EDCI5825 Week 6

This course has ben very informative. I had never used wikis or blogs before and now I can see that they can be a great tool for education. I believe it is very important in today's society to use technology for instruction. It has become such a part of student's lives and using it in the classroom will help students connect to the material and teachers can take advantage of that ability.

I think that most of the projects and all the different tools we learned were very helpful. The Voki is maybe the only technology which seems frivolous rather than valuable for teaching. I would have liked to worked more with Jing because I have seen Gina use it and feel like it could be valuable. Perhaps you could have used it to show us how to create some of the accounts we needed or how to make a glogster and we could have done that as an assignment. Another suggestion would be to use a SMART Notebook presentation in your instruction to us so we could have seen it in action.

I feel fairly confident moving forward with Wikis, Blogs and Google Docs but it has to do alot with the fact that we used them throughout the semester in more than one class. If we used them for all the classes it would probably be really helpful but maybe that is not comfortable for all the instructors. I definitely feel confident using the Mac and I am not afraid to just experiment with different technologies in the future. Perhaps I could ask my students for some creative ideas on using technology in the class or for assignments.

Using Google Reader

Google Reader is great for following the content of a number of different blogs. They are in one place and it is easy to switch back and forth between them. It lacks the color and individuality of the actual blog but provides all the written data clearly.

It is neat to see everyone else's blogs and how they responded to prompts from GNA's class. I really enjoyed the 'A good teacher' prompt. It would have been neat to do it on the first day of class and then again the last to see how our thoughts and feelings changed over the course.

Lori wrote about having 2 agendas. I think that is a neat concept- the curriculum (knowledge) and then ethics/ morals. Kerri discussed taking time to understand and connect with students, while Thilaga wrote that a good teacher needs to be aware of the cognitive and the emotional state of the students. We have a great group to travel with this learning journey!

EDCI 5825 Week 5

One website that I will consider using is VoiceThread. It allows students and educators to post work for either private or public viewing. If it is public anyone can view the post which allows students to show it to parents and grandparents (Voice Thread, 2011). Only classmates, teachers and educators can comment on the post which keeps it safe and filtered (Voice Thread, 2011). It also has a drawing tool which can be activated while commenting so that you can underline, circle or point to something while commenting (Voice Thread, 2011). Comments can also be voice or text (Voice Thread, 2011). Students could be asked to comment on other student artifacts for either clarification or 'glows and grows' feedback.

Another website I would like to use is Journey North. This site would be great in an Agriculture class. It allows students to track Spring as it continues north or animals as they migrate (Journey North, 2011). Students collect and enter data and then can compare and graph the information (Journey North, 2011). It would help them to understand our world and the process of life in relation to climate and latitude/longitude. It also contains photos, slideshows, and maps. Students could also look at last years data for comparisons. It looks like a great site to get students interested in the world around them.

Journey North. (2011). Track spring's journey north. Retrieved from: http://www.learner.org/jnorth/

Voice Thread. (2011). Retrieved from: http://voicethread.com/

Week 5 T2P Essay & Statement

Articulating morality provides opportunity for teachers to know themselves better and realize what they are bringing to the classroom each day. It also helps a teacher to focus on what she/he feels is the most important goals that she/he wants the students to take away from the class. Morality is implicit in our teaching but once we are aware of its impact on our teaching and our students we can understand its significance to our pedagogy. Pedagogy is a teacher's approach to and beliefs about teaching which is formed by his/her own experiences as a learner as well as how he/she believes learning occurs. Yero's research has shown that teachers are very influential in the classroom environment. As educators we want to enhance and promote optimal learning in our classrooms and to do this we must first understand our own pedagogy.

If a teacher allows students to share the instructional role of the classroom then he/she will be promoting optimal learning because she wants them to have the skills and autonomy to lead satisfying, productive lives. This empowerment and sharing of the teaching responsibility shows students that the teacher respects and values each student and their ability to research, to collaborate, and to direct their own learning. Pink calls this self-directed freedom and independence; autonomy. Competency is also achieved as students work to master concepts in creative self driven ways. As students work together they form bonds and a feeling of connectedness on this learning journey (Vygotsky).

