How do students learn best?: Action Research

To be quite honest, when I heard we had to do research while student teaching, I was anything but excited. I have never done research, and I was stumped as to what direction to go in. After thinking for awhile, I saw a good opportunity to conduct research during my Introduction to Agriculture classes. This class is back-to-back 5th and 6th period, and both are taught identical content. I decided that I would like to explore how students learn best, by using teacher-centered and student- centered instruction. I settled on my Plant and Soil Science Unit, since it provided lots of opportunities for a variety of teaching techniques.

To begin the unit, I gave students a pre-test, with 10 questions focusing on soil science topics that would be covered in the unit. Throughout the week of the plant science portion, I taught 5th period using a student-centered approach. This approach included a lot of inquiry, hands-on activities and group work. During 6th period, I took a more teacher-centered approach. I gave lots of lectures, had students complete a lot of notes and overall provided more structure.

Some lessons that I taught throughout this portion of the unit included soil horizons, soil texture, soil "ingredients", soil formation and soil pH. For example, when teaching soil horizons, I had an edible soil horizon activity for the students. During 5th period, I taught a short lesson about each of the soil horizons, then provided students with ingredients and asked them to create a soil profile, using what they learned. During 6th period, I provided students with individual brown bags of ingredients and a structured note sheet. I presented a PowerPoint and had students take notes and then add ingredients as I told them to, to create their soil profiles. Generally speaking, 5th periods lessons were typically a lot less structured and left up to student interpretation, while 6th period's were often structured and straight-forward.

At the end of the unit, I had students take a post-test, where they were given identical soil science questions as they had before. I then collected and analyzed the number of correct and incorrect answers for each student, from the pre and post-tests, and tabulated a percentage. I grouped these scores into four categories, as follows:

• Exemplary: 100-90
• Proficient: 89-80
• Intermediate: 79-70
• Poor: 69 and under

I created bar graphs to compare pre and post-test scores for each class, and used this information to analyze my data (below). While students scores in both classes exponentially increased from the pre to the post-test, the research was relatively inconclusive as to whether or not student centered or teacher centered instruction was more effective.

One interesting thing that I chose not to include in my "official" research, was that students seemed to enjoy the student-centered class more. I included a short portion of extra credit opinion questions at the end of the post-test for each class. When looking at and comparing the results of these questions, I found that students in the student-centered class, in general, indicated that they enjoyed the activities and class more than students in the teacher-centered class did. When asked what their favorite activities were, they seemed to indicate that the more hands-on activities (or the ones with food!) were their favorites, which came as no surprise to me.


Overall, I think that my research was interesting, and helped get my feet wet in scholarly research. I was a bit disappointed that my research was relatively inconclusive, but I think if I was able to research for a longer period of time (perhaps even an entire school year) as well as practice more inquiry and create more lessons which are distinctly either teacher or student-centered, my research might have turned out differently.  

Still Going Strong: 3 Weeks Left!

What a crazy week it has been! Monday was the last day that I taught the Concrete and Masonry unit. We finished up the concrete experiment and reviewed their results. I really enjoyed this experiment, and I think that students learned a lot. In Introduction to Ag, I gave a unit test on Sheep and Goats. I thought that the test would be easy, as I provided students with a review sheet and gave them time to study before handing out the test. However, many of the students did poorly, especially on the breed identification portion. While I felt bad, I felt that the test was fair and I gave them plenty of opportunity to review.

I was pretty excited for Tuesday. I had two students who were participating in the Teach Ag essay contest, and who were teaching. During my Introduction to Ag class, one student taught poultry breeds. She did a great job, and I was very impressed with her ability to stand her ground with the rowdy (6th period) class! Another one of my students taught his Vet Science class about respiratory diseases. Although I do not teach this class yet, the student insisted that I sit in on his lesson. He did a fantastic job utilizing variety in his teaching techniques and presenting the information in a way that was understandable to his peers.

Later that day, both of my students asked to take a photo with me, as they needed a picture with their Ag teacher. Many of them, upon planning their lessons, also asked me for their help. I was very flattered when they asked me for help and for the photo, as it is nice to know that they think that much of me!

