The Teac{HERR} Way - Unit Plans

Plan. Plan. Plan. And then keep planning. 

Planning is arguably the number one key to success by all teachers nation-wide. And rightfully so! We plan our assessments, we plan our field trips, we plan our year. We also diligently plan for our units and lessons.

Typically, The Teac{HERR} Way is post where I reflect on my contextual lab experiences. This time around I am going to reflect on my first unit plan. Like normal, I'll share my Gems (the good stuff), Opps (areas where I need to work on) and my Targets (my goals for next time).

Here's some things you should know about my unit plan... 

• During my student teaching internship I will be teaching an Agriculture Biology Class
• I will be teaching a unit on Inheritance and Heredity, RNA & Protein Synthesis and Genetic Engineering.
• This is a Keystone course, which means I need to meet certain eligible content standards to prepare my students for the standardized Keystone Biology exam.
• I submitted my Genetic Engineering Unit Plan for peer and faculty feedback
• This is a two week unit (10 class sessions) for a group of 10th and 11th grade students
• My goals for this unit included...
• Students will identify ways that scientists  manipulate DNA in living cells
• Students will identify ways that genetic engineering has impacted the agricultural industry

Gems -

• Layout 
• Makes sense sequentially 
• Intriguing lessons

Opps - 

• Specify Unit Goals
• Specify Unit Rationale
• Include specifics 
• Clearer identification of AFNR Standards vs. Benchmarks
• Make sure all objectives are complete

Targets - 

• Tidy-Up!
• Much of my feedback was given in regards to some "nitty gritty" details in my template layout. I need to spend some time refining the way some of my tables are designed and/or organized to maintain clarity.
• Get Specific
• I've had a little more coaching up on the art of writing objectives since the first submission of this unit plan. I aim to be incredibly intentional in the writing of my unit rationale, unit goals and lesson objectives as I continue through the unit planning process.
• Be Purposeful
• #psuaged16 is required to include a list of "essential elements" for a unit plan. I want to be purposeful in the ways in which I fulfill those essential elements. For a specific example, I received feedback on my response to the element of "Academic Enhancement." I want to be purposeful in making sure I relay the cross-curricular connections that will (and how they will) take place in my units of instruction.

Simply put, it's evident that planning is 3/4 the fight. Diligence and intentionality in planning my unit and lesson plans will surely pay off down the road. 

Simply put, I'm thankful for a cohort and an instructional team who care enough about me and my professional well-being that they take the time to give me constructive feedback on assignments. 

Until Next Time, K. Janae

K. Janae's High Five - Sometimes they tell us to THINK?!

I know you can hardly even believe it. Professors?! Telling their students to THINK?! Better yet, professors telling their students to think OUTSIDE the box?! When pigs fly...

You see, outside of our boxes and outside of our comfort zones, that's where all the good stuff is. That's where the life and the learning and the growth is. 

Outside the box.

#psuaged16 was called to think way outside of the box in preparation for the 2nd annual #TeachAgGenius Hour.  What do we want to learn more about, where do we want to go from here, how can we implement this? Basically, we are not about doing it the same way forever.

Consider this my official call "for advice and opinions from all of you way smarter and experienced than me." So here's what I'm thinking about. Here's what gets my gears rolling. What do you think about my efforts to throw myself outside of the traditional "thinking box?"

1. Creative Classroom Workspaces (like this example)
2. Interactive Notebooks (but digital!)
3. Web-based Assessment Platforms (to use in a 1-to-1 setting... my recent discovery is ExitTicket)
4. Classroom Twitter Account
5. Grit & My Students (edutopia again, for the win!)

Simply put, I am asking for your help. What inspires you? When you think outside of the box, where do you land? Tell me all about it!

Simply put, let's push ourselves outside of "what we know" because that's where the good stuff is. In the words of the ever-successful Henry Ford, "If I had asked my customers what they wanted, they would have said a faster horse." 

Here's to the next big thing, K. Janae

The Teac{HERR} Way - Get 'em hooked!

Did that contextual lab gig again today! Today we were presented with the challenge of interest approaches, or as some may refer to them as anticipatory sets. Interest approaches are pivotal in setting the tone for the rest of the class period and I am confident that my "magical and incredible" DNA extraction did just that.