Students will be intrinsically motivated when they have a voice in their learning environment. Instruction will be in their language, at their zpd (zone of proximal development) and relevant to their lives. Vygotsky's zpd refers to the zone which the student is currently at developmentally and cognitively; it is where learning occurs. If a student encounters material at his/her zpd then he/she can make sense of the information and growth will occur. Students will create curriculum that has purpose, and is interesting to them. Children are naturally curious and when allowed to explore within a safe and caring environment will want to learn (Siemens). This exploration is intrinsic motivation which leads to optimal learning in a supportive and caring environment (Noddings). A teacher will create this environment because she wants her students to be intrinsically motivated which will encourage them to be life long learners. If students have this intrinsic motivation they can overcome many obstacles that are put in their way and persevere in whatever path they may choose.We are always learning and evolving and should never feel that our education is over.

A Good Teacher

A good teacher knows where her students are developmentally and cognitively with the content she/he is teaching because the students need to build upon their existing frameworks. A good teacher shares the instructional role with his/her students because he/she wants students to know how to actively participate in a democracy. A good teacher cares for her/his students well-being emotionally and physically so that they feel secure and valued in the learning environment. A good teacher challenges her students to think critically and engage in current event discussions because she wants them to see the importance and relevance of the material to the real world. She wants them to have successful futures and be able to engage in life. A good teacher uses peer collaboration and discussion to encourage students to learn from each other. This builds connectivity and enhances learning because students speak the same developmental language She wants them to respect one another's opinions and beliefs. A good teacher models honesty and integrity.

If preparing students to live in a democracy is a component of a teacher's pedagogy then the teacher will share the instructional role with his and her students. The teacher will stress peer to peer instruction and create opportunities for students to have an equitable voice in the classroom. Jerrid Krusse discusses the importance of social, collaborative, student centered learning. This sharing not only enhances learning it also gives students an opportunity to practice articulating their views. It is important for students to have a voice so that they can maintain their freedom in the face of oppression. Students can learn through modeling, and by encouraging democracy in the classroom students will learn to think critically and be prepared to participate in a democratic society. Judith Yero maintains that students are directly impacted by their teacher and the classroom environment.

EDCI 5824 Week 4

• Please provide specific examples of technology/tools that you would recommend for a student with... (1) a hearing impairment, (2) low-vision, (3) a broken right arm, and (4) autism (non-communicative)

There are technologies available today to assist students who have disabilities with their education. If teachers had access to these tools they would be able to meet the needs of more of the students. A student could use speech recognition software to assist a student that is hearing impaired. The software Dragon NaturallySpeaking by Apple is an example of this technology. A microphone can catch the teacher's voice and then the "words appear in a floating tooltip as they are spoken" on the student's computer screen (Wikibooks, 2011). This would enable the student to see all the words which have been spoken and the student would not miss out on any of the classroom instruction. This technology would also help a student who has broken his or her right arm because, the student could use the microphone to dictate documents in place of typing. The student could also "issue commands that are recognized as such by the programme" in place of using the mouse (Wikibooks, 2011).

To address the disability of low-vision in education, a student could use a DAISY. This talking book technology is designed to make "all published information available to people with print disabilities" in a "feature-rich navigable format" (Wikibooks, 2009). It enables low-vision students to "read print as easily and efficiently as a sighted person uses a printed book" (Wikibooks, 2009). A student with this technology would not feel at a disadvantage in the classroom.

An E-reader is another technological tool which a teacher could use in the classroom. This may work well for students who are non-communicative. It has the ability to "convert text-to-speech and permit the user to choose from a variety of synthesized voices" (Wikibooks, 2010). A student could use the E-reader to talk for him or her if they are unable to vocalize. This would enable them to participate in discussions or answer questions. The NETS-T encourages the use of technology to "facilitate experiences that advance student learning" (ISTE, 2011). Using these assistive technologies in the classroom will certainly meet this standard.

ISTE. (2011). Nets for teachers 2008. Retrieved from: http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx

Wikibooks. (2009). Assistive technology in education/DAISY. Retrieved from: http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/DAISY.

Wikibooks. (2011). Assistive technology in education/speech recognition software. Retrieved from: http://wikibooks.org/wiki/Assistive_Technology_in_Education/Speech_Recognition_Software.

Wikibooks. (2010). Assistive technology in education/ebook. Retrieved from: http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/eBook.

