Inquiry Based Instruction Lab Videos! FINALLY!

Hello Cohort!

Below are each of your Lab #5 Inquiry Based Instruction Labs.  Please be sure to review AT LEAST 2 and upload your peer feedback on VoiceThread.

If you have any questions, please contact me!

Emily Urban

Kate Livingston

Billy Saylor

Mindy Stoops (Part 1)

Mindy Stoops (Part 2)

Brittany Rigg

Quinn Cashell (Part 1)

Cashell Quinn (Part 2)

Tyler Cremeans

Mike Petrun (Part 1)

Mike Petrun (Part 2)

Caleb Wright (Part 2)

Caleb Wright (Part 1)

Annette Snook (Part 1)

Annette Snook (Part 2)

Annette Snook (Part 3)

Allison Hoover (Part 1)

Allison Hoover (Part 2)

Megan Slates

http://youtu.be/c4JqioeTnd4

Jeanne Case

http://youtu.be/y9Gf73HW8N8

Valerie Laub

http://youtu.be/_BB4yJ_Tm0E

Cassie Foster

http://youtu.be/ISSErTXRAho

Jessie Ross

http://youtu.be/RoLygoOXj70

Todd McMillen (Part 1) 

Todd McMillen (Part 2)

Inquiry Based Instruction Lab Video!!

Hello Cohort!

You all are doing a great job really spending the time and thinking energy needed to create a great IBI lesson!  We are all very proud of your ingenuity and creativeness.  We are looking forward to seeing each of you perform next week.  Here is a video of Mackenzie McCollum, 2012 graduate, presenting her IBI lab last year.  Please take some time to watch and continue your learning on the IBI approach. We know this is a difficult lab, and understand that you are all in the beginning stages of becoming experts in IBI.  So, please, don't get frustrated and discouraged.  If you have questions or need someone to bounce some ideas off of, please don't hesitate to contact one of the teacher educators or myself!  You all are doing great things! Keep up the great work!

Problem Solving Approaches - The 2014 Cohort Footage

2014 Cohort!  Take a deep breath!  You are more than half way through your fall semester!  You only have one more lab in front of your peers!  Can you believe it!

For the Problem Solving Lab, you all did great!  Problem Solving Approaches are difficult to teach.  It takes a TON of preparation, and well grounded content matter understanding and application.  I encourage all of you to continue working on perfecting these approaches at your cooperating schools!  

Always feel free to seek out assistance from the AEE Instructional Leadership Team!  We are here for you!

Below you will find all 17 lab videos for the PSA Lab #4.  Please make sure you select two videos of peers outside of your lab section.  Post your feedback on VoiceThread!  

Allison Hoover

Tyler Cremeans

Annette Sprenkle

Caleb Wright

Quinn Cashell

Meagan Slates

Brittany Rigg

Cassie Foster

Jeanne Case

Mindy Stoops

Emily Urban

Kate Livingston

Valerie Laub

Mike Petrun

Billy Saylor

Jessie Ross

Todd McMillen

Follow up to Session 15 & Session 16 - Problem Solving Approach

Response to Ticket Out

What are you curious about?

• It seems that situation to be improved and cause-effect seem to be very similar?
• They may be similar, but they are two different problem techniques that will work better with one problem over the other.
• Good Problem-Solving Lab Examples
• Ms. Rice posted a video and I am sure you saw some great ones in Lab.
• Which units I should apply this to?
• Most any unit can be approached in this way
• I am curious about how to analyze solutions of students, if they do not get the intended answer.
• Remember, with the Problem Solving Approach, you are working towards one right answer. If students do not get that, perhaps you have to send them back to try again.
• How do you bring global issues into the classroom?
• Make the issue relate/connect to their life.
• Should we be using this technique a lot? is it bad to use this too frequently?
• This is a very solid teaching approach, however, remember that variability is a key effective teaching characteristic
• More ways to include "Effect - Cause" in a classroom?
• This one is an easy one! Just put the problem in front of them and ask what caused it..ie an engine that will not start, a dead calf, a poor crop, etc
• 
  

What did you learn?