On Wednesday, I taught the parts of the egg to my Introduction to Ag class. I have to say that this was one of my favorite lessons that I have taught! I began with a basic PowerPoint that quickly ran through each portion of the egg. I had students label a diagram as we went along. I then had them split into groups and had them dissect an egg. I worked really hard to create a step-by-step instruction sheet, which asked them questions along the way. These questions helped to reinforce what we just learned. Students were SO engaged with this lesson, and virtually all of my behavior problems disappeared (even in my difficult 6th period class!). Students were asking questions, and seemed to be intrigued by this lab!

I have found that if I give students a short PowerPoint or notes to deliver information, then give them to remainder of the period to apply that information through labs, it works really well. Student's engagement increases drastically and they seem to really enjoy it.

On Thursday in Introduction to Agriculture, I taught how eggs are graded. Instead of having students all work on the same task, I broke them up into groups and had them rotate through stations. At each station, they were supposed to focus on one aspect of egg grading (i.e. shell, yolk, etc.). I think that this was a good way to break down a complicated process, and students seemed to enjoy it as well.

During sixth period (surprise, surprise!), I had one student who simply refused to participate. I wasn't sure how to handle this, as I did not want to give him credit for doing nothing. So, I went to Mrs. Spurrier and she told me to send him to her and she would find something for him to do. I appreciate her help, but I know that I do need to continue working on handling these kinds of situations, as one day there might not be someone else there to help me out.

After school on Thursday, I attended the Northern Region PAAE meeting at Hoss's in Williamsport. While it did make for a long night, I definitely had a good time. I generally really enjoy interacting with other ag teachers, and hearing their input on some things that are going on in the Ag Ed community.

Today looked very similar to Thursday in Intro to Ag. I used the same station format, but this time, I taught how poultry products are evaluated. We began by talking about CDE's and then segued into an explanation of the Poultry CDE. I structured this lab a lot like this CDE, in hopes that it might spark a students' interest. Overall, this lab went well. The same student who I had trouble with yesterday refused to participate today. I gave him one warning, offering him to see what Mrs. Spurrier has for him today or to take part in the activity. Whatever Mrs. Spurrier had him do yesterday must have been unpleasant, as he willingly began participating in the lab.

While it has improved, I do still find myself struggling with classroom management. It's not so much the entire class that is out of control, but more so a select few students who constantly act up. I wish that I had nipped it in the bud from the beginning, as many students now have a routine of how they act during class. I also wish that I could have a stronger and more firm discipline system. I often feel that I am too nice, and give too many warnings. I am beginning to teach the circulatory and urinary system with the Vet Science class next week (which I have never taught before), so I am hoping I can try to perfect my classroom management with that class, starting with a clean slate.

Looking back at my experience so far, I am so proud of how far I am come and how much I have grown. I feel like I have set a very solid foundation for myself and I look forward to testing the waters on my own. While I am looking forward to this, I am certainly going to be sad to leave, in a short two weeks!

Week 12... Where has the time gone?!

Wow, I cannot believe that we are more than 2/3 of the way done with student teaching! Where has the time gone?! This was a super short week for me, as I was only here two days and there is no school Thursday or Friday... but those two days were awesome!

On Monday, I visited Hannah at Juniata Valley. That was a great experience (See previous blog post for more details about my visit!).

On Tuesday morning, I had a mock interview with Mrs. Shearer and Mr. Morrison, which was also a good experience for me, in order to prepare me for a future career! (Again, see previous blog post for more details on this!).

Because of my mock interview, I missed second period, but Mr. Kessler covered for me. This period, as well as third period are now on the concrete and masonry unit. Mr. Kessler began a concrete experiment with second period. Students were supposed to determine the amount of silt in sand used for concrete, estimate the moisture in sand and figure out the bulking of sand.

I picked up and taught this same experiment to third period. I originally wanted to have students "popcorn read" the instructions, then explain the process to them. However, this quickly went down the drain, as students were extremely talkative and did not seem engaged. I got extremely frustrated, and after thinking on my feet, decided to take a different approach.

