Weekly Writing: Effective Questions and Languaging in Instruction

This week's readings related to effective questioning and languaging in instruction, field trips, and cooperative learning. When I think of high school, the most effective teachers concerning questioning were the math teachers. They had developed excellent wait time, as they waited and waited until someone in the class figured out the math problem or started flipping through equations to try to figure it out. As a student, is was so frustrating when a teach posed a question but interrupted before anyone could think through the question or look at past notes to figure it out! Or it was always frustrating when a dominate student would interrupt an activity or Q & A session. These readings were helpful to prepare us as teachers to prevent or handle these situations.

Dyer gave gave excellent advice on how to use questioning effectively. The majority of questions that teachers ask tend to be low level rather than high level. A teacher can choose to ask directed or general questions or open or close-ended questions, depending on how he or she would like to engage the students. While student participation may be difficult, techniques can be used such as calling on names and being aware of dominant students.  Finally it is essential to give at least 5-7 seconds of wait time. While I could imagine that this is incredibly painful and long for teachers sometimes, it gives students time to process the question and retrieve an answer.

The reading from Myers discussed effective field trips. Remembering  my high school years, and even college experiences, some field trips were the highlight of the course! However, for some, as I think now, I can barely make a connection to the subject content in focus on those trips. How do we make field trips fun and also reinforce the subject content too? Myers explained this. There are three parts to field trip planning: pre-trip, trip, and post-trip. All three phases have clear connections to the content matter on hand. Also an important note that jumped out at me was the role of facilitator that the instructor plays during the field trip. It is his or her job to make sure the trip is being connected to the content. I am really looking forward to taking my students out on a field trip this spring.
                                           
Groseta discussed the implementation of cooperative learning. This is a fantastic opportunity for students to work with their peers and gain social and academic benefits. However, there are difficulties implementing this teaching technique, such as; assigning groups, behavior management, and evaluation of learners. The article discussed how to handle a lot of these difficulties. I am looking forward to incorporating cooperative learning in my classroom. I also think that the more I incorporate it, the more I and my students will be comfortable with it.

Reading Reflection #2: Principles of Teaching, Including Group Teaching Techniques

This week's readings were both from Newcomb et. al, Methods of Teaching Agriculture. Chapter 2 outlined the principles of teaching and learning, which many of them I have heard of previously. Others were new to me. The 6th chapter focused on using some of these principles through group teaching techniques. I found this unit especially helpful, as it has given me more specific ideas to include in my lesson planning.

With 16 principles presented in Chapter 2, there was a lot of information given. We had mentioned the importance of organization and sequencing of learning content, but the chapter mentioned the importance of the students' readiness to learn the material. I never gave much thought to the responsibility of teachers to provide the prerequisite material. While we as teachers expect certain concepts to be covered in other classes or previous grade levels, it is important that we gauge these levels and teach accordingly.

The next couple of principles were related to student motivation. What motives students to learn the content matter? The chapter pointed out that students should be involved in making learning goals and planning. I hope that I will learn more about how to administer this principle. It also mentioned that success is a major motivating force. This comes through frequent student progress feedback and timely student rewards. I can certainly related to this from a student's point of view. If I feel like I am making progress in a subject, I am more motivated to put more energy into it. The final principles were related to directed learning where problem-oriented learning is best.

 

Field Trip! 

Chapter 6 was very helpful for me, as it outlined different group teaching techniques. Due to the time limitations and often larger class size, large group techniques have to be utilized. However, this chapter mentioned many more techniques outside of the traditional lectures and discussions, including demonstrations, field trips, role-playing, resource people, and cooperative learning. It outlined the importance of utilizing demonstrations effectively by presenting them step-by-step, focusing on 'how,' 'why,' 'what it accomplishes,' and 'important safety tips.' I have only heard of cooperative learning briefly before reading this, so that was also an interesting section. While the liked the idea of the 'traveling folder,' I think there are many other ideas related to this group teaching technique that I'm looking forward to learning about. Overall,  theses were informative readings that taught me that I have A LOT MORE to learn!

Lab 1 Reflection: First Day of School

The first day of school is always an interesting day for students. A new start. Seeing friends again. Until recently, I actually never gave any real thought about the teachers' opinions about the first day. Our first official 412 teaching lab was quite an interesting dry run for me today, but I learned somethings that really wouldn't work and other great ideas I can think about including.

