Market to Market in the Classroom Educator Survey

Iowa Public Television is in the planning process for a nationwide initiative to create quality, in-depth agricultural education resources for our nation’s classrooms. The IPTV team will be creating a series of web-based curriculum resources related to topics and themes introduced within the nationally syndicated television program, Market to Market, produced by IPTV and reaching more than 70% of non-metro, farming-dependent counties nationwide.

By leveraging the timely and relevant content of the weekly Market to Market program, this project will build upon core subject content and emphasize the skills, knowledge and expertise today’s students must master to compete globally and become successful 21st century citizens. These resources will be freely available on the Market to Market website (iptv.org/mtom), through online education repositories like PBS LearningMedia (pbslearningmedia.org), and syndicated through content-sharing sites like YouTube.

The project will target students in grade 9-12 nationally, and will connect with learning outcomes in the subject areas of agriculture, science, math, social studies, language arts and others. The purpose of this survey is to identify curriculum needs, relevant student characteristics, and high-interest content connections to the themes covered in Market to Market programs. Thank you for taking a few minutes to share your insights.

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* 1. What grade level(s) do you currently teach: (Check all that apply)

Pre-K

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Post-secondary

Other (please specify)

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* 2. What subject(s) do you currently teach: (Check all that apply)

Agriculture Education

Business

Family & Consumer Science

Guidance

Health

Industrial Technology

Language Arts

Mathematics

Physical Education

Reading

Science

Social Studies

Special Education

Talented & Gifted

Teacher Librarian

Technology

Vocational

Other (please specify)

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* 3. There are a variety of topics that will be considered for this project. Please rate the following themes by interest and need for your classroom curriculum. Add any comments below.

	Highly interested	Somewhat interested	Not at all interested
Engineering & innovation (highlighting the science and engineering thinking and processes involved in ag innovations)	Engineering & innovation (highlighting the science and engineering thinking and processes involved in ag innovations) Highly interested	Engineering & innovation (highlighting the science and engineering thinking and processes involved in ag innovations) Somewhat interested	Engineering & innovation (highlighting the science and engineering thinking and processes involved in ag innovations) Not at all interested
Sectors of the food, energy, and manufacturing industries (producers, processors, transportation, retailers, consumers)	Sectors of the food, energy, and manufacturing industries (producers, processors, transportation, retailers, consumers) Highly interested	Sectors of the food, energy, and manufacturing industries (producers, processors, transportation, retailers, consumers) Somewhat interested	Sectors of the food, energy, and manufacturing industries (producers, processors, transportation, retailers, consumers) Not at all interested
Health, nutrition and food safety (food system safety, issues in food and health policy)	Health, nutrition and food safety (food system safety, issues in food and health policy) Highly interested	Health, nutrition and food safety (food system safety, issues in food and health policy) Somewhat interested	Health, nutrition and food safety (food system safety, issues in food and health policy) Not at all interested
Agricultural and manufacturing lifecycle (inputs/supply chain, outputs, trade routes, etc.)	Agricultural and manufacturing lifecycle (inputs/supply chain, outputs, trade routes, etc.) Highly interested	Agricultural and manufacturing lifecycle (inputs/supply chain, outputs, trade routes, etc.) Somewhat interested	Agricultural and manufacturing lifecycle (inputs/supply chain, outputs, trade routes, etc.) Not at all interested
Rural issues (changes in rural states and small-town America, strengths, threats, weaknesses)	Rural issues (changes in rural states and small-town America, strengths, threats, weaknesses) Highly interested	Rural issues (changes in rural states and small-town America, strengths, threats, weaknesses) Somewhat interested	Rural issues (changes in rural states and small-town America, strengths, threats, weaknesses) Not at all interested
Commodities markets and futures trading (fundamentals of market analysis)	Commodities markets and futures trading (fundamentals of market analysis) Highly interested	Commodities markets and futures trading (fundamentals of market analysis) Somewhat interested	Commodities markets and futures trading (fundamentals of market analysis) Not at all interested
Entrepreneurship (profiles of small business owners, innovators, skills required of a business owner, making a business plan)	Entrepreneurship (profiles of small business owners, innovators, skills required of a business owner, making a business plan) Highly interested	Entrepreneurship (profiles of small business owners, innovators, skills required of a business owner, making a business plan) Somewhat interested	Entrepreneurship (profiles of small business owners, innovators, skills required of a business owner, making a business plan) Not at all interested
Role of government (policy, regulation, supports, taxes, trade, tariffs, etc.)	Role of government (policy, regulation, supports, taxes, trade, tariffs, etc.) Highly interested	Role of government (policy, regulation, supports, taxes, trade, tariffs, etc.) Somewhat interested	Role of government (policy, regulation, supports, taxes, trade, tariffs, etc.) Not at all interested
History of agriculture (methods, products, government policies, etc.)	History of agriculture (methods, products, government policies, etc.) Highly interested	History of agriculture (methods, products, government policies, etc.) Somewhat interested	History of agriculture (methods, products, government policies, etc.) Not at all interested
Global issues (distribution, hunger, global trade, global economic markets)	Global issues (distribution, hunger, global trade, global economic markets) Highly interested	Global issues (distribution, hunger, global trade, global economic markets) Somewhat interested	Global issues (distribution, hunger, global trade, global economic markets) Not at all interested
Environmental stewardship & conservation	Environmental stewardship & conservation Highly interested	Environmental stewardship & conservation Somewhat interested	Environmental stewardship & conservation Not at all interested
Careers in agriculture, STEM, business	Careers in agriculture, STEM, business Highly interested	Careers in agriculture, STEM, business Somewhat interested	Careers in agriculture, STEM, business Not at all interested

