Foxfire: An Approach to Teaching EDL 273 Jaclyn Brees & Stephanie Nugent

History of Foxfire 1966 English teacher, Eliot Wigginton started at Rabun Gap- Nacoochee School in Georgia 1966 English teacher, Eliot Wigginton started at Rabun Gap- Nacoochee School in Georgia Inspired by John Dewey, he enlists student ideas about what they wanted to learn Inspired by John Dewey, he enlists student ideas about what they wanted to learn Students decided the creation of a magazine would best motivate them Students decided the creation of a magazine would best motivate them The first magazine was comprised of “articles based on information and stories gathered from their families or neighbors…about the pioneer era of Southern Appalachia.” The first magazine was comprised of “articles based on information and stories gathered from their families or neighbors…about the pioneer era of Southern Appalachia.”

History Continued In 1977, the magazine moved to Rabun County High School as an English credit class until state curriculum guidelines shifted it to an elective program In 1977, the magazine moved to Rabun County High School as an English credit class until state curriculum guidelines shifted it to an elective program The Foxfire magazine continues to reside as a elective class at the high school today The Foxfire magazine continues to reside as a elective class at the high school today

Founding Principles of Foxfire Eliot Wigginton built the principles of Foxfire on John Dewey’s constructivist beliefs that “all genuine education comes through experience” ( Starnes, 1999). Eliot Wigginton built the principles of Foxfire on John Dewey’s constructivist beliefs that “all genuine education comes through experience” ( Starnes, 1999). Foxfire and Dewey’s interrelated core principles: Foxfire and Dewey’s interrelated core principles: Student choice Student choice Teacher as a facilitator Teacher as a facilitator Academic integrity Academic integrity Community connections Community connections

Foxfire Philosophy Foxfire is learner-centered, community-based educational approach is advocated through both a regional demonstration site grounded in the Southern Appalachian culture that gave rise to Foxfire magazine, and a national program of teacher training and support (the Foxfire Approach to Teaching and Learning) that promotes a sense of place and appreciation of local people, community, and culture as essential educational tools.

Curriculum & Instruction How learning occurs. Dewey (1933) saw the human mind as a meaning-making organ, relentlessly driven to make sense of its world--an idea that predates today's notions of constructivism and active learning. The core practices also define the most powerful learning experiences as those that engage learners in posing and solving problems, making meaning, producing products, and building understandings.

Structure and Governance 1 From the beginning, learner choice, design, and revision infuses the work teachers and learners do together. 2 The work teachers and learners do together clearly manifests the attributes of the academic disciplines involved, so those attributes become habits of mind. 3 The work teachers and students do together enables learners to make connections between the classroom work, the surrounding communities, and the world beyond their communities. 4 The teacher serves as facilitator and collaborator. 5 Active learning characterizes classroom activities. 6 The learning process entails imagination and creativity. 7 Classroom work includes peer teaching, small group work, and teamwork. 8 The work of the classroom serves audiences beyond the teacher, thereby evoking the best efforts by the learners and providing feedback for improving subsequent performances. 9 The work teachers and learners do together includes rigorous, ongoing assessment and evaluation. 10 Reflection, an essential activity, takes place at key points throughout the work.