Weekly Writing 5

Questions are the base in order to check for understanding in the classroom. This could mean a low level question to "test the waters", or just get a consensus of where the students are in a subject and how far do they need to go in order to complete the objectives. This could also mean a high level questions where students can analyze the content and dig deeper into the subject. As a teacher I will need to utilize both types of questions and also use them at the proper timing. This week in my Interest Approach Lab I realized that I need to work on my questioning especially in transitions. For a transition I could start out with a low level question and build on content while moving to higher level questions to connect topics or talking points.

The article did not just classify the types of questions but also how to question and give feedback. One thing that I think is important is if a student responds to a question, repeat their answer in order for all to hear. Growing up with a hearing impairment, it was extremely frustrating when someone answered a question that I didn't know and the teacher just said "good" and moved on! I never heard he correct answer! Also it mentioned eye contact and using names when questioning, I think that helps a lot with confusion and the "are you pointing at me?" scenario. Using student names helps connect them to the classroom and also shows that you respect them enough to know their names and not just say "Hey, You!" I know that I will definitely try to utilize these tactics in my classroom someday.

Chocolate Rocks-Interest Approach

This week in lab our mission was to come up with an interest approach to captivate students and get them excited to learn in the lessons ahead. For my Natural Resources and Ecology Class in our Cycles Unit, we were learning about the rock cycle. The objectives were to identify the three types of rocks, describe how they are formed, and demonstrate how they are formed. To do this we used chocolate chips, pretzels and marshmallows! We melted the chocolate down and let it cool, representing Igneous Rocks, added marshmallows an melted them together with the chocolate to represent Metamorphic Rock, and added crushed pretzels to represent Sedimentary Rock. This did get the students excited to learn and even more excited for the assessment where they were able to eat their "rocks" and correctly identify which rock each piece represented! I did rush for the sake of lab time and I thought it went well, but could have gone better. While making the rocks, I did ask a few thought provoking questions, but should have asked more. I also wish I would have allotted more time to go over the lesson in general. I think with everything together things would have made a little more sense to the students. I also need to work on my classroom management, I often run into situations I don't know how to handle in a split second scenario. I think with that practice and exposure to classroom situations will help.

Lab 1 First Day of School

For my first day of school I chose to do a lesson on biomes. I wanted to introduce what biomes are and start on a group project where students work together to investigate biomes and teach each other about them. Because this was the first day of school for me and my students, I addressed my expectations and procedures so that students were aware of how they should conduct themselves in my classroom.  My 6 expectations are: Safety First, Being Prepared for Class, Being Respectful, Being Responsible, Coming to class Ready to Learn, and Being Yourself. I want my classroom to be a cooperative learning environment where students are engaged and on task. My procedures are for students to arrive to class on time, turn in all assignments to the class basket, to complete bellwork, and to remain on task throughout the class period. I know that there will be times where students will get off topic but by listing it as a procedure I expect students to remain on task and stay focused as part of their daily routine for everything they do. When I was going over these, I feel like I rushed them a little but. I did ask students what they thought each of the expectations and procedures meant and then I described what I wanted them to mean. This ensured that teacher and student are on the same page and also gives students a value to the classroom procedures and expectations. During the class session I did forget to mention my consequences. Which are: First Offense-Verbal Warning, Second Offense- Phone Call Home, and Third Offense- Detention. I also included a disclaimer stating that base on the severity of the offense, more appropriate punishments may take place. This is a warning for students to know that if they are being dangerous in the classroom they may be referred to the office immediately without a verbal warning.

Weekly Writing #4

This past week the cohort and I finished up our first unit plan. I thought that this assignment was going to be a piece of cake, boy was I wrong. Every time I thought I was moving along I would find myself moving in the wrong direction. So then I thought, "Why not try another unit? Maybe thing will fit together with this one?" So I tried it, still not getting the hang of it! Then I asked for help and my cooperating teacher reminded me of something I have been told all along, start with the end in mind, create your objectives (what you want the students to be able to do at the end of the unit) and then add in how you want them to get there. I found that I had a very difficult time with creating the objectives, and it took a lot of effort to construct sound, meaningful objectives.

