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Principles of Teaching Agriculture Education

Principles of Teaching Agriculture Education. Unit: Introduction to Agriculture Education. Learning Targets. I can identify and analyze the components of the 3-cricle diagram in ag education I can demonstrate knowledge of the classroom/laboratory circle

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Principles of Teaching Agriculture Education

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  1. Principles of Teaching Agriculture Education Unit: Introduction to Agriculture Education

  2. Learning Targets • I can identify and analyze the components of the 3-cricle diagram in ag education • I can demonstrate knowledge of the classroom/laboratory circle • I can demonstrate knowledge of the Supervised Agriculture Experience circle • I can demonstrate knowledge of the FFA circle

  3. Identify and analyze components of the three circle diagram.

  4. Agriculture education is made of three components. Each can exist separately, but it is when all three exist collectively that a successful agriculture program emerges. • When one circle is overemphasized students miss out on opportunities. • When all three parts work together, synergy is formed. • The agriculture education circles are: • Classroom/Laboratory • SAE • FFA

  5. Demonstrate knowledge of the classroom/laboratory circle

  6. No one circle is more crucial than the classroom laboratory. This is the class time that students experience. It includes lectures, labs, tests, projects, and anything else that happens within structured class time.

  7. It is here that students learn the information that will be applied in the other 2 circles. • At this time students should be learning new information or applying the information in which they have mastered. • Agriculture classes stand out from other electives because of their hands on application and connection to real world situations. • Activities in FFA should come directly from lessons and topics covered in the classroom and/or laboratory. • In order for the class time to be most effective well-planned, meaningful instruction must occur.

  8. Demonstrate knowledge of the SAE circle

  9. After students learn about agriculture in the classroom, they should develop a Supervised Agriculture Experience Program

  10. SAE projects must be agriculture-related, but contrary to the belief of some students it does not have to be production based. • Students should maintain records on their project including hours, pictures, income/expenses, and hold all other documents that relate to their project. • Teaching record keeping in some form during classroom instruction is crucial to help students maintain sound records.

  11. The emphasis placed on SAE projects varies from school to school, but it is agreed that all students should have some project they maintain outside of class. • A true SAE occurs beyond normal class time. For example, a student may take Greenhouse Technology during the school year and help conduct the annual plant sale, but it would not truly be their SAE project unless they spent time outside of class working in the greenhouse

  12. As the population of agriculture students focuses less on production agriculture, new SAE projects are emerging to appeal to suburban and urban students (i.e. working at a florist shop, conducting scientific research related to agriculture, small animal care, and agribusiness • It is because of this change National FFA added the Star awards for Placement and Agriscience in the last few years.

  13. Demonstrate knowledge of FFA circle

  14. By far the most well-known circle, FFA is in place to allow lessons from the classroom and their SAE to be put into practice in the form of competitions, conferences, and conventions. • FFA contests are known as Career Development Events (CDEs). These range from some of the oldest CDEs in FFA history, like Livestock and Dairy Judging, to new events like Food Science and Agriculture Issues.

  15. FFA also has a strong focus on leadership development. Holding office in FFA, attending leadership conferences (Made for Excellence, Washington Leadership Conference, and other), and developing public speaking skills are some of the leadership activities offered by FFA. • FFA chapters should only enter contests that reflect the curriculum taught in the classroom (a school that does not teach floral design should not have a team compete in the Floriculture contest).

  16. Students fill out proficiencies on their SAE project when they are typically a junior, senior, or after high school (while maintaining membership in the local chapter). This is an application documenting their records over their project since its inception

  17. Activity Where are we now? Determine where our agriculture education program ranks based on the three circle model.

  18. Instructions • It can be very difficult to equally focus on all three circles. Sometimes one circle may get more attention than the other two, or one circle may be neglected. Draw a three circle diagram to represent our program. If you feel that one circle has more attention that another, make it larger. If one part receives less attention, make it smaller. • After making your drawing, explain why you drew the circles the way you did and how the program could work to make the circles more equal.

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