Application of Learning
Learning has occurred when there is a change in beliefs, attitude, or behavior. When students have used in practice what has been learned, they are more likely to retain knowledge and skills. Classroom instruction can be applied in several ways. Teachers of agriculture use the school laboratory, supervised agricultural experience, and the FFA organization as vehicles for the application of learning. These vehicles assist in developing student motivation to learn, in providing practice of desirable competencies, in providing direction for learning, in providing real problems for study by students, and in enabling students to visualize the need for additional learning.
The laboratory for agricultural instruction is presented in Chapter 9 as a crucial component of the teaching-learning environment. It is a place where students learn and practice the skills needed for agricultural careers. Teachers will find this chapter helpful in planning and conducting laboratory instruction. Emphasis is also given to providing safety instruction and assessing student performance in laboratory work. Methods for teaching and learning within the laboratory environment are presented with the rationale for their use based on principles of teaching and learning.
Chapter 10 presents supervised agricultural experience as needed by students in order to learn the essential skills for careers in agriculture. The supervised agricultural experience of students is to be used for supervised practice of what is taught in the classroom and laboratory. Teaching and learning are more effective when there is supervised practice. Ownership programs, placement or cooperative programs, and improvement and skill development projects are presented as types of supervised practice. Methods are presented for developing individual program plans, conducting supervisory visits, and presenting records instruction.
Chapter 11 contains a discussion of how one might use the FFA organization as a laboratory for learning technical, leadership, and personal development skills. Suggestions are given for building FFA activities into the curriculum in a structural way. Career Development Events, proficiency awards, achievement awards, and the degree program are placed within the teaching-learning context. Methods are suggested for conducting chapter activities with a view of student learning as the primary goal.
