AGRICULTURAL LEARNING
Q1
Explanation Context
Education refers to the process of teaching and developing knowledge, skills, mind and character. It can also be said to be a deliberate process that is systematic that involve efforts to transmit knowledge, skills, attitudes and other values. Learning is a complex and a long process that occurs in school and throughout in life that keeps on changing due to nature unfolds. The school-based approach is a formal system of teaching that entails attendance, disciplinary practices, and policies and defined curriculum enforced I have been hired by the board and the administration of a school district that is intending to start offering agricultural education in the school program (Shuell, 1990). This is important for a new program that will see all the involved stakeholders put their efforts into making it a success. However, they are unfamiliar with the types of learning and teaching methodologies that pertaining agricultural education a reason why they have hired me for in order to help them learn more about the school-based teaching approach and how they will be able to hire the best teacher as possible (Schunk, 2004).
Identification and Explanation of the Recommendation of the Teaching and Learning Strategies
Education is a process that consists of both teaching and learning process. This means that in order to make the program successful in school having a good teacher who knows what entail in agricultural a program is paramount. The teacher experience is a critical aspect as it is an indication of success to the introduction of the new program who can be able to create a conducive learning environment. The process of determining the best teacher for the job will depend on many factors. The teachers should be a leader in this formal school-based strategy. This is because the teacher will leader the board, administration and the students to the area they are not familiar with (Shuell, 1990). The teacher should be able to demonstrate the skills as a leader who the entire school fraternity can listen to. Another strategy in teaching should be a specific order of the teacher in charge. The teacher should be able to maintain a good teacher-student relationship that will facilitate the teaching process (Severs, Graham & Conklin, 2007).
The educational setting of the school-based approach requires an educational setting of a classroom. This will bring a direct contact of the teacher and the students taking up the lessons. This is because there will be a one on one conversation with the students creating a room of familiarity eliminating fear among the students. A one-way teaching method plays a significant role that will help the students gain more from the teacher as they have no clue on the inner details of the subject (Severs, Graham & Conklin, 2007). The management should also be able to evaluate the content or objectives determined by the teacher in relation to what the student will be able to achieve at the end of the teaching period.
Evaluation is a strategy of the teaching and the learning process of the school-based approach. The formal testing by the teacher will help in identifying how well the students are fairing in the subject and how far they have progressed. This strategy assists on application and problem solving to the students by applying what they have learned (Schunk, 2004). The board and the administration can put into consideration of the outcome of the learning process of the teacher I the previous setting. This is can also be used to evaluate in the future preparation of the students that can be proven from former students that the teacher taught
Advantages and Disadvantages of the Strategies
Advantages
A learning environment is advantageous as it creates a physical and a social environment that greatly supports the students in learning the new subject by a way of creating positive interactions with their peers and teacher leading to development f independence building their capabilities to cope with the introduction of the new subject. Evaluation and reporting to gauge the student's performance help in establishing a student file that is accurate (Severs, Graham & Conklin, 2007). It is advantageous as it helps the teacher know whether the teaching practices are effective to the new students creating an opportunity for adjustment resulting to the success of the training. Planning of the best teaching practice such as the one-way approach in the school-based strategy ensures that every student is given the same level of attention. It is also important as brings success to the whole class as the teacher is able to ensure that no student id left behind as it encourages a student-centered approach (Schunk, 2004).
Disadvantages
One way teaching approach may fail to apply to all students in that some may be slow to understand the teacher resulting in poor performance. Encouraging participation to the students in the new subject may be difficult as they may not have all the relevant knowledge pertaining the subject (Schunk, 2004). The inevitable learning curve may slow down discussions among the students. The introduction of a new teacher as a strategy in the introduction of the new subject may create fear among the students resulting in an unsuccessful program.
Q2
Adult education differs from the secondary students learning as it takes place in many settings. Adult educators are different from the secondary educators as they have different preparations and backgrounds for their roles as adult educators. There are diverse learning conditions between the two settings. Adult educators mainly advocate for instructional design as a planning tool in curriculum due to its effectiveness (Gredler, 2005). The instructional design in adult education helps by ensuring students achievement of the desired learning outcome as it is able to provide a tool that makes planning for the directives more thorough and systematic. Adult educators pride themselves more than the secondary educators as there are more able to provide instructions that are effective and that help their adult learners learn more smoothly (Dean, 2004).
Educational programs both for adults and secondary students are similar and dissimilar in both ways. They are both similar in that both teaching practices provides useful information and increases the understanding level of the students. They both aim at introducing and demonstrating new skills as well as enhance them together with their abilities and habits in the given doctrine. They also foster more desirable attitudes and aspiration to the learning party. However, they are different secondary learning mostly uses a school-based technique that requires the students to compulsory attend classes which are not the same case with adult learning (Dean, 2004). Instilling discipline to students of secondary learning is a key role a secondary educator takes into consideration which does not apply to adult learning (Gredler, 2005). Teaching methods vary between the two groups whereby adult’s learners appreciate a class that helps them in attaining their goal which is not appropriate for secondary learners as they are not fully developed in the career they would like to venture into. Secondary students learn almost in a similar manner that may not require the teacher to adjust their speed, however, for adult learners, the educator may be required to adjust their speed in order to meet the needs of the adult learner as they learn differently (Dean, 2004).
Q3
Scholarship of learning and teaching has continued to evolve as it has taken the center stage in the academy. There have been many thoughts that suggest that this form of teaching and learning should become public, be subjected to critical review and evaluation, be available for exchange and it can also be used by other members of a scholarly community (Rudd, 2005). It is true to say that scholarship of teaching has remained ambiguous therefore making it difficult to practice. It is important to have a transformational change in the education sector in order to make the strategy effective and successful. Higher education is important as it is a great foundation for the students strengthening their career ground creating a need to of change as it will convert the institution of higher learning into a central activity that elevates teaching and learning (Rudd, 2005).
The scholarship plays a role in agricultural education to both adults and secondary students. This is because it engages into practice, reflection and assessment of teachings that create chances of learning new techniques increase the knowledge base of the students and acquire proper critiques that result to improvement (Rudd, 2005). It has also led to a continuous improvement of agricultural programs as well as creating new techniques for the faculty in agricultural teaching.
Reference
Dean, G. J. (2004). Designing Instructions. In M. W. Galbraith (Ed.). Adult Learning Methods: A Guide For Effective Instruction (3rd Ed). Malabar, FL: Krieger Publisher
Gredler, M. E (2005). Learning and Instruction: Theory And Practices (5th ed.) Upper Saddle River, NJ: Merrill-Prentice Hall
Rudd, R. D. (2005). What Is The Scholarship Of Teaching And Learning? Gainesville
Schunk, D.H (2004). Learning Theories: An Educational Perspective. Upper Saddle River, NJ: Merrill-Prentice Hall
Severs, B., Graham, D., & Conklin, N. (2007). Education Through Cooperative Extension (2nd ed). Columbus, OH. The Ohio State University, Curriculum Material Service
Shuell, T. J. (1990). Phases of a Meanigful Learning. American Educational Research Association
