DEPARTMENT OF AGRICULTURAL EDUCATION 
THE UNIVERSITY OF ARIZONA  

SYLLABUS
       AED 438/538       
The Teaching of Secondary School Agricultural Sciences

Forbes 230

Mondays and Wednesdays 9:00-11:50 AM

DESCRIPTION 

Specific methods, objectives, organization of subject matter, and evaluation in teaching agriculture. Analysis and construction of resources and materials used in instructional delivery including the development of competencies and behavioral objectives.

MAJOR PURPOSES/OBJECTIVES  (Competencies)

1.      To identify the role of professional educators, in general, and the duties and responsibilities of a teacher in agriculture, in particular. (Competency # 4)

2.      To use group dynamic techniques. (Competency # 18)

3.      To analyze subject matter in developing units of instruction. (Competency # 19)

4.      To formulate observable and measurable educational objectives. (Competency # 20)

5.      To use reference and resource materials in planning units of instruction. (Competency # 21)

6.      To prepare and use teaching materials and realia. (Competency #22)

7.      To prepare materials, equipment and environment for teaching demonstrations. (Competency #34)

8.      To plan and organize work-stations for optimum skill development by students. (Competency #37)

9.      To describe the teaching-learning process. (Competency #42)

10.  To develop basic concepts of the teaching learning process applicable to instruction in agriculture. (Competency #43)

11.  To utilize student learning styles (multiple intelligences) in designing instructional techniques. (Competency #44)

12.  To apply interest skills in motivating students. (Competency #45)

13.  To use various methods to involve students in the teaching-learning process. (Competency #46)

14.  To recognize discipline problems and implement corrective measures (Competency # 47)

15.  To utilize student management and organizational techniques. (Competency # 48)

16.  To determine when and how to use the various methods of teaching. (Competency #49)

17.  To utilize student needs and experience in developing instructional materials. (Competency #50)

18.  To develop and deliver the introduction to a lesson. (Competency #51)

19.  To use supervised study techniques. (Competency #52)

20.  To prepare and use lesson plans. (Competency #53)

21.  To develop a daily outline with appropriate time budget. (Competency #54)

22.  To evaluate the effectiveness and appropriateness of lesson plans. (Competency #55)

23.  To utilize appropriate techniques to stimulate and lead class discussion. (Competency #56)

24.  To summarize a lesson and develop the appropriate conclusion. (Competency #57)

25.  To plan and organize student activities which reinforce the application of subject matter. (Competency #58)

26.  To construct evaluation instruments to assess student achievement. (Competency #60)

27.  To maintain an environment conducive to effective learning. (Competency #62)

28.  To plan, organize, conduct and evaluate field trips. (Competency #63)

STUDENT PERFORMANCE OBJECTIVES BY COMPETENCY

Competency

Objective (2)

4

1.      Using a self appraisal form, each prospective agricultural educator will analyze him/herself to determine whether he/she has the qualifications and desire to become an agricultural teacher.

18

1.      Given one or more group dynamic techniques, identify the advantages, disadvantages and problem areas where the techniques can be used.

2.      During class, demonstrate the use of at least one group dynamic technique.

3.      During student teaching, use at least two group dynamic techniques in teaching agricultural education (shown in lesson plans).

19

1.  Survey a community and identify five points of relevance between       the surveyed community and a selected curriculum.

20

1.      Using the information provided by cooperating teachers, prepare a minimum of twenty (20) educational objectives having terminal behavior identified which is measurable and observable.  A minimum of seven (7) objectives will have criterion specified and minimum of four (4) will have conditions specified.

2.      Prepare unit objectives correctly written in behavioral terms within a variation in quality and including both psychomotor and cognitive domain objectives.  Emphasis will be upon:  1.  Completeness and 2. depth.

21

1.      Identify at least ten (10) resources most effective for use in (1) Introduction; (2) Discussion (analysis); and (3) Summary of a lesson.

2.      Prepare a complete list of all resources and reference materials to be used in each teaching unit; complete “inventory sheet” as evidence.

3.      During student teaching, use reference and resource materials in each day’s lesson.

22

1.      Prepare “real materials” appropriate for classroom instruction using approved techniques.  Each student is expected to prepare a minimum of 15 transparencies and 10 color transparencies.

2.      Prepare and demonstrate the use of classroom displays, stick-ups, and portable forms of realia useful in teaching their units of instruction.

3.      Prepare and display a bulletin board useful as a motivational device for one of the units they will be teaching at their cooperating centers.

4.      Demonstrate use of available technology for presentation use.

34

1.      Identify the information lesson content prior to operational lesson development and prepare the setting for teaching by doing.

