Foundations for Methods in Agricultural Education
Teachers of agriculture need an understanding of the foundations on which effective teaching is built. Educational theory is only important as it is applied by teachers in improving instruction for students.
Chapter 1 provides an orientation to the reader concerning the purposes of public school education in agriculture, the clientele served, subject matter organization and content, and principles of learning. This background is important in developing and improving knowledge and skill in planning, delivering, and evaluating instruction. The reader who studies this introductory chapter will develop an understanding of the nature of public school education in agriculture.
One who desires to improve as a teacher will want to learn how to apply principles of teaching and learning in schools. How can a teacher use these principles in instruction? The reader of Chapter 2 will be advised on how to apply principles of learning related to organization and structure of subject matter, readiness, motivation, student involvement, student success, reinforcement and reward, directed learning, problem solving, supervised practice, and transfer of learning. Research indicates that the implementation of these principles in teaching is correlated with the extent to which desired learning outcomes are achieved.
Organization and structure of the subject matter results in increased learning. The document that describes the organization and structure of subject matter for the entire program is the course of study. The course of study is a blueprint or design for instruction, providing a rationale for course content, a vehicle for communicating what students will be taught, a basis for lesson planning, improved student learning, and a means of securing instructional resources. The teacher’s responsibility for course development is outlined. A step-by-step procedure for course of study development is provided. Teachers who study and apply the instruction in Chapter 3 will enhance their ability to organize and structure the content for their courses. The need for continual updating of the course of study is stressed.
Problem solving as an approach to teaching and learning has been emphasized throughout the history of public school education in agriculture. People tend to learn through logical thought processes that approximate the problem-solving approach to teaching. In Chapter 4, the relationship between the principles of teaching and learning and the problem-solving approach to teaching is described. This chapter sets the stage for Part II, “Methods for Teaching and Learning.”
