The Influence of LK on the Teacher Prep Program at Tarleton
By Dr. Kyle McGregor, Associate Professor, Department of Agricultural Services & Development, Tarleton State University, Stephenville, Texas
One of the cornerstones of agricultural education is that teachers effect change in youth because of a willingness to adopt new concepts. Instructing pre–service teachers on how to implement LifeKnowledge (LK) strategies is no different. For more than two years, we have incorporated LK components as a part of several changes in our program, and it has made a positive difference in both the attitude and preparedness of our pre–service teachers. The reason for the optimistic response? LK has the same theoretical underpinnings as agricultural education, so it has helped us bring back to the forefront what has been near and dear to agricultural education since its inception in 1917 – great teaching!
"The greatness of LK lies in the fact that it is not a program that you purchase and teach to pre–service teachers as a component of FFA and agricultural education. It is a philosophy of teaching and leadership that corresponds with the theory and practice that make agricultural education a superior discipline."
For example, our pre–service teachers complete five lesson–planning tasks over a five–week period prior to entering their student teaching centers. We allow them to count one of the assignments as two if they implement a totally activity–based (LK–based) lesson at a high school we travel to for practice teaching. Our student teachers always opt to have four lesson–planning assignments rather than five, and therefore teach an activity–based lesson that utilizes E–Moments and other LK strategies. It is an awesome experience to be a part of their success when they see students energized and excited about what they are teaching on this one day! After using the components of LK in their lessons, most refuse to go back to a traditional style of instruction.
LK has also been beneficial for our faculty. As a methods instructor, I implement LK components that have to do with sound practices in teaching and learning. This includes helping teachers incorporate strategies that engage students, set context, give effective directions, deliver content utilizing multiple teaching methods, check for understanding and evaluate student learning. My colleague, Dr. Kimberly Bellah, works with pre–service teachers in a leadership development course, taught concurrently with my methods course that focuses on teaching leadership and how to be an effective FFA chapter advisor. She uses LK concepts to teach students how to create meaningful leadership experiences on a daily basis as well as how to integrate leadership into technical lessons. Both of us feel that LK has helped us be more effective in the classroom.
Dr. Bellah and I have further added to our program by adopting the Essential Elements Cognitive Coaching Model developed by Bruce Joyce and Beverly Showers, the same model used at the National FFA Organization's Delta Conference. This model enables students to learn sound theory, see methods modeled appropriately and have an opportunity to rehearse these methods, and finally, receive feedback on their performance. Because of this, we have witnessed our pre–service teachers gaining a firm grasp on the theory that serves as a foundation for the methods taught, including those related to LK. Many of our students who are now in their first and second year of teaching have contacted us to let us know how well they are doing because of their experiences rooted in philosophies that parallel LK.
There is no question that our student teachers are performing better, there are fewer questions about student discipline and students are learning more. As tangible evidence to this fact, we have an assessment completed by cooperating teachers relative to the effectiveness of our student teachers. From 2005 to 2006, our student teachers scored higher in 16 of 19 assessment areas, including the ability to plan classroom work, use supplementary material, motivate students and communicate effectively. Granted, I cannot give all the credit to LK as we have several other parts to our program, but I can say that LK was a significant part of it.
Equally as important to this data is the fact that our pre–service teachers are on the edge of their seats, ready to jump into the arena. They are always willing to take risks and try new methods. They are excited to teach agricultural education! By using components of LK, we are able to place young teachers in a position to be successful early on in their careers. The positive feedback about our program is also generating considerable interest among prospective teachers. It may be coincidence (and probably a combination of several factors), but our fall '06 freshman numbers are up 24 percent!
We are also hearing positive feedback from our cooperating teachers. Each June we host a cooperating teacher workshop in order to give updates and provide information on new practices and programs. This year we decided to engage the group in the same way we do our pre–service teachers. The results were grand! They had a great time laughing, smiling and learning about what their student teachers would be doing for their students. Many have contacted us to let us know that they like what they see. Some are using the methods themselves while others want to learn more.
