DEPARTMENT OF AGRICULTURAL EDUCATION, COMMUNICATIONS & LEADERSHIP AGED 4103 Methods and Skills of Teaching and Management in Agricultural Education
1* Theory: 7:30 - 8:20 a.m. Monday – Friday 101 4-HYD (with scheduled exceptions) 2* Lab: 1:00 - 5:00 p.m. Monday – Friday (with scheduled exceptions) 101 4-HYD
Instructor: Dr. Jon W. Ramsey Office: 455 AGH Office Phone: 405-744-4260 Cell Phone: 918-509-0242 E-mail: [email protected]
Primary Lab Instructors/Facilitators:
Mr. Joey Blackburn Office: 458 AGH Office Phone: 405-744-2972 Cell Phone: 573-220-8881 E-mail: [email protected]
Secondary Lab Instructors/Facilitators:
Mrs. Amanda Kacal Office : 459AGH Office Phone: 405-744-2972 Cell Phone: E-Mail: [email protected]
Mrs. Ashley Whiddon Office: 459AGH Office Phone: 405-744-2972 Cell Phone: E-Mail: [email protected]
1 Oklahoma State University Professional Education Council Mission and Conceptual Framework
The Professional Education Unit (PEU) prepares and develops professional educators who facilitate lifelong learning and enrich quality of life for people in public schools and other educational settings. OSU’s Professional Education programs are based upon the L.E.A.D.S. conceptual framework: Leadership; Ethics and Professionalism; Academics and Professional Roles, including Content Knowledge, Integration, Human Growth and Development, Learning Environment, Technology, Teaching/Professional Practice and Assessment; Diversity; and Service Orientation/Community Outreach.
Course Description
Facets of the teaching learning process including teaching methods, basic teaching skills, proper classroom management techniques, and motivational techniques and ideas. Preparation for clinical student teaching, which is to be completed during the semester. Course Goals
This course is designed to provide the following learning experiences: 1. Exposure to a variety of teaching methods and techniques 1. Practice a variety of teaching methods and techniques 2. Develop a set of interactive teaching and communication skills 3. Develop a comprehensive assessment and evaluation process to be used during the student teaching experience (formative and summative) 4. Practice student behavioral management techniques in a laboratory setting to provide useful experiences and strategies for teaching diverse learners 5. Practice positive classroom climate building behaviors in a laboratory setting 6. Develop a complete unit of instruction for use during clinical student teaching 7. Design a comprehensive summative assessment to measure student learning 8. Develop and deliver teaching lessons using multiple methods and media 9. Acclimate student teacher to cooperating teacher(s), school, and community
Required Materials
3* All curriculum materials to be used while student teaching 4* Handouts, including various professional readings as assigned (see Appendix A) 5* USB “Flashdrive” (16GB minimum) 6* Lab receipt (~$20.00; cost varies slightly by semester)
Recommended Textbooks 1* Course Textbooks: (1) Foundations of Agricultural Education, second edition, (2007), Talbert, Vaughn, Croom, & Lee. (The first edition is also sufficient.); (2) Handbook on Agricultural Education in Public Schools (6th ed.) (2008), Phipps, Osborne, Dyer, & Ball. Purchase textbook (1) on-line at: www.professionaleducatorspub.net (cost is $69.95 and includes shipping) or buy textbook (2) at one of the local bookstores (cost may vary). 2 Course Requirements
Professionalism
One of the most important outcomes of AGED 4103 is to provide a bridge between your experience as a student and forthcoming experience as a teacher. To that end, you will be provided opportunities to develop habits of professional teachers. You are expected to attend all sessions scheduled for AGED 4103: lectures, labs, or special called meetings. Further, you are expected to come to the sessions on time and prepared to participate. You are also expected to dress professionally for specific class sessions. You will be notified in advance of these occasions.
Lesson Presentations
To further prepare you for student teaching and provide multiple opportunities to receive feedback on your lesson delivery, you will teach four complete lessons while on campus. Your peers will role-play an appropriate level of student behavior and provide a critique of your performance; when not teaching, you will assume that role. To complete this assignment successfully, you will do the following:
7* Develop and use detailed lesson plans following the OSU AGED Lesson Plan Format or other prescribed formats as instructed. See the following URL: http://aged.okstate.edu/studteac/downloads.htm 8* Employ appropriate visual aids, teaching materials, and teaching methods View video-recordings of your lesson presentations and develop self-critiques that are reflective and well composed. Use Ralph Tyler’s “4” Questions and/or Rosenshine’s and Furst’s Five Effective Teaching Behaviors as a framework to develop the reflection. These will be addressed in the Lesson Planning “Refresher” provided by Dr. Robinson. 1* 1 to 1.5 double-spaced, type-written pages (12 pt. TNR font), including complete sentences and proper use of rules for spelling and grammar 2* Discuss strengths of lesson 3* Describe problems or challenges encountered during the lesson 4* Address ways to improve the lesson and future presentations Note: Self-critiques are due to your lab instructor the next class day following your teaching presentation.