As lab preparation, I spent a lot of time preparing and brainstorming creative ideas to get the students involved RIGHT AWAY with my class expectations, procedures, and consequences. Upon entering the classroom, I handed each student a strip of paper with one or two expectations on it. My plan was to have them take turns reading the class expectations, procedures, and consequences to the class instead of me; however, it was a mess and they were all so confused! Well that idea flopped, but at least I know now!

Another technique used was a handout activity that had my classroom expectations, procedures, and consequences listed with words missing. It was an in class activity to fill in the worksheet and then sign at the bottom. I think this was a successful idea.

Finally, the 'trouble' students were really quite a distraction. I really didn't think that I would get so flustered, but I did! I wonder that if I just ignored some minor issues with students, it would be better. I spent so much time waking up students, quieting students, and taking their 'toys' away, that I completely lost my train of thought and therefore lost confidence.  We are going to be so prepared for real life after this semester of lab! We are going to think teaching high schoolers is easy compared to these "should-have-been-theater-majors- college-kids!" Alright, I'm just joking about that part, but we do have some good distracters in our teaching labs!

Engage and Focus Students: Objectives and Interest Approach

This week's weekly readings have examined instructional objectives and interest approaches. These two important topics are key to engaging students in the topics to be learning and also directing their learning on a focused path.

Newcomb et. al. explained that objectives should fall under the three-domains of learning: cognitive, psychomotor, and affective learning. With this in mind, they must also be observable and measurable behaviors. This therefore can reflect the students' performances. As I am beginning to write objectives, it has been challenging at times to incorporate all the domains of learning and also making the objectives measurable; however, I'm sure it will become easier with practice. The Whittington article pointed out that when writing our objectives, we must aim for higher cognitive levels on Bloom's Taxonomy. She pointed out that for our students to learn at this level, it is essential that we teach at this level. She also noted that objectives help student organize their thoughts as well and help them make sense of everything being taught.

This picture is very helpful when planning objectives. 

Newcomb et. al. also mentioned using interest approaches to help students connect what they know. It is important for them to see the felt need of the material being learned. For example, the teacher should show how they can use the information for their SAE projects. Newcomb et. al. also gave some examples for interest approaches, such as case studies and demonstrations.

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.

Diving Into the First Week of Classes

Wow, it's here! The semester my 2014 cohort has been waiting for with mixed anticipation. Excited to be finally preparing for our Spring 2014 Student Teaching experience, I also felt a bit nervous coming into the semester. Before I even entered my first class Monday morning, I realized how important the success and dedication to the classwork this semester directly related to the success of my student teaching experience and ultimately my career.

On the personal side of things, the whole weekend before classes started, I had attended a national level  riding certification in Maryland with my two main horses. I have been riding and competing since I was very young and have been going through the certification levels, aiming to complete my final and top certification. The certification is incredibly rigorous and meticulous, making the certification itself very prestigious if one happens to pass the two day subjective test. Of course I've been working my whole life towards this goal, but I REALLY focused and trained this summer in every way I could, with every coach and instructor I could.

I was ready... I had this...and... I didn't pass.

I arrived exhausted and upset Sunday night into State College with my horse and trailer, unloaded my horse at the local boarding stable, and attempting to get a bit of sleep before my first Monday 8 am.

A week later, my emotions had time to chill and I've really thought about how this experience added to my first week of school. To date, I felt this was my most important test I had ever taken...and I failed it. Of course I was incredibly upset, frustrated, and had a little bit of anger thrown in there (although if you know me in person, you would probably have no idea), but these type of experiences make you want to WORK EVEN HARDER! I now have that inner angst to really keep training and riding with even more effort to become the absolute best I can be, but I also pledged to keep that same feeling through this last semester as I prepare for my student teaching experience. It goes back to the saying, "Good isn't good enough."

I walked into my 8 am class that Monday morning, AEE 412 Methods of Teaching Agriculture, with the most well-timed content matter that could possibly be presented in class, with activities based on positive mindset and success. I'd like to consider myself an optimistic person to begin with, but that couldn't have been timed better!

The price of success is hard work, dedication to the job at hand, and the determination that whether we win or lose, we have applied the best of ourselves to the task at hand.

~Vince Lombardi

What has impacted me the most this week? The incredible drive for success and progression towards perfection, being able to turn the failures into positive energy and come back running with even more speed. This pertains to every aspect of life, whether it's your sport of choice or your career preparation.

I'm really looking forward to making this semester a great one as I       prepare to be the best ag teacher (and rider) that I can be!