SYLLABUS
AGED 420
Teaching Strategies for Youth
Fall Semester 2006
Course Description
Synthesis of principles of teaching and learning as they influence learning activities of
youth (K-college) in formal and informal environments within the agricultural, consumer and
environmental sciences: psychological aspects of learning, student-centered approaches to
learning, course and program planning and development, creating teaching plans, instructing
students in laboratory settings, techniques for evaluating student learning, strategies for
management of learners win positive learning environments, motivating learners, equipping
educators with strategies for effective self-reflective teaching behaviors.
Credit
4 hours (undergraduate or graduate)
Instructional Team
Dr. Neil Knobloch
Assistant Professor
139 Bevier Hall
244-8093
nknobloc@uiuc.edu
Ms. Tanja Hodges
Graduate TA
108 Bevier Hall
333-8488
thodg01s@uiuc.edu
Mr. Mike Martin
Graduate TA
108 Bevier Hall
333-8488
mjmartin@uiuc.edu
Ms. Roganne Newell
Undergraduate TA
108 Bevier Hall
333-8488
rnewell@uiuc.edu
Time & Locations
Mondays, Wednesdays & Fridays 9:00 – 10:50 a.m.
132 Bevier Hall
Purpose
The ability to design instruction, motivate learners, lead the educational process, and manage
the environment are the central functions of an agricultural educator. Those preparing for careers
as youth educators must develop extensive skill in planning, delivering, and evaluating
instruction provided to learners in various settings (e.g., agricultural, community-based,
environmental, experiential, and outdoor education). Youth educators need to be able to develop
problem-solving abilities in their learners, extend thinking, and encourage transfer of knowledge
and application of general principles through the development of approved practices. They also
need practice at delivering instruction so that personal improvement may be based upon specific
and systematic feedback concerning their instructional performance and integrate learning based
on reflection, self-efficacy, collaboration, professional communications, service to others,
leadership development, and real-life experiences.
General Course Objectives
1.
To examine the psychological aspects of learning and consider implications for
providing formal and non-formal instruction in and about the food and renewable
energy system;
2.
To analyze the components of problem-solving approach to teaching and problem
bases learning and compare these methods to the learning process;
3.
To evaluate different teaching views of learning and the assumptions of various
teaching methods and strategies;
4.
To analyze learner motivation as a psychological concept and implement methods for
significantly enhancing motivation;
5.
To analyze the effectiveness of various teaching methods and evaluate teaching
performances;
6.
To prepare comprehensive, problem and concept based teaching plans;
7.
To examine strategies for evaluating learner performance;
8.
To evaluate strategies for managing learner behavior and create an educational
environmental management plan; and
9.
To analyze the unique aspects of placed-based laboratory instruction and management
and identify implications of teaching.
Required Text & Learning Resources
Feden, P. D. & Vogel, R. M. (2003) Methods of teaching: Applying cognitive science to
promote student learning. New York, NY: McGraw-Hill, Inc.
Videotape or DVD – For Micro-Teaching/Training laboratories
Computer w/Internet
Electronic Gradebook (Compass) - https://compass-portal.cites.uiuc.edu/login.html
Course Website: http://w3.aces.uiuc.edu/AgEduc/agedhome/index.html
Note: All class assignments, lesson plans, reflections, and quizzes will be turned into the
COMPASS website.
Lecture and Laboratory Schedule
Dates
Topic
Assignments
August
Wed. 23
Introduction to Teaching & Learning
Fri. 25
Needs of Learners & Creating a Felt Need
Mon. 28
Motivating the Learner through Brain-Based Learning
Wed. 30
Rapport & Interest Approaches
Read Chapter 2
September
Fri. 1
Expectations & Classroom/Seminar Management
Mon. 4
Holiday - Labor Day
Wed. 6
Designing an Action Plan
Fri. 8
Teaching Agricultural and Environmental Literacy 2 Posts Due Online
Mon. 11
Assessing Teaching/Training Performance
Wed. 13
Teaching and Learning Styles
Fri. 15
Micro-Teaching/Training Lab 1
Mon. 18
Identifying Problems & Conceptualizing Content
Wed. 20
Conceptualizing Content (cont.)