Unit of Instruction
Another outcome of AGED 4103 is that you will enter your field experience prepared and organized. Your cooperating teacher should provide you a list of topic areas that you will teach during the field experience portion of the semester. Secure this list as soon as possible by contacting your cooperating teacher. You are to select a topic area and develop a complete unit of instruction. The complete unit will include the following components:
3 Five detailed lesson plans (one will be a review lesson that features a motivational game) using the OSU AGED Lesson Plan Format or other prescribed formats as instructed. See the following URL: http://aged.okstate.edu/studteac/downloads.htm Appropriate visual aids to accompany each lesson Instruments and/or detailed procedures to evaluate student achievement, including daily or “short” quizzes (i.e., formative assessments of learning) and a comprehensive unit examination (i.e., a summative assessment) Answer keys to each evaluation instrument (worksheets, quizzes, exams, etc.) An electronic folder/binder containing all of the above items is to be uploaded into the master folder for the class by 5:00 p.m. on 09/13
Note. The comprehensive unit examination is evaluated as a component of your complete unit of instruction and as a separate “stand alone” assignment. Criteria for developing a comprehensive unit examination will be discussed in class. An initial draft of the unit exam is due to your lab instructor by end of the afternoon lab session on 09/05.
A hard copy of your complete unit of instruction, including revised unit exam, all lesson plans, and supplemental materials, is due to your lab instructor by 5:00 p.m. on 09/13.
Special Accommodations for Students
If any member of this class believes he or she has a disability and needs special accommodations of any nature whatsoever, the instructor will work with you and the Office of Student Disability Services, 315 Student Union, to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this class. Please, advise the instructor of such disabilities and the desired accommodations.
Grading Scale* Range Grade 90 – 100% A 80 – 89% B 70 – 79% C 60 – 69% D Less than 60% F
*Note. Cheating, plagiarism, or other forms of academic dishonesty will not be tolerated and will be addressed within the guidelines and policies of Oklahoma State University. In particular, submitting any “recycled” assignments that can be attributed to student work from previous semesters will be grounds for failing the course and dismissal from student teaching.
4 Evaluation Criteria Points Points Assignment Possible Earned Professionalism 100 100 points for coming to each session on time, dressed appropriately, and on-task
Introduction Lesson: Modified Lecture using Q-A-D w/ 150 Probing Questions 40 points for lesson plan 100 points for presentation 10 points for self-critique
“Classical” Problem-solving Lesson 150 40 points for lesson plan 100 points for presentation 10 points for self-critique
Case Study Lesson 150 40 points for lesson plan 100 points for presentation 10 points for self-critique
Contextual Teaching & Learning Lesson 150 40 points for lesson plan 100 points for presentation 10 points for self-critique
Unit of Instruction’s Summative Examination* 100
Unit of Instruction 200
Total 1000
Note. *The Unit’s Summative Examination should be administered to your students as a pre-test of their knowledge of the lesson topics contained in the unit. The same examination should be given to your students again at the end of the unit as a post-test. The purpose of this procedure is to determine how much your students learned about the topics as a result of your teaching. Ideally, the teaching of lessons for this unit and the pre- and post-testing should occur as soon as possible during your 12-week, clinical student teaching experience.
5 AGED 4103 - Course Schedule Fall 2012
Date Topic Presenter(s) Lab Presenter(s)/Instructor(s)/Facilitator(s) 08/20 Welcome, Introductions, & Overview Jon Ramsey Graduation Checks; Teaching Licensure Jon Ramsey (CIMC request) NAAE & ACTE Student Membership Benefits Exploring Teaching Resources Amanda Kacal, Ashley Whiddon CIMC Teaching Resources Jamie Church 08/21 What is “good” teaching? Why? Craig Edwards Individual & Group Photos (Professional Dress Todd Johnson @ 1:00p.m. Agriculture Required) North Bldg. Lesson Planning “Refresher” Shane Robinson 08/22 Visual Aids “Refresher” & Management Amanda Kacal Assessing & Evaluating Student Learning: Jon Ramsey, Joey Blackburn of Digital Teaching Resources Developing Quizzes, Examinations, & Other Measurement Tools Writing Measurable Instructional Objectives to Joey Blackburn, Nick Brown Guide Student Learning 08/23 Using the Modified Lecture Method Joey Blackburn Q-A-D, Probing Questions* Bob Terry, Sr. Effectively* Organize Teaching Labs Jon Ramsey, Joey Blackburn 08/24 Lesson Closure Ashley Whiddon Inquiry as a Teaching & Learning Method* Jon Ramsey Joey Blackburn, Amanda Kacal, Generation & Discussion of Lesson Topics and Ashley Whiddon Teaching Ideas Draft Unit Plan 08/27 Approaches to Inquiry-Based Teaching & Joey Blackburn Introducing a Unit & Teaching an Initial Lesson Lab Instructors Learning: Problem-Solving teaching w/ Emphasis on Learning Objectives, Interest method* Approach, & Student Motivation while Using Modified