Before venturing to the Dollar Store with my fellow classmates, I didn't realize how easy it was to find affordable things that could easily integrated into your lessons.
After seeing the previous lab sections selections I had some ideas as to what I was going to buy. My first item was a package of trays with different compartments. I planned on filling the compartments with different soils, and running water down them when they were tilted on an angle. This was to demonstrate erosion. I also bought a package of rocks to demonstrate drainage.
Then I bought a package of pipe cleaners to build animal skeletons. I got this idea from Mr. Heasley's Ag Class.
My next item was a package of socks. I got an from pinterest where you hike in socks or with socks around your shoes. Then you put the sock in a plastic bag in the sunlight, and weeds will grow from it.
My last item was a synthetic flower that had leaves, leaflets, petals, and other identifiable parts to it. I could use this for a horticulture class.
This was a good opportunity for us to be creative and get exposure to some cheap classroom tools.
Monday, December 16, 2013
Final Lab Reflection
As we the semester comes to a close, I leave my journey through the Ferguson building with many thoughts and feelings. I appreciate the work that Laura, Foster, and Ewing put into this course to really help me become a better educator and person.
Our last night at State College High School in Ewing's shop class, Mr. Heasley said something that is obvious but really resonated with me. He said Dr. Ewing could be teaching high school agriculture if he wanted and he would be great, but he chose to help shape us into the best high school ag educators. At that moment, I felt very appreciative of Dr. Ewing and the other instructors and I want them to recognize that. The lab section of 412 has helped me in many areas as well.
First of all, I think I got more presentation skills out of the class than I did in public speaking. The fact that I was facilitating discussions and getting responses made it a lot more useful. It really increased my confidence.
Secondly, the flexibility the course offered was very refreshing. Each lab had a concept we were to demonstrate, but it was our choice of what and how we would be teaching. It made preparing for the lab a lot of fun, and going to the lab even more fun. I also really enjoyed our very first lab where we had to draw random topics to teach about. The element of surprise made it interesting.
Lastly, the classroom management aspect of the lab was very useful. It definitely put actual scenarios we may encounter into place, and also made the lab fun.
This class has done more to prepare me for my future than any other. It was a lot of fun, and it was good to see everyone perform. The feedback that Laura provided was very beneficial, and she is always willing to help.
Our last night at State College High School in Ewing's shop class, Mr. Heasley said something that is obvious but really resonated with me. He said Dr. Ewing could be teaching high school agriculture if he wanted and he would be great, but he chose to help shape us into the best high school ag educators. At that moment, I felt very appreciative of Dr. Ewing and the other instructors and I want them to recognize that. The lab section of 412 has helped me in many areas as well.
First of all, I think I got more presentation skills out of the class than I did in public speaking. The fact that I was facilitating discussions and getting responses made it a lot more useful. It really increased my confidence.
Secondly, the flexibility the course offered was very refreshing. Each lab had a concept we were to demonstrate, but it was our choice of what and how we would be teaching. It made preparing for the lab a lot of fun, and going to the lab even more fun. I also really enjoyed our very first lab where we had to draw random topics to teach about. The element of surprise made it interesting.
Lastly, the classroom management aspect of the lab was very useful. It definitely put actual scenarios we may encounter into place, and also made the lab fun.
This class has done more to prepare me for my future than any other. It was a lot of fun, and it was good to see everyone perform. The feedback that Laura provided was very beneficial, and she is always willing to help.
Thursday, December 12, 2013
Reading Reflection 1, September 4th
What makes an effective teacher?
After reading the documents and sections of the textbook it is clear that being an ag teacher is not going to be easy. As I was reading, however, a couple important words of wisdom resurfaced in my head: the hardest part of anything is actually getting started and that classroom management is our most important asset in our pedagogical tool belts.
It is inevitable that we as first year teachers will have to set the boundaries and guidelines for what we hope will be multiple year teaching experiences. In the Wong reading, one thing they stress is how you start your classroom on the first day. This is also one thing that the author talked about in "Teach Like A Pirate". Obviously none of us want to be doormats or dictators for our students, but the reading also says that few student teachers get the actual experience of "the first day of school". I think that us Penn Stater are fortunate to be able to set up our first day of school and practice it for our real life jobs some day. It also says that there is overwhelming evidence that the first two to three weeks of school are indicators for achievement. Hopefully this practice run at our cooperating schools will shed light on to that statistic.
