Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Abstract

Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the implications for experiential learning theory (ELT) in secondary agricultural education. Specifically, the researchers outlined Kolb's ELT and conducted a telephone interview with Dr. David A. Kolb. Analysis of the interview indicated that experiential learning is a critical component of a comprehensive agricultural education model (i.e., three-circle model). It was explained that experiential learning builds meta-cognitive skills and can be goal-oriented and assessed. However, agricultural educators must be present and purposeful when providing experiences for students. Additionally, they must ask reflection questions (e.g., "What happened?" "Now what?" "So what?") during each phase of ELT throughout the comprehensive agricultural education model (i.e., classroom and laboratory, Supervised Agricultural Experience [SAE], and FFA). Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.Keywords: experiential learning, agricultural education, Kolb, teacher preparation IntroductionJohn Dewey (1938) stated, "amid all uncertainties there is one permanent frame of reference: namely, the organic connection between education and personal experience" (p. 25).Agricultural education has been experiential in nature since its inception (Cheek, Arrington, Carter, & Randell, 1994; Hughes & Barrick, 1993; Knobloch, 2003; McLean & Camp, 2000; Roberts, 2006; Stewart & Birkenholz, 1991), as made evident by supervised agricultural experience programs (SAE), field trips, student teaching experiences, problem solving methods, and service-based learning (Roberts, 2006).Though the opportunity for involvement in learning experiences is many, Knobloch (2003) purported "the greatest challenge for today's teachers and students of agriculture is to move beyond the 'doing' and ensure that all learning is connected to thinking and knowledge that will be easily remembered and applied later in life" (p. 31). It is important to not overlook the last word in experiential learning, and that is learning. Dewey (1938) explained that, "A primary responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth" (p. 40). Contrasting this sentiment, Roberts (2006) asserted that despite the robust use of experiential learning in agricultural education, "the theory behind the practice of experiential learning has had limited attention in the permanent agricultural education literature" (p. 18). The conc...

Experimental Studies in School-based Agricultural Education from 2006-2016: A Synthesis of the Literature in the Journal of Agricultural Education

“…Bunch et al (2014) did not find a significant effect on student achievement in mathematics or agriculture when students were exposed to digital game-based learning over traditional direct instruction. However, Pense et al (2012) found traditional students and students with learning disabilities exposed to interactive web-based tools increased achievement. In another experimental study, Conoley et al (2007) found that electronic audience response systems increase student achievement.…”

“…Three quasi-experimental studies examined technology integration on student performance (Bunch, Robinson, Edwards, & Antonenko, 2014;Conoley, Croom, Moore, & Flowers, 2007;Pense, Calvin, Watson, & Wakefield, 2012). Bunch et al (2014) did not find a significant effect on student achievement in mathematics or agriculture when students were exposed to digital game-based learning over traditional direct instruction.…”

Female Agriculture Teachers’ Lived Experiences and Perceived Professional Development Needs when Teaching Students with Special Needs

“…For example, data collected in 2019 revealed that 74% of license-eligible completers were female (Foster et al, 2020a). However, research (Aschenbrener et al, 2010;Dormody et al, 2006;Faulkner & Bagett, 2010;Giffing et al, 2010;Pense et al, 2012;Stair et al, 2010) on the professional development needs of SBAE teachers concerning teaching students with special needs has overwhelming featured data from the male perspective. Professional development has been described as a critical component to address deficiencies and emergent changes in education (Birman et al, 2000).…”