Required Elements for Standard 8 – Teaching in Non-traditional Learning Environments:
8(a) The program provides strategies and methods for teaching in non-traditional learning environments.
8(b) Program coursework provides each candidate with opportunities to practice teaching and class management strategies in non-traditional learning environments that are common to agricultural education programs in California.
8(c) Non-traditional learning environments in which candidates are provided an opportunity to practice must include, but are not limited to, agricultural technology shops, school laboratories, school farm locations and school field trips.
Teaching in Non-traditional Learning Environments
Candidates are first exposed to teaching in non-traditional environments in their undergraduate program. The 1,000 acre agricultural laboratory that is part of the University campus is utilized by faculty and candidates for laboratory activities that are part of many of the animal and plant science courses that Agricultural Education majors are required to take to complete their undergraduate degree. Agricultural Education majors are also encouraged to serve as student assistants for laboratory instruction, to work as student assistants for one or more of the units housed on the agricultural laboratory, and to serve as hosts and tour guides for public school students visiting the agriculture laboratory. In AGED 135, Introduction to Agricultural Education, candidates are introduced to the agriculture teacher’s responsibilities in managing classrooms, computer laboratories, agricultural mechanics laboratories, horticulture laboratories, biotechnology laboratories, and farm laboratories.
Candidates are required to teach in non-traditional learning environments in AGED 189 where they teach mini-lessons and present shop laboratory demonstrations in the University Agricultural Mechanics shop facilities, and on the University farm. These lessons and demonstrations begin in a classroom setting with students seated at desks and then some of the lessons and almost all of the demonstrations require the students to move into a laboratory or field setting. This gives candidates the experience of establishing the parameters of preparing students for field trips. Candidates also do presentations in AGED 150, with many of these presentations occurring in one of the computer laboratories located in the Agricultural Sciences Building.
During the early field experience course, AGED 50, Orientation to Agricultural Education, candidates are required to observe both classroom and laboratory instruction at a local cooperating school site. Candidates are to volunteer to assist students in small groups in classroom, laboratory, and field settings under the supervision of a regular teacher. This is usually the candidate’s first opportunity to instruct a few students in non-traditional settings. In CI 161, Methods and Materials in Secondary Agricultural Education, candidates select topics and teach two micro-lessons. For the second micro-lesson candidates may elect to present the lesson in a non-traditional learning environment. For example, a student teaching a floral lesson may teach that unit at the floral laboratory and an animal science lesson may be taught at the swine unit.
During student teaching, EHD 155A and EHD 155B candidates are expected to teach in a wide variety of settings including: 1) on the
cooperating school’s farm, 2) in an agricultural mechanics shop, 3) in greenhouse
facilities, and 4) other facilities/locations available at the cooperating school.
During EHD 155B, all candidates are to teach at least one agricultural mechanics unit utilizing the
cooperating school laboratory facilities and equipment. Student teachers are also
required to provide individualized and/or group instruction at student work sites,
at student home sites, at fairs and livestock shows, field days and other agricultural
education events and activities.