A Race to Louisville!!!

525 Mile Expressway to FFA World!

 

FFA National Convention; the LARGEST national YOUTH convention in the United States with over 60,000 attendees!!!  What an experience.

Not everyone has the opportunity to travel to Louisville, Kentucky with six students and the FFA Adviser from Penns Manor High School.  Yet, I had the honor to do just this.  It was a valuable experience and the chance to watch, listen to and observe students and professors from the fifty states and Puerto Rico. 

There was so much activity throughout the week we felt like we were running a marathon, no, more like a triathlon. From touring a top notch Morgan horse farm and hunting zombies at an agrotourism park, to the FFA career fair and Kent State research facilities, Penns Manor students sped through a flourish of learning opportunities. 

As a chaperone and student teacher, I was reminded that I don't have to be GREAT all the time to have a LASTING IMPACT on my student's lives.  For example, one of my students had never left the small town of Clymer, Pa.  Her world has been limited to her house, backyard, and high school.  This trip to National Convention, opened her eyes to some of what the world has to offer. Mr. Hughes, Penns Manor’s FFA adviser, put on his parent hat and acted the role of papa for her and the other students throughout the trip. 

It was also interesting to see and remember how high school students interact with each other.  Being at college for four years, it’s easy to forget what high school was like.  I was impressed to see how well my students got along with each other.  It was very encouraging to see how they helped each other.  Specifically, the same student who never left Clymer, PA was very overwhelmed and got lost very easily.  The other female students took care of her and made sure she got the full experience.  They took her to all the booths at the career fair, they made sure she was awake on time and properly dressed each day. They helped her purchase gifts she wanted for family.  It was pretty cool.  

On the other hand, I was disappointed to witness certain student interactions.  One in particular that sticks out in my mind, was our dinner on the Belle of Louisville. A few students were acting inappropriately during the dance after the meal.  In one aspect, it wasn't surprising for I remember seeing the same issue when I was in high school.  On another aspect, it was disappointing to see the disrespect for women that many men have and to see this mind frame that is cultured at such a young age.  Additionally, it's discouraging that these females disrespect themselves by allowing such behavior.  As a result, Ag teachers alike were called to put on their mamma and papa hats to correct this behavior and teach them what right is.  

Overall, it was enjoyable getting to know a few of the students that I will have in the Spring 2015 for teaching.  I even had the chance to run a few ideas by them for lesson plans.  They seem to be excited for my internship and I certainly am looking forward to working with them in the near future.

Inquiry Based Instruction

Student Inquiry and the Scientific Method

Two weeks ago in my agricultural education classes we talked about utilizing the Problem Solving Approach.  In my Methods of Teaching Agriculture lab I even had the opportunity to practice a lesson plan I wrote to demonstrate how I would utilize the problem solving approach.  

This week, we're looking into the Inquiry Based Instruction.  A method of teaching that is very similar to the Problem Solving Approach yet very different at the same time. 

While students identify the problem in both methods of teaching (i.e. the Problem Solving Approach and the Inquiry Based Instruction), how the question is answered is different.

I will not sit here and tell you how to complete the Inquiry Based Instruction for you can read about it here: What is Inquiry Based Instruction?

But I will tell you a few of my thoughts regarding this method of teaching.

First, I really appreciated the fact that there are multiple levels of teacher involvement for this approach.  As in, there is no one way to implement it.  The main requirement of the IBI, is that students are answering a research question through data analysis.  I personally feel like this opens up the window of opportunity to be creative and flexible in designing a lesson which utilizes the IBI. 

Additionally, this appears to be a great way to encourage students to participate in a research SAE.  Then students could compete in the Agriscience fair.  What a better way to encourage student involvement in the FFA.

These are the main interests that I found while reading about the IBI.  I'm really looking forward to learning more as this is the very type of learning that I thoroughly enjoy and love!