The greatness of LK lies in the fact that it is not a program that you purchase and teach to pre–service teachers as a component of FFA and agricultural education. It is a philosophy of teaching and leadership that corresponds with the theory and practice that make agricultural education a superior discipline. For all of us in agricultural education, that's something to capitalize on and learn from.
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The Value of LK During Student Teaching
By Jeffrey Spake, First Year Teacher, R.C. Loflin Middle School, and Stan McVey, Assistant Principal, Joshua High School, Joshua, Texas
Jeffrey's Perspective as a Student Teacher/First–Year Teacher
When asked about the value of LK in my student teaching experience, I can honestly say that it made my life as a student teacher easier and my transition to the full–time classroom less stressful. I feel more confident as a teacher and have a better understanding of how to address various learning styles and engage those different styles. As I write this article, I am just a few months into my first year of teaching and feel like I'm doing fine. I teach six classes of Introduction to World Agricultural Science Technology and use LK in all of them at least three times a week. Each day is trial and error, but I know if I only lectured I would have perhaps five of my 130 students paying attention. With LK, I feel like I have all of them. My students are learning, class is fun, and I'm thoroughly enjoying my initial teaching experience.
"Each day is trial and error, but I know if I only lectured I would have perhaps five of my 130 students paying attention. With LK, I feel like I have all of them. My students are learning, class is fun, and I'm thoroughly enjoying my initial teaching experience." – Jeffrey Spake
One of the best things LK did for me as a student teacher is it helped make my lessons flow better. I would teach a piece of information and then let students take that information and either perform the skill or teach it to someone else. As an example, I used LK to help me prepare lessons on welding. I used the "little professor" moment to help me teach a skill and as follow–up, I used an actual welder to demonstrate the skill. Then, I had the students try it. LK also taught me to use different methods to help students retain information. My visual learners found value in PowerPoint presentations. My artistic learners did well by drawing pictures about the topic. Something as simple as allowing my students to listen to the radio during an assignment helped aid them in the learning process.
I also used and continue to use E–Moments and go–get–it moments to get students moving and consume energy they have from sitting in other classes. They seem to learn more because the lessons are fun and they get to move around and talk (which all of them like to do). I find it intriguing that during a LK lesson, I am asking more of them and they like it. But when I use a straight lecture, I seem to bore them and they don't seem as interested. Plus, they don't get to review or use the information right away, so they seem to forget everything by the next day. Right now, I'm showing a film on rabbits. Instead of playing the movie and expecting the students to retain the information, I'm having them do a film forum. This way, they are actually thinking about and discussing the information as the movie plays.
The most important advice I can give pre–service teachers is to not be afraid of something new even if you don't know what it is. Try it and if it doesn't work, move on to something else. Initially, I was afraid that some middle school students would find a few of the LK lessons a bit childish. But they didn't because it kept them moving, active, and learning. Each one of my classes is very different and what works in one class may not work in another. You just have to keep on trying. For me, LK has been very beneficial in that process.
Stan's Perspective as a 20–Year Ag Science Teacher and Cooperating Teacher
I taught agriculture for 20 years and Jeffrey was my first exposure to LK. I was extremely impressed with how LK made a difference in all the material presented and how much the students enjoyed learning. I observed through Jeffrey how LK is not only a way to vary instruction, but also a way to encourage students to "buy in" and have ownership in the topic or curriculum being taught. An example is when Jeffrey was teaching a topic on arc welding. He used LK to reinforce safety skills and create team safety with all students going to the shop. The E–Moments portion of LK was used daily while Jeffrey was teaching welding shop safety. I was amazed at how ALL students from low to high ability took an active leadership role, from the classroom to the shop.
"I was extremely impressed with how LK made a difference in all the material presented to students and how much the students enjoyed learning. I observed through Jeffrey how LK is not only a way to vary instruction, but also a way to encourage students to 'buy in' and have ownership in the topic or curriculum being taught." – Stan McVey
Although Jeffrey is a "rookie," his personality and desire to make students successful will enable him to become an outstanding educator. I observed that when his students were having difficulty with a topic, he would vary his instruction and approach the topic in a different way. LK was a very effective tool for Jeffrey in this way. In my mind, Jeffrey has a God–given ability to teach, and LK is helping him capitalize on and strengthen that ability. So much so, that when Jeffrey completed his student teaching, we wanted to keep him in our school district.