Classroom management is obviously a tactic that we will be using every single day of work in this profession. When I think of this, the most important aspect to me is student rapport. This is something that Burgess in "Teach Like A Pirate" dedicated a whole chapter to. To me, I learned better from teachers who connected with me beyond a content basis. I hope to establish rapport with my students early and maintain it throughout the year.
Something I thought was interesting in the reading was what motivates learners beyond the need for food, drink, and sex. They talk about the desire to obtain security, affection, status, independence, and achievement. These principles probably hold true for most areas of education, but I feel like agricultural education has the power to touch each level. In math class you learn math, skills that can be useful for multiple job areas. In history you learn about historic events; you memorize dates and important or influential people from many countries. In agriculture, you learn facts and skills that are useful in contemporary society. Security can be attained by knowing where your food comes from and what food trends to stay away from. Independence can come from knowing that if the economy implodes and food prices sky rocket, you can still eat by growing your own crops or processing your own animals. Status can come from a career in agriculture, which offers the most out of any job in the country. Achievement can come from any of the above. I just feel like it is such a versatile field that everyone should have a vested interest in it.
The main take home point from the readings are that we as educators effect lives. We are adult figures that communicate with these students every single day, some times more than their own parents. We have the power to be positive change agents, and we need to make sure our classroom management reflects that from day 1.
Well ordered environment + Positive expectations = Effective classroom
After reading the documents and sections of the textbook it is clear that being an ag teacher is not going to be easy. As I was reading, however, a couple important words of wisdom resurfaced in my head: the hardest part of anything is actually getting started and that classroom management is our most important asset in our pedagogical tool belts.
It is inevitable that we as first year teachers will have to set the boundaries and guidelines for what we hope will be multiple year teaching experiences. In the Wong reading, one thing they stress is how you start your classroom on the first day. This is also one thing that the author talked about in "Teach Like A Pirate". Obviously none of us want to be doormats or dictators for our students, but the reading also says that few student teachers get the actual experience of "the first day of school". I think that us Penn Stater are fortunate to be able to set up our first day of school and practice it for our real life jobs some day. It also says that there is overwhelming evidence that the first two to three weeks of school are indicators for achievement. Hopefully this practice run at our cooperating schools will shed light on to that statistic.
Classroom management is obviously a tactic that we will be using every single day of work in this profession. When I think of this, the most important aspect to me is student rapport. This is something that Burgess in "Teach Like A Pirate" dedicated a whole chapter to. To me, I learned better from teachers who connected with me beyond a content basis. I hope to establish rapport with my students early and maintain it throughout the year.
Something I thought was interesting in the reading was what motivates learners beyond the need for food, drink, and sex. They talk about the desire to obtain security, affection, status, independence, and achievement. These principles probably hold true for most areas of education, but I feel like agricultural education has the power to touch each level. In math class you learn math, skills that can be useful for multiple job areas. In history you learn about historic events; you memorize dates and important or influential people from many countries. In agriculture, you learn facts and skills that are useful in contemporary society. Security can be attained by knowing where your food comes from and what food trends to stay away from. Independence can come from knowing that if the economy implodes and food prices sky rocket, you can still eat by growing your own crops or processing your own animals. Status can come from a career in agriculture, which offers the most out of any job in the country. Achievement can come from any of the above. I just feel like it is such a versatile field that everyone should have a vested interest in it.
The main take home point from the readings are that we as educators effect lives. We are adult figures that communicate with these students every single day, some times more than their own parents. We have the power to be positive change agents, and we need to make sure our classroom management reflects that from day 1.
Well ordered environment + Positive expectations = Effective classroom
September 16th, Exploring Learning Objectives
There is no doubt that in most new facets of life we need to be provided
with some type of direction. The article by Whittington is a gave a
good example when it said to imagine trying to find a specific
destination without the use of a map, directions, or your iPhone.
These readings all go back to that one common core idea for our teaching: begin with the end in mind. As the book says, in order to properly create and enforce an objective we need to think where we want our students to be after the lesson and what we want them to take from it. I like the quote from the book, "it is very difficult to plan a journey if you don't know where you are headed.