Implementing Case Studies for Problem Solving in Ag Education

Problem Solving Approach 

As American youth, students in the agricultural department will be instrumental in solving world problems.  Many nations rely on the United States to resolve world issues such as hunger, spread of ebola, and global warming.Therefore, as an agricultural educator, it is my responsibility to develop students who are critical thinkers and problem solvers.  In order to accomplish this, I can use the problem solving approach to help develop students who can make great contributions to society.

On Wednesday, I had the opportunity to put the problem solving approach into practice.  While I still think my lesson plan was still pretty good, I have lots of room or improvement.  First off, I need to figure out how to construct my case study so that it directs the students in identifying the problem.  This time around, I basically told them what the problem was.

Additionally, I should keep in mind that it's a really good idea to have students who are being disruptive busy by assigning them in charge of keeping notes on the board, changing power point slides for me etc.  I missed the perfect opportunity to demonstrate this concept during my teaching lab.  

Overall, I believe that my lesson plans are getting significantly better.  I don't sound as shaky and uncomfortable either.  So I can see an improvement in the performance.  But no worries, there is still lots of work to do!

Evaluating Learning

How are Students Successful?

Student motivation is the second domain in the sixteen principles of learning. If we take a close look, we will find the principle number five stating:

"Success is a strong motivating force."

Reward & Reinforcement is the third domain of the sixteen principles of learning.  Upon taking a closer look, we will find in statement seven that:

"When students have knowledge of their learning progress, 

performance will be superior to what it would

 have been without such knowledge."

Why pull these two specific principles of learning out?  Because they address key factors that justify why student assessment is essential in education.  As an agricultural educator, evaluation of learning is a significant part of the job.  Therefore, we are obligated to provide accurate assessments of our students to depict student performance.  But not only are we obligated to, it is a valuable tool for motivating students through success, and providing knowledge of learning progress (Domains 1 & 2).  

From this week's reading, there was one  point that really stood out to me and served as a good reminder while developing lesson plans for my student teaching experience.  This involved ELL and IEP students.  When developing student assessment, I need to keep in mind that inflating grades (not accurately assessing student achievement) or assessing students on material that is not appropriate to their skill level, actually decreases student motivation.  For this reason it is important to make sure that assessment methods for exceptional students measure their achievement in accordance with individual skill level, rather than the student's achievement compared to lesson objectives.  

Learning from our Problems

"The majority see the obstacles; the few see the objectives; history records the successes of the latter, while oblivion is the reward of the former."

— Alfred Armand Montapert

Leaders who Solve Problems

Benjamin Franklin is a well know historian for initiating many programs in early america to improve the lives of many.  He was a leader, he was a problem solver, he is a legacy. As a society, we remember, record, and document the lives of individuals who defined problems and found solutions.  The desire for people who can help us is evident.

As an agricultural educator, we are responsible for developing critical thinking and problem solving youth to become mature, contributing citizens of the american and global society.  The question is, how can we accomplish this?

Early leaders in agricultural education (Dewey and Lancelot)  have already answered the question; Problem Based Learning.  Problem based learning encourages students to explore and inquire into a guided problem.  

Personally, I am really excited for the opportunity to encourage students to take ownership of a problem and solve.  For one, I will be more excited and passionate about the day's lesson plan.  Secondly, my students will be more engaged.  Thirdly, students will incorporate skills that will be used for the rest of their lives.

Getting to Know Your Subordinates

Leadership Parallels in the Army and Agricultural Education

As a leader, going beyond learning the names of a subordinate is critical.  In the Army, officers are expected to know their soldiers in order to maintain their well-being.  Similarly, agricultural educators are expected  to know their students well enough to support and encourage them to grow and develop to their fullest potential.  

"The mission of agricultural education is to prepare and support individuals for careers, build aware-ness and develop leadership for the food, fiber and natural resources systems."

If we take a quick look at examples of leadership expectations, we can see how alike officers and agricultural educators are.  Which, both are positions I aspire to fulfill. 

ARMY: FM 6-22  ARMY LEADERSHIP; Competent, Confident, and Agile

"Army leaders are responsible for being personally and professionally competent, they are also charged with the responsibility of developing their subordinates."

