Effective Questions - Weekly Web Wonder #5

Throughout a class, questions are created, asked and answered. Learning would not be possible without questions. With that being said, can this be any kind of question? The answer to that is no. Before we dive into this blog, lets look at why we create questions.

Teachers ask students questions and students ask teachers and themselves questions for many reasons. Some of the reasons are to assess the students level of understanding, develop the student's interest and motivation in a subject and then the student may ask questions to understand better, grow into a deeper level of thinking, and even challenge him or herself. Questions will be asked no matter where you go, whether it be in a classroom or on a boardwalk. All of these questions can then be categorized into a different level. To help describe the types of questions, they are divided into the upper and lower levels. The lower level help evaluate the students preparation and understanding while also diagnosing strengths and weaknesses and to summarize content in class. Higher levels of questions involve student to think deeper and more critically, while helping encourage them to solve problems and create in-depth discussions.

Image from: http://codebetter.com/gregyoung/2012/02/29/powerful-questions-2/

 

One of my major concerns for teaching at McGuffey High School is that I will repeat my questions too often. Another concern that I have about myself is to make sure I ask the right level of questions. Sometimes I think that I ask too advanced level of questions too early. Finding my balance will take time and practice in my classroom and at McGuffey. Some other things that I am practicing in class is calling on students. I should always ask for volunteers first, and then ask other questions like, "Let's have someone else who hasn't spoken yet," and then ask the question. I also like to randomly choose students. If you go down the line, students will only pay attention when it is close to their turn of answering a question. A lot like a conversation or interview, where you want to be engaged, it is important to keep eye contact while asking the question and then after when a student gives you the answer.

By getting the best possible answer from your students, there is something called wait time. Wait time is the time a teacher or instructor should give after a question in asked. Certain questions that are deeper and in depth require more of a wait time, than a lower level thinking question. Wait times should usually be around 5 to 7 seconds. Giving more or taking less time will minimize student understanding and participation.

Questioning strategies are helpful to assess the level of knowledge the student has, the students level of thinking, and to relate concepts together. I plan to work more on my questioning skills in my AEE 412 Lab to help myself and my future students at McGuffey.


Citation: Dyer, J. E. (n.d.). Effective Questioning Techniques. Retrieved September 24, 2016, from https://edis.ifas.ufl.edu/pdffiles/WC/WC08400.pdf

 

Interest Approach - Lab AEE 412

On September 21st, our cohort had to teach each other an interest approach lesson. I decided to use my greenhouse production class and my lesson was going to be on taxonomy and binomial nomenclature of naming plants. This time around, I was much more relaxed. Last time I was a mess looking for things and shuffling through my papers. I felt more confident and I think I looked better in the Edthena videos.

So What is an Interest Approach?
In my own words, an interest approach comes after the class's bell work or do now is presented before class instruction. It brings excitement and an extremely high amount of curiosity to the table.

How Do I Create an Interest Approach in My Classroom?
I stumbled upon a website that gives some tips for getting an interest approach started in your classroom.
The top 5 tips for getting your students engaged are as follows:
1. Connect what you're teaching to real life.
2. Use students interests' and fascinations.
3. Give students choices.
4. Present information in multiple formats.
5. Teach students self monitoring skills.

The first tip is what connects your students to what they're learning. This will help them retain the materials better. If it is a smell, a memory from a neighbors house, or even a bad memory of getting kicked by a cow, your student might remember what poison ivy looks like, or the muscles in a cow that kicked your student. Think about other things that may be happening in the news. This is real life information and relevant to what they are learning so it will help them remember and think about it in different ways.

The second tip of using students interests' and fascinations is about bringing objects that they know well or know what is associated with them. For my interest approach, I know my students fairly well, so at McGuffey I would have brought items in for the boys to categorize like footballs, basketballs, and maybe a tennis ball too. My girls that I have are into makeup, bling as in jewelry or their belts, and then shoes. This way, students would be able to know that identifying and categorizing things would be easier when it starts with something you really like.

The third tip is extremely important, give students choices. From creating a brochure to a poster, an exam or an essay to deciding if class should be inside or outside. These questions help students create a comfortable learning environment and it gives them some power. Students are told what to do and when to do it day in and day out at home and in the classroom. Sometimes giving them the power and responsibility can be an eye opener of what they come up with and how it can help them learn and keep information.