Fri. 22
Micro-Teaching/Training Lab 1
Mon. 25
Designing a Unit/Program of Instruction
Quiz 1 opens online (48 hrs)
Wed. 27
Make it Visual
Read pp. 138-144
Fri. 29
Effective Questioning
Read pp. 110-126
Read Chapter 5 + Post Due
Read Chapter 8
October
Mon. 2
Cooperative Learning
Read pp. 71-77
Unit/Program Plan 1 DUE
Wed. 4
Student/Participant Management
Fri. 6
Dealing with Discipline
Mon. 9
Learning Standards & Teaching/Lesson Plan for Lab 2
Mon. 9
Continued
Wed. 11
Objective-Based Assessments
Fri. 13
Designing Instructional Media (ACES LIAC _ _ _)
Mon. 16
Using Instructional Media (ACES LIAC _ _ _)
Wed. 18
Fri. 20
Micro-Teaching/Training Lab 2
Micro-Teaching/Training Lab 2
Mon. 23
Substitutes, Guest Speakers, & Field Trips
Wed. 25
Fri. 27
Attend National FFA Convention (Indy)
Attend National FFA Convention (Indy)
(Locate resources)
Mon. 30
Problem-Based Learning
Read pp. 126-132
Wed. 1
Problem Solving Approach / Case Study Method
Read pp. 132-133
Fri. 3
Project-Based Learning
Read pp. 134-138
Mon. 6
Simulations and Games
Read pp. 144-146
Wed. 8
Learner-Centered Unit Plan
Fri. 10
Teaching/Lesson Plan for MTT 3
Mon. 13
Micro-Teaching/Training Lab 3
Wed. 15
Micro-Teaching/Training Lab 3
Fri. 17
Micro-Teaching/Training Lab 4
Mon. 20
Wed. 22
Fri. 24
Holiday - Thanksgiving
Holiday - Thanksgiving
Holiday - Thanksgiving
Read pp. 146-150
Post Due
Post Due
Post Due
Quiz 2 opens online (4 days)
November
Posts Due
Mon. 27
Micro-Teaching/Training Lab 4
Wed. 29
Using Assessments to Promote Learning
Post Due
Read Chapter 7
Quiz opens online (48 hrs)
December
Fri. 1
Using Assessments to Promote Learning (cont.)
Mon. 4
The Diamond: Putting it Together
Wed. 6
Teaching/Training in Non-Formal Settings
Fri. 8
Are You Ready for the Real World?
Perf-Based Assmt DUE
Final Exam – 8:00–11:00 AM, Tuesday, December 12
Assignments Table
A = Assignments
LP = Lesson Plans
R = Reflections
Q = Quizzes
MT = Micro-Teaching/Training Lab
C = Conference with Dr. Knobloch
A
A
A
R
C
Q
LP
A
For Teacher Certification
Students
Student Expectations
Proactive Classroom Management
Plan
Teaching Plan, including Interest
Approach
Self-Reflection (post within 48
hours after lab)
Schedule Conference with
Dr. Knobloch
Quiz 1 – ONLINE
Start time: 9:00 am
End time: 9:00 am
Unit Plan of Instruction 1
Concept Based Unit
Reactive Student Management Plan
(Redirecting Attention, Consequences)
For Non-formal Education
(Ag. Leadership) Students
Audience Rapport Building &
Expectations
Proactive Seminar Management
Plan
Teaching Plan, including Interest
Approach
Self-Reflection (post within 48
hours after lab)
Schedule Conference with
Dr. Knobloch
SAME
Program Plan 1
Concept Based Unit
Reactive Participant Conflict
Management Plan
Post
Date
9/8
Fri
9/8
Fri
9/13
Wed
Varies
Varies
9/25
To
9/27
10/2
Mon
10/11
Wed
A
Objective-Based Tests
LP
Teaching Plan,
including Interest Approach
Micro-Teaching Lab 2
MT
R
Objective-Based Assessment or
Workshop Evaluation
Lesson Plan,
including Interest Approach
Micro-Training Lab 2
Self-Reflection (post within 48
hours after lab)
SAME
LP
Self-Reflection (post within 48
hours after lab)
Quiz 2 – ONLINE
Start time: 9:00 am
End time: 9:00 am
Teaching Plan
MT
Micro-Teaching Lab 3
Micro-Training Lab 3
Q
Quiz 3 – ONLINE
Start time: 9:00 am
End time: 9:00 am
Self-Reflection (post within 48
hours after lab)
Unit Plan of Instruction 2
Project Based Unit
Performance Based Assessment
SAME
Teaching Plan & Resources
Schedule Conference with
Dr. Knobloch
