Look out National Convention...Here I come!!

Thinking of National Convention leaves me with a rush of emotions. With so many adventures to look forward to i'm excited, nervous, jittery, and anxious just to name a few. The last time I attended National Convention was two years ago to receive my American Degree; a very emotional last time in that blue and gold jacket.

LOOK OUT LOUISVILLE!! It's funny where paths in life can take you. I will be attending again this year as a National Teach Ag Ambassador, competitor in the ATA Program of Excellence, and a student teacher candidate. All three of which are huge personal accomplishments! 

This week you can find me on the red carpet at the National Teach Ag Booth. Ag teachers are celebrities! We will be inspiring some young minds to think about education and joining the ag ed family. I am extremely honored to be part of this group with ten other ag ed superstar college students! 

I will also be participating in the Alpha Tau Alpha Conclave representing the Penn State Teach Ag Society. We will be showcasing all the accomplishments of the club over the past year. Along with program of excellence other club members will be participating in parliamentary procedure, debate, and quiz bowl. I'm excited to meet other future teachers from other colleges and learn about what they are doing at their schools.

It's funny to look back and see how much you change over the years but yet how much is still the same. From wearing my blue and gold jacket and attending convention as a student not all that long ago to today attending convention as a future teacher talking to students about considering a career as an ag teacher. 

Problem-Solving

This weeks reading focuses on using problem solving in the classroom. When studying educational philosophies, theories, and techniques, we are reminded of John Dewey and his work on learning through experience. Agricultural educators have relied a lot of his teaching styles and thoughts because a major part of the ag ed program focuses of learning by doing. The problem solving learning approach is great to use in lab situations and in the ag ed classroom to allow the students to go through a learning through a process that encourages growth of the mind and shows students how to solve problems on their own. Looking at both Bransfords problem solving model and Deweys we are able to learn the way we could most effectively teach students through problem solving. 

Bransfords's IDEAL model

1. Identify the problem

2. Define the problem through thinking about it and sorting out the relevant information

3. Explore solutions through looking at alternatives, brainstorming, and checking out different points of view. 

4. Act on strategies

5. Look back and evaluate the effects of your activity

Both Dewey and Bransford's solving models that have the same key components. We must first understand the types of knowledge behind problem solving instruction. Both declarative and procedural are important for overall effectiveness of the lesson. Declarative knowledge is the facts, concepts, and principals behind the concepts being learned. Procedural knowledge pertains to the type of problem is trying to be solved. For example a harder problem might need more scaffolding then a problem that has clearer goals which might be easier to solve. 

As teachers there are several principals or skills we can use when using problem solving in the classroom that were designed by PLATO. Using both declarative and procedural knowledge hand in hand while teaching will work better then teaching one before the other. Help learners to understand the goal and then breakdown the intermediate goals. Cognitive coaching can be used by to have students reflect on the strategy used. We can also make sure that that our teaching styles and contexts are interesting, motivational, and  instill confidence in our students. 

Individual Learning

The learning of individual students in your class is one of a teachers most important goals. This weeks reading reflection focuses on how teachers can connect with their students one on one. There are many ways to connect with students like independent study, experiments, and supervised study.


Independent studies give students the option to try something that might not be covered in class but that they have a passion for. As a student in high school I enjoyed making a display for FFA week because it could be on a specific topic in agriculture that I choose. Of course with the permission of the teacher there were several different displays. It is a lot easier and more fun to talk about something that you have passion and interest for.

Experiments allow students to learn through hands on activities. Giving students the time to complete the project on their own allows them to make and fix mistakes on their own and helps them learn at their own pace. One negative to group projects is that all students do not learn at the same rate but when students work alone they are able to learn at their own pace.

Having a complete agriculture program allows teachers to complete with the students supervised agriculture experiences. This is a great way for the teacher to connect with the student on an individual basis and help the student complete a project he or she enjoys.

The key to success is student interest. I saw this first hand when I visited with my cooperating center this summer to check up on SAE projects. We visited a sophomore who had several rabbit breading projects. He didn't have a computer at home so he would go to the high school during the summer and work on his book there. For the visit we had a printed out copy of his book so that we could explain the parts that needed fixed. After looking over his book we helped him tag some of his new rabbits. I could tell he worked very hard on his projects. Since he only has an outside area for the cages he informed that he is lucky enough to keep his rabbits at the high school during the cold winter months. Leaving this students house I was very proud of both of my cooperating teachers for giving so much time to help the student complete a project he wanted to. The extra work and time my teacher devote to the project allow the student to be successful in the program and also do something he enjoys.

