Week 1: Weekly Writing

The first two weeks of 412 Methods of Teaching Agriculture have covered topics starting with our mindsets as teachers, Understanding by Design when planning units plans, and basic strategies for effective teaching. This week's readings have both reviewed and added to these discussed topics.

The reading from Newcomb et al, with the chapter, "Factors Influencing Decisions About Teaching" laid out the purposes of the instruction of agriculture. Its listed objectives included the effort to expand agricultural literacy, explore occupations in agriculture, gain occupational proficiency, and to prepare students for future educational endeavors related to agriculture. I have never heard these objects so clearly listed and described and appreciated reading this. I also liked how this reading described the 'complete program.' In our coursework, we tend to refer to the three circle model, but this reading broke it into two categories instead: classroom instruction and application of learning. Within the application of learning, the laboratory, SAE, and FFA components were listed. I thought this was an interesting way of thinking about the 'complete program.'

The next two readings, by Wong and Garton and Torres, were written with the theme of effective teaching principles. Garton and Torres discussed the Rosenshine and Furst Factors of Effective Teaching Behaviors, which we reviewed heavily in class, but I really appreciated reading what Wong had to say about effective teaching. It was noted that "The Effective Teacher Affects lives." A teacher moves through four stages as they develop their skills towards the 'impact' level where teachers can affect students' lives. This effective teacher would enter their classrooms with positive expectations, classroom management skills, and can achieve lesson mastery. Finally, it was noted that the best teachers "Beg, Borrow, and Steal!" This makes me laugh, but I am excited to learn what other teachers have found to be successful!

Positive Expectations. Classroom Management. Lesson Mastery. They are ALL important elements to being an effective clinician. It is just in a little different context! 

The Understanding by Design reading reviewed the effective unit planning that we covered heavily in class, with the 'backwards' approach with the end product in mind. We are reminded that even when we receive pressure as teachers towards the standardized tests, that we must not resort to assessing low-level content comprehension in our students.

The final reading introduced "Strategies for Great Teaching," which includes "e-moment" strategies to engage learners and increase their understanding of the content. I am looking forward to reading more about these "e-moments" to become a more effective teacher.