Follow this link to view the video I put together about my cooperating center: Central Columbia!! It was an enjoyable challenge to learn how to edit a video.
https://www.youtube.com/watch?v=I6VRR6VBRnQ
Tuesday, September 6, 2016
Thursday, September 1, 2016
Other Ways To Win: Creating Other Ways to Win
In the final part of "Other Ways to Win", Gray and Herr focus on the book's main purpose: The challenge to create other ways to win in students high school experience. Almost immediately, they dispel 5 common myths about education:
1) In the future, most jobs will require a 4-year degree
2) In the future, most new additional jobs created will be in technical areas that require a 4-year degree
3) In the future, all high wage occupations will require a 4-year degree
4) The labor force demand for college graduates will be enough to commensurate employment for all who receive a 4-year degree
5) In the future, there will be so many persons with 4-year degrees that they will take all the good jobs, including the ones that don't require a degree
After reading, I share the authors belief that students should be focused on obtaining job skills rather than degrees. If they find a career they like that has job skills that require a 4 year degree, that is fine. However, we need to stop leading students and parents to believe that a degree is the only option. Once these myths are dispelled, they lay out a three-step strategy to create other ways to win:
1) Create systematic career guidance for students and feedback for parents. This includes the students creating Individual Career Plans (ICPs). They allow students to explore career options as well as predict success in the post-secondary level. Keeping parents involved through meetings is essential. (This sure sounds like SAE and home visits to me!)
2) Re-design the meaning of "College Prep". Create more guidance in a less structured learning environment for these students.
3) Motivate the academic middle. Give career incentives and hold all student to the same high level.
I believe that as educators, we hold the key to convincing students, parents, and employers that there are worthwhile options that do not require 4 years and thousands of dollars. In ag classes, we see all students from those who are on the verge of dropping out to valedictorians. Through teaching financial literacy and career exploration in SAE, and most importantly forming one community of all types with the blue jacket, I believe that the three circle model already supports the theories researched in "Other Ways to Win". I can not wait to have my own classroom and put these ideas into practice.
1) In the future, most jobs will require a 4-year degree
2) In the future, most new additional jobs created will be in technical areas that require a 4-year degree
3) In the future, all high wage occupations will require a 4-year degree
4) The labor force demand for college graduates will be enough to commensurate employment for all who receive a 4-year degree
5) In the future, there will be so many persons with 4-year degrees that they will take all the good jobs, including the ones that don't require a degree
After reading, I share the authors belief that students should be focused on obtaining job skills rather than degrees. If they find a career they like that has job skills that require a 4 year degree, that is fine. However, we need to stop leading students and parents to believe that a degree is the only option. Once these myths are dispelled, they lay out a three-step strategy to create other ways to win:
1) Create systematic career guidance for students and feedback for parents. This includes the students creating Individual Career Plans (ICPs). They allow students to explore career options as well as predict success in the post-secondary level. Keeping parents involved through meetings is essential. (This sure sounds like SAE and home visits to me!)
2) Re-design the meaning of "College Prep". Create more guidance in a less structured learning environment for these students.
3) Motivate the academic middle. Give career incentives and hold all student to the same high level.
I believe that as educators, we hold the key to convincing students, parents, and employers that there are worthwhile options that do not require 4 years and thousands of dollars. In ag classes, we see all students from those who are on the verge of dropping out to valedictorians. Through teaching financial literacy and career exploration in SAE, and most importantly forming one community of all types with the blue jacket, I believe that the three circle model already supports the theories researched in "Other Ways to Win". I can not wait to have my own classroom and put these ideas into practice.
Tuesday, August 30, 2016
A Day in the (Van) of an Ag Teacher: SAE Visits
On August 3rd, Mr. Brown and I met at Central Columbia High School. We got in a school van, and headed out into the community. The purpose of the day was for me to see a variety of SAE projects in action, as well as being introduced to the community I will be a part of in the spring.