Lecture w/ Q-A-D & Probing Questions Teaching Presentations 08/28 Approaches to Inquiry-Based Teaching & Shane Robinson Introducing a Unit & Teaching an Initial Lesson Lab Instructors Learning: The Case Study teaching w/ Emphasis on Learning Objectives, Interest method* Approach, & Student Motivation while Using Modified Lecture w/ Q-A-D & Probing Questions Teaching Presentations 08/29 Motivational Games Rob Terry Inquiry-Based Teaching & Learning: Problem- Lab Instructors solving Teaching Presentations 08/30 Contextualized Teaching and Learning Jon Ramsey Inquiry-Based Teaching & Learning: Problem- Lab Instructors Method: “The 7 Elements” (cont.): solving Teaching Presentations Brainstorming of Lesson Topics* Help Session for Unit Exam Preparation (w/ relevance to STEM) Initial Exam draft is due 09/05 08/31 Visit Cooperating Center – No Lecture Visit Cooperating Center – No Lab 09/03 Labor Day Holiday – No Lecture Labor Day Holiday – No Lecture 09/04 Debriefing of Cooperating Center Visit Jon Ramsey, Shane Contextualized Teaching and Learning Method: Jon Ramsey, Shane Robinson Robinson “The 7 Elements”: Selected Teaching Video
6 Date Topic Presenter(s) Lab Presenter(s)/Instructor(s)/Facilitator(s) Clips* (w/ relevance to STEM)
09/05 Small Group Instruction/Cooperative Nick Brown CDE Presentation Emphasizing Realia & STEM Kacal, Whiddon, Blackburn, Ramsey Learning Strategies Integration Initial Exam draft is due TODAY 09/06 Field Trips Joey Blackburn Inquiry-Based Teaching & Learning: Case Study Lab Instructors Teaching Presentations 09/07 Service Learning Nick Brown Inquiry-Based Teaching & Learning: Case Study Lab Instructors Teaching Presentations 09/10 Ethical use of Social Media: Engaging J. C. Bunch via Educational Technology Nick Brown the Digital Native Skype® Livebinders® Prezi® Technology resources 09/11 First week expectations at the student Jon Ramsey, Shane Contextualized Teaching and Learning Lab Instructors teaching center Robinson Emphasizing “The 7 Elements” (w/ relevance to STEM) Teaching Presentations 09/12 OK CareerTech’s Competency Testing Robin Drury: Meet at Contextualized Teaching and Learning Lab Instructors System Career Tech, location Emphasizing “The 7 Elements” (w/ relevance to TBA STEM) Teaching Presentations 09/13 Directed Study: Preparation of Teaching Note: AGED 4113 Teaching Licensure (status check) Jon Ramsey Resources & Course Assignments (Note will meet. Overview of 4200/5900 Assignments; Supervision deadlines for various course work before Procedures; Closing Information & Charge leaving campus.) AGED 4103 will not Final Draft of Unit Exam Due TODAY meet for the usual morning session. Electronic Folder for Unit of Instruction Due TODAY 09/14 Move to the community in which you Move to the community in which you will will student teach -- No Lecture student teach -- No Lab
Note. *Teaching method(s) for which you will develop and teach a lesson.
7 Selected Course References and Sources of Readings*
Chapter Resource Guide (current edition), The National FFA Organization. Curriculum Update, Association for Supervision and Curriculum Development (ASCD). Dewey, J. (1938). Experience and education. New York, NY: Macmillan Publishing Company. Educational Leadership, Journal of the Association for Supervision and Curriculum Development (ASCD). FFA Advisors Making a Difference, The National FFA Organization. FFA New Horizons, Official Magazine of the National FFA Organization. Journal of Agricultural Education (JAE), American Association for Agricultural Education (AAAE), Selected volumes available
Local Program Resource Guide (current edition), The National FFA Organization. National Research Council. (1988). Understanding agriculture: New directions for education. Committee on Agricultural Education in Secondary Schools Board on Agriculture. Washington, DC: National Academy Press. New Teacher Advocate, Kappa Delta Pi, International Honor Society in Education. New Visions, The Official Newsletter of the National FFA Alumni Association. Newcomb, L. H., McCracken, J. D., & Warmbrod, J. R. (1993). Methods of teaching agriculture (2nd ed.). Danville, IL: Interstate Publishers, Inc. News & Views, National Association of Agricultural Educators (NAAE). Official FFA Manual (current edition), The National FFA Organization. Phi Delta Kappan, Phi Delta Kappa, the professional association in education. Phipps, L. J., & Osborne, E. (1988). Handbook on agriculture education in public schools. Danville, IL: Interstate Printers and Publishers, Inc. Phipps, L. J., Osborne, E. W., Dyer, J. E., & Ball, A. (2008). Handbook on agricultural education in public schools (6th ed.). Clifton Park, NY: Thomson Delmar Learning.
8 SAE Central, Available:
Techniques: Connecting Education and Careers, Association for Career and Technical Education. Selected Course References and Sources of Readings* (cont’d)
The Agricultural Education Magazine, Professional Journal of Agricultural Education. The Educational Forum, Kappa Delta Pi, International Honor Society in Education. The Futurist, World Future Society. The Journal of the American Association of Teacher Educators in Agriculture (predecessor to the JAE). The National FFA Organization, Available:
*Note. Selected professional reading assignments may be taken from these or other references.
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