Micro Teaching Experience

     As part of my student teaching experience I have to teach in a high school for three days before I start my student teaching at West Perry High School next semester. I decided to challenge myself and choose a welding class because I have never taught a shop class before. A challenge I received as I taught twenty seven ninth and tenth grade boys. I was a little nervous the first day but the nerves quickly disappeared as the students were very well behaved and enjoyed the lesson. I took the students back in time for three days as we discussed the history of metal working and blacksmithing.

Day 1
     I was a little nervous the fist day as I was afraid the students wouldn't be interested in the lesson. To really catch their attention I showed a youtube video from a popular video game that is about to hit stores. I wanted to show the students that this wasn't just a thing of the past, we just have different improved equipment to get the job done. If anyone is teaching about metal working or even cutting with a torch this is a cool video to get your students excited:

     The first day went great! I did a little bit of lecture to give some background information. The students did a few short activities and I was surprised at the ease I had managing so many students. 

Day 2 

     On the second day the boys practically ran into the classroom dying to sit in the front row...I must be a good teacher! There is something to say for the difficulties of being a women and trying to teach shop. Oh well the class must continue. After the first day and talking with my cooperating teacher, we decided it would be best if I demonstrated the activity the students would be completing. We didn't get as far as expected on day one and I felt I needed to cover safety a little more on day two. 

    Before entering the shop the students had to have written in their lab notebook the three stations and the procedures for the hook project. This was to ensure that the chaiso of the shop would be somewhat organized. As a facilitator I realized this many students would be difficult to manage so I designed three stations the students would rotate through. Each station would have about eight students. The first station allowed the students to measure and cut their piece of stock for the hook project. The second station, with the torches gave students a chance to heat and create the hook using a oxy-acetlyene torch.  The students had partners so they never had to turn off the torch. The third station had students working as a group to complete a timeline from a few articles that took them through the history of metal working. 

     Demonstrating all the stations went really well! I explained the directions and then had students repeat them back to me before I did the actual demonstration. By the end I could tell they seemed a little annoyed by the amount of questions I was asking and making them repeat them back to me but in the end that will help keep things running smoothly in the shop. 

Day 3 

     Work Day! Today the students came into the shop, were given a rubric for the project and went to work! It was actually a great day and the students really enjoyed the projects! I had to push a little for the students to work on the timeline but then knew they had to have so many events to move on to another station. The students did great with the torches and cutting their piece of stock for the hook. 

     Overall, I was really pleased with how my microteaching experience went. The students were really well behaved and excited to be in the shop. They surprisingly told me this was their first experience so i'm glad I was able to start them off with a small project. 

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.

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.

I Mustache you a Question

"Teachers ask between 300-400 questions a day!" Wow thats a lot! The questions we ask are important for both the teacher and the student. For this weeks readying I found out just how important questions are and how we can most effectively direct our questions.

So why do teachers annoy their students in class so much and ask them so many questions? The teacher might be checking for understanding of the topic or getting the students to define a relationship between concepts. Teachers also are working to develop critical thinking skills and a desire or motivation to learn.

There are two different types of questions that can be asked to students, low and high level questions. High level questions require more critical thinking and might take the students longer to answer. These could check understanding of the whole lesson or major concepts. A low level question on the other hand might be easier for the students to answer, like giving an example of something. There are also open and closed questions. An open ended question could ask for an example of something or an opinion while a closed is something concrete and learned, like a process. Teachers should switch up the questions they ask depending on the lesson and what the students are learning.

To maximize student participation there are certain things we can do when asking questions. We can call out a students name after the question is asked. This way the whole class heard the question and is thinking about the answer but you are asking that one student to answer. By asking a general question to the whole class instead of singling out certain people you are encouraging the whole class to participate. There are several other things as teachers we can do like not asking all questions at the end of class, giving students the opportunity to ask questions, be careful not to look at your notes to much while the students are answering.

The teacher should give the student five to seven seconds to think about the question that was asked and how to let them answer it. This is knows as wait time. Of course a higher lever question will require a longer wait time then a lower level question.

There are several things a teacher can do depending on the response that was given. The teacher can give reinforcement for good answers, probe for a further answer, adjust or reinstate the question if students are confused, and redirect the question to another student.

Wouldn't it be nice if every class we had all our students raising their hands dying to answer the questions we ask!

1st Day Jitters

Oh boy! Twenty five high school students just walked into the classroom shouting, running, tackling each other. Not one of them has a pencil, paper, or even a backpack. Instead of taking their seats they continue to talk to one another and move about the classroom saying hi to friends. The bell rings and there are not nearly enough students in the classroom. Students continue to trickle in loudly as the teacher is trying to begin the lesson. Two minutes into class five students already ask to use the bathroom. As you can guess it's the first day back to school and the first day for a new teacher! 

