EAGR 4360/6360

Teaching Methods in Agricultural Education

 

(3 hours)
Fall, 2004

Professor: John C. Ricketts, PhD; Office: 110 Four Towers; Telephone: 542-8646; Fax: 425-799-9064; Email: jcr@uga.edu; WebCT Ð EAGR 4360/6360; Department Website: www.uga.edu/alec

Office Hours: Mon. 3:00-4:00, Tues. 11:00-12:00, Thurs. 2:00-4:00, Fri. 10:00-11:30. If I am out of the office see Melissa McCurley(542-8913) or Brandie Pentecost(542-8935) to make an appointment.

Course Description Ð The Teaching Methods in Agricultural Education course prepares students for instructional mastery. Teaching procedures that foster creativity, engagement, critical thinking, leadership development, classroom/laboratory management, and technical competency in agriculture will be taught through experiential learning.

Prerequisites/Requirements:

  1. Admission to Teacher Education.
  2. Completed or registered for at least one EAGR 4010/6010 (Early Field Based Exp. Course)
  3. Completed or registered for Praxis I examination.
  4. Completed or registered for EAGR 4340/6340, 4350/6350, and SPED 2000 or EOCS 7550
  5. Completed student teaching interview with Dr. Ricketts
  6. Micro-teaching
  7. Reading/Thinking Papers/ Discussion
  8. Attendance and Participation
  9. Assignments
  10. Collegiate FFA

Course Objectives: As a result of this course, students will be able to:

  1. Write complete, clear and achievable student performance objectives that are flexible enough to fit any school system's plan for teaching and learning.
  2. Develop daily plans that are appropriate to the type of lesson being taught.
  3. Discuss pedagogical importance of learning style, personality type, and personal strength differences of students.
  4. Select methods of instruction suited to the type of lesson, ability and diversity levels of students and the teaching-learning environment.
  5. Select and use appropriate techniques to introduce, conduct, conclude and evaluate lessons.
  6. Develop procedures for maintaining student discipline that are legal, moral and workable.
  7. Manage the instructional environment to maximize learning.
  8. Develop a variety of technology-based instructional media.
  9. Develop a portfolio of plans that will meet UGA and state/national certification standards.
  10. Teach lessons that will pass State requirements.
  11. Participate in and explain the intracurricular nature of FFA.
  12. Prepare for a successful student teaching experience.

Required References/Materials

Clifton, D. O. & Edward, C. A. (2002). Strengthsquest: Discover and develop your strengths in academics, career, and beyond. Gallup Organization. Washington D. C. (have to go to http://www.strengthsquest.com/ to purchase code - $25.00) Ð Then take the online survey; and download the personalized book. You can also purchase whole book for $36.00, but it is not required.

Georgia Department of Education. (2004). Agricultural Education Curriculum CD. 8th Edition. (This will be provided free of charge by the State Curriculum Coordinator.)

Newcomb, L. H., McCracken, J. D., Warmbrod, J. R., & Whittington, M. S. (2004). Methods of Teaching Agriculture, 3rd ed., Prentice Hall. Upper Saddle River, NJ (bookstore Ð Used $30.50; New - $40.50)

National FFA Organization. (2004). Local Program Resource Guide: A Complete Guide to Enhancing the Local Agricultural Education Program. (CD will be passed out in class; the contents are also on the Website of the National FFA Organization; http://www.ffa.org/)

Reardon, M. & Derner, S. (2004). Strategies for great teaching: Maximize learning moments. Zephyr Press, Chicago. (bookstore Ð Used $18.75; New $24.95)

VHS Tape

Supplemental/Suggested References

Books

Crunkilton, J.R. & Krebs, A.H. (1992). Teaching agriculture through problem solving. Danville, IL: Interstate Publishers.

Hedges, L. (1997). A teacher's survival guidebook: Anticipation and preparation. Ohio Agricultural Education Curriculum Materials Service. Columbus, OH (handouts will be provided but if you want to order online this will be a very helpful resource)

Lee, J.S. (1994). Program planning guide for agriscience and technology education. Danville, Illinois:Interstate Publishers.

Phipps, L. & Osborne, E. Handbook on Agricultural Education in Public Schools. Danville, Illinois: Interstate Publishers.

