Creating an Interest for Learning Content Material

An interest approach is a way of getting students excited and interested in learning about content material. One may approach this concept in many ways. Demonstrations, experiments, activities, and video clips are a few examples of ways to capture our students attention and allow them inquire about the learning that is to follow.

I love interest approaches. I think they are key to having a great lesson each day. As a teacher I can create and plan the best lesson. However, if I do not capture and engage my students in learning at the beginning of class, my perfect lesson will be ineffective. My students may not be mentally and/or physically prepared for the learning that is occurring. 

As I reflect on my interest approach that I conducted in AEE 412 today, I am frustrated with myself. I feel as though I could have done so much better.  I could have chosen a different interest approach to engage my students more and get them more excited for learning. 

I created a gallery walk as my interest approach for the beginning lesson of my dairy science unit. Our first lesson was on milk production in the United States and our daily consumption of milk products. 

I created 3 stations around that room. A bag was placed at each station with one object inside. In the first bag at station one was an empty container of Yogurt. At station two, students found an envelope of 'garlic alfredo noodles', and lastly at station three students, found an empty cheese pizza box. 

Students were instructed to walk silently to each station, observe their findings, and make note of any similarities or commonalities they may notice among the three objects. Once students finished the gallery walk, we discussed the objects found in each bag and identified their commonalities as all three being milk products.

Based on my own reflect and my peer reflection, I feel as though I could have created a better interest approach. I feel the activity could have been more engaging and enjoyable. I also was frustrated with my articulation of instruction. 

Looking ahead, as I continue to create interest approaches for each of my lessons, I will make interest approaches that actually are fun and get my students excited for our lesson. In addition, I need to continue to work on more clarity of instruction. I feel as though sometimes I give to many instructions, that students may be more confused than informed. 

On a positive note, I felt I moved around the classroom more this week, and I continue to feel confident and comfortable in front of the classroom. 

Overall, I will fine tune my ability to create interest approaches. They are very important to me as an educator, and I enjoy them. I trust with more practice, preparation, and planning I will become successful and pleased with my ability to implement amazing interest approaches for each and every lesson!

~Ms. Timmons

"Just don't give up trying to do what you really want to do. Where there is love and inspiration, I don't think you can go wrong."- Ella Fitzgerald

My thoughts on Learning Objectives and Teaching in Groups

"When teachers fail to provide objectives at the beginning of class, students have not received the important pre-directional mind set that is necessary for learning." - M. Susie Whittington


Upon my completion of this weeks reading assignment, I now have a greater understanding and appreciation of the above conclusion from Ms. Whittington. After reading 'Writing Objectives in Secondary Agriculture Courses that Challenge Students to Think' I realized that our learning objectives that we as educators create for each lesson, are very critical to the formation of learning.

As the example used in the text, learning objectives are a road map for where we are going during each lesson. I don't know about each one of you, but when I am going somewhere, I'd like to have a destination in mind and a clear concise idea as to what roads I will be traveling to get there.

Learning objectives our our roads that lead to our destination for each lesson. As educators, I believe each one of us share a goal of wanting our students to succeed and reach their 'destinations' each and every day. Therefore, it is necessary that we convey to our students the roads that we will be traveling down in order to get there.

I like to think of this concept as completing an obstacle course. As an educator, I want to challenge my students to ensure they reach their greatest potential. I can choose to start them at the starting line with a blindfold covering their eyes and ask them to go and complete the course, or I could have them start at the finish line with their eyes open, observing the routes of navigation through the course.

With this analogy in mind, I think learning objectives are the same as having students complete the course with their eyes open. They will be able to understand why I am detouring this way, and why these two paths connect to each other to bring us to our final finish line.

Now that I have a greater understanding of learning objectives, I will think of them differently and more importantly. Knowing they are the navigational tools I will use to make sure my students and I both embark on roads that lead to our end destination.


"Pick me, pick me, I want to be in your group!"

According to Groseta and Myers, learners who work together in small groups develop a wide range of social skills which will enable each one of them to work well inside and outside of the classroom.

One instance where students may work in small groups is when a group is assigned a large topic to present on. Having students grouped together allows for more minds and perspectives to combine and create a solid cohesive project. Also according to the article 'Using Cooperative Learning in Formal and Nonformal Education' students who are assigned groups engage in a higher-level of reasoning strategy knowing they will have to present and convey their thought to the class.