1. I have many ideas for my leadership class lesson plans!
2. Involve students in instructional planning to develop ownership!
3. Problem Solving Approach is a fun and a great way to engage students
4. Let Student Think Critically on the Problems. Don't spoon feed!
5. Four specific Techniques for PSA
1. Forked Road
2. Possibilities/Factors
3. Situation to be Improved
4. Effect Cause
6. Real World Problems Work Best!

What do you want to learn more about?

• Developing these lessons and seeing what my peers come up with!
• I am sure lab went great
• Can you minimize the problem solving approach to a one day lesson?
• Yes
• How would objectives look for a unit introducing this approach?
• The same as any other unit...perhaps you need to tell me more so I understand.
• How do you decide what kinds of problems students should solve?
• It should be problems they can relate to in their life.
• How do you break yourself from giving too much info to students?
• Ask more questions. Tell less information
• Does having a small experiment each day count as an interest approach, changing one variable a day?
• Maybe! Remember, Variability is Key!
• 
  

Lab #4 - Problem-Solving Approach

Wow!  You are into the planning phases of your FOURTH lab!!!  You have mastered the First Day of School, The Interest Approach, and The Demonstration.  You should feel good about yourselves!! You all are doing great things and we see a LOT of growth occurring!!  To help you prepare for Lab #4, take a look at the video below.  This is 2011 graduate, Morgan Bacher, presenting her lesson using the Problem-Solving Approach.  As always, don't hesitate to ask questions!!! We are here to help!

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!

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!!

Follow Up to Session #12 - Utilizing Group Teaching Techniques

Follow Up to Session #12 - Utilizing Group Teaching Techniques

What are you curious about?

• Utilizing Teaching Chips as an instructional tool 
• Those chips are an Awesome Tool! They can be purchased on Kagan online!  You can also be very creative and make them yourself!
• Principles of Teaching and Learning
• Continue reading about PTL in your Teaching Methods text! There are also great resources online and in your AEE 412 Course packets (class and lab!). Keep looking for them and utilizing them!
• Demonstrations!
• Yay!  Lab #3 on Wednesday!  For the lab we ask that the demonstration be at least 3 steps. The demo should follow a "Teacher says, Teacher does; Student says, Teacher does; Student says, Student does" approach.  Refer to your Teaching methods text and utilize Mrs. Rice for more information!
• Role Playing in Agriculture - Is it well taken?
• Role playing is a great teaching strategy to implement into your classroom to foster interest and to assess students understanding.  As you have learned, every student has a different learning style, some students will LOVE it and others would rather jump in the lake.  However, the way in which you present the task and instill the importance of why they need to know the information can make students excited and engaged in and about role playing.
• Asking Effective Questions
• Great!  We will be covering more of this on Friday!  Stay Tuned!
• Resources to Find Cooperative Learning Strategies
• We are so excited you are interested!  Utilize your teaching method texts as well as online tools that do a great job of providing activities and projects!  Cooperative Extension also has a lot of resources online that could be useful!
• Effective Lectures!
• Lecturing has a bad wrap for being boring.  However, it doesn't have to be!  Include graphics, music, humor, or short videos throughout your lecture to keep students interested.  A key to effective teaching is to have variability in your instruction.  Be sure to keep your lectures to no longer than 15 minutes!  Also, your excitement about the topic and the information you are sharing can also increase the effectiveness of the lecture.  Utilize your methods text and the internet to find more engaging ideas!
• Teaching Styles!
• We all have different styles and approaches to teaching.  You will discover your style and add your own personal SWAG as your grow and develop as an educator!  

What did you learn?

1. Cooperative Learning!
2. Demonstrations!
3. Differences of People!
4. Group Teaching Techniques!
5. Lecture is not the 'Bad Guy'!

What do you want to learn more about?