This can be a tough day for students and teachers because the teacher doesn't know the students and the student's are still in summer mode and ready for school. For our first lab we had to design a lesson that would help to take some of the stress away from the first day teaching! 

Step 1-Get the students in the room and get them doing something other then talking!

Bell work is a great way to get student's started on the class and keep students in order. Since it is the first day I had students write down on a notecard some important information that I might need as a teacher, and also a few things about the class. 

Step 2- Get the student's engaging with each other and also getting to know the teacher!

example

After introducing myself as the teacher I had the students do an engaging activity I like to call full card person bingo. The students are given a bingo card that has short descriptions in each block. They must move around the room, meet each other, and sign one of the blocks on a classmates card. Some of the blocks can say fun things like enjoys camping or rides horses, while others can have meaning to the teacher about the students learning like is good at math or likes reading. Getting everyone a little more interested in the class the teacher can jump back to the bell work and talk about what students want to learn and why the class is important. 

Step 3- A successful classroom needs structure! 

By having expectations, procedures, and consequences students will know how they are to act in your class and what they shouldn't do. By outlining this at the beginning the school year, students know what is expected of them. While I realize this will not make classroom management a walk in the park hopefully it will help a little. These will be outlined in posters and hung on the wall so that every time students walk into my class they are reminded of the rules set forth in my classroom. I will also have a mailbox system set up for the students so that I can return papers quickly during class. 

Step 4- Get the parents involved! 

Start the contact off on the right foot with the parents by sending information home. I think it is important to send home the expectations and procedures or a letter home to the parents explaining what you expect from students in your class. Hopefully this letter makes it home to the parents and doesn't become part of a science project in their locker. Being an ag ed teacher its really important to have the parents support of the program because of all the extracurricular activities their kids could partake in and this is a great starting point. 

Reality Check! The first day or week or month isn't going to be easy. But the labs and class this semester will help prepare to be successful and we will figure what they can't teach us on our own! 

Roadmap to Successful Objectives

Just as teachers need to use objectives to plan a unit or lesson, students need objectives stated at the beginning of class to provide clarity and reasoning before every lesson. Jumping right into a lesson can cause students to take a wrong turn and loose the "big picture" benefits of the lesson. But if the teacher just writes on the board or states three things the students should be able to follow the rules of the road and understand the lesson and its connections to the overall unit and class.



As teachers, objectives help us to plan a lesson or unit. All good directions start with the location you are leaving from. The objectives are the starting point. From formulating good, clear objectives we are able to process thoughts and make the beginning steps of content sequencing and instructional evaluation.



Clear objectives fall into the three domains of learning; cognitive, affective, and psychomotor. Cognitive being facts, knowledge, basic content of the lesson. Psychomotor uses cognitive skills and motor skills to activities. Thinking of these two together my brain is shouting,"this is why agricultural education rules!" Last affective or the students emotions and values to the lesson or learning occurring.

Ok so for this to work teachers need major clarity when talking to students. A map that isn't clear for everyone to read means nothing just like unclear objectives will only be understood by half the class. One way to do this is to use action verbs that students can clearly understand how to achieve the objective. Words like explain, describe, select, compare, are good verbs to use. Steer clear of vague verbs like know, list, and cover.

Objectives also serve as a guide when deciding upon evaluation of instruction. The questions, exam, or final project students are given should all be answered within the objectives. A clear, detailed map will lead the driver to the correct location, like wise good concise directions and plans will lead students to the finish line.

How do Learners Learn?

Teacher's often wonder if they are reaching their students. Is that student just sitting in class or actually learning? Why are all students not engaging in the class?

Maybe those students are not engaging because they learn in a different way then the teacher is teaching. Maybe as a teacher we can do more to engage them and get them involved in the class. Howard Gardner wrote a book called Frames of the Mind. In his book he views intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural settings." 

To better understand our learners we can study Gardners 8 Multiple Intelligences which refers to the way students prefer to give back information. Keep in mind this is different then a students learning style.

1. Spatial 

2. Kinesthetic (body smart)

3. Musical (music smart)

4. Interpersonal (people smart)

5. Intrapersonal (self smart)

6. Naturalist (nature smart)

7. Verbal Linguistic (word smart)
8. Logical Mathmatical (number smart)

It's important to always keep the students best interest in mind. As teachers we want students to be excited about our class, we want them engaging, and we want them to walk away with something that will help them be successful. The scary part is that standarized tests measure less then half of these multiple intelligences. Are we really getting a good representation then of what students are learning in class? It's interesting to compare a state standardized test system with a core class and then an agriculture class. I believe that Agricultural Education puts more emphasis on these intelligences then one might think. Through an ag program we are able to challenge students through hands on, experiential education.