2.      From the assigned skills to be taught, analyze the job operation sheets developed for teaching by doing demonstrations.

3.      Plan and execute a teaching-by-doing demonstration using the four step or modified four step method consistent with job operation sheet development.

4.      During student teaching analyze the demonstrations required to complete on of the jobs.

37

1.   Students will include at least one three station rotating system in   one of the lessons they prepare for their cooperating center.  

42

1.      Using a construct, conceptualize the concept of the teaching-learning process.

2.      During student teaching, demonstrate the use of interaction techniques to direct the learning process.

43

1.      During micro-teaching presentations, demonstrate the application of at least 5 principles of learning.

2.      During micro-teaching presentations, use at least 6 interest skills to motivate students.

3.      During student teaching, demonstrate the use of at least 20 different techniques to involve students in the teaching-learning process.

44

1.      During student teaching, utilize at least 20 E-moments in the students’ lessons to address a variety of multiple intelligences.

 

45

1.      During micro-teaching presentations, demonstrate the application of at least 5 principles of learning.

2.      During student teaching, develop a specific motivational activity for a designated unit.

3.      Demonstrate the use of a career & technical student organization (FFA) system as a laboratory for reinforcing classroom subject matter and thereby motivating student participation.

46

1.      Utilize at least 5 types of cooperative learning techniques.

2.      Include at least 1 case study in lessons.

3.      Identify teaching techniques useful in developing lesson plans.

47

1.      Given one or more discipline situations, diagnose cause of incident and recommend corrective measures.

2.      During student teaching, demonstrate effective classroom management and student control as evidenced by having full control of the situation, anticipating possible difficulties and solving problems quickly.

48

1.      Utilize bell work in preparing and delivering lessons.

2.      Utilize daily routine and placement of objectives in same location.

49

1.      For all units to be developed, select the most appropriate type of plans for each unit in order to activate the educational objectives.

2.      for all units to be developed, appropriately identify the types of lesson plans included in the development of the unit.

50

1.      Given one or more educational objectives, identify those objectives stated in performance terms.

2.      Given a well written educational objective, identify the portion which defines “minimum acceptable performance” and the portion which states the conditions under which the desired behavior will be expected to occur.

3.      Prior to student teaching, identify educational objectives for all assigned units.  100% of the objectives must be state terminal behavior and at least 40% “conditions” and “minimum standards.”

51

1.      For micro teaching presentation, develop plans to introduce adequately a teaching plan.

2.      Prior to student teaching, prepare “introductions” for all lesson plans to be taught in training center.

3.      During student teaching, demonstrate how to introduce adequately a teaching lesson as evidenced by the ability to arouse and maintain interest, use questions skillfully and use case situations frequently.

52

1.      Identify at least 10 approved practices for the use of supervised study for assisting students in exploring the ‘unknown.”

2.      For all informational and managerial type lessons, list the procedures to follow to assure effective use of supervised study.

53

1.      Prior to student teaching, prepare complete lesson plans for all assigned units.

2.      During student teaching, use the prepared plans for teaching students agricultural competencies.

54

1.      Prior to student teaching, prepare complete daily lesson plans with time budget.

2.      During student teaching, adjust and use daily lesson plans and time budgets for every class.

55

1.      Evaluate four different written lesson plans utilizing the “lesson outline check sheet (Pink)” criteria by listing the strong and weak points of each.

 

56

1.      During micro-teaching, include at least 5 types of cooperative learning techniques in lesson preparation.

 

57

1.      Utilize conclusions and summaries in lessons.

 

58

1.      Include at least 15 hands-on student activities in the development of lesson plans.

2.      Include at least 3 activities for after classroom enhancement in lesson plans.

60

1.      Given one or more pseudo situations, arrive at an objective evaluation of student performance and be able to justify to student, parents and school administration.

2.      Evaluate at least one instrument of evaluation developed by a peer.

62

1.      Practice teaching utilizing lessons prepared by students at three different public schools prior to student teaching.

 

63

1.      Prior to student teaching, synthesize a list of approved practices essential to assure effective use of field trips.

2.      During student teaching, plan, organize, conduct and evaluate at leave 5 field trips.  Evidence of effectiveness of these field trips will be recorded on the form “Evaluation of a field class in Vocational Agriculture.”
TEXTS
Required:
Talbert,A., Vaughn, R., & Croom, B. (2005).  Foundations of Agricultural Education.  Professional Educators Publications, Inc., Caitlin, Illinois

Foundations of Agricultural Education, by Talbert, Vaughn, and Croom can be acquired as follows:

 

Please be aware that the fastest and cheapest method for your students to order the book is to have them order on-line at our web site. There is no need for them to go through the hassle of paying inflated bookstore prices. Simply direct your students to the following:

 

www.professionaleducatorspub.net

 

They will find complete information on the content and price of the book. Copies can be ordered via on-line and shipped within 24 hours. If using a purchase order, it can be faxed to (217) 446-9706.