• Principles of Teaching and Learning
• Continue reading about PTL in your Teaching Methods text! There are also great resources online and in your AEE 412 Course packets (class and lab!). Keep looking for them and utilizing them!
• Teaching Chips 
• They can be purchased on Kagan online!  You can also be very creative and make them yourself!
• How to Make Lectures Fun
• There are many written and online texts on teaching strategies that address how to be an affective lecturer!  Investigate these resources!  They are chalk full of information! Adding graphics, appropriate music, and humor are just a few ways to increase the entertainment level of a lecture. 
• Phrasing Questions Correctly
• Stay tuned! More on this on Friday!
• Group Teaching Techniques - How do we implement effectively?
• Practice, practice, practice.  Try new things.  Don't be afraid to try techniques at your cooperating center.  You will only begin to understand how to improve if you try different techniques.  PLANNING IS HALF THE BATTLE!  Make sure you are taking the time to plan and plan well!  
• Other fun toys/tools that can be utilized to reflect on learning?
• This is an interesting question...can you expand?  See Dr. Foster for more information!

Step 1, Step 2, Step 3 - Lab 3 Demonstrations!

Demonstrations can be very difficult to effectively conduct.  One must be very clear and concise for each step of the demonstration.  For Lab 3, you each are responsible for conducting a demonstration with AT LEAST 3 individual steps.  When you are preparing, make sure you write out the steps. Take the time to really dissect each step and make sure you are only doing one thing.  Sometimes you will find that you are really trying to do more than one thing, even though you have done something a million times and it seemed like it was one task.  A common rule to conducting a demonstration is to follow the following approach:

Teacher says; Teacher does
Student says; Teacher does
Student says; Student does

An approach like this allows for student retention.  The repetition of steps ingrains the process.  One thing to remember is that demonstrations alone don't mean anything.  You need to instill a felt need to know.  Why would a student need to know how to tie their shoes?  Why should students care how to notch a pig's ear?  You need to make sure you are making the connection to its importance.  Not just saying you will be graded on conducting the demonstration to 100% accuracy will not be enough for a student to really understand why they need to be able to do the task.  We are agriculture educators to equip students with life skills.  Make sure you make that connection for them!

Below you will find a demonstration conducted by 2011 Cohort member, Amanda Remick.  Amanda is a very successful agriculture teacher who has taught in South Dakota and is now working at Central Mountain!

Please view the video to gain a better understanding of how to effectively teach and perform a demonstration!

Follow up to Session 11 - Introduction to Group Teaching Techniques (Sept. 27th)

Please remember to "research" your group teaching technique for Monday!

Responses to Tickets Out

What are you curious about?

• To keep learning about the Group Teaching Techniques!
• Cooperative Learning, for more: 
• http://www.crlt.umich.edu/publinks/clgt
• http://www.lauracandler.com/strategies/co-op.php
• http://www.cde.ca.gov/sp/el/er/cooplrng.asp
• Lectures
• http://www.columbia.edu/cu/biology/faculty/mowshowitz/howto_guide/lecturer.htm
• Discussion
• http://tep.uoregon.edu/resources/faqs/presenting/facilitatediscussion.html
• http://www-tc.pbs.org/tpt/slavery-by-another-name/media/cms_page_media/128/Ten%20Tips%20for%20Facilitating%20Classroom%20Discussions%20on%20Sensitive%20Topics_Final.pdf
• Role Play
• http://serc.carleton.edu/introgeo/roleplaying/howto.html
• http://www.wce.wwu.edu/Resources/CIRCLE/Strats/Role%20Playing.pdf
• Field Trip
• http://kathleencarroll.com/a-guide-to-great-field-trips/
• Demonstrations
• http://cte.udel.edu/publications/handbook-graduate-assistants/demonstrations.html
• Resource People (Guest Speakers)
• http://scholarworks.montana.edu/xmlui/bitstream/handle/1/2502/WardS0811.pdf?sequence=1
• https://education.skype.com/guest_speakers
• http://busyteacher.org/7083-top-10-ways-get-most-from-guest-speaker.html
• More of the Principles of Teaching & Learning Charades!
• We will keep doing this!
• Getting permission for guest speakers to come into the classroom. 
• It is not as scary as you think. Work with your cooperating teacher to learn the process at your school. Be able to articulate the learning objectives/outcomes that will be complemented by the guest speaker.
• Does the group teaching technique affect the cognitive level of learning?
• Any teaching technique depending on how the instructor utilizes it and what expectation they have of the learner impacts cognitive level.
• What is the Teaching Method behind us doing a rubric when we hand in an assignment?
• This allows for assessment to become a part of instruction. It encourages and pushes reflective thought and review of an assignment with the expectations of that assignment instead of just 'turning it in'.
• How often should you balance individual and group learning?
• I am not sure what you mean by this question, but we should add as many tools as possible to our pedagogical tool belt so that we can achieve variability in the classroom
• Cooperative Learning in the Ag Workplace
• hmm, not sure how to respond to this one. You might need to tell me more. I know it is there!

