MACRO Lessons From A Microteaching

Turns Out WE ARE Meant to Teach!

o What happened?

This past week I had the pleasure of virtually joining a friend and colleague in Agricultural Education, Nicole Weaver at the Twin Valley Area School District. During her class, we taught the students principles and concepts related to a soil profile and structure. WE delivered quality content and then allowed the students to create their own soil profiles out of cereal which was tasty and educational!

o How does it relate to what I know about teaching and learning?

This was a prime example of agricultural education. We taught the students and then provided opportunity to apply that knowledge through an activity where the students apply there knowledge by taking the place of a soil scientist in Berks county. Then we asked the students to use higher levels of thinking to create a soil profile form cereal and then provide justifications for why they used certain cereals. 

To the outside viewer, this may seem like playtime but a truly intuitive educator knows that we promoted learning and thinking greater than plain ol' memorization. 

o What did I learn from the experience?

I learned that I surely hope we don't have to teach on Zoom all the time! If it wasn't for Mrs. Weaver's in class presence, I would have been lost in the dirt (LOL). I learned that classroom management has a lot to do with physical presence which some folks likely fail to consider. Being able to walk to the side of the room with the rowdy children that enjoy talking over you is powerful as an educator. Thankfully I didn't have a poor experience and interacted with students that gave me the highest level of respect. Twin Valley knows how to grow 'em!

o How can I apply this as an Agriscience teacher? 

Ag teachers are unique. Not just because some of us teach theatre and agriculture like the inspiring Mrs. Weaver can. We are really unique because we have created a national and statewide community. Mrs. Weaver responded to a call of duty from my professor Dr. Foster who besought teachers to take little birds such as myself under their wings. I will remember such kindness and the personal investment Mrs. Weaver made in me as a young professional. It is my hope that I can contribute to the learning of other young professionals over the course of my career. Just as Mrs. Weaver graciously did for me. 

Integrated Science/Inquiry Approach Reflection

 o What happened?

Last week the #psuaged22 cohort had the opportunity to attend an NAAE Inquiry Institute. This was an excellent experience if I do say so myself. At this institute we were put into the position of a student as we learned strategies to incorporate inquiry into our classrooms. 

o How does it relate to what I know about teaching and learning?

This experience relates to my knowledge of autonomy in the classroom. I know that a learner is more motivated when they feel as if they have control over their own learning. Adding more inquiry based material in the classroom will help engage students in a way that isn't typical of the common classroom.

o What did I learn from the experience?

I learned that using hands-on inquiry based instruction where the students ask the questions to guide learning is beneficial when pursuing engagement from students that typically wouldn't be engaged. Afterall, learning is something a student must pursue on their own. We "cover content" as much as we want, but if we don't grab the attention of the learner, then we will fail to accomplish the mission of education professionals.

o How can I apply this as an Agriscience teacher?

Ag Education is perfect for inquiry based instruction. Why? Because we eat, sleep, and breathe hands on instruction! I will be sure to be cognizant when creating lessons by asking myself how to get learners asking questions.

Investing in Learning by Gathering Resources

I'm gaining momentum with a bank of learning strategies

Prediction Relay (Prediction Pair)

This is an activity that can be utilized with an assigned reading in class. First pair the students and then prompt them to create a prediction of what the text is about. Then have the students take turns reading for five minutes back and forth. Afterwards they can check their original prediction and then record four main points from the passage.

I think this approach would be effective for guiding students through a reading.

The Inquiry Institute

I had the pleasure of attending a NAAE Inquiry Institute this past week. 

I liked how the learners were a mix of current and pre-service teachers.

I liked how we ran through inquiry based activities that we can use in our classes.

I LOVED how this got me excited to integrate fun activities into the classroom.