An important key characteristic as discussed in class and the book is the fact that the objective be measurable. This means that it uses a verb such as explain, describe, select, compare, contrast, define, or identify.
The book also stresses the importance of a good interest approach. I could not agree more with the importance of this component of teaching. It is difficult to think of interests approaches for a math class or writing class, but for science (AG SCIENCE) we should be able to think of lots of fun stuff. When I was in high school, my chemistry teacher always started the class off with a demonstration. He still is one of the best teachers I have ever had.
Something I have failed to include in my objectives is the conditions, performance, and criterion. I will be honest, none of my teachers have posted the objectives for the day at the front of the room before class. They may have briefly touched on them, but never listed them in this manner. Maybe it is because I did not have agriculture classes at my school. I will say, however, that this is definitely a better way to get the students to retain information. If one of the students zones out for a bit and then comes back and looks at the objective on the board, they have a better chance of getting back on track.
Objectives are useful in many ways: they help structure the class, they determine the path we lead our students down, and they can act as a net for loss of student engagement. Hopefully with practice we will master objective-writing, and always remember begin with the end in mind.
These readings all go back to that one common core idea for our teaching: begin with the end in mind. As the book says, in order to properly create and enforce an objective we need to think where we want our students to be after the lesson and what we want them to take from it. I like the quote from the book, "it is very difficult to plan a journey if you don't know where you are headed.
An important key characteristic as discussed in class and the book is the fact that the objective be measurable. This means that it uses a verb such as explain, describe, select, compare, contrast, define, or identify.
The book also stresses the importance of a good interest approach. I could not agree more with the importance of this component of teaching. It is difficult to think of interests approaches for a math class or writing class, but for science (AG SCIENCE) we should be able to think of lots of fun stuff. When I was in high school, my chemistry teacher always started the class off with a demonstration. He still is one of the best teachers I have ever had.
Something I have failed to include in my objectives is the conditions, performance, and criterion. I will be honest, none of my teachers have posted the objectives for the day at the front of the room before class. They may have briefly touched on them, but never listed them in this manner. Maybe it is because I did not have agriculture classes at my school. I will say, however, that this is definitely a better way to get the students to retain information. If one of the students zones out for a bit and then comes back and looks at the objective on the board, they have a better chance of getting back on track.
Objectives are useful in many ways: they help structure the class, they determine the path we lead our students down, and they can act as a net for loss of student engagement. Hopefully with practice we will master objective-writing, and always remember begin with the end in mind.
Central Mountain Teaching Experience
So this week we took our expertise to real life classrooms at Central
Mountain High school, and it sure was fun. It was cool to see everyone
preparing and piecing together lesson plans and to see the combination
of excitement and nervousness among the cohort.
I was to teach environmental science lessons, specifically soil erosion on day 1, the water cycle on day 2, and renewable and non renewable resources on day three. Relatively easy topics in which I am familiar, and all have a lot of material that you can use.
On day 1 I had prepared a long powerpoint with lots of pictures to demonstrate what I was teaching. They were good pictures, with even actual pictures that I took in Arizona. I learn the best with pictures and discussion, so I wanted to implement that strategy. Unfortunately I did not include any stand up and do activities or anything to actually get the student up and moving. I noticed that the kids were bored by the end of the class period, and didn't even get through the amount of information I wanted to.
After heeding some advice from Dr. Foster and Laura, I scrapped my day 2 lesson plan and tried to make it more student centered. After finishing up my soil erosion stuff from the day before (thanks Todd by the way) I had them do an activity where they acted out the water cycle to the class. Mr. Bohnert said that initially he thought the kids were going to hate this activity, but he was surprised when they actually got up and participated. He said he could tell they were having fun. I tried to reiterate the key points I wanted to make after they were finished. Then I ended the period with a game where the class was divided into two teams and they were to name as many natural resources they could in 3 minutes, with the winner receiving a piece of candy. They tied, and I gave everyone candy.
On the third day, we started back into the natural resources lesson. The interest approach I did involved a candle, and Mr. Bohnert said it was the best one he has seen a Penn State student teacher do. Not because it was extravagant, but just because the kids were into it.