AGRICULTURE TEACHER'S MANUAL; A guide to local program success for preservice, new and experienced agriculture instructors (ffa.org)

"The mission of agricultural education is to prepare and support individuals for careers, build aware-ness and develop leadership for the food, fiber and natural resources systems."

Both professions have the same end goal; to grow and develop individuals who will be able to improve the organization. An opportunity for Army officers to learn more about subordinates is through counselings, where direct feedback on performance is given. One method Agricultural Educators use is the SAE (Supervised Agricultural Experience) visit.  Here, instructors can learn more about each individual outside the classroom and provide direct feedback on individual performance.    

I had the opportunity to conduct an SAE visit to one of my student's farms.  On June 25, 2014 I drove to Clymer, PA to accompany Mr. Hughes (Penns Manor HS Agricultural Educator) to visit Garrett.

Garrett is a senior at Penns Manor HS and will be the FFA Chapter President during this school year.  The visit with Garrett was not what I was expecting.  He has two projects that he is currently working on.  Raising, showing, and breeding beef and swine.  The love of beef came from his father who had started the beef breeding program with Angus.  Garret has chosen to keep it going!! And boy, he doesn't mess around.  The steer you see in the picture on the right, is very pampered, with his very own air conditioned room in the bar, special feeding diets, two baths a day and three brush overs a day, he can't have it any better!

When the National Champion steer comes back after national shows and relaxes, the swine are in full swing preparation for the Cooksport fair.

Additionally , Derek is starting a business selling livestock feed.  It turned out to be a really good conversation between Mr. Hughes and Garret.  I was impressed that Mr. Hughes had no shame in asking one of his student for advice in feeding.

Mr. Hughes was clearly invested in Garret's projects as demonstrated by his level of commitment to the project. 

As a future agricultural educator, I want to be able to understand and know my students this well.  The students greatly benefit from having a coach mentor.  

Individual Teaching Techniques

So Many Powerful Opportunities!!!

Recently I have read about Individual teaching techniques.  When I read the section on notebooks, an idea popped into my head.  Granted, this wasn't a new idea but something I haven't thought about doing during my student teaching until now.

When I present samples of my work to potential employers, I am going to want student samples of work in my portfolio.  So I figured, why not use the notebook as a means of collecting these.  There are so many benefits to this.

1. Students will learn organizational skills.
2. Students will see how units of instruction fit together to make the whole.
3. Taking and keeping good notes promotes learning.
4. Serve as an excellent reference for future use.
5. Students can visualize the progress of their learning as the notebook fills up.
6. Serves as a student completed sample of all the work done in my class.

How awesome is that!  Now I'm just downright excited to present the idea of having all of my students at my cooperating center keep a notebook.  

Now the question is, how can I do this effectively?  Newcomb suggests the following for notebook success!

1. Explain why they want to keep good notes.
2. Teach students how to format, record and use their notes.
3. Refer students to their notes when a question is raised.
4. Allow for students to meaningfully use notebooks as a reference for solving problems and answering questions on quizzes and tests-more likely to be well kept.
5. Require all students to maintain the same type of notebook.

I investigated a little further for samples of teacher portfolios, tips for improving your portfolio, examples of student notebooks and ways to implement notebooks into the classroom.  I found some amazing results and really great Ideas!!  They ranged from a three ring binder, to an online website. 

Here are a few links to some examples:

Sample Teacher Portfolios:

• Elizabeth Bellus' Teaching Portfolio         (e-portfolio)
• Amanda Fletcher's Electronic Portfolio    (e-portfolio)
• Cindy Salib's Portfolio                             (Paper Portfolio)

Teacher Portfolio Tips & Tricks.

• Great Tips and Tools to Create Digital e-Portfolios
• How to Make a Teacher Portfolio that gets you noticed!
• Creating a Professional Portfolio

Implementing Student Notebooks

• Getting Started with Interactive Student Notebook
• Student Notebooks on NAAE Communities of Practice
• The Use of Interactive Notebooks on NAEE Communities of Practice