One of our readings this week also talked about the importance with making sure that students know the objectives. I guess I didn't really understand it at first, because I thought as long as the students met the objectives at the end, what does it matter. But having them know the objectives helps the students focus in on what they need to know and be able to do. Mrs. Weaver and I have talked about using a "newsletter" called "This Week In Ag Science" in our classes. Mrs. Weaver already has these in her classes and I will take over starting in January, before this weeks readings I just thought it was a listings of outstanding assignments for each week, but it can be so much more! I will definitely list out the objectives in the newsletter as well and have students read them allowed each day at the beginning of class so all my students can focus in on the topic for each day!

RTL Reflection

I had the opportunity to watch myself teach. The lesson was one I was not familiar with at all but found somewhat interesting. I taught the lab about the different parts of an arrow head. I think I did fairly well starting out. As the lesson when on I found myself saying "ok" and "alright" quite a few times. I need to work on a better check for understanding. I had the students following along while drawing and labeling the parts of an arrowhead while I drew them in different colors on the white board. Because of me drawing on the white board, I had my back to the students for too much of the time. Looking back I think I could have drawn the arrowhead at the beginning of class and had the students copy it down and go through with them after it was drawn out to place the labels. I gave an assessment at the end of the lesson to see how well they did, and I think all of the students got over a 90%. The assessment was a drawing of the arrowhead without labels, students were responsible for remember the parts and labeling the proper parts. Overall I think I did well, and I look forward to being able to reflect on myself by watching the recorded lessons in order to improve my teaching style.

Weekly Writing #3

This weeks reading is all about having an interest approach in order to grab the student's attention and bring them into the lesson. The reading also discusses phases of interest approach including planning and utilizing a variety of techniques as well as closure and connection to the lesson. An interest approach cannot simply be a way for the students to have fun at the beginning of class, it needs to be an avenue where students can begin to think about the content to be taught and think on a deeper level, and connect it to a bigger picture. I certainly think that some lessons will be easier for me to deliver the "hook" mentioned in my summer reading "Teach Like a Pirate" by David Burgess.

It will be easier for me to come up with ideas and methods for lessons that I am personally excited about and connected to. Some lessons that I may be less familiar with will present a challenge. Part of my game plan is to connect with my fellow cohort members who may be interested in subjects that I am not as excited about and see what type of ideas they might have to get students involved and excited about the content. One thing I do want in all of my lessons is an effective interest approach and sound objectives.

Twin Valley HS Ag Program

 

Twin Valley Agriculture Program
Check out this video about my cooperating center where I will start student Teaching in January!

Weekly Writing #2

Whew! What a week! There were so many great things I got to read! One of my favorites was looking over the UDL (Universal Design for Learning) website. I became engulfed in the content of the webpage learning about how I can better my lessons and instruction for a better student experience. UDL principles include, multiple means of representation, multiple means of action and expression, and multiple means of engagement. Now you may be thinking, "WHAT?!" To me all those words come down to one thing. Variability, one of the original principle of teaching laid out by Rosenshine & Furst. Variability involve change and improvement, not doing the "same ol', same old", and thinking "outside the box". I am excited about this because I think variability is one of my strengths in teaching, and that means I am doing something right!

Supervised Agriculture Experience Visitation

My cooperating center, Twin Valley High School does not currently have an Supervised Agriculture Experience (SAE) Visitation Process in place. During my time at Twin Valley, Ms. Weaver and myself plan to implement SAE visits into our instruction. Since that is the case, with the approval of Dr. Ewing, I chose to visit with Coudersport HS Ag Teacher, Mrs. Kellogg and some of her students at the Potter Co. Fair on July 30th  for an SAE visit. The main subject I attended was the pig show.

 I went with Mrs. Kellogg as she visited each of her students that had a pig project at the show. Before the show started she made sure they were in official FFA dress and had all of the materials they needed for the show. She also quizzed them on topics the Pig Judge was likely to ask about in the show ring. Once the show began I was in charge of book keeping for the Fair, FFA & 4-H records. I was able to have the best seat in the house to view the show right up on stage. I even got to announce a few classes while Mrs. Kellogg went to make sure her students were preparing outside the show ring when a class was almost over.