 

 
 
 
 
 
 
 
 
 

Reardon, M. & Derner, S. (2004). Strategies for Great Teaching.  Zephyr Press, Chicago, Illinois
Newcomb, L.H., McCracken, J. D., Warmbrod, J. R., & Whittington, M. S. (2004).  Methods of Teaching Agriculture, 3rd Ed., Pearson/Prentice Hall, Upper Saddle River, New Jersey
Recommended:
Wong, H.K., Wong, R.T, (1998) The First Days of School. Harry K. Wong Publications, Mountain View, CA
McCormick, F. G. (1994).  The Power of Positive Teaching.  Krieger Publishing, Malabar, FL.

TOPICS

Class #

Date

Presenter(s)

Topic(s)

Discipline Derby (every day except w/ outside presenters)

1

Monday, Aug. 22

Foster & Youngker

You Can Do It!

15 minutes—scenarios provided by Youngker, Wolf & Molina

Academic Standards Crosswalks

2

Wednesday, Aug. 24

Foster

Using Competency Based Instruction

15 minutes—scenarios provided by Youngker, Wolf & Molina

Lesson Types

3

Monday, Aug. 29

Knight & Youngker

Principles of Learning

15 minutes—scenarios provided by Youngker, Wolf & Molina

Community Needs

4

Wednesday, Aug. 31

Youngker & Foster

Bellwork & Writing Objectives

15 minutes—scenarios provided by Youngker, Wolf & Molina

Interest Approach & Introductions

5

Wednesday, Sept. 7

Molina & Youngker

Student Motivation

15 minutes—scenarios provided by Youngker, Wolf & Molina

Analyzing Subject Matter

6

Monday, Sept. 12

Knight & Foster

Learning Domains

15 minutes—scenarios provided by Youngker, Wolf & Molina

Daily Process & Posting Objectives

7

Wednesday, Sept. 14

Youngker & Molina

Developing & Writing Study Questions

15 minutes—scenarios provided by Youngker, Wolf & Molina

Teaching & Learning Process

8

Monday, Sept. 19

Dr. Cox

Learning Styles

 

9

Wednesday, Sept. 21

Molina & Foster

Supervised Study

15 minutes—scenarios provided by Youngker, Wolf & Molina

Application Fair

10

Monday, Sept. 26

Wolf & Elliot

Group Dynamics

15 minutes—scenarios provided by Youngker, Wolf & Molina

Cooperative Learning

11

Wednesday, Sept. 28

Foster

Case Studies

15 minutes—scenarios provided by Youngker, Wolf & Molina

12

Monday, Oct. 3

Foster & Molina

Oral Questions

15 minutes—scenarios provided by Youngker, Wolf & Molina

Closure & Summary

13

Wednesday, Oct. 5

Youngker & Molina

5 minute micro-teach on Introductions

15 minutes—scenarios provided by Youngker, Wolf & Molina

14

Monday, Oct. 10

Molina & Elliot

Evaluation of Learning

15 minutes—scenarios provided by Youngker, Wolf & Molina

Rubrics

15

Wednesday, Oct. 12

Youngker & Molina

5 minute micro-teach on Summaries

15 minutes—scenarios provided by Youngker, Wolf & Molina

16

Monday, Oct. 17

Lauxman

Extension Connections

 

17

Wednesday, Oct. 19

Flowing Wells Special Ed

Working with Special Needs Students

 

18

Monday, Oct. 31

Foster & Youngker

Displays & Realia

15 minutes—scenarios provided by Youngker, Wolf & Molina

Field Trip

19

Wednesday, Nov. 2

Youngker & Wolf

Multiple Intelligences

15 minutes—scenarios provided by Youngker, Wolf & Molina

E-Moments

20

Monday, Nov. 7

Knight & Elliot

Classroom Management

15 minutes—scenarios provided by Youngker, Wolf & Molina

Academic Credit

21

Wednesday, Nov. 9

Molina & Daniel Foster

Making SAE Work on the Local Level

15 minutes—scenarios provided by Youngker, Wolf & Molina

22

Monday, Nov. 14

 

Meet AED 460/560 at farm

 

23

Wednesday, Nov. 16

Foster & Molina

Classroom Management I

30 minutes—scenarios provided by Youngker, Wolf & Molina

Classroom Management II

24

Monday, Nov. 21

Youngker & Foster

Utilizing Games in Lesson Plans

15 minutes—scenarios provided by Youngker, Wolf & Molina

25

Wednesday, Nov. 23

Wolf & Elliot

Utilizing the Life Knowledge Curriculum

30 minutes—scenarios provided by Youngker, Wolf & Molina

26

Monday, Nov. 28

 