Our last stop was at ARC, or Animal Rescue Center. Mr. Brown's daughter (who graduated this past year) did her non-paid placement SAE here, and continues to volunteer after graduation. Her job that day was to socialize/play with the kittens, so they become accustomed to humans and therefore more likely to be adopted (what a tough job). I appreciated seeing how SAE's can evolve into opportunities even after graduation.
What I gained most from my day of SAE visits was visiting the various townships that make up the Central Columbia School District. The land area includes residential and business park areas, but quickly becomes rural and agricultural. I also go to see parts of neighboring school districts that send their students to Central Columbia specifically to participate in the ag program. I am glad to have been able to meet students and parents in advance, and learn the different areas of the community I will serve in!
Monday, August 29, 2016
Other Ways to Win: The Losers in the One Way to Win Game.
As I continue through "Other Ways to Win", the three part setup of the book is becoming clear. I have been taught to reflect with a "What; So What; Now What" style, or Kolb's model. Part one of this book answers "What": There is a problem in our nations high schools that is the one way to win philosophy. Part two answers "So What/Who is effected". Gray and Herr make it clear that those who are greatest effected by this philosophy are those they call the academic middle.
Who is the academic middle? They are our students who 1) do not necessarily want to go to college but feel that is what they are supposed to do, and 2) Those who may want to go to college but may not be prepared and struggle to succeed.
High school is often looked at as preparation for college. If that is the case, why are students not prepared in general academics? I read two interesting statistics that say "Of 70% who are in the supposed academic or college prep program, only a little over half take what would be called a minimal college prep set of classes" and "52% of of students pursuing the one way to win dream at 4-year colleges are not academically prepared" causing them to take remedial classes that put them behind. How can ag ed help with this? Ag classes present science and math in a unique way. I believe we can open students minds to college majors that promote success in these areas, leading to increased effort from these students. I also feel that the mentor role of the ag teacher will be critical for those students who are discerning whether to attend college. SAE/FFA experiences can provide evidence of thought in their choice
One last piece of evidence I found interesting: Around 30% of graduates are college prepped, but go to work instead, and less than half of them have no CTE experience. Ag provides some basic CTE training to suit these students as well as connections to the workforce.
I believe this part of the book helps my career-prepped/college-ready commitment by highlighting those students who will most need help. Of course our programs may not reflect these exact statistics. Nevertheless, it is important that we understand the academic demographic of our program, and fit our teaching to meet their needs. I am looking forward to reading about the "Now What" of part three, and seeing how to create other ways to win!
Who is the academic middle? They are our students who 1) do not necessarily want to go to college but feel that is what they are supposed to do, and 2) Those who may want to go to college but may not be prepared and struggle to succeed.
High school is often looked at as preparation for college. If that is the case, why are students not prepared in general academics? I read two interesting statistics that say "Of 70% who are in the supposed academic or college prep program, only a little over half take what would be called a minimal college prep set of classes" and "52% of of students pursuing the one way to win dream at 4-year colleges are not academically prepared" causing them to take remedial classes that put them behind. How can ag ed help with this? Ag classes present science and math in a unique way. I believe we can open students minds to college majors that promote success in these areas, leading to increased effort from these students. I also feel that the mentor role of the ag teacher will be critical for those students who are discerning whether to attend college. SAE/FFA experiences can provide evidence of thought in their choice
One last piece of evidence I found interesting: Around 30% of graduates are college prepped, but go to work instead, and less than half of them have no CTE experience. Ag provides some basic CTE training to suit these students as well as connections to the workforce.
I believe this part of the book helps my career-prepped/college-ready commitment by highlighting those students who will most need help. Of course our programs may not reflect these exact statistics. Nevertheless, it is important that we understand the academic demographic of our program, and fit our teaching to meet their needs. I am looking forward to reading about the "Now What" of part three, and seeing how to create other ways to win!