Self-Reflection (post within 48
hours after lab)
Quiz 4 – ONLINE
Lesson Plan & Resources
Schedule Conference with
Dr. Knobloch
Self-Reflection (post within 48
hours after lab)
SAME
Q
R
LP
A
LP
C
R
Q
Lesson Plan
Self-Reflection (post within 48
hours after lab)
Program Plan 2
Project Based Unit
Performance Based Assessment
FOR FORMAL EDUCATION (TEACHER CERTIFICATION) STUDENTS:
1. Assignment 1 - Micro Training Lab 1: Rapport & Expectations
 Student Expectations
 Proactive Classroom Management Plan
 Teaching Plan, including Interest Approach
 Self-Reflection (email within 48 hours after lab)
 Conference with Dr. Knobloch
10/16
Mon
10/18
Wed
10/18
and
10/20
Varies
10/20
To
10/24
11/13
Mon
11/13
and
11/15
11/29
To
12/1
Varies
11/27
Mon
12/08
Mon
12/08
Varies
Varies
48
hours
TBA
2. Unit Plan of Instruction 1: Concept Based Unit
3. Assignment 2 - Micro Training Lab 2
 Reactive Student Management Plan
o Redirecting Attention
o Consequences
 Objective-Based Test
 Teaching Plan, including Interest Approach
 Self-Reflection (email within 48 hours after lab)
4. Unit Plan of Instruction 2: Project-based Unit
5. Assignment 3 - Micro Training Lab 3
 Teaching Plan
 Self-Reflection (email within 48 hours after lab)
 Performance-Based Assessment
7. Final Exam - Micro-Teaching Lab 4: Teaching in the Real World
 Conference with Dr. Knobloch
 Teaching Plan & Resources
 Videotape
 Self Reflection (email within 48 hours after lab)
FOR NON-FORMAL EDUCATION (AG. LEADERSHIP ED.) STUDENTS:
1. Assignment 1 (Micro Training Lab 1): Rapport & Expectations
 Audience Rapport Building & Expectations
 Proactive Seminar Management Plan
 Teaching Plan, including Interest Approach
 Self-Reflection (email within 48 hours after lab)
 Conference with Dr. Knobloch
2. Program Plan 1: Concept Based Unit
3. Assignment 2 - Micro Training Lab 2
 Reactive Participant (Conflict) Management Plan
 Objective-Based Assessment
 Lesson Plan, including Interest Approach
 Self-Reflection (email within 48 hours after lab)
4. Program Plan 2: Project Based Unit
5. Assignment 3 - Micro Training Lab 3
 Trainer/Training Seminar Evaluation
 Lesson Plan
 Self-Reflection (email within 48 hours after lab)
 Performance-Based Assessment
7. Final Exam - Micro-Training Lab 4: Training in the Real World
 Conference with Dr. Knobloch
 Lesson Plan & Resources
 Videotape
 Self Reflection (email within 48 hours after lab)
Note: *All assignments will be due on the date indicated in this syllabus or as adjusted by your
instructor. Five percent will be deducted for each weekday an assignment is late.
*Students must attend entire class sessions to earn attendance and participation points.
Students may miss 2 days of class for personal reasons, including illness and death in the
family. Students are responsible to get notes and handouts from peers on the days they
miss class.
Student Policies
The Code of Policies and Regulations Applying to All Students
(http://www.uiuc.edu/admin_manual/code/code_contents.html ) will be followed to ensure
individual rights, student conduct, academic integrity, class attendance, and appropriate library
access.
Grading Procedures
1.
2.
3.
4.
4.
5.
6.
7.
8.
Assignments #1
Unit Plans
Assignments #2
Assignments #3
Performance Based Assessment
Micro-Teaching/Training Labs
Reflections
Quizzes
Attendance & Participation
Grading Scale*
7.5%
15%
10%
5%
5%
27.5%
10%
10%
10%
100%
Graduate Credit
Students taking Ag. Ed. 420 for graduate
credit should see Dr. Knobloch for the
graduate credit assignment.