What did you learn?

1. The Group Teaching Techniques
1. Cooperative Learning
2. Lectures
3. Discussion
4. Role Play
5. Field Trip
6. Demonstrations
7. Resource People
2. How Teachers Select the which Group Teaching Technique to Use.
3. Cooperative Learning is as easy as PIES
1. P - Positive Interdependence
2. I - Individual Accountability
3. E - Equal Participation
4. S - Simultaneous Interaction

What do you want to learn more about?

• A Cooperative Learning Course would be cool!
• yes, so when you are seeking out graduate courses in the future, know that opportunities like this exist 
• Cooperative Learning
• I will share more on Monday! It might be also really cool to ask the Teach Ag Society Professional Development Committee to Organize a Session on this!
• Also, I would be willing to explore Cooperative Learning in an additional alternative session of 412 for all who wanted it..just let me know if you are really interested! I have lots of materials!
• PIES & How to use in the classroom.
• Read more here: http://serc.carleton.edu/introgeo/cooperative/whatis.html

Session #10 - What are the basics of the Principles of Teaching and Learning?

Response to Tickets Out

What are you curious about?

• Voice Thread
• It is an Awesome Tool! Contact Ms. Rice with utilization questions!
• Classroom Management without Punishment...Interesting
• Motivate, don't beat down! Read more here: http://prezi.com/da9ppfuk2w1r/discipline-without-stress-punishments-and-rewards/
• Students that can not behave in lab, but no book work for punishment, what do you do with them so that they do not get behind?
• That is their consequence. Lab time is a privilege, not a right
• Group Teaching!
• Yay for Friday!
• How long should an interest approach take?
• anything from 30 seconds to 15 minutes (or longer!) depends on unit.

What did you learn?

1. 16 Principles of Teaching and Learning!
2. All of our content in AEE 412 is so connected!
3. How to use baking as an interest approach

What do you want to learn more about?

• Applying this information t our lessons and units
• Yes! It just takes practice!
• What time are we leaving for and returning from FLC?
• Depart Ferguson at 7:30 (I mean really, we will leave you)(
• Return no later than 4pm
• Do we upload stuff to NAAE right away or after it has been revised?
• Upload after you have corrected for feedback! Critical to upload all Unit Plans and Lesson Plans you submit for AEE 412.
• I want to learn more about connecting multiple intelligences with Principles of Teaching and Learning..
• Tell me more! Better yet, bring your idea to class to share!
• How to apply the 16 Principles?
• Need more on this question....you make them come alive in your classroom as evidenced by the examples you created as a class.

Lab 2 - Interest Approach!

Wow. Can you believe you have one lab complete and the second one is just days away?!  These contextual teaching labs are going to really help you identify and refine your teaching style.  I understand that you will have frustrations, but know that the AEE Teacher Preparation team are always there to help.  Having examples has always been helpful to previous cohorts when preparing for lab.  Below you will find Brittany Arnold's (2011 Cohort) Lab 2 interest approach.  She did a great job introducing the lesson by capturing the students' attention with this hands-on activity.  Take a look and allow it to help encourage and foster your own creative thinking for your upcoming Lab 2 Interest Approach!!!

Follow up to Session #8- Learning Objectives (September 16th)

NOTE: Watch this video prior to class on Friday at 9:00

Response to Ticket Outs

What are you curious about?