Another helpful tip is to present the information in multiple formats. From videos, discussions, lectures, demonstrations, field trips and guest speakers, there can be a lot of different ways to convey information.  It is important to know your learners and do what helps them the most. Different formats of speaking, writing, reading and acting out information will help students remember a lesson and the key points.

Finally, it would be helpful to teach students self monitoring skills. These skills can help students stay on task. From the teacher to the student then asking themselves if they are staying on task and focused can increase quality production of work. Another way of administering this would to have students do a self evaluation of a research paper, group project and presentation that they give. It ensures success by having them review themselves by viewing a rubric more than once.

Sources: 5 Tips for Getting All Your Students Engaged in Learning:
5 tips for getting all your students engaged in learning. (n.d.). Retrieved September 22, 2016, from http://archive.brookespublishing.com/articles/ed-article-0212.htm

 

Weekly Web Wonder #4 - Becoming a Better Teachers

This week's readings would have really helped me if I could have completed them before our lab on Wednesday, but with my current workload it just isn't possible.  Hopefully my lab lesson next week will run a little more smoothly with the readings I completed.

Image taken from Margaret Powers -
https://margaret-powers.com/2016/01/18/
dealing-with-students-
anxiety-in-the-classroom/

A mistake that I made during the teaching was not writing the classroom objectives on the board.  As I continued reading, students have major anxiety over the lack of clarity if the objectives are not posted. Students want to do a good job and have goals that can be met, it provides clarity and satisfaction to students when they see and objective and know the answer or can complete it once class is over.

Another thing that I had missed during my lesson plan was making sure to add verbs in the classroom.  Verbs such as list, describe, explain and translate are all action oriented and measurable. This then allows the instructor to make sure each student is making progress and staying on task. The image that I had posted I plan on referring back to so I can add more action verbs in my classroom, and it also double dips with Bloom's Taxonomy, which according to my other past blog posts, I am completely OBSESSED with!  Sometimes finding the right word is the hardest thing to do.

Image taken from Pinterest - https://www.pinterest.com/pin/182255116145194120/

As I continue to learn each and every day of how a lesson plan, unit and classroom should be set up, I am beginning to realize all of the useful tactics that are behind group work. Cooperative learning in short is an approach to organizing academics together with social experiences. So assigning groups, behavior management and the evaluation of learning all would fall into the category of cooperative learning. One thing that makes cooperative learning so special is the diversity of each group.  Every individual brings their own ideas to the table and it makes the cooperative learning most effective with the differences in students working together in the group.  Another thing that really can make learning ineffective or effective is the design and arrangement of the room.  From where the chairs and desks are placed, to the different labels, signs and colors can help influence your classroom in a positive manner.

Throughout teaching, most people probably learn best by doing. Group teaching can be a little difficult to handle because of so much students and the different ways they learn. Reading more, I got into the role of group teaching.  It really provides group instruction, but is only really successful if the students are present in the learning process. Some of the best ways to provide students information in large classrooms is through powerpoints, handouts, transparencies and through the chalk board.  As this does not usually have the students active, it can be crucial to keep their attention by doing other activities. Sometimes planning to give information to students includes a lecture. For a lecture to be successful, it should be short and sweet. There should also be an outline.  Outlines can be formed in different ways, but the most successful ones are through chronological, spatial, cause and effect and problems and solutions orders.  It is always important to make sure your students are engaged in your learning.  If they are not, then not much learning happens and it wastes your time and theirs.

Once you have a strong base in a classroom, management will flow in next. Instructors should always continuously be checking for work.  Step in if you see confusion or a possible question.  Teachers are always supposed to be supportive, and here while a situation may be occurring it is very important to answer any possible questions as soon as possible on clarity.

Once the students learn the materials, an evaluation must be given.  This assessment could be a test, verbal, a paper or an informative poster.  Assessments can be in almost any form, as long as it shows that that student is learning.

I know this is my reflective blog post and I should always be bring more wood to make that pile higher, but in my case today I think I successfully did that.  I will be going back to my blog and reading even more about this.  I find the actions in the classroom probably the most interesting, as I look at scientific research to see what findings I may stumble upon or may help me in the classroom.  Thank you for joining me on this journey and I will be posting again soon!