Also, I found it interesting and I agree that when assigning learners to groups, the educator should try to create a heterogeneous groups. The reasoning for this is to ensure that each member brings a different taste of learning to the table. Because of their different learning styles, a group of various individual learners will reach an effective level of cooperative learning.

As an educator, I will incorporate cooperative learning through group activities with my students. 

Collaborative Learning is flourishing at The College Preparatory School, in Oakland California. Students engage in group conversations, activities, and discussions, to find that some of their most valuable resources are sitting right beside them. This is a great example of Collaborative learning and how to engage all students in a group. Check it out below!

First Day of School - Reflective Post

"A journey of a thousand miles begins with a single step"- Lao Tso

I think the first day of school sets the foundation for the entire school year. On the first day of school the students decide their fate for the year. They decide if they are going to enjoy the course or hate it, they decide if they will respect the teacher or not, they decide if they will come back tomorrow to learn or not. There are many choices to be made during the first day of school.

As an educator, I think we have the ability to control the fate our student's decisions. It is up to us, as educators to make the first day of school exciting. It is up to me to ensure that my students WANT to come to class tomorrow and every day for the next thirty six weeks. It is my responsibility to gain student's respect the first day. It is up to me, to share my passion, and enthusiasm for agriculture on that first day. It is up to me to ensure that the learning process will begin for each one of my students on that first day of school, and it will never ever end!

This week in my AEE 412 Methods of Teaching Agriculture class, my peers and I each conducted a "First Day of School" lab experience.  Our objectives for this lab exercise was to convey our classroom management tactics with our students. We were each given approximately 10-15 minutes to 'teach' our first day of school.

As I began to prepare for this lab, the idea of having my own first day of school to prepare for became realistic.

For this lab exercise, I decided to create a first day of school lesson for my Horticulture 2 course. My objective for our first day was to learn "Who are we?" and "How are we all going to work together to make this an enjoyable course?"

As my 4 students (my peers) entered my classroom, I greeted them at the door and happily welcomed them to our class. I feel it is very important to engage with our students immediately. I want them to know that I am here for them. They are the reason I have a  job, so i want to interact with them as much as possible.

As my students found their seats, they found their bell work on their desks. Each student had a Ziploc bag with 6 different colored M&M's inside of it. Along with the M&M's was a note card giving them directions to complete their bell work.

 Each M&M asked the students to write something about themselves. This way our bell work activity to get to know each other. After my students were done answering each color's question we went around them room and shared our answers. I participated as well, to ensure my students got to know me as well.

For example: Blue- 3 things you like to do (hobbies/activities)
Miss Timmons' answers- 1. I like to cook/bake. I love being in the kitchen trying new recipes. 2. I love being outdoors. I love to hunt, fish, hike, bike ride, etc. 3. I love to read. When if ever I have spare time, I love to relax with reading a good book.

I enjoyed this activity as I felt my students did too. I think this was a creative engaging way for us to learn about each other.

We then transitioned into how we are all going to work together to make our class fun and successful. In order to do this, we began to identify my classroom management practices. We started with my 3 expectations for success.

Around the room, I set up three stations. One station for each expectation. At each station, students found a pictures that depicted the expectation phrase. I asked the students to go to each station as a class and write down what expectation the pictures were depicting.

Once the students were finished we went over each expectation and what it might mean to the students and then I shared with them what it means to me and how I expect them to meet these expectations. 

I felt this was a great activity to engage my students and get them out of their seats. Also I felt the pictures were a great visual modalitity tool, and an accommodation to reach all learners. 

After we discussed each one of these, my 15 minutes was about over and it was time for me to conclude my lab exercise. 

To review I asked each student to either say something they learned about another student and or go around the room and recite each students name accurately. We then reviewed our 3 expectations for success one more time and ended our class period with a 'see you tomorrow'. 

I felt very confident with my first day of school lesson. I enjoy making creative activities and engaging my students as much as possible, and I feel that is a great, powerful way for them to learn.

