Showing posts with label effective_questioning. Show all posts
Showing posts with label effective_questioning. Show all posts

Friday, September 29, 2017

What's the Problem?


Problem-based learning. PBL. These are words and acronyms that many of us have heard of, but what do they mean?  Problem-based learning is a student-centered learning technique where students work in groups to learn more about a topic or subject through working on/solving an open-ended problem. 

Some may ask, why is PBL useful? It allows students to develop collaborative learning and teamwork skills. PBL also teaches them to hone their research and presentation skills and allows them to self identify gaps in their knowledge on a topic or things they might want to learn more about. It promotes a student driven level of learning engagement, and can serve as a great way to approach complex, real-world issues in a classroom setting.

To help understand how PBL works and best practices for how to implement it in your classroom, check out these great resources and click on the labels attached to this blog post for links to previous posts on this topic:


Once the decision to use PBL is made, there are different types of problems that a teacher can choose to use with their students. Forked road problems have two different solutions "which" allows for student flexibility as there is more than one answer. In possibility factor based problems, students work to answer "why" the problem is occurring. With situation to be improved problems, students are given a scenario and work together to determine "how" it can be remediated, corrected, or improved. Effect-cause problems challenge students to identify "why" a problem is occurring and "what" caused it to occur. Each type of problem encourages collaboration, critical thinking, and research, and can be used with many different real-life situations/scenarios/issues.

PBL can be incorporated into all different types of ag courses. They can also be used for all different ages of students. Some examples for each type of problem in an animal science course are:
  • Forked Road: Should I dock the tails of my lambs?
  • Possibility Factor: Which bull should I choose based on EPDs?
  • Situation to Be Improved: How can I increase the wool production of my sheep?
  • Effect-Cause: Why are my goats losing weight? 


To make PBL work effectively, teachers also can incorporate different levels and types of questioning to promote critical thinking and responses on the part of the students. With traditional lecture type instruction, students are normal asked recall and knowledge questions, and occasionally questions that ask them to use application skills. With PBL, teachers have the ability to utilize higher level types of questions such as analysis, synthesis, and evaluation. This allows students to practice convergent, divergent, and evaluative thinking, which are all things they will need to be able to use in college and their future professions.

Through PBL, not only can a teacher make their classroom a more engaging and student-centered place, but they will also be able to allow their students to experience true critical thinking. Students will have the opportunity to develop real-world problem solving, research, and collaboration skills. They will also be able to interact with their subject material in a way that is both interesting and exciting to them. PBL can turn the phrase "what's the problem?" from something with a negative connotation, to one that promotes learning excitement in your students! 

Friday, September 1, 2017

The Effective Teacher Affects Lives

There are many characteristics that made an effective and efficient teacher. Through a series of experiments, we focused on a few that are very important for teacher and student success in the classroom.

The first characteristic an effective teacher should demonstrate is business-like behavior. They exude professionalism in their demeanor, mannerisms, dress, and interactions with others. These teachers set high standards for how their classrooms are run and establish consistent routines for their students that promote learning.

Effective teachers also demonstrate enthusiasm. Excitement is contagious, and teachers with a true passion for what they are teaching have the ability to inspire their students to learn. They make their classrooms a place where learning is fun and enjoyable.

Another characteristic for a teacher to have is clarity. Are your instructions clear? Are you making expectations and desired outcomes easy identifiable? Do your students know what they need to do to be successful?

Creating opportunities to learn is also a critical attribute for an effective teacher. Students do best when they know what is expected of them and how they will be assessed. Allowing students to show what they know and demonstrate competency will help to keep them to stay engaged and invested in their learning.

Variability is also an important skill for an effective teacher to possess. Their classroom is combination of different types of instruction and activities. No two days are ever the same, and they use their creativity to keep their students on their toes and engaged in their learning.

After learning about these characteristics, our class developed an acronym to help remember them. BECOV stands for business-like behavior, enthusiasm, clarity, opportunity to learn, variability. By developing these characteristics, one can become an effective and efficient teacher.

We also looked at the five major principles of teaching and learning: organization and structure of subject matter, motivation, reward and reinforcement, techniques of teaching, and transfer of learning. While we did not do any labs to practice these important skills, we did use what we have learned so far to connect these things to classroom experiences. We also found ways that each was relevant to agricultural education.

An efficient teacher makes sure that what their students are learning has meaning, is structured, and is organized. They also make sure that they gauge how they teach based on where ther students are in terms of learning ability. These teachers used appropriate learning experiences and subjec matter to make their classrooms interesting, exciting, and comfortable places for their students.

Efficient teachers are also great motivators. Not only do they make their students want to learn by taking into account what is important in the students' lives, they also encourage them to set goals for themselves and become active in planning learning activities in the classroom. They help their students feel successful and challenge them in ways that makes learning new things to be fun.

The efficient teacher keeps their students in the loop about their learning progress and rewards them when they demonstrate correct behavior and skills in the classroom. They ensure that students always know when they are exhibiting the correct behavior, and reinforce positivity with rewards such as praise or a high five. This helps students to learn to do the right thing, stay on track,and become more focused on their learning.