Watching LK in action was also a lesson in not being "set in your ways" and to embrace new ideas and curriculum. Our students are changing so our teaching strategies much also change to meet those needs. I especially see the value of delivering leadership through technical course content now that I have moved from the role of teacher into the role of assistant principal. My advice to other cooperating teachers as well as pre–service teachers after my experience with Jeffrey is to look at LK, embrace it, and most importantly, use it! You won't be disappointed.
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LifeKnowledge – Real Life and Character in the Classroom
By Michael Eade, Executive Director, Large Animal and Equine, Merial
Throughout my career, I have had the pleasure of serving on advisory boards for several schools with FFA as part of their program. I have always been impressed by FFA's capability to develop young people by getting them involved in career related activities and by teaching leadership skills. In that regard, LifeKnowledge is a natural extension of what FFA has always promoted, but with the added benefit that it is an all encompassing program that offers educational and leadership opportunities to the entire student population in agricultural education. This is especially exciting to us at Merial because LifeKnowledge further enhances agricultural education and FFA's ability to develop youth with an interest in agriculture.
"Specifically, we feel LifeKnowledge does a great job of helping students take the new science and theory of today's field of agriculture and apply them to everyday situations. The premise and the examples relate to real life, which means students in agricultural education will not only be able to apply technical knowledge, but they are learning how to apply decision making, problem solving, teamwork, and creative thinking."
Specifically, we feel LifeKnowledge does a great job of helping students take the new science and theory of today's field of agriculture and apply them to everyday situations. The premise and the examples relate to real life, which means students in agricultural education will not only be able to apply technical knowledge, but they are learning how to apply decision making, problem solving, teamwork, and creative thinking. They are learning skills that will enable them to be productive citizens and assets to our workforce, which translates into a positive outlook for all of us in agriculture. More students are being exposed to leadership, communication, entrepreneurship and high values among peers, traits that private industry sincerely appreciates.
We also like the fact that the objectives of LifeKnowledge parallel our corporate values at Merial. These values include:
- Focusing on the customer.
- Respecting people.
- Acting with integrity.
- Promoting innovation.
- Fostering empowerment.
- Supporting teamwork.
- Committed to performance.
These values are an integral part of our everyday development plan for our employees and the primary reason we have such a leading presence in the animal health industry worldwide. Similarly, LifeKnowledge brings these same types of values to the classroom on a daily basis. Not only does LifeKnowledge enable the utilization of these values by every student, but it promotes the demonstration of these values on an ongoing basis. In this way, LifeKnowledge is putting character at the forefront of a quality education.
We are excited to be a supporting partner of LifeKnowledge and even more excited about where this program will take agricultural education and the young people enrolled in it. Through the many videos and testimonials I have seen and the positive feedback I have received, it is evident that LifeKnowledge is bringing real life into the classroom. On behalf of all of us at Merial, we are proud to support such an outstanding program and wish to extend our thanks to all of you who are making it happen.
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Featured Lesson Plan – Eat Dirt!
Katie McKee, Agriculture Teacher, Hackettstown, New Jersey
Katie McKee, an agricultural educator from Hackettstown, New Jersey, has developed a lesson to get students actively involved in learning about soil science. In this lesson, Katie has incorporated the LifeKnowledge precepts of relationships and social growth into her lesson titled Eat Dirt! McKee developed this lesson for her Introduction to Agricultural Science classes and she shared that the students just "loved it." She believes that her "prejudices" and "stereotypes" about soil particles gave her an opportunity to check what the students learned and provided a connection to real life issues. The students left her class not only knowing about soils but also with a plan to help correct prejudices and stereotypes existing within the school and elsewhere. McKee states that the students "enjoyed the energy and engagement of the lesson, and of course, the candy was a hit." To view a complete version of this lesson, click on the link provided.
To view a complete version of Katie's lesson click here.
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Chevrolet and LifeKnowledge: An American Revolution
On New Year's Eve 2003, Chevrolet launched a new ad campaign with the tagline, "An American Revolution." The company's idea was to show America how Chevrolet has been a part of America's past and how it will be a part of America's future.
