Summary: In this article, an educator at a South Carolina suburban school argues that struggling students need opportunities for self-directed learning to develop autonomy, despite societal expectations for students to be motivated self-starters. After transitioning to personalized learning, the educator noted an increase in peer collaboration and student motivation. Reflecting on their practice, the educator recognized that overcoming assumptions about “at risk” students is essential for fostering their self-confidence and independence.
Source: EdSurge
Date: April 5, 2018