• Writing better lesson plans
• The first step is to start! I look forward to seeing your first lesson on Monday!
• Getting Everything Done!
• You eat an elephant one bite a time. Closely analyze how you utilize time!
• Multicultural Moment #1?
• Just post three digital media items in a blog in NAAE CoP that best represent you!
• Taxonomy for the Psycho-motor Domain skills/activities
• http://www.nwlink.com/~donclark/hrd/bloom.html#psychomotor

What did you learn?

1. How to write more dynamic learning objectives
2. I learned more about Bloom's Taxonomy (Knowledge, Comprehension, Application, Analysis, Evaluation and Synthesis)
3. Learned about cognitive level of objectives
4. SMART (specific, measurable, action oriented, relevant, timely) Objectives are important!
5. A lot about objectives! It is making more sense!

What do you want to learn more about?

• I want to learn about Norman Webb's Domains (Depths) of Knowledge
• We can Tweet Chat about it on Friday, but here is a quick website to review: http://my-ecoach.com/project.php?id=9812 (Be sure to look at the handout provided in class!)
• Can we record our FLC presentation for the FFA WLC Application?
• I do not see why not! Work with Laura to determine a way to capture that video
• Creating Perfect Classes
• Well, they really don't exist :), but we can chase the hell out of it!
• Can one objective touch on more than of Bloom's Levels?
• It depends on how you teach it!
• Dale's Cone of Experience
• Read This: http://rapidbi.com/coneofexperience-dale/
• Objectives - Having trouble classifying them to Bloom's
• Check out this website: http://www.nwlink.com/~donclark/hrd/bloom.html
• Maybe the photo below will help

• 
  

Session 6 - How do we motivate students to learn? September 11th

Learning Objectives Addressed

1. Present 17 “E-Moments”
2. Ask a Expert – Multiple Intelligences
3. Define Interest Approaches
4. Review Session 7 Expectations

Course Materials:          http://communities.naae.org/docs/DOC-11451 {resources not shared in class included}

Responses to Ticket Out Cards 

What are you curious about?

• Making my students interested in class like the interest approach today
• Look closely at the sources of interest identified by Lancelot and than you can be creative to meet those.
• How to keep interest approaches different?
• Variety is key (keep them off guard!) Think about variety from the viewpoint of the Multiple intelligences. Also remember, an interest approach for a lesson might only be a GREAT question and take 1 or 2 minutes...or to introduce a unit, it might be 15 minutes.
• Would you allow intrapersonal learners to complete a group project on their on?
• That depends, but probably not. Remember, Three goals to teaching with Multiple Intelligence (Match, Stretch, Celebrate)...Students need to be stretched to develop skills that they will need in everyday life like working in effective groups.
• But, How do you balance their development of people skills and communication, while making them feel engaged? (students who want to work alone might not participate with the group)
• Perhaps one component of the group project requires individual work which this student can focus on (like research for a presentation?)
• There was a bit of debate over the way spatial should be used on a worksheet, either words and ask for a graphic to represent/help remember or graphics and ask for the words?
• Either way would work!
• Can handouts be hole punched please?
• Sorry, we dont have that capacity, but we can see if we can get a hole punch put in Ferguson 007! Ask Renee!
• How do we motivate learners more?
• Watch the video - Drive by Daniel Pink
• Here is a neat 7 page article with specific suggestions: https://uteach.utexas.edu/sites/default/files/2011-02-18%20Motivating%20Reluctant%20Learners%20Handout.pdf
• Assign #9 - Draft - Can that be on a 8x10?
• Yes, you do not need to do special printing/laminating for the rough draft.
• Why was Jeff Bliss in the video an 18 year old sophomore?
• Watch his explanation on the Interview Link!

What did you learn?

1. 7 different e-moments! E-moments are awesome!
2. A Great Interest Approach for Electricity - Hot Dogs
3. A key to E-Moments is setting up strong context so that students can connect new information to something students already know.
4. Deeper understanding of the Multiple Intelligences
5. When using e-moments, it is important to celebrate/praise when students use/do something great!
6. E-Moments help us achieve variability of shifting instruction every 15 minutes.

What do you want to learn more about?

