Hay Baylor

       When thinking about culturally responsive teaching, the first thing I thought about when I heard those words was "oh, like creating an inclusive environment for all students". This is pretty much where I felt that it would end. Maybe this was me being semi-close-minded, but it was genuinely my first reaction. I was surprised when I attended the class on Monday that this just was not the case, and I knew I would get some new insight into a topic that I was not really aware of.      It turns out that culturally responsive teaching is much more interactive than I thought. Things like getting to know where your students are from, how they learn the best, and what you can do in your classroom to welcome that diversified population all go into culturally responsive teaching. Hanging the flags of home countries for students in your classroom can be something simple, yet extremely welcoming for students that may not be from the United States. A student ...

 During this week of AEE 412, we as a cohort had the privilege of learning a bit about the problem-solving approach. This is also known as the "heart and soul" of agricultural education, as many of our lessons that give our students unique skills and abilities involve learning through this problem-solving approach. The four types that we can dive into include forked road, possibilities-factors, situations to be improved, and effect-cause. The one that I chose to try out in my lab section was the possibilities-factors,  which is when you give students multiple choices to choose from in a given space or scenario, and they look to solve a given problem with the given possibilities.  For my lesson, I got out of my comfort zone and did a Food Science lesson on the 5 most common foodborne illnesses. For my lesson, I created a scenario in which a young lady was sick after attending a local fundraising banquet and buffet. I then gave the students the scenario and asked them to de...