Other (please specify)

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* 4. Considering the types of topics above, what are your greatest needs for media-based resources for your classroom? Think about concepts that are particularly difficult for your students, and/or key concepts for which no quality resources currently exist.

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* 5. Please share a few resources you currently use to support these subjects in your classroom (by title or URL). What are the good and bad characteristics of these resources?

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* 6. Are there particular characteristics of your students we should take into account (interests, motivations, prior knowledge/experiences, attitude towards subject, experience with technology, etc.)?

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* 7. What types of instructional approaches are most effective in your classroom?

	This is a highly effective approach in my classroom	I use this approach sometimes with some success	This has not been effective in my classroom	I do not use this approach
Real-world problem solving	Real-world problem solving This is a highly effective approach in my classroom	Real-world problem solving I use this approach sometimes with some success	Real-world problem solving This has not been effective in my classroom	Real-world problem solving I do not use this approach
Career connections and exploration	Career connections and exploration This is a highly effective approach in my classroom	Career connections and exploration I use this approach sometimes with some success	Career connections and exploration This has not been effective in my classroom	Career connections and exploration I do not use this approach
Project-based learning	Project-based learning This is a highly effective approach in my classroom	Project-based learning I use this approach sometimes with some success	Project-based learning This has not been effective in my classroom	Project-based learning I do not use this approach
Interdisciplinary projects	Interdisciplinary projects This is a highly effective approach in my classroom	Interdisciplinary projects I use this approach sometimes with some success	Interdisciplinary projects This has not been effective in my classroom	Interdisciplinary projects I do not use this approach
Collaborative learning	Collaborative learning This is a highly effective approach in my classroom	Collaborative learning I use this approach sometimes with some success	Collaborative learning This has not been effective in my classroom	Collaborative learning I do not use this approach
Teacher-led discussion	Teacher-led discussion This is a highly effective approach in my classroom	Teacher-led discussion I use this approach sometimes with some success	Teacher-led discussion This has not been effective in my classroom	Teacher-led discussion I do not use this approach
Student independent study	Student independent study This is a highly effective approach in my classroom	Student independent study I use this approach sometimes with some success	Student independent study This has not been effective in my classroom	Student independent study I do not use this approach
Community-member/Guest lecture	Community-member/Guest lecture This is a highly effective approach in my classroom	Community-member/Guest lecture I use this approach sometimes with some success	Community-member/Guest lecture This has not been effective in my classroom	Community-member/Guest lecture I do not use this approach
Field trips/site visits	Field trips/site visits This is a highly effective approach in my classroom	Field trips/site visits I use this approach sometimes with some success	Field trips/site visits This has not been effective in my classroom	Field trips/site visits I do not use this approach

Other (please specify)

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* 8. What types of digital media do you use in your classroom?

DVD Videos

Online Video

YouTube

Websites

Online games, simulations

Mobile apps

Student-created video

Student-created websites

I do not have access to digital media in my classroom

I do not have an Internet connection in my classroom

Other (please specify)

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* 9. If you would like to participate in future research efforts (pilot tests, focus groups, etc.) and receive updates about this project, please share your contact information below:

Name:

School/organization:

City/Town:

State:

ZIP:

Email Address:

Phone Number:

Thank you for taking the time to help inform Iowa Public Television's educational services. If you have additional questions or comments about the Market to Market in the Classroom project, please contact us at:

Bryan Bauer, Project Manager for Educational Media, bryan.bauer@iptv.org, 515-242-5424
Twitter: @markettomarket, @iptveducation
Facebook: https://www.facebook.com/pages/Market-to-Market/132017863530507