Week 4 T2P Essay & Statement

T2P statements with labels

if =red

then =purple

because = blue

proof = orange

If preparing students to live in a democracy is a component of a teacher's pedagogy then the teacher will share the instructional role with his and her students. The teacher will stress peer to peer instruction and create opportunities for students to have an equitable voice in the classroom. One way students learn is through modeling, and by encouraging democracy in the classroom students will learn to think critically and be prepared to participate in a democratic society. Students also learn by actively participating in this environment. Judith Yero maintains that students are directly impacted by their teacher and the classroom environment. Jerrid Krusse discusses the importance of social, collaborative, student centered learning.

Moral -importance of democracy and equality

If a teacher empowers students to learn on their own and focuses the lesson on student centered activities then the environment will be mutually enhancing. When a teacher allows students interests and abilities to drive the activities within the content of the course, she will be learning along with them. This builds student's confidence and self determination. Competency is also achieved as students work to master concepts in creative self driven ways. This empowerment and sharing of the teaching responsibility shows that the teacher respects and values each student and their ability to master a concept. Viki Davis shows how this focus on autonomy, competency and connectivity builds creativity and persistence in her classroom. According to Deci & Ryan persistence, creativity and enhanced performance lead to overall wellness.

Moral - teacher values individuals, diversity, respect for other's opinions, believes that each student has a contribution to make

Week 4 T2P Reflection

Peer to peer instruction is very informative. The language is often appropriate for the students to understand. Sometimes a teacher will be talking above the level of the students so by asking students to do research and then present a concept or idea to classmates, works very well. Students can raise points that a teacher may not have felt was relevant and the student can explain their view. The teacher can still ensure that the students understand what she/he feel is the key points but can also be informed why the students felt certain data was important. This is modeling democracy in the classroom by giving equitable voice to all students.This democracy leads to mutual enhancement as a result of the student centered lesson.

Deci & Ryan believe in the self-determination theory to achieve overall wellness. The video showed this theory in action and helps to clarify how autonomy, competency, and connectivity work together to create an awesome learning experience for all. We discussed how it is the teacher's job to captivate the students and hold there attention. But I suggest that when the teacher allows for some flexibility in the content and shares that responsibility with the students then this will result in high quality motivation through autonomy, competence, and connectivity. Wow that was a T2P statement without even trying to do one!

So... If a teacher allows for flexibility and student driven lessons where the teacher and students share the responsibility for teaching and learning equally then students will persevere in education, become creative learners and their overall performance will improve. This democratic approach to teaching actively engages students in the educational content of the classroom. They are then motivated to develop competency and autonomy when they are responsible for content. When students know how to learn and then can share knowledge they have gained with their peers they gain self confidence. Teaching each other and working collaboratively fosters a connectedness and empathy with peers. Deci & Ryan's theory of self determination embodies these relationships and encourages teachers to use methods which develop a student's intrinsic motivation. Davis' pedagogy also embraces these ideas of motivation as is evidenced in her classroom and her role as facilitator rather than instructor.

Moral: The teacher values individuals and democracy and wants students to develop awareness of self instruction and acquire tools to become life long learners.

My Theorist Spreadsheet

EDCI 5070 Critical Pedagogy In Classrooms

EDCI 5070 Critical Pedagogy In Classrooms Erika Bahler

Canastrari and Marlowe (2010) maintain that our current educational crisis results from the “developing trend towards the disempowerment of teachers” (p.198). Canastrari and Marlowe (2010) call this a pedagogy of management. If a teacher’s job is just to manage the classroom and implement the curriculum, this implies that they do not think, encourage, adjust, engage or assess. Perhaps this is a trend in education, but it has not been my experience and is not exclusive. While I understand Canastrari and Marlowe’s concern, there is certainly room for interpretation and variation in the implementation of a curriculum. According to the authors however, that variation is not sufficient or broad enough.

A set curriculum prepared by experts and standardized has “strategically ignored” the diversity of culture, language, and experience in our schools (Canastrari & Marlowe, 2010, p.201). Curricula from one region may not be applicable in another so teachers need to be critical and active participants in curriculum decisions (Canastrari & Marlowe, 2010). This standardization adversely affects student learning and that is of great concern.

Canastrari and Marlowe (2010) offer that the political and ideological climate today provides “opportunity to engage in a much needed self critique” of teacher preparation programs and of the “dominant forms of classroom teaching” (p.198). They challenge teachers to develop a critical pedagogical discourse in our public schools which can only enhance the learning environment.