1st Day of School Lab - Reflective on Teaching

(Citation: Pinterest, First Day of School)

On September 14th, 2016 our AEE 412 lab came together so each student could perform their lesson plan that we had created. I created a lesson plan for my unit of plant science. I decided to make the first day geared around getting to know one another.  This was my very first lesson plan that I have ever created, so bear with me on my journey. I began to greet the students one by one as they entered through the door.  My students were also my peers, so they know me pretty well and could visibly see that I was under pressure and stressed. I knew I only had 10 minutes or less to successfully fulfill my objectives. As my class sat down, I introduced my self, pointed to my white board that had the class name and my name on it, to ensure students that they were in the correct place.  I jumped into my lesson by having a bell work listed.  Some students completed the bell work and I did my best to be clear, but because I was so stressed out, it was hard for me just to focus on my students.

My mistakes that I made were pretty clear.  I wasn't focused.  I didn't list my objectives on the board. I also move my hands too much and I believe I need to bring my enthusiasm levels up. Those are just some examples of the first things I did see when watching the video of myself and actually teaching. One thing that I did think I did well on was creating a lesson plan. I had to start somewhere and I think I had done a pretty good job. Another thing I would like to tell myself that I did well with was having a creative opening of getting to know students.  I did my best to keep it interactive and interesting so different types of students could learn.  I know there is tons of room for improvement! I know practice makes perfect, so I plan to keep making lesson plans and throwing myself out there.

Weekly Web Wonder #3 - Why Do We Plan?

Why Do We Plan?
Why do we plan?  Seriously, why?  Do you plan your day out? Plan what clothes you may wear, plan for the weather? When taking a vacation do you just go, hope there may be vacancy at a hotel and live life on the edge?

 Merriam-Webster's dictionary definition of planning is as follows; "Planning: The act or process of making or carrying out plans; specifically : the establishment of goals, policies, and procedures for a social or economic unit." (Merriam-Webster.)

So maybe in simpler terms, planning allows us to achieve or do something, whether that be planning a baseball game with friends or planning a lesson plan. So, why would you plan a lesson plan? Simple answers that I had thought were to be organized and to help create substitute lessons.  This weeks class had me dig deeper into the meaning of planning a lesson.  Ideally, you would begin to plan your year from the classes you will teach, from then you can divide it into sections of unit plans and then your lesson plans.  I am no expert in lesson plans, and I don't plan to be for a long time but practice makes perfect.

Domains of Learning

(Learning Domains.)

What I would specifically like dive into is something short and sweet, and to the point.  I wanted to cover the domains of learning.  For myself, in grade school and college, I would have and still learn best if a lesson plan is tailored to my different domains of learning.  I plan to experiment with lesson plans on what they are based off of.  By saying this, I mean I will always have daily objectives and essential questions, but one day I may base my plans off of just the different domains of learning and see how well my class can fully understand the material.  I will include different interest approaches and maybe some unusual assessments for the end, but I have some time to figure all of that stuff out.

To the right is one of the many images I plan to help create my lesson plan.  I am very much a visual learner, so looking at the cognitive, affective and psychomotor skills with their descriptive words will help me build a lesson working together with my objectives. I honestly believe that by using the three domains of learning I can create successful students that will grow beyond their goals that they have set.  My purpose through this journey is to help other achieve to their highest ability, and through the domains of learning, lesson planning and my lesson objectives, I plan to do just that!


References:

(Merriam-Webster.)(n.d.). Retrieved September 09, 2016, from http://www.merriam-webster.com/dictionary/planning 

Learning Domains. (n.d.). Retrieved September 09, 2016, from http://casebasedlearning.weebly.com/learning-domains.html 

Weekly Web Wonder #2: Bloom's Taxonomy, Common Core Standards & Perfecting Lesson Plans, OH MY!!

I have learned so much on just my second week of school!  From revisiting Bloom's taxonomy, which I will be posting the interactive site that was shared with me, and learning more about the 'Common Core Standards' which every one seems to be afraid of and then how to perfect that lesson plan you've created for your classroom.

This week, I have done quite a bit of reading and research, from completing my Moodles on the Pennsylvania Academic Standards and Assessment Anchors, learning about Scaffolding Instruction, and reading up on some Universal Designs for Learning, just to name a few. 

I started with a reading and interactive website, which you can check out at this url..(http://community.wvu.edu/%7Elsmong/Articulate%20Blooms%20Wheel/blooms_wheel.html) For me, reading research paper after research paper and book after book, sometimes the best learning is simplified.  From that interactive website, thanks to those from the West Virginia University, I did some of my own web surfing to find and easy and colorful way to map out Bloom's Taxonomy.  