Last week, during The Teac{HERR} Way - Lab 2.0 I shared my Gems (the good stuff), Opps (areas where I need to work on) and my Targets (my goals for next time). My three targets for this lab were to Be Purposeful and Explain Reasoning, Transitions and Signal Words. I hit the bullseye on some of these, others, I need to realign before shooting again.

The Teac{HERR} Way - Lab 3.0

Gems - 

• Transformative Environment
• As soon as we started, I asked the class to put on their "scientist" hats. Though it may seem elementary, I believe simple gestures helped them move out of the traditional classroom that they see in their minds to this laboratory where they would be mixing in beakers, lighting things on fire while wearing cool white lab coats and those super awesome safety goggles. I frequently referred to them as "scientists" as we worked through the experiment. I wanted to engage them as much as possible.

• Signal Words
• I tried really hard to be intentional in using signal words to help direct my students with various instructional sets. My interest approach required lots of important steps so signal words such as "smush," "go" or "I'll know you're finished when..." helped increase clarity and fluidity in my lesson.

• Ya' With Me?
• Checking for understanding can be hard, but I don't think it has to be. I frequently use the phrase "thumbs up if you got me," a simple yet effective way to make sure my students are following along. I also used a similar tactic to be sure that I have my students attention before giving the next direction... "can I have your eyes for a second?"

Opps - 

• Filler Words. Um. Okay. It's clearly a problem and a problem that I've been dealing with in the my lab experiences and surely will continue to. I feel confident in saying that this bad habit will go away with refinement and practice. I also believe that these words can be eliminated if I am intentional about being very thorough in my lesson planning and preparation beforehand. 
• Questions. Because the interest approach is so foundational for the rest of the lesson, it is so important that I working hard to ask lots of questions (and the right questions) of my students. I realized there was a lot of valuable time that I could have keep my students "mentally engaged," if you will, while they were completing a simple task by asking questions to keep establishing precedence for content later.
• Suspense. In preparation for this lab, I wanted to implement Lancelot's Principle of Interest that "interest is created and sustained by a state of suspense." There were so many times during my lab where I could have milked the  "magical, super exciting, important strawberry DNA extraction" for all it was worth; getting my students as hyped for this inheritance and heredity unit as I am.
• "Guys." I want all my students to know that they are valued and important in my classroom. Street slang makes it easy to refer to my students as "guys" a lot. I want to break that habit because most likely my classroom will not just be "guys." A dear friend of my mine always called her students "friends." Any other suggestions?
• Management. Lab 3.0 brought a new challenge, role playing. My peers were assigned various student personalities, some troublesome, some overly knowledgeable, some chatty, etc. So not only am getting teaching practice, I'm getting classroom management experience! Granted, today was the first lab with this addition; however, I know I missed out on opportunities to keep all students involved in the extraction process.

Targets - 

• Probing Questions
• I have found that my teaching style typically is oriented by asking lots of questions; however, I want the questions I ask to build on each other and create a web of connected content from bellwork, to the interest approach, to the content and to review. I need to work on being sure that my questions are intentional.
• Be Purposeful and Explain Reasoning
• This was a target from Lab 2.0 as well. I felt like I had made some progress in this area, but it something I want to continue to challenge myself with. Like I had stated last week... more then the day-to-day motions that we practice in the room, I want to be transparent with my students. By being purposeful with learning activities and explain the reasoning behind them I can help my students think at a deeper level.
• Transitions
• I struggle big time in this area. I know it will take practice! My plan of action will be the same as it was for Lab 2.0... to write out my segues in my lesson plan. I believe this will help be develop the habit of increasing my fluidity, one of my targets from Lab 1.0.

Simply put, there are no words to describe how rewarding it was to hear 

"thats the DNA. No way! ... That’s pretty awesome Ms. Herr"

Simply put, we are slowly but surely making progress and developing into the agricultural educator that I desire to be. 

Until Next Time, K. Janae

K. Janae's High Five - Secrets to Group Success

Okay, okay. I really do not know the secrets to group success. But, I have found five little nuggets of knowledge that will likely be helpful to those who want to ensure success in small group settings in their classroom. So, without further ado...