After my own reflection and my suggestions from my peers I have identified some areas of improvement for next time. I need to remember that bell work should be very quick. It is the work the students will complete before the late bell (class is starting) rings. So for next time I may create a smaller activity. Secondly, I need to improve on my transition and filler words. I think sometimes this is a reflection of my preparation. I honestly, did not rehearse this lab so I just went with the words that came to my head. If I prepared more, I feel I would have put more thought into how I was going to transition. Thirdly, I need to show more energy. I understand that my students can see my passion and personality through my voice however, I need to find more ways to show my energy and be enthusiastic.  

Overall, I feel this was a good lab experience. I felt very confident and proud of myself upon its completion. I will continue to work hard and become the best teacher I can possibly be!

~Miss Timmons

"Whatever you do work at it with all you heart" -Colossians 3:23 

Engaging Instruction...Say What?

How do we, as educators, make instruction fun and engaging for our students?

Well, as a preservice teacher I am asking myself this question. As I prepare to enter a classroom of new faces, I am asking myself how I am going to make a difference at my cooperating school? What am I going to bring to Kennard Dale that is special? What am I going to do to make my students enjoy agricultural education?

Reflecting on this week, I believe I found the answer to my questions. I need to engage my students in every avenue of education. From the very first day I walk in the door, to the day I say goodbye, I need to fully engage my students in each lesson I teach. I want my students to constantly wonder "what are we going to do tomorrow?"' or "when do we get to do this?".

In order to create an intriguing experience for my students I need to do a lot of planning. I have learned very quickly that planning is the key to teaching.

Throughout the next few weeks I will be planning units and lessons for my teaching experience. As I plan, I am determined to create strong, profound instructional objectives. I feel there needs to be a reason behind why I am asking my students to learn each lesson. Also, I believe if I create objectives that are active and convey student involvement, my students will be eager to learn.

In connection to creating intriguing objectives for each lesson, I am striving to create bold, memorable interest approaches. When my students walk in my classroom, I want them to wonder "what in the world we are learning today?".

I think a great interest approach is one that captures student's attention and begins to have them think. I believe, as an educator, it is our job to get our students excited to learn. I need to make lessons that make my students crave to learn more.

Some interest approaches that I plan to incorporate include, beginning my poultry lesson with the chicken dance. Handing each of my students a flower as they enter our floriculture class. I will begin my digestion unit by having my student reach into a box filled with a variety of gooey objects.

However, I will strive to maintain my students engagement throughout the entire class period. I believe I can do this through incorporating various instructional practices. I hope to incorporate a lot of hands on activities and give my students as many opportunities to make learning relevant to them.

Some examples of activities I plan to share with my students include conducting a milk tasting lab in our Dairy science unit. Also, in our floriculture unit I will take my students on a scavenger hunt to identify various types of flowers outside our school. And we will create edible arrangements as we define the essential principles of floral design.

For additional ideas on student engagement please refer to the Actively Engage Students Using Hands-on & Minds-on Instruction article, which can be found by following this link:
http://www.teachhub.com/actively-engage-students-using-hands-minds-instruction

I believe instructional engagement is essential for student growth and development through learning. If we want students to enjoy learning than we as educators need to make it enjoyable and relevant to each of our students. Active student involvement through activities, interest approaches, and instructional practices will create a positive environment for student learning. 

Happy planning!
Jenna

"Be the light"-Matthew 5:14

A Pork Style SAE

An Agricultural Education program consists of three core components. One being classroom instruction, the second being FFA, and the third component is SAE. A Supervised Agricultural Experience (SAE) is a program that allows students to complete projects or participate in a hobby that interest them and has a way for them to apply the skills and knowledge they are learning in their agricultural classes. This application of classroom knowledge is essential in which it conveys the importance of applying skills and knowledge to real world situations beyond the classroom walls. There are four different types of SAE's. Entrepreneurship which is an experience in which a student can own and operate his or her own business. Placement is an experience in which a student works for someone else or volunteers his or her time all while gaining experience or knowledge in a field of their interest. Agriscience Research and Experimentation consists of conducting research and analyzing a topic of interest. And Exploratory is an experience in which a student may 'explore' an agricultural topic of interest for a short time period.

Why should student complete and SAE project?

SAE provides many opportunities for students to apply their knowledge and reap the many benefits of experiential learning. Students are required to keep records on their SAE project, and with these records students may apply for scholarship and awards through the FFA. For more information on SAE's and their importance please visit http://exploresae.com/resources.aspx.

As a future agricultural educator, it will be my responsibility to supervise my students with their SAE projects. This summer, I got a glimpse of supervising SAE's, as I joined my cooperating teacher on two SAE visits.