Meet AED 460/560 at farm

 

27

Wednesday, Nov. 30

Dawn Pea & Molina

Connecting with Administration

 

28

Monday, Dec. 5

Foster

 Review of Spring Expectations & Final Presentations

 

29

Wednesday, Dec. 7

Foster

Presentation Practice for Final Exam

 

Final Exam Scheduled for Friday, December 15th 8-12 AM and 1-5 PM; December 16th 8-12 AM and 1-5 PM 

EVALUATION         

Assignment                

Value 

Date Due

Daily Quizzes over reading assignments

350

Beginning of each class

Professional Index (Participation, promptness, accuracy, attendance)       

150

Everyday

Lesson Plans (Round 1)

225

See calendar

Lesson Plans (Round 2)

225

See calendar

Lesson Plans (Round 3)

225

See calendar

Lesson Plans (Round 4)

225

See calendar

Ten color transparencies

100

See calendar

Unit Bulletin Board

100

See calendar

Outside presenter points

200

 

Final Curriculum presentation   

1000

           

BONUS POINT OPTION

200

 

Total possible points
AED 438/538

3000

                                                                

 
Grade Distribution

            A = 90% - 100%         2700-3000 points
            B = 80% - 89.9%        2400-2699 points
            C = 70% - 79.9%        2100-2399 points
            D = 60% - 69.9%        1800-2099 points
            E = Below 60%            Below 1800 points

FACULTY

Dr. Billye Foster

Mr. Quintin Molina

Mrs. Monica Youngker

240A Forbes

240 C Forbes

240 B Forbes

909-8402

940-2471

621-7164
POLICIES

    Late Policy:

An assignment that is handed in late will be reduced in value 10 percent per day that it is late.

Attendance Policy:

Students are expected to attend all classes and to be in those classes ON TIME. Three tardies equals one excused absence. For each unexcused absence, 10% of the total points available for the course will be deducted. For each absence (excused or unexcused) after three, 10% of the total points available for the course will be deducted. For each unexcused absence a letter of reprimand will be placed in the students file. In the event of a necessary absence, (sickness, etc.), it will be the student’s responsibility to do so inform the graduate teaching assistant, Monica Youngker prior to class. This can be done in the following ways:

 Email –Youngker@email.arizona.edu

Phone – 621-7164, no voice message available or 621-7174 and leave message

Phone – 621-1523, have Sue hand the message to me, if we do not receive it before class, it will be considered and unexcused absence.

Three absences will be considered excessive and will be reported to the Dean of Students as per the statement in the General Catalog. You may be dropped from the class if you are in the excessive category.

Definitions:

Excused Absence: When you are absent for a class period an you have informed the graduate teaching assistant prior to class.
Tardy: If you are not prepared for class what the Instructor begins. The clock in the Forbes 224 is considered accurate
Unexcused Absence: When you do not show up for class and the graduate teaching assistant has not received a message from you prior to class.
Petition Process: The faculty (Dr. Foster, Ms. Youngker and Mr. Molina) meets regularly and will review petitions as long as the following steps are followed:

1.       The petition is prepared as an official memo and that is clearly outlines the concern, any    justification and offers a solution.
2.       The petition is provided to the faculty by the previous Friday.
3.       Extenuating circumstances are involved.

            Incomplete Grade Policy

Incomplete grades will be given in special circumstances as outlined in university policy as stated on-line in the 2005-2006 General Catalog [On-line http://catalog.arizona.edu/2005-06/policies/grade.htm] 

            Academic Integrity

 Please note that the university policy on academic integrity as described on-line in the 2005-2006 General Catalog [On-line http://w3.arizona.edu/~studpubs/policies/cacaint.] will serve as the basis for dealing with any such issues arising in this course.

            Special Needs and Accommodations

If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.  The DRC contact information is as follows:

1224 East Lowell Street Tucson, Arizona 85721
Phone: (520) 621-3268 V/TTY  Fax: (520) 621-9423
E-mail: uadrc@email.arizona.edu

.           Office Hours:

 Office hours will be maintained throughout the course. The specific times will be posted on both Mrs. Youngker’s and Dr. Foster’s office doors. In addition, they may be contacted via phone or e-mail.

 Confidentiality of Student Records

http://www.registrar.arizona.edu/ferpa/default.htm

            Subject to Change Statement:

Other than the grade and absence policies, these policies are subject to change with advance notice as deemed appropriate by the instructors.