This book deals with the foundations for methods of teaching agriculture, applications of learning, the special needs of unique populations, and the procedures for evaluating teaching and learning. It is the only comprehensive exploration of the teacher preparation curriculum in agricultural education. This comprehensive survey provides clear explanations and examples of learning applications to provide an in-depth study of planning for successful teaching. Topics include decisions about teaching, planning, group teaching techniques, managing student behavior, teaching special populations, and evaluating learning. This book about professional development is a useful reference tool for university professors, teacher educators, and inservice program educators.
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Providing a clear and concise framework for teaching and problem solving in agricultural education, the new edition of Methods of Teaching Agriculture is a necessary text for any teaching methods course. It includes a comprehensive examination of theory and research in guiding principles for how students learn best. Numerous illustrations and graphs clarify all concepts discussed within the text.
FEATURING:- A new chapter on cooperative learning
- New computer references
- Discussion of group teaching techniques
Excerpt. © Reprinted by permission. All rights reserved.
What is public education in agriculture like? What factors influence the effectiveness of teaching and learning? Why should problem solving be a major emphasis in teaching agriculture? How does one decide what content to teach, when to teach it, and for how long? How does one plan for effective teaching? What are some good techniques that every teacher of agriculture should have the ability to use? How does a teacher develop an appropriate classroom climate by managing student behavior? Agriculture teachers need to have students apply what is learned; how can learning be applied in the laboratory, in supervised agricultural experience programs, and in the FFA organization? What special provisions are needed in teaching students who are disadvantaged and disabled, or in teaching adult students? What techniques are helpful in assessing the extent to which students have learned?
Competence in teaching methods, along with competence in the technical subject matter, is essential to be effective as a teacher of agriculture. This book has been designed to be of use in preservice and in-service education courses. The authors assembled from a broad range of teacher education institutions solicited course syllabi, which served as the basis for the content of this book. Part I deals with the foundations for methods of teaching agriculture; Part II, the methods for teaching and learning; Part III, the application of learning; Part IV, the special needs of unique populations; and Part V, the procedures for evaluating teaching and learning. The book should prove useful as a text or reference in courses related to teaching methods, introduction or orientation to agricultural education, course or program planning, supervised agricultural experience, youth organizations or FFA, laboratory management, teaching students who are disadvantaged or disabled, teaching adults, and evaluation of learning.
The authors acknowledge the contributions of Carrie Schlechter for reading each chapter and keying in edits, Nancy Ray for creating and redesigning graphics, and Will Waidelich for supplying supporting documentation.
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