Sunday, August 28, 2016
Web Wonder #1
I would like to start this weeks reflection by saying that reading Paul R. Vaughn's "Effective Teaching: notes for an effective teacher" was exactly what I needed to see at this point in time. I have been worrying lately that my preparation is good enough. Good enough for my mentors and peers, good enough for my future students, good enough to be an ag teacher. As I prepare for student teaching, I am rapidly transitioning from "fantasy" to "survival" in Wong's 4 stages of teaching. The time to dream about being a great teacher is over, it's time to do it, and this daunting task is a source of worry.
"The bad news is that developing these characteristics.. like many things.. is not easy".
I have been caught up in the feelings of "I don't know what I don't know". All this leads me up to opening up Vaughn. It was like someone said "Hey Nate, here are 10 characteristics to work on!" and then they said "don't worry, we know that it is not easy, but research says it will be worth it". I examined the 10 points in front of me. They are:
Clarity
Variability
Enthusiasm
Task Oriented/Business-Like Behavior
Positive Reinforcement
Student Opportunity to Learn
Avoided Criticism
Structuring Comments
Effective Questioning
Humor
In that list I see areas where I feel comfortable, such as Effective Questioning, Enthusiasm, and Humor. I also see areas where I need work, such as Clarity (specifically the organisation and preparation in order to be clear). I also gained ideas to help myself improve in what I lack, such as the T-chart.
In conclusion, my current thoughts of my #teachag journey are: I know I have a long way to go. I need to improve my organisation and time managements. I know I have the passion (or else I wouldn't still be here) and now it's time to let that passion put my nose to the grind stone. I'm committed to celebrating the small successes this semester and not letting mistakes get me down to much. It's go time.
"The bad news is that developing these characteristics.. like many things.. is not easy".
I have been caught up in the feelings of "I don't know what I don't know". All this leads me up to opening up Vaughn. It was like someone said "Hey Nate, here are 10 characteristics to work on!" and then they said "don't worry, we know that it is not easy, but research says it will be worth it". I examined the 10 points in front of me. They are:
Clarity
Variability
Enthusiasm
Task Oriented/Business-Like Behavior
Positive Reinforcement
Student Opportunity to Learn
Avoided Criticism
Structuring Comments
Effective Questioning
Humor
In that list I see areas where I feel comfortable, such as Effective Questioning, Enthusiasm, and Humor. I also see areas where I need work, such as Clarity (specifically the organisation and preparation in order to be clear). I also gained ideas to help myself improve in what I lack, such as the T-chart.
In conclusion, my current thoughts of my #teachag journey are: I know I have a long way to go. I need to improve my organisation and time managements. I know I have the passion (or else I wouldn't still be here) and now it's time to let that passion put my nose to the grind stone. I'm committed to celebrating the small successes this semester and not letting mistakes get me down to much. It's go time.
#AEE412 Lab Reflection #1
Throughout my entire #psuaged17 journey, I have been looking forward to the day when I can move from the desk to the front of the room and teach! Our first #AEE412 lab on Wednesday was my chance to do just that. I was presented a choice of two lessons, and Miranda was assigned as my coach. I was surprised that neither of my choices were agricultural (parts of a castle or chess..., I chose to teach parts of a middle-ages castle) but I realized that that was not important. We are focusing on HOW to teach, not WHAT to teach.
My prep time was less than an hour, mostly because my assessment and content materials were included. I struggled the most with how to convey 14 castle parts and two other facts on the assessment, and give the assessment in 15 minutes. To help with this daunting task, I made the move to write a word bank as we went along. I felt it was important to get the attention of the class in the beginning by setting the stage of walking up to a castle to visit the king. I believe this approach was more successful than starting everyone out cold with vocab.
