Attending A CASE Institute

by Allison Meadows
Allison is a first year teacher at LaGrande High School in LaGrande, Oregon

As a recent graduate of Oregon State University and first year teacher, I had many fears and trepidations about attending the CASE Institute in Minnesota on my own. For one, I had never traveled alone! Secondly, I had spent the last 8 months in an intensive graduate program and disliked the idea of a rigorous program teaching more about curriculum. And third, how would I get along with the other teachers from around the nation? My only experience in teaching was three months of student teaching. What could I possibly offer the group?

Waiting for my shuttle to Mankato, a stranger held out his hand. “Care for a Werthers?” Matt from Kentucky introduced himself and asked if I was going to the Introduction to AFNR CASE Institute. Phew… agriculture teachers really are one of the most approachable groups of people. Matt appeased the fear I had about fitting in. As days went on, we built lasting friendships and exciting professional relationships. There was a sense of camaraderie as the cohort worked through labs, friendly conversations during lunch, and sharing of great stories and facts from our home states. Time spent at the CASE Institute was well balanced between instruction surrounding the curriculum and time to share best practices.

Is it really necessary to invest 80 hours of professional development training to receive the CASE curriculum? Yes! Teachers completing a CASE Institute complete every science lab and many other activities, projects and problems in order to be better prepared to teach our students. CASE believes in their curriculum; why else would we learn how to teach hands-on curriculum with a hands-on approach?

Each day we walked into the classroom greeted by lead teachers who loved nothing more than to mix up our naturally forming groups. For a new teacher, this was great! I learned new strategies to break my students into groups and built a relationship with everyone in the cohort. Throughout the day we worked sequentially through the lessons as experienced lead teachers provided feedback and tips for each lesson. The pace is quick! It seemed as though we were constantly moving and learning. We moved from the classroom to the lab, worked outside, but always ended with a session to tie up any loose ends and review the day.

In truth, two weeks is a very short period of time to learn an entire year’s worth of curriculum. Six months into the AFNR curriculum, I find myself referring to my institute workbook to remember lessons. It’s critical to use the workbook to record potential student responses and ideas shared by other teachers. NAAE Communities of Practice is also a great way to share ideas and strategies for CASE curriculum.

Would I attend another CASE Institute? Without reservation! The time invested in the institute is inconsequential compared to the time it would take me to create the curriculum myself. I’m not alone in this. Several teachers have attended two and even all three CASE Institutes offered because they see the value it adds to their program. Aaron from Maryland was a member of our CASE AFNR cohort as a student, but also served as a lead teacher for another course.  It was evident in the classroom that he was passionate about the curriculum and offered the group a wealth of knowledge. A CASE Institute provides an opportunity to work collaboratively with other teachers around the country. It has rejuvenated veteran teachers and prepared new ones.

CASE Institute is a professional development opportunity unlike any other I have experienced. It has jump started my career, providing some exceptional tools for my teaching toolbox. The sessions provide instruction on how to teach each lesson and activity while practicing experiments and developing models to help guide students. Using the curriculum has helped me become a facilitator of learning and rely less on lecture and teacher-directed instruction.

TIPS AND TRICKS FOR SUCCESS AT A CASE INSTITUTE

• Think like both a teacher and a student and take notes of your thoughts and potential student responses when completing lessons. It helps in the classroom.
• Use the post-its provided at the CASE Institute to make notes and suggestions for each lesson. It helps jog your memory when you’re setting up the lesson for students.
• Spend time with other CASE teachers after hours to relieve some Institute stress.
• Use time off, such as evenings and weekends, to continue developing your network. Take in the local culture while creating lasting relationships with ag educators.
• Work with different people and groups (if your lead teacher hasn’t already forced you to do that).  Take advantage of being with educators from around the nation who can share ideas and enhance learning.

For more about the CASE system of instruction and to find a CASE Institute to attend this summer, visit case4learning.org.

If you'd like to talk with Allison about her experience, you can contact her at allison.meadows@lagrande.k12.or.us. For general questions about CASE, contact Dan Jansen, CASE Program Director, at dan.jansen@case4learning.org