Chevrolet's employees have deep–rooted pride and take leadership in their company. After seeing the impact FFA and LifeKnowledge have had on students, it was only fitting that in 2006, Chevrolet would become a founding partner of the LifeKnowledge Center for Agricultural Education. Chevrolet has been a major supporter of the FFA since 1945, providing funding for many key initiatives throughout the years. Company leadership recognized the potential that LifeKnowledge has as a program that will revolutionize the leadership abilities of young people, and Chevrolet is proud to support this life–altering educational program.
Founded in 1910 by race car driver Louis Chevrolet and William Durant, founder of General Motors, Chevrolet quickly became one of the leading car manufacturers. In 1911, the innovative pair entered the auto market to compete against the Ford Model T, and in 1912, they introduced the Classic Six, the first car to reach speeds of 65 mph. By 1917, William Durant became president of General Motors Corp. and Chevrolet merged with GM to become a separate division of the world's largest automaker.
Today, Chevrolet remains part of GM and is America's number–one selling automobile brand. The brand is known for delivering expressive design, spirited performance and great value. Their product line offers 19 different vehicles, including the number–one–selling car and number–one–selling SUV in America.
Not only is Chevrolet committed to developing great cars, but it is committed to the people who drive them. Chevrolet's 60–plus–year relationship with FFA has always been a top priority, and the company is dedicated to assisting FFA members achieve premier leadership, personal growth and career success.
"LifeKnowledge is taking agricultural education to new levels," says Stu Pierce, Chevrolet director, advertising and sales promotion. "It gives students a disciplined, practical approach to leadership, and it promotes leadership all the time, not just during FFA activities or competitive events.
"LifeKnowledge transfers leadership to other parts of life, and it is applicable to any student in any situation. LifeKnowledge will help prepare our youth for a better, brighter future," says Pierce. "Chevrolet's commitment to LifeKnowledge will help members become better citizens, not only professionally but personally as well, and Chevrolet is proud to know that we had a hand in molding our country's future."
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LifeKnowledge in Action – Planning for a Successful Fundraiser
By Christine White, Education Specialist, LifeKnowledge Center for Agricultural Education
Over the last seven years as an agricultural educator and FFA advisor, I have been involved in various fundraisers. During that time, my students sold citrus fruit, cheese, jerky, candy, plants, and the list goes on. My situation is probably very similar to a lot of agriculture teachers in that we participate in fundraisers not for the experience that a student will gain from the activity, but we do it because we need the funds to keep our program running.
Looking back at my fundraising history, I can honestly say that I just focused on the logistics: the product, the price, the time frame, pick–up schedules, packets, advertising and the fine details that surrounded the fundraiser. I never formally positioned my students for success by helping them develop the skills that they needed to be successful during the fundraising activity.
This point really hit home when I had a student come to me and say, "Mrs. White – I quit! I cannot sell fruit!" After visiting with the student, I discovered that he had a bad experience when he went to his first customer to sell fruit. His neighbor – an older lady – chewed him out because last year she had ordered fruit from another organization in the school and the fruit was half rotten. At that point, I realized that I had failed him because I did not equip him with the skills to be successful in handling that situation.
LifeKnowledge has a few lessons that are a natural fit to help train students to be successful in handling difficult situations as well as developing the skills that are necessary to be prosperous during a fundraising activity.
Below are just a few of the LifeKnowledge lessons available to help start the process of teaching the intentional skills students will need during a fundraiser:
- MS.14 Developing Goals
- MS. 33 Approaching New People
- HS. 22 Motivating Factors
- MS. 42 Responding to Audience Feedback
- HS. 84 The need for communication to influence others
- MS. 41 Forming Key Messages
- MS. 43 Answering Questions from Others
- HS.54 First Impressions
- HS.61 Earning Trust
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If It's Worth Learning, It's Worth Celebrating
From Quantum Teaching, by DePorter, Reardon and Singer–Nourie
Providing celebrations for your students encourages them to take more ownership and initiate their own learning. It teaches them about intrinsic motivation with out "incentives." Students look forward to learning, making their education into something more than just grades.