Demonstration Struggles

This weeks lab was on creating a demonstration that could be used in the classroom. The demonstration had to be for an ag mechanics class. Since I will be teaching a whole class on small gas engines I decided to use one of my lessons for the beginning of engine tear down. Needless to say this was not my best lesson ever and everything that could go wrong did.

I started off the class with bell work after the students walked in to class for the day. Everyone was a little tired at 8am. In previous classes we discussed safety and lab procedures so I had them talk with a partner to practice what was previously learned. To simulate a real class situation I also had the students pass in the safety procedure sheet they would have gotten signed by their parents. For the interest approach I asked a student to show the class how they would start the 2 stroke engine. When the rewind cord broke (on purpose) we talked about why this might happen like weathering or overuse.

Next I demonstrated how to replace the rewind starter cord. The demonstration was going well until I couldn't get the cord through the holes in both the shroud and spring. No matter how many times I practiced it the night before it didn't work during class. This however turned out to be the least of my problems because when I had the students demonstrate to the class the spring inside the shroud broke. (not on purpose)

I thought I handled the situation as best as I could by watching the students technique and then when I realized it was actually broke and they were completing the right steps I positively reassured the students that they were completing the right steps and that we could move on to practice in the lab.


Oh well better luck next time.

Fall Leadership Workshop

Yesterday the cohort and shadow teachers headed to the Fall Leadership Conference to facilitate FFA officer workshops. This was a day full of learning and adventure for both the students and teachers!

Myself, Jessie, Mindy, and our shadow teacher Laura had the honor to facilitate the vice president workshop or the superheros of the FFA officer team! The two and half hour workshop was designed to teach the officers skills they would need to become a successful vice president of their chapter. Through activities we reached several objectives which included:

1. Explain the five responsibilities of the vice president.
2. Recite the vice president's opening ceremonies part.  
3. Explain the vice-presidents role within committees. 
4. Define the three parts of a POA.
5. Demonstrate creating a draft POA. 

We completed several activities with them to make sure these concepts were understood. The students first took to the stage (the middle of the classroom) to act out scenarios showcasing what happens when the president needs their help! The students were really energetic and did a great job taking control of hectic situations. Next we completed a balloon popping race to put together the opening ceremony script and practice it with confidence! I was surprised how intimidated the students were but by the end of the activity they were more confident and some even had it memorized. 

Laura then talked a little about the importance of organization and how good organization helps the chapter be successful year after year. As our shadow teacher she did an excellent job facilitating and it was fun when I got the chance to make the students laugh and role play with her what happens when a binder is unorganized. We then reflected as a group on the aspects of committees, shared with a partner, and then put our thoughts on poster boards for the whole class to share. We all gained a lot of good ideas from this and ways to improve what our chapter is already doing. Last Mindy talked about the POA and we outlined a big POA on the wall. This activity went really well and I think the students gained more understanding on why the POA is beneficial. 

Overall I think it was a great workshop! The students were engaged and excited to learn. I think as facilitators our energy level was really high which made the students want to get engaged. 

We even had en exciting trip home when my cooperating school's van broke down we jumped in to help. Running to lowes for parts to fix a water hose line on their van.

My Agricultural Education Teaching Philosophy

I believe in the future of Agricultural Education, preparing students for successful careers in the agricultural industry; in the promise to work and spark an interest in the young minds of the future.

I believe in the three-circle model. A successful agricultural program has three components; classroom instruction, FFA, and Supervised Agricultural Events which provide opportunities for leadership development, personal growth and career success. For good teachers use hands on learning to engage all students in the classroom and laboratories.

I believe in Blooms Taxonomy in that a well-rounded curriculum and program will reach all students through all three domains; cognitive, affective, and psychomotor increasing student potential and desire to learn.

I believe in the future of my students and that bright minds are able to achieve great things, understanding the importance of agriculture to the world in the future. Through firm yet encouraging advising I will support all students, helping them to reach their full potential in class and all future endeavors. 

I believe in the future of Agricultural Education advancing since 1970 and continuing so that that one day every student will be able to take a high school agriculture class. Every student across the nation will have the choice to learn science, business, technology of plant and animal production and/or about the environmental and natural resources system. I believe that I can make a difference to my students and community, which will stand for my part in that inspiring task.

This creed was written by Meagan Slates and demonstrates my desire to continual strive to uphold the beliefs of the agricultural education field. – 2013