• Interest Approaches
• Hopefully the online session will help! I would love to see a blog post of what you find online!
• Where can I find great interest approaches (particularly Ag Applied)?
• Well, I believe the best ones are the ones we create to fit our students and communities, but we can be inspired by looking at other lessons. I really recommend looking at the Life Knowledge lessons as all of them (253) have a different interest approach built in. Other lessons developed by FFA outreach do as well. Check those out at: https://www.ffa.org/ffaresources/ffalearn/Pages/default.aspx
• Also, don't forget to search NAAE CoP!!
• Unit & Lesson Development
• What do you want to know? Specific questions get specific answers :)
• More Rice's Riches!!!
• We will see if we can arrange that!
• Can we get the written directions for the hot dog interest approach? It was really cool!
• Ms. Sankey Rice will make a blog post about it on this course blog!

Note:

Interested in learning more about Jeff Bliss, the student from Duncanville HS

·         Administration Response/School Response: https://www.youtube.com/watch?v=8zoN-gI87vk (10:09)

·         Jeff’s Interview with Say Cheese TV: https://www.youtube.com/watch?v=CBpDswLlW9U (13.15)

·         Original Footage of the Incident: https://www.youtube.com/watch?v=k3h5jcI-MFI (1:27)

For Next Time:

1.       No Class on Friday

2.       Complete Discipline Derby Online: http://communities.naae.org/thread/7020

3.       Complete Session 7 Online: http://communities.naae.org/docs/DOC-11433

Other Announcements:

1)      Please make sure your PAAE, NAAE, ACTE Membership Forms are in to Renee (She has them) ASAP. This is required (and free) to ensure you have liability insurance.

2)      Get your applications in ASAP for the NAAE Preservice program at National Convention! http://www.naae.org/prodev/nataa.html (DUE SOON)

Session 5 - Who are our learners? September 9th

Learning Objectives Addressed

1)      Discuss Discipline Derby Procedures (complete  Derby 1)

2)      Review Lesson Plan Scavenger Hunt Findings

3)      Discuss Lesson Plan Formats

Course Materials:          http://communities.naae.org/docs/DOC-11431  (extra info in the PPT that maybe helpful!)

For Next Time:

1.       Be ready to rock out a 2 minute presentation on YOUR E-moment. Digitally archive some information on in our NAAE CoP for future use: http://communities.naae.org/community/prodev/preservice/pennstate/2014-teacher-candidates

1.       Be Ready to Share 2 minutes with your group on assigned Intelligence. Remember to Digitally Archive it!

Other Announcements:

1)      Please make sure your PAAE, NAAE, ACTE Membership Forms are in to Renee (She has them) ASAP. This is required (and free) to ensure you have liability insurance.

2)      Get your applications in ASAP for the NAAE Preservice program at National Convention! http://www.naae.org/prodev/nataa.html

Assigned E-Moments

1. Case - Dickens
2. Cashell - Mother Goose
3. Cremeans - Eye Witness
4. Foster - Descartes
5. Hoover - Little Professor
6. Laub - Go with the Flow
7. Livingston- Michealangeo
8. McMillen - Voice Modulator
9. Petrun - Go Get It
10. Riggs - Crayon
11. Ross - Heiroglyphics
12. Saylor - Hole in one
13. Slates - Me You US
14. Sprenkle - Graphic Artist
15. Stoops - Meteorologist
16. Urban - Picasso
17. Wright - Cartographer

Response to Tickets Out

What are you curious about?

• Some of the websites for creative lessons - can't wait to check them out!
• Remember, we are preparing you to be an excellent consumer of quality instructional materials...there is a lot of stuff out there and unfortunately, not all of it is "good"
• Using different modalities in the 3 types of lessons
• A website w/ good info on the 3 domains of learning
• http://explorable.com/domains-of-learning
• I need more info on scaffolding:
• http://www.niu.edu/facdev/resources/guide/strategies/instructional_scaffolding_to_improve_learning.pdf
• How many standards should be in included in a lesson and unit plan?
• Enough
• Should ELL accommodations be included in every lesson?
• As needed
• How to maximize intelligences in each lesson
• READ the Strategies for Great Teaching Book!
• How do you show people how important the other intelligences are when standardized testing focuses on logical/mathematical, spatial and linguistic?
• Teach for your student's success!
• What type of Academic Standards should include for an SAE or Leadership Course?
• Look at Math or Entrepreneurship Standards
• For Leadership, the communications standards

What did you learn?

