Evaluations

How are you smart? not how smart are you

This is essential when you are thinking about evaluating students.  When we are developing assessments we need to make sure that we do not always assess the same way.  Assessing the same way may be easier however it does not give as many students an opportunity to show what they know to their fullest. We should always be thinking about how we are addressing multiple modalities of learning.  This is especially important during assessment since many teachers get in a habit of only addressing one or two.

Tying into the how are you smart theme, I chose an article called; What is "good reading", anyway?.  This article initially caught my eye because it was discussing what 1st graders think good reading is.  This was of interest since my son is in preschool and his assignment is to get a book a day read to him.  He is so excited about reading, he loves the stories however, I do not see him wanting to try to read them himself yet.  The article fits into the secondary education side by preceding to discuss how the answer to that question changes from 1st grade to 12th grade.  The older we get the importance of reading becomes clear.  It is not just about being able to read sometime quickly and accurately; it is about understanding what you read.  As adults we read to learn something and if what we read is interesting enough it makes us want to know/learn more.  When we assess we need to be sure that we are not always looking for "how fast a student reads", but "how much they remember".  This applies to everything we teach, we want to check for comprehension and the take away message verse simply looking for the vomit of knowledge.

Reeves, D. (2012). What is "good reading", anyway?. ASCD Express, 7(11), Retrieved from http://www.ascd.org/ascd-express/vol7/711-reeves.aspx

Problem Solving

Problem-based learning includes:

-Problem Solving
-Inquiry Learning
-Project Based teaching
-Case Studies

This teaching strategy utilizes a question or problem that needs to be answered.  Students are given the ability to work through the problem individually or in groups.  This strategy is based in Dewey's learning be doing.










Problem solving makes students work at a higher level and demands more from them.  This approach puts students in charge of finding answers instead of the teacher.  I'm not saying that the teacher does not have to know what the correct answer is but that instead of lecturing they facilitate.





















1) Identify the problem
2) Define the problem through thinking about it and sorting out the relevant information
3) Explore solutions through looking at alternatives, brainstorming, and checking out
different points of view
4) Act on the strategies
5) Look back and evaluate the effects of your activity

1) For any “real-world” job or work skill, identify both the declarative and procedural
knowledge components. Give each appropriate instructional emphasis.
2) First introduce a problem solving context, then either alternate between teaching
declarative and procedural knowledge, or integrate the two.
3) When teaching declarative knowledge, emphasize mental models appropriate to the
problem solving to come, by explaining knowledge structures and asking learners to
predict what will happen or explain why something happened.
4) Emphasize moderately- and ill-structured problem solving when far transfer is a goal
of instruction.
5) Teach problem solving skills in the context in which they will be used. Use authentic
problems in explanations, practice and assessments, with scenario-based
simulations, games and projects. Do not teach problem solving as an independent,
abstract, decontextualized skill.
6) Use direct (deductive) teaching strategies for declarative knowledge and well
structured problem solving.
7) Use inductive teaching strategies to encourage synthesis of mental models and for
moderately and ill-structured problem solving.
8) Within a problem exercise, help the learners understand (or define) the goal, then help
them to break it down into intermediate goals.
9) Use the errors learners make in problem solving as evidence of misconceptions, not
just carelessness or random guessing. If possible, determine the probable
misconception and correct it.
10) Ask questions and make suggestions about strategy to encourage learners to reflect
on the problem solving strategies they use. Do this either before or after the learner
takes action. (This is sometimes called cognitive coaching).
11) Give practice of similar problem solving strategies across multiple contexts to
encourage generalization
12) Ask questions which encourage the learner to encourage the learner to grasp the
generalizable part of the skill, across many similar problems in different contexts.
13) Use contexts, problems and teaching styles which will build interest, motivation,
confidence, persistence and knowledge about self, and reduce anxiety.
14) Plan a series of lessons which grow in sophistication from novice-level to expert-level
understanding of the knowledge structures used.
15) When teaching well-structured problem solving, allow learners to retrieve it (e.g., from
a reference card). If the procedure is frequently used, encourage memorization of the
procedure and practice until it is automatic.
16) When teaching moderately-structured problem solving, encourage the learners to use
their declarative (context) knowledge to invent a strategy which suits the context and
the problem. Allow many “right” strategies to reach the solution, and compare them
for efficiency and effectiveness.
17) When teaching ill-structured problem solving, encourage the learners to use their
declarative (context) knowledge to define the goal (properties of an acceptable
solution), then invent a solution. Allow many “right” strategies and solutions, and
compare them for efficiency and effectiveness.

