14: PAAE in the East

Attending the Eastern Region PAAE meeting stimulated my reflection on what happens when a big group of great minds get together. State FFA Convention, regional contests, and the next meeting location were just a few things that we discussed. The following things that happened during my evening adventure were the most memorable...

Me, Rose, and Allyson!

1) The tight knit community of ag teachers never ceases to amaze me. The jokes and smiles were contagious. I was approached by a friendly face many times with the question of "How are you?" and "How is student teaching going?" I was also touched by the kindness and support for some tough times that important people to PA FFA had gone through. It was very wholesome.

2) I was SO happy to see my fellow student teachers. I had missed not seeing Allyson and Rose everyday like we had in the fall. Our cohort has really become a unit and I love the happiness that our friendships bring me. 

3) I LOVE seeing other programs. This meeting took place at Oley Valley High School. They have one of the most prestigious high school food science labs that I have ever seen! It really is quite amazing. Their courses really are full of intense scientific rigor. I must also say that I appreciated all of the pelts and taxidermy that was on display around their ag department. 

I like to make friends wherever I go.

I believe that it is essential to remain an active member of the PAAE. Membership provides countless benefits for us teachers and all of the people that we interact with such as our school faculty and administration, our families, and even our students. I know that I will continue to strengthen my membership in the PAAE and hopefully become more involved as I grow into my first teaching job.

5: The Lunch Bunch

In preparation for student teaching, I had heard that having lunch in the faculty room can lead to some "issues" when you are a new teacher. Sometimes a group lunch can bring negative conversation where complaints are scattered through the room like confetti and all teachers try to outdo each other with their horror stories.

Allow me to be the first to say that I am not encountering that scenario with my lunch buddies! I am lucky to have "A" lunch during third block with an amazing group of teachers. There are eight of us "regulars" that come to eat lunch together in the faculty lunch room. This includes myself, the three ag teachers, a photography/cinema teacher, two power and structure technology and engineering teachers, and one wood shop teacher. Some days are more lively than others but it is common to hear jokes and laughter every day. We swap stories, talk about what is happening around the county/community, and jest about what time lunch is over. It is from our time at lunch where I have learned a lot about the school district demographics and fun things to do while I am here in Lancaster County.

My takeaway from this week is to explore what you've been given. If I would have entered the lunchroom with a predetermined mindset that all conversation should be avoided for a fear of negativity then I would be missing out on some great stories from great teachers. My advice would be to scope it out! Don't miss out on a great connection or friendship because of one example that you heard. Have a great week!

#AEE412 Sunday Reflections 4: Collaborative Learning

Collaborative Learning is Grand!

This week our readings discussed group or collaborative learning, writing purposeful learning objectives, and facilitating instruction. All of the topics are important but it seems that collaborative learning techniques happened to stick with me the most. I believe this is because I have made the connection between utilizing groups as a teaching tool when I'm a teacher and having them used on me! Within our Ag Ed courses here at Penn State Dr. Foster, Dr. Ewing, Dr. Curry, and Dr. Rice demonstrate different ways to teach our students increasing their level of comprehension and moving to a higher level on Bloom's Taxonomy. Having these techniques demonstrated on myself, I hope to use some of them as I cross the line from student to teacher. 

Digging deeper into the tactics and structure of collaborative classroom activities, I can clearly see where this benefits students. Instead of simply listening to a lecture students can make more connections between the taught material and their own thoughts. Personally I gain vast amounts of comprehension in group situations. The fact of the matter is that many people see things differently. Just as our weekly investments focus on different points of the reading, group members will all pick a different facet of the content that they are working on and bring a different view to the discussion that they are a part of. Not to mention the fact that the way a teacher tries to teach something might not click for a particular student. Having group work allows for more discussion and even some clarification from other students. When used correctly collaborative learning can really make a positive difference in the classroom!

This week I found a great video from "Teaching Channel" which I have included a link to in my references. In this video, a high school teacher from Texas talks about the 1-3-6 approach to group strategies in his classroom. When a topic is being approached first the students individually comprehend what they learned. They then get into a small group of three and discuss the topic. Finally their group of three pairs with another group of three to gain even more perspectives and provide some personal views of the topic. If desired, each group of six can quickly share what they decided was the most common theme in their discussion. I like this approach to a collaborative activity and will have to test it out in the classroom to see how well it works in meeting comprehensive objectives!

Do you have any thoughts or tips on group teaching? Any stories or examples you would like to share? Please comment!

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References:

Groseta, K.J. & Myers, B.E. (2006). Using cooperative learning in formal and nonformal education. Retrieved from https://edis.ifas.ufl.edu/pdffiles/WC/WC06200.pdf

Newcomb, L.H., McCracken, J.D., Warmbrod, J.R., & Whittington, M.S. (1993). Methods of teaching agriculture. Upper Saddle River, New Jersey: Pearson Prentice Hall.

(n.d.). Retrieved September 16, 2017, from https://www.teachingchannel.org/videos/1-3-6-protocol

Whittington, M.S. (2005). Writing objectives in secondary agriculture courses that challenge students to think. Agriculture Education Magazine. Retrieved from  http://www.naae.org/profdevelopment/magazine/archive_issues/Volume77/v77i5.pdf