We then transitioned into ways they heated their homes, defined renewable resources, and had them do another activity where they separated the resources into columns, renewable and non renewable. Afterwards, they took a 20 point quiz on the three days I taught.
All in all, I am very happy how my time at Central Mountain went. I was able to practice a few classroom management and delivery strategies, and got some valuable feedback that I will never forget (from Foster, Laura, Ewing, Bohnert, and the STUDENTS). I think that this has been the most valuable experience for me this semester. I am looking forward to my next chance at a real life classroom in my life knowledge lesson tomorrow at Gettysburg.
I was to teach environmental science lessons, specifically soil erosion on day 1, the water cycle on day 2, and renewable and non renewable resources on day three. Relatively easy topics in which I am familiar, and all have a lot of material that you can use.
On day 1 I had prepared a long powerpoint with lots of pictures to demonstrate what I was teaching. They were good pictures, with even actual pictures that I took in Arizona. I learn the best with pictures and discussion, so I wanted to implement that strategy. Unfortunately I did not include any stand up and do activities or anything to actually get the student up and moving. I noticed that the kids were bored by the end of the class period, and didn't even get through the amount of information I wanted to.
After heeding some advice from Dr. Foster and Laura, I scrapped my day 2 lesson plan and tried to make it more student centered. After finishing up my soil erosion stuff from the day before (thanks Todd by the way) I had them do an activity where they acted out the water cycle to the class. Mr. Bohnert said that initially he thought the kids were going to hate this activity, but he was surprised when they actually got up and participated. He said he could tell they were having fun. I tried to reiterate the key points I wanted to make after they were finished. Then I ended the period with a game where the class was divided into two teams and they were to name as many natural resources they could in 3 minutes, with the winner receiving a piece of candy. They tied, and I gave everyone candy.
On the third day, we started back into the natural resources lesson. The interest approach I did involved a candle, and Mr. Bohnert said it was the best one he has seen a Penn State student teacher do. Not because it was extravagant, but just because the kids were into it.
We then transitioned into ways they heated their homes, defined renewable resources, and had them do another activity where they separated the resources into columns, renewable and non renewable. Afterwards, they took a 20 point quiz on the three days I taught.
All in all, I am very happy how my time at Central Mountain went. I was able to practice a few classroom management and delivery strategies, and got some valuable feedback that I will never forget (from Foster, Laura, Ewing, Bohnert, and the STUDENTS). I think that this has been the most valuable experience for me this semester. I am looking forward to my next chance at a real life classroom in my life knowledge lesson tomorrow at Gettysburg.
Fifth Lab: Inquiry Based Instruction
At first for the inquiry based instruction lab, I had high hopes. I
borrowed a microscope from Mr. Heasley with software that projects what
you are looking at. I was planning on doing something with food
obviously, and was ready for everyone to be interested in it.
Unfortunately, I had trouble thinking of an inquiry based type activity
for the students to do that didn't involve my portable burner.
After looking through the lab aid kits, I decided to do a lesson on soil density. I had the students practice finding density by trying to calculate it with 4 liquids (water, dish soap, honey, and vegetable oil) when provided cups with volumes on them and a scale (D = M x V). Then I had them stack the liquids in a container and see if they were correct.
I feel like this lab was more successful then my previous ones. Even the students that are usually unengaged participated and seemed to be interested. I think it was probably because they were a little bit more familiar with density then meat pathogens, but I was happy either way.
I felt like this lab I was able to communicate with students more conversationally rather than lecture. When they were working, I wasn't. It was a chance to communicate. I tried to assist and encourage them as they were conducting their experiments.
I also felt like I had a good understanding of the subject matter. I was not afraid to take questions and I actually was ready to help them learn.
I feel like the inquiry based method of instruction when used correctly could be a formidable teaching tool. It is simply a matter of getting enough materials for your class. It kind of reminds me of small gas engines -- when you have groups of 4 on an engine it is hard for them all to learn the concepts. You need 1 or 2 on an engine so they can both get their hands dirty. If you can get enough scientific equipment (such as what we used for our lab) for each group, this would be a very effective teaching method. I plan on using this technique next semester.