Utilizing best practices of teaching is another characteristic of an efficient teacher. Their teaching promotes directed, organized learning and incorporates inquiry and critical thinking skills. They allow their students to practice what they learn to make it more relevant and engaging. Through supervised practice, their students are able to apply what they learn to hands-on classroom experiences that put it into practice.

Allowing students to connect what they learn to real life experiences is how efficient teachers encourage the transfer of learning. These real life learning experiences help students to master what they are learning, and retain it for future use. It also allowed them to see the relevancy of what they have learned, and how they can utilize it in their everyday lives.

An effective and efficient teacher affects lives. Not only so they make learning fun, but they make a process that students want to engage in. Their classrooms are places where what they students need to be successful is at the forefront of how they teach, and they help to provide learning experiences and classroom routines that encourage positivity and real world connections.

The journey to become efficient and effective teacher for the students in AEE 412 has just begun, and they are going to affect many lives in a positive ways as they navigate on it this year!



Monday, October 7, 2013

Follow Up to Session #14 - Individualized Teaching Techniques

Follow Up to Session #14 - Individualized Teaching Techniques

What are you curious about?
  • More examples of what individual teaching techniques are
    • You can read more about individualized teaching techniques in your Teaching Methods Text, Chapter 7.  You can also utilize some really great educational websites for more information on supervised study, independent study, experiments, personal notebooks, worksheets, and many others!
  • Using reinforcement when a student answers question wrong
    • You never want to make a student feel bad about answering a questions wrong, so thank them for answering, followed by a probing statement, such as "That's not quite what I was looking for" and rephrasing, redirecting, or refocusing the question to allow the student to rethink their answer.
  • Keeping both the 'smarter' kids and those that need more help engaged
    • Differentiated Instruction!! - http://www.ascd.org/research-a-topic/differentiated-instruction-resources.aspx
  • How to Use Supervised Study in class
    • Supervised study; a discussion of the study lesson in high school  a book written by Alfred Lawrence Hall-Quest is a great resource for learning how to utilize Supervised Study in high school classes!


What did you learn?
  1. Individual Teaching Techniques
  2. 5 Characteristics of Effective Questions
  3. Supervised Study
  4. Asking student to look deeper is not negative
  5. Ways to get student to think
  6. What is negative reinforcement
  7. How to Phrase Questions to get the most positive thinking with students

What do you want to learn more about?
  • Negative/Positive Reinforcement and Negative/Positive Punishment
    • http://www2.psychology.uiowa.edu/faculty/wasserman/glossary/reinforcement.html - This website provides great definitions and examples of reinforcement and punishment
  • More examples on how to use Individual teaching techniques in classrooms
    • You can read more about individualized teaching techniques in your Teaching Methods Text, Chapter 7.  You can also utilize some really great educational websites for more information on supervised study, independent study, experiments, personal notebooks, worksheets, and many others!
  • Planning Question!
    • Refer to your Teaching Methods Text!  There is some great information in there regarding how to script questions!
  • How to Use Supervised Study in class
    • Supervised study; a discussion of the study lesson in high school  a book written by Alfred Lawrence Hall-Quest is a great resource for learning how to utilize Supervised Study in high school classes!

Friday, October 4, 2013

Follow Up to Session #13 - Effective Questioning

Follow Up to Session #13 - Effective Questioning

What are you curious about?
  • How to deal with emotionally disturbed students
    • Wow.  This is a really intense question.  Unfortunately we don't spend a lot of time teaching pre-service teachers about this.  Refer to your Educational Psychology and Educational Theory texts for more information regarding this question. You can also utilized high school guidance counselors and professional development seminars offered at the high school level to build this skill set when you are out in the 'real world'.
  • Monday - KILE
    • Hmmm...I'm not sure what this means.  Please contact me! (ddf@psu.edu)
  • Questioning Levels
    • Get Excited! This is coming on Monday!!
  • Teaching with just questions
    • This aligns with Inquiry Based Instruction. Just hold on!  Its coming up soon AND you get to perform IBI in a lab!!!

What did you learn?
  1. Key Characteristics of Effective Language in the classroom
  2. How to break down questions for student to achieve desired task.
  3. Questioning
  4. Ways to build positive relationships with students through communication
  5. The proper language to use to positively engage and encourage students and create positive attitudes!
  6. How to set the stage!
  7. Classroom management!!
  8. Stating clear directions!

What do you want to learn more about?
  • How much should the use of language dictate our lesson objectives?
    • This is interesting.  I would love it if you could provide some clarity. However, remember your objectives should be SMART and always contain a behavior, conditions, and criteria.
  • Phrasing Questions
    • So excited you want to learn more about this! Stay Tuned!  More to come on Monday with Mrs. Rice.
  • Putting written out questions into the lesson plan, then not worrying when not everything goes as planned!
    • Awesome!  Yes scripting out a lesson can really alleviate stress when your day doesn't go as planned!! You will learn more about this on Monday.
  • More practice writing effective questions
    • Mrs. Rice will definitely incorporate this into the lesson on Monday!
  • Triggers!
    • MONDAY!!