98.0 - 100%
94.0 - 97.9%
92.0 - 93.9%
90.0 - 91.9%
86.0 - 89.9%
84.0 - 85.9%
82.0 - 83.9%
78.0 - 81.9%
76.0 - 77.9%
74.0 - 75.9%
70.0 - 73.9%
68.0 - 69.9%
below 68.0%
A+
A
AB+
B
BC+
C
CD+
D
DF
* Grades will be rounded to the nearest 1/10 (0.0) point.
Additional Course References
Derner, Seth. & Reardon, Mark. (2004). Strategies for Great Teaching. Zephyr Press, Chicago.
Educational Testing Service. (2001). PRAXIS classroom observation system: Orientation guide.
Princeton, NJ: Author.
Hedges, L. E. (2000). What being a teacher is all about. Columbus, OH: Ohio Agricultural
Education Curriculum Materials Service.
Kellough, R. D. & Kellough, N. G. (2003). Secondary school teaching: A guide to methods and
resources. Columbus, OH: Merrill Prentice Hall.
Lancelot, W. H. (1944). Permanent learning: A study of educational techniques. New York:
John Wiley & Sons.
Newcomb, L. H., McCracken, J. D., & Warmbrod, J. R. (2004). Methods of teaching
agriculture. Danville, IL: Interstate Publishers, Inc
McCormick, F. G., Jr. (1994). The power of positive teaching. Malabar,
FL: Krieger Publishing Company.
Shalaway, L. (1998). Learning to teach…not just for beginners. New York: Scholastic
Professional Books.
**See course website for additional references.
Laboratory Teaching Activities
Lab Description
This portion of the course concentrates on the application of teaching methods and techniques studied in class,
with additional instruction provided on the use of audio-visuals and the identification of teaching resource materials.
Class members will present four teaching demonstrations (Micro-Teaching/Training labs) in which they will use
different philosophical approaches for learning related to specific teaching methods. Two labs will be presented to
fellow class members and two labs will be presented in a “real world” situation. Individual presentations will be
critiqued by class members and the instructor. All presentations will be videotaped for self-review and reflection,
with optional discussions with the instructor. Students should review their videotape to complete the self-review
sheet no later than 48 hours after the presentation.
Micro-Teaching/Training Lab Descriptions
Micro-Teaching/Training 1 – Building Rapport, Creating Interest, & Establishing Expectations
10-15 minute duration (15 minutes maximum)
begin presentation as the first day of class/training session
establish your expectations of students/audience
build rapport, create interest using an interest approach
out-of-class presentation
conference with Dr. Knobloch
Micro-Teaching/Training 2 – Create Interest & Teach/Train to Conceptualize Content
20-25 minute duration (25 maximum)
develop a teaching plan for 45-90 minutes of instruction
present only 20-25 minutes of the teaching plan (instructors will highlight part of plan to be taught)
select a topic of your choice from your unit plan
must demonstrate a visual, cooperative learning, or questioning teaching method
in-class presentation
Micro-Teaching/Training 3 – Create Interest & Teaching to Apply Content
20-25 minute duration (25 maximum).
develop a teaching plan for 45-90 minutes of instruction
present only 20-25 minutes of the teaching plan (instructors will highlight part of plan to be taught)
select a topic of your choice based on your unit plan/training session outline
must demonstrate a simulation, PBL, PSAT/case study, or project based teaching method
in-class presentation
Micro-Teaching/Training 4 – Teaching/Training in the Real World (Final Exam)
Normal class period duration (30 minute minimum)
develop a teaching plan for 45-90 minutes of instruction
select a topic based on location of Micro-Teaching/Training
must demonstrate a teaching method learned in the course
out-of-class presentation
conference with Dr. Knobloch
Grading
Micro-Teaching/Training 1 – Creating a Positive Environment
Micro-Teaching/Training 2 – Content Presentation
Micro-Teaching/Training 3 – Content Application
Micro-Teaching/Training 4 – Teaching/Training in the Real World
5%
7.5%
7.5%
7.5%
Note: Your Micro-Teaching/Training lab grade comprises 27.5% of your overall grade in Ag Ed 420.