I am in LOVE with this model.  Although it is not interactive, it really shows the building blocks and steps to being an active learner.

To continue a students growth mindset and help them achieve the most, it is important to add on to Bloom's Taxonomy.  Bloom's Taxonomy is extremely captivating to me because it represents not just how my students learn, but how I learn as well.  Using Bloom's Taxonomy and the Common Core Standards, higher educational goals can be met. I am very much a visual learner, and to be honest, blog posting helps me write information down but does not help me keep it in my brain.  So I will be adding two more images.  The second image I will be including is a circle graph on how Common Core Standards are all inter tied.


(Planning and Professional Development.)

This circle graph of the Common Core Standards, I collected from V.S. Salcedo.  Although it is not the Pennsylvania Standards, I think that all state standards are important and bring different aspects of learning and knowledge to the classroom.



Lastly from my reading and classwork, we use technology a lot!  By a lot, I have not had a class that doesn't use some sort of technology in probably the past 6 years, at least! So as a future educator and current student, I think it is extremely important to know how to use technology in the classroom.  I am guilty of not knowing all the technology in the classroom, but
there is always room for improvement.
So this graph/image I have helps my personally for
using technology while planning lessons.  I officially               (The "Turtle" Graphic)
have planned my second lesson plan for a homework
assignment today! I still don't have my ideas all together
to get them down on paper or a Word document, but I think
this image will help me!

                            References

 15b. Planning and Professional Development. (n.d.). Retrieved September 05, 2016, from http://games4primary.weebly.com/15b-planning-and-professional-development.html 

 Bloom's Taxonomy. (n.d.). Retrieved September 05, 2016, from http://community.wvu.edu/~lsmong/Articulate Blooms Wheel/blooms_wheel.html 

 EasySafe (2016). Technology's Impact on Today's Classroom. Retrieved September 05, 2016, from http://eazysafe.com/blog/fantastic-forum-friday/3843/ 

 Salcedo, V. S. (2016). The "Turtle" Graphic. Retrieved September 05, 2016, from http://ranchoeld.blogspot.com/2014/11/the-turtle-graphic.html

 

(EasySafe, 2016)

Reading Reflection/Weekly Readings #1

Effective Teaching: Notes for the Beginning Teacher Written By M. Vaughn & S. Parsons

This sections of reading has the theme of recognizing excellence in teaching. Excellence can be measured or justified in a few different ways.  In business people measure excellence through profit made at the end of the day or a quarter.  Farmers can measure excellence as how many bushels per acre they can make at a maximum yield.  Excellence in education can not be measured as easily.  Part of this in my opinion is that everyone can have a different form and level of excellence.  Someones excellence may not be another persons same amount of excellence. Just take a moment and think about what makes an excellent teacher, many similar things may come up in our heads.  Dr. Vaughn decided to do research and as a variety of people what they believe excellence in teaching is.

Excellent teacher have objectives, teach those objectives and then measure the student performance. Here are some of the following viewpoints of what excellent teaching may be. From a state supervisor visiting a program to measure excellence, they would like to see lots of neat and tidy physical appearance. They would like to see a clean and well painted facility, with little dust and clutter and a well arranged trophy case.  The trophy case shows off some of the important aspects of the program from what the students learned and how it can be applicable to real life.  Other important aspects include an attractive bulletin to show off important and upcoming events as well as agricultural publications of local research or what things are happening and coming up in the newspaper.  More things that a state supervisor would look for includes testing materials, SAE projects and experiences and to make sure that the agricultural educator is present in all inservice days and meetings.

From the supervisor looking more to what the classroom can physically offer, a graduate students has some different viewpoints.  A grad student measures excellent teaching by taking note if the teacher visits other programs and holds discussions with other teachers.  Not only does this build relationships with other programs, but it can open the doors for students to meet other students and professionals in the business. This also allows for professional ideas to be shared with one another.  Another imperative characteristic that agricultural instructors should have is to be knowledgeable in their field.   When teachers know what they are doing, they can incorporated standards and have their students study, apply the application and then have a reflection on what they learned.

