This week I learned that nothing gets students more hyped for learning than incorporating food into a lesson. It has been my mission since I started this student teaching journey to identify ways to incorporate variability into the classroom. Over the last several weeks I have tested out the basic power-point with guided notes, inquiry based learning, group work, utilizing technology, and the list could go on. This week the list continued to grow as I add to my teacher tool box as I added food to that list.
In Ag 2 during the MIG, TIG, and Plasma unit we were preparing for the long hall of getting hands on practice running beads in the shop. However, before we really get into the shop I thought it was important to introduce each of the six welds students would need to be producing for a grade. I first split students up into six groups, assigning each group to a different weld to explore using their I-Pads. After giving them some time to investigate their weld they introduced it to the class sharing what the weld was, what it looked like, and some example pictures. Students followed along keeping notes and drawing out what the weld looked like in their notebooks. We followed up by discussing what their weld would be graded on, as we graded a completed closed- butt weld. As a class we worked through the grading rubric pointing out evidence on the weld to rationalize the grade. To ensure students understood what their welds would look like, I pulled out the graham crackers and icing. Each student produced all 6 welds: straight bead, closed butt, open butt, lap, tee, and corner welds. Students seemed to really enjoy the activity and as a student walked out of class I heard "Ms. Kuhlman if you could figure out how to teaching with icing every day that would be awesome." The real icing on the cake was hearing from a parent who serves on the programs Ag Advisory Council that her son came home talking about that class.
This must have been the week for learning with food as my animal science class dived in head first to animal nutrition as we got hands on experience with the TMR lab. I have saw this lab completed multiple times and thought it would be a great activity for such a small class. I designed this lab with a bit of an inquiry style providing each student with a specific species including some additional factors, for example a pregnant pig, or a steer near finishing that they had to rationalize through what feed stuffs that specif feed stuffs that animal needed. In addition to choosing the feed stuffs for the total mixed ration they had to try to make the most cost efficient TMR based on costs given to them. Once students completed the written part of the lab they were granted approval to make their TMR to take with them. I used a variety of materials to act as feed stuffs including; marshmallows as cotton seed, peanuts for dried distillers grain, and pretzels for hay. The students seemed intrigued by the different variations that the materials offered for a variety of species.
This weeks take away and that variability in the classroom is completely necessary to keep students interested as well as connecting with all learners. I also found out its kind of fun to keep students guessing whats happening next in the classroom and it feels good to be able to surprise them with new activities. Check back next week to see how I choose to continue to use variability in the classroom.
This week I learned that nothing gets students more hyped for learning than incorporating food into a lesson. It has been my mission since I started this student teaching journey to identify ways to incorporate variability into the classroom. Over the last several weeks I have tested out the basic power-point with guided notes, inquiry based learning, group work, utilizing technology, and the list could go on. This week the list continued to grow as I add to my teacher tool box as I added food to that list.
In Ag 2 during the MIG, TIG, and Plasma unit we were preparing for the long hall of getting hands on practice running beads in the shop. However, before we really get into the shop I thought it was important to introduce each of the six welds students would need to be producing for a grade. I first split students up into six groups, assigning each group to a different weld to explore using their I-Pads. After giving them some time to investigate their weld they introduced it to the class sharing what the weld was, what it looked like, and some example pictures. Students followed along keeping notes and drawing out what the weld looked like in their notebooks. We followed up by discussing what their weld would be graded on, as we graded a completed closed- butt weld. As a class we worked through the grading rubric pointing out evidence on the weld to rationalize the grade. To ensure students understood what their welds would look like, I pulled out the graham crackers and icing. Each student produced all 6 welds: straight bead, closed butt, open butt, lap, tee, and corner welds. Students seemed to really enjoy the activity and as a student walked out of class I heard "Ms. Kuhlman if you could figure out how to teaching with icing every day that would be awesome." The real icing on the cake was hearing from a parent who serves on the programs Ag Advisory Council that her son came home talking about that class.
This must have been the week for learning with food as my animal science class dived in head first to animal nutrition as we got hands on experience with the TMR lab. I have saw this lab completed multiple times and thought it would be a great activity for such a small class. I designed this lab with a bit of an inquiry style providing each student with a specific species including some additional factors, for example a pregnant pig, or a steer near finishing that they had to rationalize through what feed stuffs that specif feed stuffs that animal needed. In addition to choosing the feed stuffs for the total mixed ration they had to try to make the most cost efficient TMR based on costs given to them. Once students completed the written part of the lab they were granted approval to make their TMR to take with them. I used a variety of materials to act as feed stuffs including; marshmallows as cotton seed, peanuts for dried distillers grain, and pretzels for hay. The students seemed intrigued by the different variations that the materials offered for a variety of species.
This weeks take away and that variability in the classroom is completely necessary to keep students interested as well as connecting with all learners. I also found out its kind of fun to keep students guessing whats happening next in the classroom and it feels good to be able to surprise them with new activities. Check back next week to see how I choose to continue to use variability in the classroom.
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