Weekly Investment #5

This week, in AEE 412, we will be exploring the following:

What structure do we need in our instruction? 

As well as applying instructional design techniques.

I could not think of a better time to address the topic of structural design as our first original lesson plan is due this week and we are reviewing our first unit plans.


Key Questions: 
1. Why are objectives important?
-Objectives, when used properly (using a verb and containing measurable components), give students the "road map" needed to see where the "destination" is for the end of the lesson. By creating objectives, and having them displayed for students; students are more likely to not "give up" due to the anxiety of wondering where they are going.

In my classroom at Boonsboro, I will emphasize the importance of having clear objectives by having the objectives either written on the board and/or on a power point presentation used during class. I will also verbally go over the objectives and ask for questions so that there is no confusion on where we are headed as a class and what I expect to cover throughout the class. 

Accepting opinions on the following idea:
The idea has run through my head of having a small sheet of paper for students with the objectives written on each day. This way, students are able to look back at the papers and recall what was taught that day and perhaps study better for an upcoming test or quiz. 

2. How does Bloom's Taxonomy impact instructional design?
- Bloom's Taxonomy impacts instructional design in a variety of ways. When creating objectives, we are able to utilize the levels of Bloom's Taxonomy. Utilizing the Interactive Bloom's Taxonomy tool, educators are able to design objectives based upon the Bloom's level that they wish to address.

For example, in my Agricultural Science course, I am teaching a large animal science unit which will include both monogastric and ruminant animals. One objective that I could utilize would be to create a ruminant digestive system. Students would be challenged using the Synthesize level of Bloom's but also need to incorporate all of the levels leading up to the synthesizing, such as, listing the components of the ruminant digestive system, identifying the functions of each part of the ruminant digestive system and how they interact. 
-Side Note:
I have book marked this tool in my laptop to utilize while making lesson plans!

3. How can Group Teaching Techniques be effective?
- Group teaching techniques such as working in small groups will allow learners to develop multiple social skills that will create better members of society, whom, are able to cooperate with others both inside and outside of the classroom. Some of these skills include listening to others, taking turns, contributing ideas, explaining yourself clearly, and encouraging others. Along with social skills, there are also academic skills that can be gained. Johnson and Johnson  explained that “learning materials with the expectation that you will have to explain it to peers results in more frequent use of higher-level reasoning strategies than does learning material to pass a test. Orally explaining the material being studied results in higher achievement than does listening to the material being explained or reading it alone” (p. 1).  Group teaching also promotes controversy which allows students to thoroughly think through, and explain their reasoning for their beliefs.

In my classes at Boonsboro, I will be utilizing group teaching techniques during all of my classes. Due to the nature of agricultural education classes being mainly hands-on experiences, my students will be working in groups fairly regularly to complete projects and assignments. Students may also be asked to discuss the bell work and/or discussion questions prior to coming together and discussing them as a class. During my FFA/Leadership Unit, I may include a parliamentary procedure section which could include debate. 
-Side Note:
The cycle of effective instruction includes teamwork. 

We were required to look into various articles including the following: 

-Whittington, M.S. (2005). Writing objectives in secondary agriculture courses that challenge students to think. Agriculture Education Magazine. Retrieved from http://www.naae.org/profdevelopment/magazine/archive_issues/Volume77/v77i5.pdf

- West Virginia University, (2010.). Bloom’s taxonomy. Retrieved from     http://community.wvu.edu/~lsmong/Articulate%20Blooms%20Wheel/blooms_wheel.html

- 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.

- Groseta, K.J. & Myers, B.E. (2006). Using cooperative learning in formal and nonformal education. Retrieved from https://edis.ifas.ufl.edu/pdffiles/WC/WC06200.pdf