Interviews and questions were asked to an undergrad student on what their viewpoints on excellent teaching were. This student made the point that the students the teachers have are blank slates, unwritten books who still have time to write out their story, and part of their story is how the teacher can make an impact in their life.  To have the instructor make an impact, teachers should create enthuasiam and motivation within a classroom.  This energy can then be used to then go through content of a subject and create a meaningful classroom and atmosphere.  Other things that an undergrad student looks for in excellent teaching would we the skills of the instructor, the knowledge, humor and how much interest he or she puts into the students.

A teacher educator can bring a lot of information to the table of what excellence in teaching is.  Some things that this person said was how the teachers behavior towards their class is.  Is it positive, negative? How would that make your students feel?  Other things that make an excellent teacher are his or her teaching skills and methods, having great lesson plans and really gearing the lessons to the needs of the students and community.  It is also important that the instructor teaches things or assigns things that they have done themselves.  Actions speak a lot louder than words in the world, and especially in the classroom.

From all of the interviews that I have read, I have learned a lot about what makes an excellent educator.  From keeping a room clean, to great lesson plans and a positive attitude to even professional relationships, I know excellence can be achievable in many ways.  After reading this, I know the current class of AEE 412 will prepare us to be excellent educators in our own way.

The First Days of School: How to be an effective teacher, written by Harry K Wong explains to us in a very basic and easy to understand piece of how to sincerely be an effective teacher. It begins with a basic question of why we must be successful on the first days. The key idea that Wong adds is “Your success during the school year will be determined by what you do on the first days.”  He puts it into simple words that the first few days will make or break you as a teacher.  Either we will have an effective classroom or we will not.  This would be our first pass or fail test. 

Douglas Brooks then discovered two things.  Very few teachers will get any direction on what to complete for the first few days and almost no student teachers will have any experience on those first days of school.  I completely agree with this.  He is right where we have little to no experience on the first few days, but this is an example of learning by doing.  You can only learn how to complete this is you are present and have a job where you can complete a first day of school. Douglas then completed research where he found that ineffective teachers started their school year off with a fun activity.  Those students then behaved poorly throughout the rest of the school year.  It is extremely important to have a safe, clean and consistent environment for students to be able to learn. 

“Effective teachers have control, plans, efficient and effective learning.” Says Wong through his article. Effective teachers have four stages of teaching.  Those four stages of teaching include fantasy, survival, mastery and impact.  Most teachers will always start at fantasy, where they only run their classroom on fun activities and they fail to look at standards, accountability and how their students perform.  Most teachers make it to survival and stay there.  Survival is where they realize teaching is a job and career where they then continue to complain about work and make excuses.  These educators will find busy work for their students to complete and have them watch videos. Mastery is the next step where educators can achieve student success by simply having effective practice in manageable classrooms.  This also includes having high expectations of all students and making sure everyone is responsible for all of their own work and self.  Lastly we have impact.  Impact is where your classroom can reach its full potential and the educator can make a positive difference in the lives of the students.

Being an efficient and effective instructor can positively affect more students than being the opposite. Another way to be efficient and effective is to have a great behavior and attitude.  Your attitude can change the students’ attitudes so they become more successful in your class and throughout their day.  Three goals to be effective is to have positive expectations, become an excellent classroom manager and know how do design well-constructed lesson plans. Always keep a positive attitude towards students, but don’t be fake.  Students of all human can tell when you fake something poorly. To be a successful classroom manager, you must have respect which doesn’t always mean having strict discipline in the class.  When designing lesson plans, have them focus on student learning.  It is natural for humans to want to learn, so help students in the right direction by creating lessons around their interests.  

For most of these things to occur properly and be used in the classroom, you must go through your first year of teaching.  The first year of teaching is your most crucial where you can learn the most through successes and failures.

To recap what Wong’s article was about, I have narrowed it down to his bullet points.

“Effective Teachers…

·       Work cooperatively and learn from their colleagues.

·       Seek out mentors who can serve as a role model.

·       Attend professional meetings to learn.

·       Have a continuous goal of striving excellence."

On a side note, I would like to remind you that these four bullet points that Wong gives us are not just for teachers.  These can build effective students, effective workers, effective sports players or effective bosses.  These four bullet points can be molded into a positive future for any reader.

**Note:  This week we are required to write 3 reflections to 3 readings.  I have not received my textbook, Methods of Teaching Agriculture, but I plan to have it by this Tuesday, 8/30.  So please come back to read my third and final reflection of this week!  Thanks for attending this week's reflections!  Feel free to comment below!