1. About 8 Multiple Intelligence
2. Perspectives on Scaffolding
3. Locations of both Academic and Agricultural Standards
4. Locations for ideas for lesson plans
5. Each lesson plan we write has to have some accommodation/adaption
6. Notebooks could/would be a great teaching tool!
7. DEMI of Brain Based Teaching & Learning
1. D = Domains
2. E = Emotions
3. M = Modalities
4. I = Intelligences
8. Everyone is smart in their own way

What do you want to learn more about?

• The naturalist intelligence that I am to research
• I look forward to seeing what you share!
• How do I find more info about Dr. Howard Gardner?
• http://howardgardner.com/
• How can we use "the Restaurant" worksheet/activity in our lessons
• You could use that one or other self assessments to accomplish the mission of Multiple Intelligence instruction: Matching, Stretching & Celebrating (to be discussed on Wednesday)
• How to make students want to learn?
• Yay for Wednesday Lesson!
• How do you incorporate everything into the lessons?
• YOU PLAN!!!
• Is there a public microphone/camera for voice thread if our computer is really old and not equipped?
• Yes, you can check with Laura Rice to check out a headset/web cam. You can also go to the library, media commons or knowledge commons to use their computers.

Session 4 Follow up - How do we plan for Instruction? September 6th

Learning Objectives Addressed

1)      Discuss Discipline Derby Procedures (complete  Derby 1)

2)      Review Lesson Plan Scavenger Hunt Findings

3)      Discuss Lesson Plan Formats

Course Materials:            http://communities.naae.org/docs/DOC-11418 (extra info in the PPT that maybe helpful!)

Ticket Out Responses

What are we curious about?

• What makes a good lesson plan?
• Effort! It needs to be something you can USE as you help students and you would be proud to hand to parent or administrator!
• Essay Questions for National Convention Opportunity!
• Should be announced by next week! I am pumped you are interested!
• Digital Access to the Template
• It has been posted in the course materials of this session as a word document
• Three Types of Lessons
• We will talk more on Monday. Look at the PPT in today's course sessions!
• Writing helpful and unique lessons that will engage students.
• It just takes organziation and effort!
• I am curious about learning focused schools
• Check this out: http://www.learningfocused.com/

What did we learn?

• Purpose of a Lesson Plan
• Essential Elements of Lesson Plans
• Similar Ideas to what needs to be in a Lesson Plan
• A New Bathroom Pass Idea and Seating Charts! (Discipline Derby)
• The different key parts of a lesson plan that are very important to our lessons.
• Gagne and Hunters lesson parts were interesting
• I learned that there are many different ways to discipline a student

What do you want to learn more about?

• What each section of the lesson plan should look like?
• I will post examples, but review the PowerPoint posted today!
• Clear Directions to Students
• October 10th!
• More Classroom Management
• Most every Friday and December 6th 
• How to teach different learners?
• Yay Monday!
• Is teaching so closely to the community and meeting the needs of the community always serving justice to students when our expectations of them are to branch out and grow? Maybe even grow and become something greater than their community? Should we be meeting the needs of the nation and maybe the world?
• Great Thought and Comment...What do others think? Comment on Blog below
• Types of Lessons
• We will discuss on Monday
• I want to learn more about the first day respect and setting the tone for the year.
• Yay for first lab! Check this out: http://www.edutopia.org/blog/only-1-first-day-school-lisa-mims

For Next Time:

1.       Complete Multiple Intelligence Assessment and Email Foster Code: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/

2.       Complete Reading Reflection #1 – See page 13 of Assignment Handbook

Other Announcements:

1)      Please make sure your PAAE, NAAE, ACTE Membership Forms are in to Renee (She has them) ASAP. This is required (and free) to ensure you have liability insurance.

2)      Get your applications in ASAP for the NAAE Preservice program at National Convention! http://www.naae.org/prodev/nataa.html