Canastrari A. & Marlowe B. (2010). Educational foundations. Thousand Oaks, California:
Sage Publications.

Molly the Moose

EDCI 5825 June 14

Q What are some ways that you can create authentic collaborative projects in your current/future classroom? Please provide specific examples.

1. I can create a class wiki to record our observations over time on a project. An example of this in Horticulture would be crop production. As a class we could record data as we observe the crop grow. Students could take turns recording each event such as the application of pesticide or fertilizer. We could add graphs and images to the wiki and then as a final assessment at the end of the project, students could answer questions that I post and draw conclusions from the data collected. On a wiki only one person can edit the page at a time so I would allow class time for entering data. For this reason it would not be a homework assignment but the questions could be answered on a word document individually.
2. Another idea is to create a google document which does allow more than one person to edit at the same time. This could be used to collect student's analysis on a particular subject. For example we could discuss in class a current event article in agriculture such as the use of corn as a fuel source. Each student could then form their own viewpoint based on the article, and enter it on a googledoc for homework. That way we would have all the data in one document and easily see what the consensus is. It would become a written debate.
3. I also love the idea of a wiki as a classroom dictionary for plant science (EdTechTeacher, 2011). I could post terms that I think are important to class but the students could also add terms during class when we are exploring new material and come across terms we need to define.
4. This website also suggests using a wiki to collect study notes for class (EdTechTeacher, 2011). I think that adding material to a wiki throughout the course would certainly make it a great reference for students preparing for a quiz or test.

EdTechTeacher (2011 ). Teaching history with technology. Retreived from: http://thwt.org/historywikis.html

My Anna meets Cousin Annie

EDCI 5065 Week 3 T2P Essay

Modeling a democratic environment in the classroom will prepare students to be productive citizens in our democratic country. My vision of democracy in the classroom is giving all students equal opportunity to contribute to the learning environment. The teacher is the guide and moderator of the educational discourse. Both the students and the teacher add value when they engage the content and contribute to the discussion. I can put this theory to practice by using a class wiki or blog to encourage discussion and input.

Metacognitive discourse with students can help a teacher articulate where they are developmentally. Do students believe that they just need to memorize material? Do they see the value of debate and analysis? Can they apply the knowledge to other situations? Using Bloom's taxonomy to push students to higher levels of thinking will result in valuable assessments of a student's understanding.

Education is a powerful tool but we as teachers need to support and encourage students in this exploration. Students learn well from each other; they speak the same language and often feel more comfortable asking questions in small groups of peers than in front of an entire class. Allowing students to teach one another versus being the authority in the classroom, builds self esteem and respect. Students should be encouraged to take initiative in their own learning instead of feeling a victim of their socioeconomic status. This can be applied by creating assignments that allow for a student to explore independently and then teach what he/she has learned to another student or share with the class.

Teacher preparation is essential for students to receive a quality education. Students don't just soak up knowledge like sponges but are complex beings capable of reasoning and constantly processing information. Learning does not happen in a void but in the midst of environment, emotion, and expectations. A teacher that is not aware of these complexities can not effectively teach each student. Some students may learn but many would be lost along the way. A quality education begins with an enthusiastic, informed, humble teacher.

T2P statements

If teachers do not understand how learning occurs then they can not teach effectively because learning is complex and teaching is not intuitive.

If democracy is a component of a teacher's pedagogy then equitable learning will occur because that teacher will share the instructional role with his/her students.

EDCI 5065 Week 3 LT1

1. Q4. What are some of the ways that SLT affect students?

A. Social Learning Theory affects students because we learn in a social environment not in a vacuum. The interactions of students with teachers and peers extends their range of understanding. They can bounce ideas off one another or help each other to understand an idea in a new way. They can accomplish more difficult tasks with the aid of some one more knowledgeable in their social environment.

Level 4 is okay, maybe only a 3 because its applying not analyzing how SLT affects students.

2. Q2 Describe the difference between the concrete stage and the formal operations stage.

A. The concrete stage is when students are able to use reasoning to apply ideas and information to other situations. The formal operations stage is when students can grasp abstract ideas and hypothetical situations not just apply to other situations but hypothetical situations.

I suggest its a Level 4 because its comparing the two stages.

3. Q1 Name the four learning theories that were discussed in the Kruse article.

A. Social Learning Theory

Developmental Learning Theory

Behavioral Learning Theory

Constructivist Learning Theory

I agree it is a level 1 question.

