Week 11: Rest & Replenish

If you asked me how I pictured Week 11 to go, I would have probably expected to share something awesome that happened during one of the multiple labs I had planned for this week. However I found myself writing sub plans and attending multiple medical appointments.

Even though I was out of the classroom for three days, I will be sharing a HIGH (some of the best #UndeniablyDerry and other dynamite moments), a LOW (something I wish was better, but can’t change so I learn to grow from the experience), and a TIP (something that encouraged me to continue to grow my roots in agriculture education).

High:

Since I would be out for three days, due to doctor’s recommendations, I busily prepared sub plans between resting periods. Due to Mr. Campbell attending SLLC my sub plans challenged me to be detailed and creative, so the sub and students would have an easy understanding of the tasks that needed completed. To help ensure tasks were getting completed, I created class folders in Google Drive and presented a shareable link that the sub shared with the students. I was really excited about utilizing this tech tool in the classroom. Since the school is not one to one, I thought I was adding a tool to my students' tool belt as 21st century learners. 

Low:

Unfortunately since the school is not one to one, a lot of difficulties arouse. According to the sub notes, students did not understand how to utilize the ‘dropbox’ that I created for the assignments. Instead, the sub just had them print out the assignments. Although I appreciate that the sub found an alternative way, I was really hoping for the students to learn something new. Additionally, since grades are due next week this would have been a great way for me to keep up with grading; however, now I am behind.

Tip:

To say the least, my health was not on my side and it made me realize that it is okay to put yourself first sometimes. As I shared, I had some awesome labs planned for this week but I did not have the ability to share or facilitate them myself. However, I am thankful for the time to rest and replenish myself, so I could feel better faster. I could not image how worse things could have gotten if I kept pushing things off.

Weekly Unique Moments:

Caring Faculty & Students- Since I was out because of health issues I was amazed, overwhelmed, and happy to receive multiple messages from fellow faculty members and students sharing get well thoughts.

Online Seminar- Although my students struggled with technology this week, it was something I utilized to communicate with multiple people. Not only did I provide sub plans through technology, but I provided feedback and presented a lesson utilizing Zoom to my fellow cohort member. This allowed me to receive critiques to improve lessons for my students. I am excited to continue to implement technology into my classroom and professional life.

Implementing 21st Century Skills in Problem Based Learning

After reading this week’s readings for our Weekly Investment, I have this urge of wanting a classroom and students to be forward thinkers and career driven. I realize that this means I must be innovative by creating inquiry, applicable and discovery. However, all this will engage students’ minds for Project-Based Learning.

Although the readings were very informative, I chose to share the five points that stood out to me the most about project-based learning and inquiry in the classroom.

1. 21st Century Skills: Project-based learning naturally develops 21st Century Skills into interactive and innovative outcome. In addition, project-based learning enhances problem-solving and other Life and Career Skills. This teaching method also cultivates collaboration, technological, communication and other incredibly valuable and marketable 21st Century Skills that I want to see my students gain from an agricultural science classroom.

2. Effective Questioning: Multiple readings shared how the success for project-based learning is credited to asking the right questions. A good 'Driving Question' captures the heart of the project in clear, compelling language, which gives students a sense of purpose and challenge. The Question should be provocative, open-ended, complex, and linked to the core of what you want students to learn. Questioning can help strategically scaffold throughout the project-based learning process. Lastly, questioning can help facilitate reflection and revision throughout the learning process.

3. Student Voice and Choice: I am thrilled that project-based and inquiry based learning gives students ownership on their learning experience. It provides chances for hands-on application, which is something that agricultural education classes do quite well through incorporation of classroom instruction and SAE. The discovery that happens through this method provides power and purpose to student's learning. It allows them to feel as if they are the drivers of their education that leads them into a journey with a successful destination.

4. Keep It In Context: To keep it in context means to allow yourself to create and make connections from the project or problem needing solved directly to a real-life application or situation that students in my agricultural program can understand the relevance. According to the reading, I can accomplish this by aligning the process with goals, or essentially learning objectives. Keeping the last point in mind, it would be best to have these goals designed by students, in efforts to keep them invested through ownership in their learning process. 

5. Feedback Creates Purpose: There is a difference between doing projects and doing project-based learning. The completion of the project should require that students are learning the material presented. In addition, formalizing a process for feedback and revision during a project makes learning meaningful because it emphasizes that creating high-quality products and performances is an important purpose, and often times requires more than one attempt. I want my students to know it is okay to face error, as long as they are willing to fix their mistakes to be successful in the future. 

Reference:

John Larmer & John R. Mergendoller PhD. (2010) 8 Essentials for Project Based Learning. Retrieved October 1, 2017, from http://www.sbcss.k12.ca.us/attachments/article/1058/8_Essentials_article_small_file_size_Oct2012version.pdf