Transcript Learning Agriculture Through Supervised Experiences

Learning Agriculture
Through Supervised
Experiences
Gary Briers and John Hall
AGSC 327
Spring 2009
Today’s Objectives
• Discuss the philosophy and
the theory that support SAEs
• List primary purposes of SAEs
• Describe benefits of SAEs
• Define the major types of SAEs
• Identify potential SAEs
Philosophy of SAE
• Pragmatism (primarily)
•Peirce, James, and Dewey
•What we do has a practical
use/purpose; it works!
• Realism (science)
• Existentialism (do your thing)
• Idealism (strive for perfection)
Learning Theory
Supporting SAE
• Experiential learning
• Learning by doing
• Permanent learning
• W. H. Lancelot
• Primary principles of interest
• Cone of experience
• Edgar Dale
• Direct, purposeful experiences
Where did the idea of
SAE originate—directly
and historically?
• Rufus W. Stimson
• Father of the “home project”
• Home project reinforced
classroom instruction and
provided practice
• Massachusetts, 1900s
Do SAEs have
LEGISLATIVE roots?
• Smith-Hughes Act of 1917
• “… directed or supervised
practice in agriculture,
either on a farm provided
by the school or other
farm, for at least six
months per year.”
What are the purposes
of SAE?
• Promote / cause learning!
• Apply concepts learned in class.
• Develop technical skills related to
career success.
• Develop good personal habits
and responsibility.
• Develop record keeping skills.
• Program vs. Project (SAEP)
• P is for PROGRAM
• Activity vs. Records
• No records without the activity
• Practice/Application vs. Learning
• Is there any debate?
What are the benefits of
SAEs—to the student?
• Contextualize learning (relevance).
• Help make career choices.
• Develop critical thinking and
problem-solving skills.
• Expand technical competence.
• Gain valuable experience.
• Earn money.
• Qualify for FFA degrees and awards.
What are the benefits of
SAEs—to the teacher?
• Improve school/community relations.
• Enhance classroom instruction.
• Provide real-world application of content
(“teachable moments”).
• Increase interest of students.
• Promote parental involvement.
• Develop public awareness of the program.
• Provide for year-round instruction.
What are the types of
SAEPs?
• Entrepreneurial (ownership)
• Student owns all or part of the
enterprise(s).
• Examples:
• Animal production enterprise
• Lawn care business
• Vegetable production enterprise
• Web-design business
What are the types of
SAEPs?
• Placement
• Student works for an agricultural
business/operation—paid or not.
• Examples:
• Work on a farm or ranch.
• Work at a feed store.
• Work at a tree nursery.
• Work for a web-design business.
What are the types of
SAEPs?
• Exploratory
• Student undertakes activities to
explore a job or a career.
• Examples:
• Shadow a veterinarian.
• Prepare a report on a job
or a PPT on a career.
• Visit a college to talk about a major.
• Interview the manager of a floral shop.
What are the types of
SAEPs?
• Improvement
• Student undertakes a project to
improve the community, school, home.
• Examples:
• Landscape school grounds.
• Rewire an implement shed.
• Tile the kitchen floor.
• Build a new composting bin.
• Paint the four-wheeler trailer.
References
Moore, G. E. (n.d.). Why SAE? Powerpoint
Presentation from AAE 322. Raleigh: North
Carolina State University.
National Council for Agricultural Education.
(1992). Experiencing agriculture: A
handbook for supervised agricultural
experience.
Newcomb, L. H., McCracken, J. D., Warmbrod,
J. R., & Whitington, M. S. (2004). Methods of
teaching agriculture (3rd ed.). Upper Saddle
River, NJ: Prentice Hall.