References

Newcomb et al, Chapter 4, Learning as Problem Solving (13 pages)

Handbook, Chapter 15 – Problem Solving (PDF NAAE CoP) 20 pages

Principles to Teach Problem Solving (NAAE CoP) 16 pages

Individualized Teaching Techniques

   











       "One Size Does NOT fit ALL"

A single method or type of instruction does not meet every students need.  Even when the majority of the class are grasping a concept some students will struggle.  Instruction needs to be designed to engage and suit all students.  Individualized learning allows students to drive into the material, learning more about the topic that best suits their needs.




A concept within individualized learning is inquiry based learning.  Inquiry based learning allows students the opportunity to ask a question, then find the answer.  When properly facilitated all students can pursue different areas within a topic.  This allows each to student to become an expert in that area and take a unique ownership to it.

 

Individualized teaching promotes students independence.  A down fall of our schools is that students view teachers as the source of all knowledge.  Teachers are simply the facilitator to learning.  Our goal should be to nurture creativity and discovery.  We need to teach students to ask questions and seek out answers.

 


Individualized learning helps students realize that not all questions have direct answers.  In fact most higher level questions have multiple correct answers.  It is important that students understand that there are multiple opinions on may topics.

 
We need to teach students to not only seek out answers, but to learn to apply those answers.  Learning needs to become necessary and applicable.  Students engage better in material that they can and will use.  We need to teach students to reflect on their learning just as we are reflecting on ours.  Reflection helps create meaning and purpose.




As agricultural educators, we are given the opportunity to engage students in the premier delivery system.  This SAE, which allows students to further learning and to practice what they learn.  SAE is an the ultimate individualized learning opportunity that an Ag teacher has!


Another individual learning opportunity is experiments.  Experiments involve many steps and a great deal of knowledge can be attained from the process alone.  Students must plan, execute and reflect on the process.  Each of these steps can require a great deal of time and thought.  

Effective Questions and Teaching Techniques

Field trips get all students excited!  Once students know they are going on a field trip, they get extremely excited to be getting out of school!  However, it is very important to be cautious!!  Field trips are not about fun, they should be fun but they must focus on learning.  It is critical that the field trip tie into the curriculum and provide the students with a learning opportunity that could not be achieved in the classroom.  Field trips should include pre-trip planning, that includes direct instruction.  Students need to know how the trip is relating to the material being covered.  In addition to how it relates, the students need to know what they are expected to be doing and what to be looking for.  During the field trip that students need to have their learning directed.  I think one of the best examples I can think of was the field trips that I was required to participate in for my sheep production class.  I honestly could not understand how these trips were going to benefit me.  The instructor required all students to submit a typed trip report, it had to specify what happened and what material was taught.  These reports made me take notes and dig deeper in the experienced.  Finally, tying into my previous thought the field trip needs to be summarized.  Once the trip is over and back into class the students need to know why they went, what they learned and how it relates to the curriculum.
 

Questions???  I was shocked to learn that teachers ask between 300-400 questions a day!!  I find that funny since teachers are teaching, you would think that students would be questioning.  However, students are not typically forthcoming with questions.  Thus, the teacher has to ask questions in order to get students involved and to check understanding.  Although, the teacher has to be cautious to utilize EFFECTIVE questions.
 
 Effective questions require students to provide more than yes or no.  Effective questions lead the students into the material.  When given the chance students will take the easy way out!  Take time and have your questions planned.










Cooperative learning AKA group work can be both dynamic and frustrating.  Students tend to dread group projects, this is because so often one student takes charge, by doing everything and/or one student does nothing.  However, group work is an essential teaching and learning technique.  Once we join the working world, avoiding group work will not be an option.  To better facilitate group learning the following is a great flow chart to help increase success.

The first consideration is group size, small groups make it much harder for someone to hide and slide under the radar.  Whereas, larger groups are much harder to facilitate and gauge participation.  Considering these facts I feel I would start by using a small group project, specifically looking for my problems.  I feel identifying the students who have a tendency to slack will make it easier for me to keep track of them later and make sure they are involved.

Always REMEMBER about Teaching:

• It's about them, the students
• Help student, help themselves
• Check back, progress/learning

Teaching TIPS:

• Set context
• Use paraphrasing
• Use clarifying questions
• Use mediating questions
• Model
• Rehearse, have students repeat questions