Agricultural Education And Ffa Strategy Includes Learning

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Agricultural Education was established on the three-circle model that includes classroom/laboratory, Supervised Agricultural Experience (SAE), and FFA (formerly Future Farmers and America). Agricultural education allows students to learn about agricultural practices in the classroom and then apply those practices to their supervised agricultural experience (SAE) and FFA (Georgia Agricultural Education, 2011). Through this type of learning students gain hands-on experience in the industry and are able to learn more about agriculture. The students in agricultural classes are thought to be “…the change-makers in our society” (Tesch, 2006, p. 93). Agricultural Education and FFA strategy includes learning by doing. “Today’s students reach their potential due largely to the ongoing and growing legacy of agriculture education.” Although children are taught something about agriculture, the material tends to be fragmented, frequently outdated, usually only farm oriented, and often negative or condescending in tone (Committee on Agricultural Education in Secondary Schools, 1988). A solution to this lies in incorporating more hands on in-depth activities, and practicums into existing curriculum. Adding these teaching tools will provide students with beneficial skills that will stay with them for a lifetime. Teaching students to be critical thinkers and lifelong learners is a goal for teachers. Common Core State Standard’s (CCSS) mission statement suggests CCSS are designed to reflect real world knowledge and skills necessary for student success in college and careers. Today’s science standards require real world scenarios and questions that force students to be able to apply their learning (Common Core State Standards Initiative, 2014). The... ... middle of paper ... ...or ways to improve their classes. Teachers are seeking resources to execute and facilitate learning in the classroom. Teachers today find that students learn in the model set up for agricultural education through hands on activities or PBL, and increasing the desire to provide what each student needs. Agriculture is a highly technical ever-changing industry, an industry that everyone is dependent. Surveys sent out by Virginia Association of Agricultural Teachers over the past two years have indicated the need for professional development and resources. Agricultural Education Teachers have requested workshops for ideas to implement the state competencies into their curriculum. In order for our teachers to move forward in providing skills to students to prepare them for careers in the 21st century they need resources to provide a more dynamic learning environment.

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