EDCI 5070 Lemov Reflection

In Teach Like A Champion Lemov (2010) defines specific tools which a teacher can use to “unlock the latent talent and skill” (p.2) of a student. Lemov (2010) summarizes four strategies that are standard practice for good teachers and challenges them to become great teachers through the application and perfecting of techniques.

Lemov (2010) defends his belief in these techniques by providing standardized test results. He concedes that while not sufficient “state test results are necessary” (Lemov, 2010, p.17) and informative. The value of standardized testing is controversial but Lemov (2010) defends that a student’s state assessments are “predictive of their success not just getting into college but of their succeeding there” (p.18). This begs the question, what is wrong with the idea of teaching to the test? If the assessments are used as a measure of a student’s understanding and even predictive of their success it seems logical that they are an essential element in measuring achievement.

Lemov (2010) believes students need to have basic skills and the ability to apply those skills in a critical way to life experiences. He maintains that once students are proficient in the basics then they are able to “observe that a more abstract principle is at work in a problem or that there is another way to solve it” (Lemov, 2010, p.19). Just as teachers need techniques to perfect the art of teaching, students first need skill proficiency in order to make broader application.

Lemov, D. (2010). Teach like a champion. San Francisco, CA: Jossey-Bass.

EDCI 5825 Instructional Models

Week 1

These Instructional Models act as a guide for internet educational research in the classroom. The web-based Internet Project would work well for an agriculture class to compare the agricultural market globally. The Internet Inquiry would be a great model for students to research a current event question in agriculture that pertained to their area of interest such as the benefits of precision farming or the control of invasive species.

One similarity I saw in the four instructional models was the use of collaborative skills. Collaboration is one of the National Educational Technology Standards for Students (ISTE, 2011). The students can either work together on the projects or work individually and then share their findings. This can help them to take the information they have gathered one step further and make connections or explain the meaning of the information they gathered. Leu (2002) discusses how the "Internet Workshop permits students to learn from one another about content information, critical literacy skills, and the new literacies of internet technologies". This standard coincides with the CT State Department of Education's Common Core of Teaching which emphasizes the importance of using a variety of instructional methods which enable students to think critically (2010).

Another similarity I noticed was that students would develop research strategies. The internet is a valuable research tool if students know how to effectively use it. Leu (2002) gives examples of research engines which are "organized for teachers and children" and which also screen "out inappropriate sites for children". All of these models help to develop technological skills which are essential for both the teacher and student to know and integrate in the classroom.

A key difference between the four instructional models was the complexity and the application it can have for students. Some offered more flexibility and freedom of inquiry which is appropriate for older students to do individualized research. The web-based internet project requires more teacher involvement to collaborate with other classrooms. Each model however, promotes the use of technology in an effective and productive manner which is consistent with the National Educational Technology Student standards (ISTE, 2011) and these models will fit "easily into the instructional schedule of any classroom" (Leu, 2002).

ISTE, (2011). NETS for students 2007. Retrieved from http://www.iste.org/standards/nets-for-students.aspx

Leu, D.J.,Jr. (2002, February). Internet Workshop: Making time for literacy [Exploring Literacy on the Internet department]. The Reading Teacher, 55(5). Available: http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/RT/2-02_Column/index.html

Ct State Department of Education. (2010). Common core of teaching: foundational skills. Retrieved from http://www.sde.ct.gov/sde/lib/sde/pdf/educatorstandards/board_approved_cct_2-3-2010.pdf

Week 1 T2P Essay & Statement

T2P Essay

We began class with discussing breakfast and a little getting to know each other. A little humor is a nice way to break the ice. Our main focus for the day was stated on the board to help us stay focused and see our purpose for the day. "What do I bring to the mix as a learner?" Also a list of activities to accomplish before lunch to which helps the students see what goals and the progress we made throughout the day.

We moved on to what is formal and informal learning. Where does learning happen? How do our experiences and preconceptions effect our learning? Learning happens in such a variety of places and ways. Some is structured and purposefully directed while some is vicarious and through observation. We all bring something whether we realize it or not. Our demographics, our motivations, our environment, and our experiences all effect our learning. If a teacher is aware of this then he/she can respect the differences and attitudes of the classroom. All students have something to share and contribute to the learning environment and by doing so enrich the learning experience for all. By sharing and discussing ideas and topics as a class we learn so much more from hearing other perspectives.