The worksheets that go along with the experiment lay out the instructions very nicely and are very precise. I decided to split students into groups and hand out two sticky notes to each group. I told them that since they chose to talk, that indicated to me that they knew what they were doing, and for that reason, they were only allowed to ask me two questions (represented by the two stickies). They did not seem to like this, and the experiment was a little chaotic, but I think it got the point across. Once students got started, they seemed pretty engaged.

I was so excited for my Introduction to Agriculture class on Tuesday. I was teaching students about the ruminant digestive system, and I found a super fun, and kind of gross, activity.

I began class by asking them to make a list of everything they ate. They then shared their lists and we talked about what sheep and goats eat and why it is so different from what humans are able to eat. This led into a discussion and short PowerPoint about ruminant digestion. Students were surprisingly really engaged, which was evidenced by their questions.

After the PowerPoint, I had tins set up in the front of the room. Each tin had materials that represented one portion of the ruminant digestive system. For instance, the portion that represented the rumen contained toys with finger-like projections, jello and water. Another tin contained shower loofahs, water and wet grain (omasum), one contained waffles, feed and water (reticulum) and the last tin contained crumpled saran wrap and hair gel (abomasum). I had these tins covered with a plastic bag and numbered. Essentially, I took volunteers and each volunteer was responsible for blindly feeling the items in the tin, then describing it to their classmates. Based on those observations, students had to identify what portion of the ruminant digestive system it was.

This activity was SO MUCH FUN. Students' faces were absolutely priceless and they were so engaged. I think that this was a cool way to help students remember each part of the ruminant digestive system.

After school, Mr. Kessler, Mrs. Spurrier and I attended the New and Beginning Teacher meeting at the Country Cupboard. That was a nice opportunity to talk with other agricultural educators, and get some free resources!

Today was another great day! Mrs. Rice came to observe me, which is something that I always look forward to. During second and third period, I continued with the concrete experiment from the days prior. Students in second period were super engaged and on-task. However, students in third period weren't so much. They frustrated me a bit, as they were off-task and talkative. I really liked a suggestion that Mrs. Rice gave me today; As students were working through the experiments, they were having a hard time calculating the percent of silt. Mrs. Rice mentioned that this would be a great "teachable moment". From here on out, I plan on looking for these moments and taking advantage of them!

During my Introduction to Agriculture classes, I had students test sheep and goat products. I began with bellwork questions, then had students line up according to their birthdays. From here, they counted off into five groups and then were given sticky notes. These sticky notes contained letters and they were challenged to de-code the words (all of which were by-products of sheep/goats). From there, I had students share their words and then gave them directions for the activity. Students rotated through five stations and made observations about each of the two products, then tested them and tried to determine which came from a sheep or goat. For these stations, I had wool yarn vs. synthetic yarn, lamb meat vs. steak, goat cheese vs. cream cheese, goat milk vs. cow milk and goat milk soap vs. glycerin soap. This activity was a lot of fun and I think that students enjoyed it, too!

To wrap up the period, I had students pull out a piece of paper and gave them a pop quiz. The questions on the quiz were hard, and were things that we never went over. Students were getting very frustrated and kind of stumped, until I posted the last question; If Ms. Campbell gives a pop quiz on April Fool's Day, how many Introduction to Ag students will take it?. After they realized it was a joke, they weren't so angry with me.

Tonight, I will be attending the ag advisory meeting here at the high school. I am looking forward to this, as it will be a new experience for me!

Overall, I feel like this week went really well. I am so proud of the variety of activities that I had for students this week. I definitely can see myself growing and developing. From Mrs. Rices' visit, I have decided that I do need to continue working on a few things when I teach. First, I need to make sure that I am utilizing the objectives to guide the class and emphasizing why we are learning this. Second, I need to work on making my summary activities stronger. I have known from the beginning that this is one of my weak areas and I plan on continuing to refine that closing a little more.

I am excited for next week, as I am beginning the poultry unit and will be helping out with the concrete projects. Although there are only three weeks left, I am going to make them count by continuing to push myself and my abilities!

Ready for the Real World: Mock Interviews

On Tuesday, March 31, I completed a mock interview with the Principal of Mifflinburg High School, Mrs. Shearer and the Vice Principal, Mr. Morrison. I felt pretty prepared going into the interview, as I had completed four mock interviews last Friday during our workshop on campus, and I had talked to both of these individuals before.

