Inquiry based instruction

This week I had to do a lab using the inquiry based instruction approach. When I first heard this I had no idea what that meant. However, after watching Mr. Clark teach at Greenwood High School I got a better idea. I had no problem coming up with a lesson to do but my instructors gave me a twist. I had to include a piece of scientific equipment in my lesson. I came up with the idea of doing a lab with the students looking at blood cells under the microscope and describing them. After getting help from my aunt and getting everything approved, I was set. Then I was not able to get a microscope so I had to change everything. 

In my research I found a lab that deals with osmosis. I decided to use this and relate it to plant science. 

The lab consisted of using gummy bears to show how osmosis worked. My scientific equipment was a scale. I went into the lab thinking that it was going to be the worst lab I did this semester. It was but wasn't. I was not a 100% sure what inquiry based was or how to do it so I went into it thinking I  going to do my best. 

Overall I feel that I did the best I could do. I had the students state what osmosis was and then I gave them the essential question for the lab which was "What effects, if any, does water have to gummy bears after soaking them in water".  The class was then to come up with procedures and conduct the activity and then share their results. They also were to come up with questions. 

The lab did not go as planned. The gummy bears did not change in size or weight. However, I asked the class what would happen if we left them in overnight. They were able to explain that the bears would grow in size and mass due to the water going into them. Which is true. 

Overall this was a great learning experience and gave me a better idea of how to do inquiry based units of instruction. 

Next week I will be back after I do a 3 day lesson at Central Mountain on floral design. 

Till best time........

Writing Objectives

Student Objectives

So far in class things have been crazy. We are covering so much information and things are moving way to fast. However, the reading for this week is one that clarifies what is being taught. This week’s topic is writing good objectives, but before we can do that we must understand what clear objectives are.

According to Newcomb, “Objectives help teachers decide what is truly relevant and worthy of students’ learning versus that which is “nice to know”.” Being in the agricultural field when I find a topic that I am really excited about I want you to know everything there is to know. However, this is not important. Being an effective teacher means that you have to pick out the most important information and present that to the students.

Along with presenting the information to the students, a good teacher also reads/has the objectives posted for the students to see. I remember in my school days, I would be sitting in class trying to figure out why I was there and what I was to be learning. Having those objectives posted gives the student the end picture and lets them focus on what they are to be learning. 

Understanding by Design Framework

The concept of understanding by design (UbD) framework covers two main ideas. First is to focus on teaching and assessing fro understanding and learning transfer. The second is to design curriculum "backwards" from those ends. After reading these two ideas, I was confused on the second one. At first glance I took it as start from the end and then go backwards. However, this goes against what I am being taught in my AEE 412 class. We are told to start with unit plans then work our way down the ladder. But, after looking at it more, I came to think of it as start with the end in mind.

There are seven key tenets for the understanding by design framework. They include:

• learning is enhanced when teachers think purposefully about curricular planing. This means that teachers must always look at the big picture when planing a unit or lesson. Each lesson should flow into the other and all lead to one end point
• giving the students the ability to effectively use content knowledge and skill. Being a teacher, you want to make sure that the information that you teach is something that is needed. One good thing about being an agriculture teacher is that you do not have a set topic to teach. Ag classes are based around what the community needs. 
• effective curriculum is planned backward from long-term, desired results to the beginning. Like I stated before, one must always look at the end project.
• teachers are coaches of understanding. Teachers may not always know the correct answer but they will know how to find the answer or bring someone in that can help. 
• reviewing units and curriculum against design standards. This is to ensure quality and effectiveness and the best type of information that you students can achieve from you. 
• continual improvement approach. Teachers are always learning and that is what must be known to understand how to design your classroom and curriculum

Now that the seven key tenets for UbD is taken care of, lets talk about backward design. There are three stages. 

1. Ask yourself these questions: what should students know, understand and be able to do after leaving my classroom?
2. Ask these questions: how will we know if the students have achieved the desired results? How will we evaluate student performance in fair and consistent ways?
3. Lastly ask these questions: How will we prepare them to autonomously transfer their learning? 

If you are able to answer these questions plus more then you are heading the right direction of UbD.