Wong, H. K., & Wong, R. T. (2004). How to be an effective teacher: The first days of school. Harry K. Wong Publications.

Journals (Selected issues)

Websites

http://www.effectiveteaching.com/quiz/index.htm

http://www.strengthsquest.com/

http://ffa.org/

http://www.ffa.org/collegiate/index.html

http://portal.uga.edu/nps/servlet/portalservice, then go to WebCT (4360 or 6360)

http://aged.ces.uga.edu/

http://www.ets.org/praxis/prxaboutII.html

* Disclaimer: This course syllabus is a general plan for the course: deviations announced to the class by the instructor may be necessary.

Course Calendar

Date TOPICS ASSIGNMENTS
8/24 Games Method; Factors Influencing Decisions about Teaching; Interest Approach (pgs 95-97); Essential Teacher Competencies; Student Teacher Perceptions Survey
  1. Read Chapter 1 of Methods of Teaching Agriculture
  2. Develop an Interest Approach;
  3. Reading from Methods of Teaching Agriculture - Interest Approaches (pgs. 95-96)
  4. Read Foster article

*Ms. Lynne Cook guest speaker Ð Games; Q&A any ag teaching topics
8/31 Discuss Thinking Paper; Principles of Teaching and Learning; Interest Approach Micro-teaching; Learning Styles, Personality types, StrengthsQuest; Effective Teaching Survey
  1. Thinking Paper on Foster article due;
  2. Take Strengthfinder Survey Online tonight after class;
  3. Read StrengthQuest Book before next class meeting
  4. Write a detailed self-critique of your Interest approach micro-teaching
9/14 Learning as Problem Solving; Student Teaching Assignment Procedures; Teaching for Critical Thinking; Classroom management scenarios addressing student needs
  1. Select a topic for Lesson Plan and 1st Micro-teaching;
  2. Pop-quiz on personalized StrengthsQuest Book;
  3. Contact tentative supervising teacher before next class and set up meeting time.
  4. Read Osborne article

* Mr. Cliff Ratliff guest presenter Ð AgriScience Applied Technologies
9/20 Discuss Thinking Papers; Lesson Plans/Unit Plans; Performance Objectives; Introduce Micro-teaching; Classroom management scenarios addressing "excuses"
  1. Thinking Paper on Osborne article due;
  2. Readings Ð Chapter 5 of Methods of Teaching Agriculture
9/27 Discuss Chapter 5 readings; Introduce Group Teaching Techniques; Concentrate on Lecture; Using a Website to aid your teachingÉ; Classroom management scenarios to encourage responsibility and grown up behavior
  1. Refine lesson plan;
  2. Read Chapter 6 of Methods of Teaching Agriculture;

* Mr. Josh Allen guest speaker Ð Chapter Websites; Q&A middle school ag teaching
10/5 Discuss thinking papers; Individualized Teaching Techniques; Discussion Method; Lecture Micro-teaching; Classroom management scenarios concerning rules & regulations
  1. Thinking Paper on Mr. Josh Allen's Website lecture due;
  2. Lecture Micro-teaching due;
  3. Lesson Plan for Lecture Micro-teaching due
  4. Write a detailed self-critique of your lecture micro-teaching.
10/12 Summaries; Introduce Managing Student Behavior; Classroom management scenarios (mixed topics)
  1. Read Chapter 8 of Methods of Teaching Agriculture
  2. Develop a list of 10 discipline problem scenarios to discuss at next class.
10/19 Managing Student Behavior; Discussion of Thinking Papers; Classroom management scenarios dealing with group actions and interactions in the lab
  1. Make sure you have set up a time with your cooperating teacher to teach using Group Teaching format.
  2. Thinking Paper, which addresses the following 3 questions, is due.

What is my biggest "discipline problem" fear? & How can I prevent these problems? & How will I respond when they occur?