Mrs. Shearer prompted me before the interview began that the questions I would be asked were the ones that they use when they interview potential candidates. I appreciated the fact that they gave me these questions, because it made the experience more realistic. Mrs. Shearer and Mr. Morrison took turns alternating between asking the questions. They both recorded my answers and took notes on the interview. 

They started the interview by asking me to tell them a little about myself. This is a pretty common question, and something that I could easily answer. They also asked about my leadership experience, or any other experiences that I have had that will benefit me as an educator. Again, this question was pretty simple to answer.

They then delve deeper into teaching questions. They asked about how I plan for lessons, which I could easily answer. I told them about starting with an essential question, finding standards and including an opening and closing activity.

Two of the questions focused heavily on incorporating students with IEP's. I did struggle a bit with this question. I think that this is mostly due to the fact that I have had few students while student teaching who need adaptions due to their IEP's. Although the answers that I gave (things along the lines of approaching them after class and asking what accommodations they need, or looking at their IEP's), I believe that I could have done a better job answering these questions, especially if I had more experience.

Other questions that they asked centered around Ag Ed. For instance, they asked about the importance of Supervised Agricultural Experiences. I certainly felt like I was prepared to answer these questions, as they were in my "comfort zone". This question stemmed into parent communication, which again, I felt prepared to answer.

Other questions that they asked had to do with assessing students' learning. While I did know what I was talking about and had answers in my mind, I don't think I did the greatest job articulating these answers.

At the end, they asked if I had any questions. I did ask them if I were to be selected, what professional development they offered. I also asked about the support for the Ag department in the district. I feel that these two questions show that I am truly interested in the position and that I am looking for opportunities to continue to learn and develop as an educator.

Overall, I did feel like I did a decent job at the mock interview. I wish I would have given more in-depth and precise answers, but I struggle with formulating answers on the fly. This is something that I would like to work on for future interviews. I would also like to work on utilizing my portfolio. For instance, they suggested showing them a lesson plan from my portfolio when talking about planning. I thought that this was a great idea and I plan on incorporating that into my next interview.

I was really impressed with the fact that Mrs. Shearer and Mr. Morrison treated me just like a real candidate. Not only did I genuinely appreciate this, but I also think that it will help prepare me for a legitimate teaching interview.

Although there was not anything that I was unimpressed by, I did find it strange when they told me that they do not require teacher candidates to actually teach as a part of their interview. In my opinion, this is a crucial part of the job and this should be the part of the interview that holds the most weight. I think that allowing candidates to teach really allows them to shine in (hopefully) their strongest suite; teaching.

In conclusion, I think that the interview went very well. I feel pretty well prepared for an actual teaching interview!

Student Teacher Visit: Juniata Valley High School

On Monday, March 30, I visited Hannah Harris at Juniata Valley High School. It was the last day of the marking period at Juniata Valley, due to the many snow days that they had. Because of this, Ms. Harris was doing a lot of reviewing with her students.

During first period, Ms. Harris had students review for their quiz. To do this, she had students use their phones with a really awesome app. She posted the app on the screen, which showed review questions. Students then answered the questions on their phones (very similar to clicker questions). She then had students take a short quiz.

During second period, Ms. Harris had a planning period. She showed me the facilities and the ducks. During third period, Ms. Harris reviewed the same content as she did during first period.

Fourth period was pretty exciting, as Ms. Harris taught her class to make butter. It was a really engaging (and tasty!) activity!

Lunch was fifth period, and Ms. Harris took me to the cafeteria because she had lunch duty. This was interesting, as I do not have lunch duty at Mifflinburg.

Finally, sixth period, Ms. Harris began the welding unit. She had students find definitions to welding related words, then had students complete a scavenger hunt, looking for potential hazards.

Overall, it was really interesting watching Hannah teach. It really made me realize that, despite the fact that each of us is "student teaching", we are all having very different experiences. Not only this, but we also each have our own teaching style, which shines through in our lessons and the rapport that we build with our students.