After looking through the lab aid kits, I decided to do a lesson on soil density. I had the students practice finding density by trying to calculate it with 4 liquids (water, dish soap, honey, and vegetable oil) when provided cups with volumes on them and a scale (D = M x V). Then I had them stack the liquids in a container and see if they were correct.
I feel like this lab was more successful then my previous ones. Even the students that are usually unengaged participated and seemed to be interested. I think it was probably because they were a little bit more familiar with density then meat pathogens, but I was happy either way.
I felt like this lab I was able to communicate with students more conversationally rather than lecture. When they were working, I wasn't. It was a chance to communicate. I tried to assist and encourage them as they were conducting their experiments.
I also felt like I had a good understanding of the subject matter. I was not afraid to take questions and I actually was ready to help them learn.
I feel like the inquiry based method of instruction when used correctly could be a formidable teaching tool. It is simply a matter of getting enough materials for your class. It kind of reminds me of small gas engines -- when you have groups of 4 on an engine it is hard for them all to learn the concepts. You need 1 or 2 on an engine so they can both get their hands dirty. If you can get enough scientific equipment (such as what we used for our lab) for each group, this would be a very effective teaching method. I plan on using this technique next semester.
Fourth Lab: Problem Solving Approach
My initial thought process in regards to this lab was "problem solving?
can't be that hard". After Foster's class I was a bit more confident,
but after I started thinking I was having trouble coming up with a way
to connect these approaches to lessons. Obviously you guys know food
drives me in all my endeavors (lol), so I came up with a effect-cause
lesson for microbiology of meat (bacteria cause salmonella, virus cause
hepatitis, etc).
I can say with one hundred percent sincerity that I prepared the most for this lab than any other. I worked for 3+ hours compiling this lesson plan and power point, even referenced a home video of a fungus emitting spores that my dad sent me over a year ago. I knew the material. I know meat science. I was confident.
I want to watch my video, but I want to say I started out strong and enthusiastically. Aside from the important parts that I forgot (ONCE AGAIN), I was happy with how it was going. There were two things that I forgot to mention that I wrote in my lesson plan, which sucks.
By the middle of my lesson, I kind of lost my momentum. I noticed people were texting, or didn't care about what I was saying. By the end of my lesson, some students were completely uninterested and I don't think it was even part of the classroom role playing. It honestly frustrated me quite a bit to notice that, but I figured at the end that it was my fault and I need to improve.
I never get the students up and moving. I am so set on showing them videos and pictures that I forget that having them do the things that I am doing (writing mostly) will help them retain the information.
I also didn't print enough hand outs out for myself to have one so I had to look at Jeanne's to remember what I wrote. This slowed down the flow of the activity. Each time I am done teaching I immediately wish I could hit the reset button and go back and try again.
All in all, disappointed in how the lesson went. Had a golden opportunity to teach something that I love, and didn't do it as well as I could. I am just glad that this is practice. We move on.
I can say with one hundred percent sincerity that I prepared the most for this lab than any other. I worked for 3+ hours compiling this lesson plan and power point, even referenced a home video of a fungus emitting spores that my dad sent me over a year ago. I knew the material. I know meat science. I was confident.
I want to watch my video, but I want to say I started out strong and enthusiastically. Aside from the important parts that I forgot (ONCE AGAIN), I was happy with how it was going. There were two things that I forgot to mention that I wrote in my lesson plan, which sucks.
By the middle of my lesson, I kind of lost my momentum. I noticed people were texting, or didn't care about what I was saying. By the end of my lesson, some students were completely uninterested and I don't think it was even part of the classroom role playing. It honestly frustrated me quite a bit to notice that, but I figured at the end that it was my fault and I need to improve.
I never get the students up and moving. I am so set on showing them videos and pictures that I forget that having them do the things that I am doing (writing mostly) will help them retain the information.
I also didn't print enough hand outs out for myself to have one so I had to look at Jeanne's to remember what I wrote. This slowed down the flow of the activity. Each time I am done teaching I immediately wish I could hit the reset button and go back and try again.
All in all, disappointed in how the lesson went. Had a golden opportunity to teach something that I love, and didn't do it as well as I could. I am just glad that this is practice. We move on.
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