The concept maps of learning forced us to put these ideas on paper and see how they interact and construct a visual diagram of our thought process. As a teacher this can help us to see where our students are at and allow us to evaluate there development over time.

One thing I really appreciate is we always have time and are encouraged to ask questions before moving on to the next activity for the day.

Some T2P's

T2P #1 If a student knows how the learning activity fits into the overall course curriculum then the student can see the purpose of the activity and is more willing to engage in the classroom material which can lead to learning because a student needs to find meaning and purpose in the material and make connections for learning to occur.

T2P #5 If a student feels comfortable and emotionally safe in the learning environment, then the student will be able to engage in the learning process because he/she does not feel threatened or fearful of sharing thoughts, ideas or asking questions.

Week 2 T2P Essay & Statement

T2P Essay

We began with Morning Meeting which is a way for the teacher to check on how the students are doing, letting them feel that they are important to her and that she understands that there is so much more to life than just the classroom. There are so many influences on a student and learning does not take place in a vacuum but within the context of the larger picture so by connecting with the students at the start of class a teacher is able to determine if there are other factors or stresses that a student is dealing with that mind hinder his/her ability to learn the subject content that day.

I also observed that the teacher made sure to include all the students in the class throughout the day by asking questions of students who did not share their thoughts. Saying "do you have anything to add?" gives them an opportunity to ask a question or add an idea which they may not volunteer for. Using think/pair/share allows students to bounce ideas off each other before they need to do so "publicly."

Metaphors are a great way to ask the students to express themselves and understand what they are feeling or how they see something. This communication can help students express their ideas in a different way. Some students may not be able to articulate their thoughts but would be able to use a metaphor.

Case studies allowed us as future teachers to look at and think critically about how and why teachers teach the way they do. Considering what we like about this teacher's method or why we think a teacher may be employing this in a class room will help us to develop our own educational goals. As a teacher we need to be aware of what we bring to the classroom and the degree to which that influences our students. If one of our goals is to foster democratic thinking then we need to model that in the classroom.

We can not force students to learn or process information but we can present ideas and information and ask them to think critically and explore the ideas we present. When a student makes meaning out of the information then learning has occurred.

The concept maps were an evaluation tool which show how our thoughts and ideas about learning have changed over the past week and what learning or meaning we have made out of the ideas and information we considered. Learning is not passive, it requires action by the student to engage in the process and make meaning out of content.

Reflections are another evaluation tool. The teacher can see how well the student is understanding the concepts and ideas that are taught to determine if more time needs to be spent on a subject or if more clarification is needed. They also help the student to clarify and put together what it is he or she has learned.

New T2P Statement:

If a student engages in a subject matter and explores it to the point of finding meaning then learning will occur because learning is a process which the student must be actively involved in to make connections and purpose in his/her own life.

Week 2 EDCI 5065

3 Resources for Teaching Agriculture

1.
This is CT's agricultural experiment station website. It contains lots of fact sheets and current data on issues that agriculture is confronting today. By connecting the classroom teaching with current issues it helps students to contextualize what they are studying and gives the teacher relevant data to use in lesson plans. Focusing on current issues is essential to having students develop competency in agriculture. "Good teachers" also need to stay up to date on what is happening in their content area.

2.
The CT Association of Agriculture Educators has a website to link all of CT's Ag centers. It also includes links to other Ag websites, and creates an online community for Ag educators to learn from each other. This is a great resource for an Ag teacher to share ideas with other Ag teachers and connect to what other students are doing in their Ag classes. The Agricultural schools hold competitions to engage and challenge students in their area of focus. This website helps coordinate these efforts which allow students to gain a greater understanding of state wide agriculture.

3.
Discovery news has some great videos that could be used to foster discussions or explorations on what the future of Agriculture is or how it differs between countries. Video clips offer students a different style of teaching and help keep students engaged in the subject matter. It may be a great way to begin a class and get the students immersed in the subject or a way to end the class to leave students with a broader application of the day's lesson plans.

My Video: All About Me

May 31st

My name is Erika and I am at TCPCG this year to earn my certification in Agricultural Education. I completed my undergrad at UConn in Horticulture in 2010. In April I began substitute teaching in the Vernon public schools. I know very little about technology, my 3rd and 4th grader know more than I do, but am thankful for the opportunity to learn.