You're watching an intense professional football game. The teams work the ball back and forth. One team scores, then the other, then the first again. As the pressure mounts, you watch the teams and notice that for each completed pass, each yard gained, each sack, the players celebrate widely: they dance, yell, pat, hug. Why? Because they know that every step counts.
Those professional players (in fact, championship teams of all kinds) know that each success, each step on the way to the win, accelerates them when it is anchoring a heightened, resourceful state of performance. The high five he gets puts him back to that resourceful state. Then the next time a player goes for a tough play, the positive association of celebration pushes him on.
Most often when we accomplish something, we just move on to the next thing, creating no special impetus to go for it again. As a teacher, you plant seeds of success, always connecting learning and celebrations.
Celebration builds the desire for success, so celebrate often. Here are some fun forms of celebration to use:
- Applause: A tried–and–true technique, it never fails to inspire. Try variations like "round of" applause (clap in a circle).
- Hooray! Hooray! Hooray!: On cue, everyone hops to their feet and yells as loud as they can, "Hooray, Hooray, Hooray!" At the same time they yell, they fling their arms forward and up. This works fantastically when done in a "wave" across the room.
- Whooshes: On cue, everyone claps three times in unison and then sends all of their positive energy to a designated person. This looks like pushing the hands, after the claps, toward the person, yelling "whoosh" at the same time.
- Finger Snap: When you need a quiet acknowledgement, use continuous finger snaps instead of applause.
- Toasts: Just like a party, the whole class toasts someone, celebrating his or her doing or sharing something great (use invisible drinks and glasses).
- Public Posters: To acknowledge individuals or the entire class, like "3rd Period's Genius Rocks!"
- Private Notes: To individual students, acknowledging great efforts, contributions to class, great behavior or acts of kindness.
These are just a few ways to create celebrations in your classroom. If you are interested in learning about some other ways to create celebrations, check out the book Quantum Teaching authored by Deporter, Reardon and Singer–Nourie, available online and in bookstores nationwide.
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What's New with LK
LifeKnowledge at the NAAE Convention in Atlanta!
Want to learn more about LifeKnowledge and how to create an engaging learning environment in your classroom? The LifeKnowledge Center for Agricultural Education will be conducting two workshops on Wednesday, Nov. 29, at the NAAE Convention. Listed below are the times, locations and workshop descriptions.
- LifeKnowledge and Leadership – Myth vs. Reality
Delta II Agriculture Teachers
Wednesday, Nov. 29, 2006
Session I: 1:30 – 2:45 p.m.
Hilton Atlanta – Fayette/Newton
So you are an agricultural education instructor. You provide leadership training to students and there are plaques on the classroom wall to prove it. If you get a cut, you bleed blue and gold. Do you know leadership? Of course you do. Or do you? Come take a look at what LifeKnowledge is really about and find out if the leadership training you provide is the leadership the world is expecting from all of your students.
- Do You Orchestrate Learning or Shovel Information?
Delta II Agriculture Teachers
Wednesday, Nov. 29, 2006
Session II: 3:15 – 4:30 p.m.
Hilton Atlanta – Fayette/Newton
Which best describes you as an educator?: A) I orchestrate a symphony of learning, or B) I shovel information? You have watched "teachers" distribute information for years, but how often have you been involved in learning experiences that create "Ah–hah" Moments? Do your lessons capture the attention of students and focus their thinking on the topic? Do you set the context in a global perspective that causes students to see a future value of the information? Does your language propel learning or inhibit learning? Are your students engaged in learning activities? This workshop will showcase methods to do those very things in your classroom. The presenters will apply the LifeKnowledge lesson format to technical instruction.
LifeKnowledge Online (3.0)
LifeKnowledge Online made its debut at the 79th National FFA Convention. If you were not able to visit the LK interactive classroom, stay tuned to future issues of the LK At Work Newsletter to learn more about LK Online, the new tools, and ways to incorporate them into your program. You will be able to subscribe to LK Online starting January 1, 2007, for $59 per chapter. LifeKnowledge Online Contact: Christine White, cwhite@ffa.org or 317–802–4212.
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