10/26 Mid-term (Teach lesson using good interest approaches, good lesson plans, lecture, problem-solving, and/or Discussion etcÉ at student teaching site) Video tape yourself
  1. Watch your video.
  2. Prepare detailed critique of your teaching.
  3. Turn in your video to me before next class meeting.
11/2 Discussion of Mid-term teaching; Lab Learning; SAE Learning; FFA Learning; Classroom management scenarios dealing with specific teacher responsibilities
  1. Read Frick article
  2. Read Chapter 12 and 13 of Methods of Teaching Agriculture
11/9 Discuss Readings; Teaching Special Populations; Teaching Adults; Classroom management scenarios addressing personal responsibility.
  1. Thinking Paper on Frick article due;
  2. Read Franklin article
  3. Read Conroy article
11/16 Discuss Thinking Papers; Evaluation of Learning; Introduce Experiential Learning; Classroom management scenarios associated with theft, damage, and mess
  1. Thinking paper on Franklin or Conroy article;
  2. Read Atherton article (http://www.learningandteaching.info/learning/experience.htm)
  3. Prepare micro-teaching using experiential learning.
11/23 Discuss Thinking Papers; Experiential Learning Ð content and practice (micro-teaching); Classroom management scenarios dealing with safety and cleanliness
  1. Thinking Paper on Experiential Learning due;
  2. Write detailed critique of your Micro-teaching after class and email to me.
11/30 LifeKnowledge; Field-trip management scenarios
  1. Read Strategies for Great Teaching Book
  2. Choose Life-Knowledge Micro-teaching lesson.
12/7 Discuss Book; LifeKnowledge Micro-teaching; Dealing with parents scenarios
  1. Strategies for Great Teaching Quiz;
  2. Write a detailed critique of your Micro-teaching after class and email it to me.
  3. Make sure you have secured a time to teach for your final.
12/14 Effective Teaching Post-test; Course Evaluation; Getting along with administrators; "What I learned during my first year of teaching;" Ask Ricketts; Final (Teach lesson at student teaching location, which incorporates at least 3 of the methods you learned in this class; video your teaching)
  1. Watch your video.
  2. Prepare detailed critique of your teaching.
  3. Turn in your video to me by 12/15.

University Honor Code and Academic Honest Policy:
All academic work must meet the standards contained in "A Culture of Honesty." Each student is responsible to inform themselves about those standards before performing any academic work. Further information is at: http://www.uga.edu/ovpi/academic_honesty/flowchart_honesty.htm,

Academic Support:
Any student who feels that they may need an accommodation because of a disability (learning disability, attention deficit disorder, physical, etc.) please make an appointment to see me as soon as possible or contact the Office of Disability Services at 542-8719 or http://www.dissvcs.uga.edu/index.html

Grading and Assignments

Surveys (4) 5%
Thinking Papers (6) 20%
Micro-teaching (4) 30%
Self-critiques (4) 5%
Book Quizzes (2) 10%
Collegiate FFA Participation 10%
Mid-term teaching at student teaching locale (1) 10%
Final teaching at student teaching locale (1) 10%

Surveys: Several surveys will be conducted during this class for research purposes and for our discussion. 5% of your final grade will be "given" to you just for participating.

Thinking papers: Pay attention to the course schedule and listen during class. There will be 6 one-two page thinking papers. In each paper, you will be expected to briefly (4-5 sentences) summarize the reading, the guest speakers' comments, or the field trip; summarize other concepts or theories; summarize other points of view concerning the topic; and finally, summarize your thinking regarding the activity.

Micro-teaching: "Practice makes perfect!" Micro-teaching is the lab portion of this course. You will do four micro-teachings. More detail will be provided on each micro-teaching as the class progresses.

Self-critiques: After each micro-teaching you will be responsible for turning in a self-critique of your teaching. What did you do that was good? What did not go so well? What will you do different next time? No more than one page.

Book Quizzes: After taking the StrengthsFinder survey, you will be given a "personalized" book on your strengths. Read it. You will also be asked to read a book called Strategies for Great Teaching: Maximize Learning Moments. Read it. You will be given a quiz on each.

Mid-term/Final Make-up Policy: If students miss the mid-term or the final exam, they must contact instructor immediate, present a written doctor's excuse or a bereavement notice, and schedule an appropriate time to make up the exam that is at the instructors convenience.

Attendance Policy: Students are expected to be here for all classes, but students who miss class for any reason assume complete responsibility for all information missed. Students who miss class because of an officially approved absence are responsible for making up any missed assignments. Officially approved absences should be approved by the instructor prior to the absence (i.e. participating at the National FFA Convention). If an officially approved absence occurs on a date in which a course assignment is due, it is still the responsibility of the student to turn the assignment in on or before the assigned due date. Late assignments will be deducted 25% each day.

Other Items