1. Size really does matter

• Just like grandma's pie recipe; it's all about the perfect recipe. For grandma, its mixing the right combination of sugar and flour and baking soda. For the teacher, its about determining the perfect combination of like or different abilities and the right number of students for each group. Most people say three is lucky number, but according to a study done by University of Florida faculty, four seems to be the secret ingredient. Four gives just enough for active participation by all members and works well when the groups need to be split up smaller into pairs.

2. No, sorry you can't just sit back and put your feet up

• As the educator, small group work is not an excuse for you to enjoy a few moments of peace and quiet at your desk. While your students are working together, the teacher should also be actively engaged in the process. This is best performed in three stages...

Observation - Intervention - Evaluation

• When observing the educator assesses the efforts of all students so that they can provide feedback if necessary. 
• Intervening is on necessary if the observation leads the educator to believe that students are off task, confused or there is unnecessary group tension.
• When evaluating, teachers should remember to look at both the progress and contributions of the individual and the group as a whole. 

3. It's all about the aesthetics

• If your classroom is not set up for group work, or designed in a way in which it can be easily adapted to accommodate small groups of students working on material, it could be argued that it will more difficult for your students to preform the desired group tasks. Pods, or tables are super fantastic for this purpose! I kind of drooled over these several classroom designs that Edutopia shared on Pinterest. (Nerd moment, I know!)

4. Don't do it just to do it

• There's a lot of power in group work. Nobody said that it had to be done where everyone turned their desks into a square and worked together on a worksheet. Group work should be designed to empower students. It should help add variability to instruction and help reach students with varied learning modalities and multiple intelligences and maximize their learning.

5. DIFFERENTIATION

• Small group work swings doors wide open for classroom differentiation. Classroom differentiation is about teaching to meet all students needs. By distributing students into groups they can be designed that like (or different) students can be placed together to work at their own pace. Check out this sweet infographic on differentiated instruction!

Simply put, group work allows the educator to create a learner-first environment and encourages them to master content at their pace, in the best way that suits them.

Simply put, I don't ever want to use group work just to use group work. And when I do, I want to wholeheartedly engaged in the learning process alongside my groups of students.

Here's a high five from You to Me, K. Janae

The Teac{HERR} Way on the FIRST DAY

#psuaged16 was back at it again this week! It's been super awesome to watch my cohort members rock out their "First Day" labs. I'm pretty privileged to work alongside such passionate and enthusiastic people!

In case you missed it, during The Teac{HERR} Way - Lab 1.0 I shared my Gems (the good stuff), Opps (areas where I need to work on) and my Targets (my goals for next time). My three targets for this lab were to Review Objectives, Increase Fluidity and Energy. I hit the bullseye on some of these, others, I need to realign before shooting again.

The Teac{HERR} Way - Lab 2.0

Gems -

• Creation of classroom community. I absolutely desire to create a classroom environment where my students feel known, safe and valued. I was stoked about this life-sized Spider Web activity that opened the doors for me create a visual representation depicting the unique role that each of my students play in my classroom.
• Variability of Instruction. It isn't hard to make a first day of school boring and well quite frankly, lame but the awesome tool of E-Moments allowed for me to design an engaging first day. 



Ms. Herr's classroom expectations

• Energy. This was one of my targets from Lab 1.0 and I think I was successful in conveying my excitement for the class. I know the importance of being energetic so that I can transfer that same energy to my students.

Opps - 

• Clarity of Instruction. I noticed some areas of confusion for my students during the bellwork assignment, I failed to successfully communicate my instructions for them. 
• Review. The first day in Ms. Herr's class included some very important material - classroom expectations, procedures and consequences. I should have designed more time to review those three areas, especially the motions I designed for my classroom procedures. 
• First Impressions. Quite honestly, I envision it going a little differently on the first day. I would have liked to create a little different feel when my students walked into the room. Music probably would have been a good start!
• Pace. Variability is all good and all until one minute students are standing up and the next minute they're seated and then they're turned around and upside down and well, you get the point. My pace was a little quick during this lab, I need to make sure I'm working along a pace that allows my students to absorb the material.
• Work the Room. I love taking advantage of my whole classroom. But I have to be cautious that I don't overdo it. Watching back on my recording of Lab 2.0, sometimes my need to "work the room" becomes a little distracting. 