On August 13th 2015, my cooperating teacher and I conducted an SAE visit at a pig farm. At the farm Ms. Smith and I received a tour of the facilities from Lydia, a student in our agricultural program. Lydia has three pigs of which she keeps accurate records on. Of the three pigs two of them are gilts (females) and one is a boar (male).

Lydia is raising her pigs through the 4-H pg club. She raises her pigs to show them at fairs and ultimately will sell them at roundup and market shows. In order to be able to show her pigs and receive a profit at the show, Lydia must spend a lot of time getting her pigs ready.

Each time Lydia visits the farm to feed her pigs, she will get them out of their pen and weight them. Lydia has to make sure they do not exceed 285 pounds, if she wants them to be a part of the 4-H roundup show. To keep track of their weight Lydia records each weight in on a calendar in the barn.

As Lydia, continues to get her pigs ready for show, she will work with them regularly to train them. Lydia works with each pig to get it to walk beside her. This task is done by repeatedly taking each pig outside and walking with it using a pole to guide and steer the pig. 

As any other show item, Lydia will shine her pigs and get them all ready for show. She clips their hair, gives each one a bath, and then shines them with aloe. She also sneaks them a few marshmallows for their good luck snack. 

Through her SAE project, Lydia is learning how to manage her time, keep records using AET, budget and determine cost efficiency, as well as enjoy her interest in pigs. Lydia has done a great job with her pigs.

I thoroughly enjoyed visiting Lydia and her pigs, as it reminded me of my 4-H club experience a few years ago. I gladly hand over my pig showing experience to Lydia, as she continues her success with her pigs. 

~Jenna

"Be fearless in pursuit of what sets your soul on fire" -Anonymous

Cooperating School Snapshot

Friends, please enjoy this snapshot of Kennard Dale High School, my cooperating school at which I will be completing my student teaching experience. I am excited to begin my career in Agricultural Education at Kennard Dale.


 

To Serve and Protect through an SAE

An Agricultural Education program consists of three core components. One being classroom instruction, the second being FFA, and the third component is SAE. A Supervised Agricultural Experience (SAE) is a program that allows students to complete projects or participate in a hobby that interest them and has a way for them to apply the skills and knowledge they are learning in their agricultural classes. This application of classroom knowledge is essential in which it conveys the importance of applying skills and knowledge to real world situations beyond the classroom walls. There are four different types of SAE's. Entrepreneurship which is an experience in which a student can own and operate his or her own business. Placement is an experience in which a student works for someone else or volunteers his or her time all while gaining experience or knowledge in a field of their interest. Agriscience Research and Experimentation consists of conducting research and analyzing a topic of interest. And Exploratory is an experience in which a student may 'explore' an agricultural topic of interest for a short time period.

Why should student complete and SAE project?

SAE provides many opportunities for students to apply their knowledge and reap the many benefits of experiential learning. Students are required to keep records on their SAE project, and with these records students may apply for scholarship and awards through the FFA. For more information on SAE's and their importance please visit http://exploresae.com/resources.aspx.

As a future agricultural educator, it will be my responsibility to supervise my students with their SAE projects. This summer, I got a glimpse of supervising SAE's, as I joined my cooperating teacher on two SAE visits.

Our first visit did not take us to a farm, or a farmers market, rather on July 16th, my cooperating teacher and I ended up at the Eureka Volunteer Fire Department Carnival. At the Carnival we met our student Josh who has an SAE on his volunteerism with the Eureka Fire Department.

Josh who is a senior now, began his SAE project when he was in 10th grade. Throughout his experience he has gained knowledge and skills in regards to being a first responder. Josh has completed his CPR training and is currently working on his EMT training.

Additionally, Josh spends most afternoons volunteering his time at the department. He can be found riding in the firetruck during calls. Through this SAE Josh is serving his community with safety as well as participating in community events that the fire department holds.

Going forward with is SAE, Josh will be applying for a Proficiency Award through the FFA as well as continuing to grow as a firefighter and difference maker.

This was an awesome experience for me to be a part of! I thoroughly enjoy seeing students strive for success in every aspect of life. As an educator, it makes me proud to see students serving their community in great ways.

~Jenna

"Dream it. Believe it. Achieve it." - Anonymous