Final Reflection...

Looking back at this semester as a whole it's safe to say I have never been more challenged in my college classes. It was a whole new set of challenges as I faced the transition into becoming a teacher. Labs were filled with trial and error, attempting different teaching strategies, some working and some epically failing.

I was not always happy with the result of my teaching but at the end of the day it was all about giving it your best attempt and learning from your experiences! I can say I think that I have come a far way in my teaching abilities this semester.

I believe that best way to improve more is just through continual practice. We will get a lot of that next semester as it's now time to head back to high school....only this time I'm the teacher!

Here is a video I made from this semester that outlines some of the labs and the teaching strategy of clarity.

Life Knowledge Lesson

How can students take part in civic life?

     Today I headed to West Perry High School! Interrupting an animal science class the day before Thanksgiving break gave the students a break from what they were learning and allowed them to focus on using what they learn in school to see the big picture in this game called life. I think too often high school students get stuck in a funk of focusing on their own lives or even just that of their local community. It is our job as teacher to constantly keep making those connections to the real world.

The objectives for the day are simple:
1. Define the four levels of community 
2. Identify ways to get involved in the community.

Do we see our whole community
or a small part?

     To get to know my students a little bit first we did an introduction bell work activity of just stating a favorite class and hobby. This allows me to make connections with the students and maybe remember a few names. Next we dove in and tried to define the words "my community". This was interesting as the students were really just focused on their local community and hardly wanted to share. Who knew that such an easy topic would be so difficult. After a few more activities the students lightened up and really got into sharing ideas for more participation both at the local, state, and even national level. At the end of class I gave a small quiz and also asked for feedback on the lesson to be written on the back of the quiz. We had about a 90% average on the quiz and the students said they enjoyed the lesson.

     I learned a lot from visiting my school and teaching this lesson. As anticipated the word diversity is a new one to my students and I even got a few laughs when I asked about how they view their community. As a very rural community I think learning what exactly the definition of diversity is something we can work on. I also learned that Mr. Hines doesn't really have bell work. This really got me thinking about how difficult it might be for me to step into the classroom next semester and implement some new rules. I never want to step on my teachers toes however I think that bell work is a really important classroom management tool. Last I learned that the students are great! I am really looking forward to spending time with them next semester and teaching at West Perry.











   

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. 

Inquiry Based Instruction

This weeks lab was all about letting the students learn on their own! This one was tough to facilitate as the teacher.

I choose to do my lesson on biofuel since my cooperating teacher has the lab aid kit and I will be teaching a unit on alternative energy.

I started off the lab getting the students thinking about biofuels with an article. We talked about different fuel options and the positives and negatives to each. Next looking at the materials on the table the students had to decide what they were testing and how they would complete the task.

They did an excellent job connecting the article to the supplies given. The end goal being to test which fuel burned cleaner, kerosene or ethanol.

I learned a lot as a facilitator from this lab. It is really scary first of all. What if the student's go a completely different direction then you want them to? What if they don't know as much as you think they do? It takes a lot of planning to make sure you are prepared to help the students reach the end goal you want them to. I also learned the lesson go a lot slower then I had planned. I probably had prepared three days worth of lessons that I thought would be two.

Overall I was pleased with the lab. If I could redo the lab I would have started at a different point because I was hoping the students would get to try their experiment on camera. However they were on the right track and I believe they would have got good results from the procedures they set up. I would also try to point out the question or hypothesis more.

I'm excited to use the whole kit at my cooperating center next semester and use this as a part of the entire lab kit. I think that while IBI is challenging it is also a lot of fun to really gauge your student's learning. I get really excited when I realize they are understanding what I want them to and came up with the answers all on their own.

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.