Targets - 

• Be Purposeful and Explain Reasoning
• I know there would have been a lot of value in sharing the reasoning behind each of my classroom procedures with my students. More then the day-to-day motions that we practice in the room, I want to be transparent with my students. By being purposeful with learning activities and explain the reasoning behind them I can help my students think at a deeper level.
• Transitions
• I struggle big time in this area. I know it will take practice! My plan of action for next time is to write out my segues in my lesson plan. I believe this will help be develop the habit of increasing my fluidity, one of my targets from Lab 1.0.
• Signal Words
• Knowing that I struggled with some clarity during this lab, I want to challenge myself to work on developing my skills in giving direction sets and being intentional in using signal words to direct my students.

Simply put, I, like last time, still have a lot to work on. It surely is a fun process working to refine and develop the Teac{HERR} way!

Simply put, this lab was by no means easy. No body said it would be easy. But they did say that it would be worth it. 

Until Next Time, K. Janae

K. Janae's High Five - Here's to being anti-boring!

I don't think I've met a single teacher who has made it their life long goal to be boring. Seriously though, life is way to short to be boring. There is not an ounce of me that wants to be a boring, front-loading kind-of teacher. Here's five things I've realized about being an anti-boring teacher...

1. Engaging lessons take intentional planning.

• Intentional planning means intentional goal setting. In the classroom, those goals become referred to as learning objectives. Learning objectives are designed to include a behavior, a condition and a criterion. Traditionally, we write them so they can reside in our unit plans, our lesson plans and then get posted in our room so we can help guide the day and show our administrators. When my students see the objectives posted in my classroom, I want them to see more then just a daily goal for me to teach them. I want my students to see a learning objective that explicitly describes what they will gain from that day. Throughout my Pinterest escapades I've seen teachers from various grade levels share designs for how they post their objectives in their classroom. I'm intrigued by a design similar to this one... Thoughts?
  

2. Interest approaches are like breakfast.

• I'm guessing that at this point you're saying, "what's an interest approach and what in the world does it have to do with breakfast?" Well, allow me. What do we know about breakfast? That is arguably the most important meal of the day. We know that a good breakfast helps us set the pace for the next 23 hours of our day. Like breakfast, an interest approach or an anticipatory set plays a huge role in setting the tone for the rest of class. Protein gives you the energy to knock out your to-do list, interest approaches ignite the excitement for class.

3. Model the behavior you want from your students.

• Dave Burgess claims in his book "Teach Like A Pirate" that engaged students are less likely to be trouble-makers. He says "misbehavior usually indicates boredom, overwhelm or lack of connection to the material being covered." If I'm bored, or boring, my students will be bored. If I'm preoccupied with other life matters, then my students can be preoccupied with other issues then class. If I want my students to be engaged, I have to be engaging. I have to more then just show up. I have to be wholly present; 110% ready to take on that day and to take them to new and exciting places. I owe them at least that much.

4. You can't be engaging until you know what engages.

• Number one priority should not be getting students excited about Forest Ecology or Entomology or Ruminant Digestion or Electrical Wiring. Yes, that is so very important, but let's focus more time knowing them and their interests and passions and then let's make connections between their interests and your interesting topic of the day. Imagine how much more engaging your classroom would be?!

5. Being engaging is different then being engaged.

• There's a lot to be said about the teacher who puts their party hat on, parades into class with the music jamming and teaches plant propagation while standing on a desk. Okay, so that may be a little bit extreme, but clearly that teacher is unbelievably passionate and way excited to teach about grafting. Here's the thing, I want to be passionate and exciting and wild and progressive. I want to be a mover and a shaker and be totally different then any teacher my students have ever had. But I also want to know them. I want to be engaged in their life and passions and dreams. I want to push them further and call them higher. It's one thing to be effective, its another to be affective.

Simply put, I want to be anti-boring.

Simply put, I want to be a teacher that is more then engaging. I want to be engaged.

Here's a High Five from You to Me, K. Janae