asking, or putting it to the backs of their minds. To me, that is how we move from pedagogy to andragogy with the help of technology; by using the technology as a bridge to gain and master the 21st century skills. Using it to model and then reinforce the students learning. If they don't have those skills, it will be very hard to make the jump from teacher directed learning, to self directed learning.
Knowles, M. S. (1970). The modern practice of adult education; andragogy versus pedagogy. New York: Association Press.
Rotherham, A. J., & Willingham, D. T. (2010). 21 Century Skill: Not New, but a Worthy Challenge. American Educator, 17-20. Retrieved October 1, 2016, from http://www.aft.org/sites/default/files/periodicals/RotherhamWillingham.pdf
My name is Jessica Meservey and I am a 6th grade teacher. There is no level that I would rather be teaching and learning with. I currently teach in rural Maine. I love to integrate technology into my classroom as we are 1:1. Find me on Twitter at @MsMeservey.