Weekly Investment Engaging Instruction

Weekly Essential Question: 

What is engaging instruction?

Key Questions: 

How does the uniqueness of our learners impact lesson planning? 

How does "e-moments," multiple intelligences, domains, and modalities impact instructional design?

Key Takeaways:

I found all of this weeks readings particularly intriguing. Maybe because it was on engaging instruction so the writers all made it interesting or maybe it's because I'm in a different mindset. Who knows either way but both options are great!

In the Newcomb chapter, they talked about objectives and interest approaches. 3 Domains of Learning are cognitive, psycho-motor, and affective. Now, while I understand the concept of all of them, I struggle with affective. I understand that the following scenario I have (adapted from the example in the text) won't always happen/may be rare but take it into consideration.

• if you tell students "by the end of the unit, you should appreciate the beauty of..." I feel as if some students may say "why do I care to appreciate something like a landscape" or "that's not a cool thing to do (appreciate something as silly as a landscape)."
• Note: I'm thinking back to my high school experiences, some of the guys would make fun of that objective and just not care that much more if they heard that. Would it be possible to get them out of that mindset? I'm guessing that they may also end up appreciating it but just not saying it out loud.

A completely written objective should have:

• the behavior to be accomplished
• the conditions under which the behavior is to take place
• how the behavior is to be measured by the teacher

I believe this is true. The example given in the text seemed really intense to me and kind of scares me of writing complete objectives.

I also believe that objectives are the best way to have CLARITY in your lesson (BECOV is life!). I know some people agree with me and I think that objectives are an easy tool for me to use to help myself as well.

Regarding interest approaches, the text recommends using SAE stories, case studies, etc. I won't spoil it completely but I am really excited for an interest approach I have planned for my Animal Science Genetics unit in the spring. It is one of the last units I teach, so it will be awhile before I get to try it.

The "I'm 17" video really hit home for me. Even though I'm almost 22, I sometimes feel as if my voice isn't being heard. I do know and realize that I can and do have a voice and that adults will listen to me if I speak up (which is still hard to do).

• when I'm in the classroom, I hope that I can always implement this idea of listening to all students and giving them ownership in the subject area.
• give the students respect and hold them accountable; they also need to return that. This was a point that Kate made towards the end of the video.

"You Matter"

• "I'll do whatever it takes because you're that important."
• "I see you as a human being."
• "You are a genius and the world needs your contribution."
• Another point that was brought up in the video was "what if you make a point of noticing things and then write them down." What kind of an impact would that have on others?"
• I absolutely love these quotes; they remind me to give everyone a compliment. You never know when someone really needs to hear something like that.

"Strategies for Great Teaching"

• chunking, rote rehearsal, elaborate rehearsal, pattern recognition and emotional involvement (Wolfe's 5 strategies to enhance conscious information processing)
• E-moments are something we were introduced to the other day. Caine and Caine came up with 12 Principles of Brain/Mind Learning that were reduced to 9.
• all of them have many e-moments that encompass their theory
• I really enjoyed the Elements of Motivation Theory acronym....
• Degree of difficulty
• Relationship between activity and reward
• Emotional state
• Feedback
• Interest
• Tension
• Success
• I think this is a great way to remember these! DR. E. FITS
• Analogies are amazing so here is another one that I love...

This could be used in so many different ways. I believe that if you "build" your lesson to the best of your ability, "they will come" meaning students will, in fact, learn! Learn from your own mistakes and change things for the future. It may take time, but it will happen.

***I thought including the Einstein memes were fitting because my e-moment for this week is called the Einstein Moment***

References:

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. Note: Chapter 5 –Planning for Instruction (6 pages) 91-97  

 

Reardon, M. & Derner, S. (2004) Strategies for great teaching. Chicago, Illinois: Zephyr Press Note: Pages 7-22 (15 pages

https://www.youtube.com/watch?v=0OkOQhXhsIE "I'm 17" by Kate Simonds

https://www.youtube.com/watch?v=7FHdHUzRnms "You Matter" by Angela Maiers