The Difference Between Pedagogy, Andragogy, And Heutagogy

The Difference Between Pedagogy, Andragogy, And Heutagogy by Terry Heick Jackie Gerstein’s passionate thinking about learning is some of my favorite to read. Her and I also both share a passion: self-directed learning. I’m embarrassingly interested in any kind of learning at all–formal or informal, self-directed or teacher-centered, authentic or academic. Gerstein’s presentation, “Education 3.0 and the Pedagogy of Mobile Learning” uses the concept of mobile learning as a spearhead into a broader discussion of how people learn–different approaches, different domains, and different technologies. With the progress of technology and the rise in mobile learning, now more than ever Self-Directed Learning–or Heutagogy–isn’t just possible, but natural, and almost awkward to not use, something Gerstein capture’s thoroughly and with her characteristic passion in the presentation below. Related Posts

Articles - Michael Fullan, OCMichael Fullan, OC Education Plus: New Pedagogies for Deep Learning Whitepaper Michael Fullan and Geoff Scott co-authored the New Pedagogies for Deep Learning Whitepaper: Education PLUS. Published by: Collaborative Impact SPC, Seattle, WashingtonJuly 2014 For more information about New Pedagogies for Deep Learning visit www.newpedagogies.org. © 2014 Collaborative Impact Creative Commons Attribution‐ShareAlike 4.0 International License. A Rich Seam: How Deep Pedagogies Find Deep Learning The report by Michael Fullan and Maria Langworthy is the first in a new series of publications published by Pearson. Pearson, January 2014 The Power of Professional Capital Co-authored with Andy Hargreaves, the article is adapted from a keynote address at Learning Forward’s Annual Conference, Boston, December 2012. JSD, Vol 34, No 3, June 2013 Commentary—The New Pedagogy: Students and Teachers as Learning Partners LEARNing Landscapes, Vol 6, No 2, Spring 2013 The New Pedagogy: Students and Teachers as Learning Partners M. Forward

Teacher Performance Evaluation: Definitions, Research, Models, and More In general, teacher evaluation refers to the formal process a school uses to review and rate teachers’ performance and effectiveness in the classroom. Ideally, the findings from these evaluations are used to provide feedback to teachers and guide their professional development. While governed by state laws, teacher-evaluation systems are generally designed and operated at the district level, and they vary widely in their details and requirements. Traditionally, teacher evaluation systems relied heavily on classroom observations conducted by principals or other school administrators, sometimes with the help of rubrics or checklists. Samples of students’ work, teachers’ records and lesson plans, and other relevant factors were also often taken into account. But many evaluation systems have undergone significant changes in recent years. All that momentum aside, the results of recent changes to teacher-evaluation systems are, as yet, difficult to quantify. Terms to Know Related Blog “Tenn.