The results: The class finished with over 80% accuracy. I believe the word bank helped, but things got too confusing with me writing on one side of the board while classmates were drawing the castle. I took my mind off the students needs to do so. I also need to clarify exam length. I asked "who needs more time" and immediately realized that often students are afraid to raise their hand in that situation. I believe I was able to clearly showcase my abilities as a teacher, and my areas for improvement were noticeable. After observing my peers, I would say that #psuaged17 is on a level playing field, and we are all excited to learn together. I cant wait to get back out there again next week!
Tuesday, June 21, 2016
Other Ways to Win, part 1
Hello all, and welcome to my new professional blog: Firing on all Cylinders. My name is Nate Repetz, and I am an incoming senior at Penn State University majoring in Agricultural and Extension Education. I am a member of the #psuaged17 student teaching cohort, and I will be student teaching at Central Columbia High School in the spring of 2017.
Part of my teacher education course work is a summer book club with my cooperating teacher, Mr. Doug Brown. I will be publishing 3 blogs about my chosen book: Other Ways to Win by Kenneth C. Gray and Edwin L. Herr. This is part 1.
The book "Other Ways to Win, Creating Alternatives for High School Graduates" discusses the current "one way to win" paradigm that exists in our high schools. It states that, in order to be successful in life, a high school graduate needs to attend a 4 year university and graduate with a degree, and it will lead to a high paying job in his/her field of study. Sadly, this is not the case. The book states that approximately 1 out of 10 students will "win" in this system.
This book strongly appeals to my because of my own history in high school. I am the type of person who would be content working as a professional truck driver or mechanic. When I was considering these options, my parents told me they wanted me to continue my education (but never forced me to) because they saw me going further than working in a shop the rest of my life. I guess they were right, because I ended up catching the teaching bug and needed to get my degree to chase that goal. Even as I chase my dream of teaching ag, there are days that I wish I could be out working full time on equipment. I can sympathize with students who are lead down that one way to win pathway, and I want to make sure that they end up where they are supposed to be. The way I can do that is to ensure that I am opening my students eyes to all possibilities.
When discussing this book with Mr. Brown, one thought stayed with me: college prepped, career ready. It is our challenge as educators to teach to students at all levels. Yes, there will be those who will go on to earn 4 year degrees and even their masters, but there will also be those who are at risk for failing out of school. It is my goal to develop lessons that will be engaging to all levels of students. I am looking forward to making my way though the rest of this book, where we will begin discussing the other ways to win.
Nate
Part of my teacher education course work is a summer book club with my cooperating teacher, Mr. Doug Brown. I will be publishing 3 blogs about my chosen book: Other Ways to Win by Kenneth C. Gray and Edwin L. Herr. This is part 1.
The book "Other Ways to Win, Creating Alternatives for High School Graduates" discusses the current "one way to win" paradigm that exists in our high schools. It states that, in order to be successful in life, a high school graduate needs to attend a 4 year university and graduate with a degree, and it will lead to a high paying job in his/her field of study. Sadly, this is not the case. The book states that approximately 1 out of 10 students will "win" in this system.
This book strongly appeals to my because of my own history in high school. I am the type of person who would be content working as a professional truck driver or mechanic. When I was considering these options, my parents told me they wanted me to continue my education (but never forced me to) because they saw me going further than working in a shop the rest of my life. I guess they were right, because I ended up catching the teaching bug and needed to get my degree to chase that goal. Even as I chase my dream of teaching ag, there are days that I wish I could be out working full time on equipment. I can sympathize with students who are lead down that one way to win pathway, and I want to make sure that they end up where they are supposed to be. The way I can do that is to ensure that I am opening my students eyes to all possibilities.
When discussing this book with Mr. Brown, one thought stayed with me: college prepped, career ready. It is our challenge as educators to teach to students at all levels. Yes, there will be those who will go on to earn 4 year degrees and even their masters, but there will also be those who are at risk for failing out of school. It is my goal to develop lessons that will be engaging to all levels of students. I am looking forward to making my way though the rest of this book, where we will begin discussing the other ways to win.
Nate
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