What does the future hold?

National Vision

Agricultural education envisions a world

where all people value and understand

the vital role of agriculture, food, fiber,

and natural resources systems in

advancing personal and global well-being.

(Think “Agricultural Literacy”)

National MissionAgricultural education prepares students

for successful careers and a lifetime of

informal choices in the global agriculture,

food, fiber and natural resources

systems.

(Think “lifelong learning.”)

Again, a Balanced Agricultural Education Program is the Key!!

It includes . . .

Classroom & LaboratoryInstruction

Youth Leadership Development - FFA

Supervised Agricultural Experience (SAE) Programs

Historically, Agricultural Education has been . .

.

Comprehensive in coverage

Scientific in method

Practical in impact and focus

The FFA Mission

FFA makes a positive

difference in the lives of

students by developing

their potential for

premier leadership,

personal growth and

career success

through agricultural

education.

No Child Left Behind (NCLB) Act of 2001

Accountability, Accountability, Accountability, . . .

Perkins IV (2006) . . .

Quantitative data (e.g., test scores) that demonstrate how CTE, including AGED, supports student learning in the core curriculum . . .

Providing CTE teachers with sustained professional development that helps to make that happen . . .

Advance Organizer for the Final Exam

Wednesday, Dec. 15, 8:00 – 9:50 a.m.

Format will be similar to Exams I & II: Multiple Choice, True & False, and Matching-type questions

Anticipate about 70 – 75 questions

Advance Organizer for the Final Exam

~50% of the questions will be derived from material presented prior to Exam I

~45% of the questions will be derived from material presented between Exams I & II

~5% of the questions will be derived from material presented since Exam II See presentations by Mr. Ramsey and today’s lesson,

including handouts

Final Exam – Sample Questions 4. Students can learn a variety of things by

experiencing the FFA, however, because of the nature of many FFA activities, the domain of learning that is most likely to be impacted by participation is the _______________ domain.

A. psychomotor B. affective C. intrinsic D. hypothetical E. cognitive

Final Exam – Sample Questions 4. Students can learn a variety of things by

experiencing the FFA, however, because of the nature of many FFA activities, the domain of learning that is most likely to be impacted by participation is the _______________ domain.

A. psychomotor B. affective C. intrinsic D. hypothetical E. cognitive

Final Exam – Sample Questions 6. According to Bloom and colleagues, the

following action verbs best represent which level of cognitive learning: arrange, compose,

construct, create, develop, and formulate? A. knowledge B. evaluation C. comprehension D. synthesis E. analysis

Final Exam – Sample Questions 6. According to Bloom and colleagues, the

following action verbs best represent which level of cognitive learning: arrange, compose,

construct, create, develop, and formulate? A. knowledge B. evaluation C. comprehension D. synthesis E. analysis

Final Exam – Sample Questions 9. The ability to produce a product or solve a

problem that has value in one or more cultures is ______________ definition for _____________________.

A. Jean Piaget’s; Discovery Learning B. Ralph Tyler’s; Goal Attainment C. Bernice McCarthy’s; 4MAT System of Learning Styles D. Benjamin Bloom’s; Higher-Order Thinking Skills E. Howard Gardner’s; Intelligence

Final Exam – Sample Questions 9. The ability to produce a product or solve a

problem that has value in one or more cultures is ______________ definition for _____________________.

A. Jean Piaget’s; Discovery Learning B. Ralph Tyler’s; Goal Attainment C. Bernice McCarthy’s; 4MAT System of Learning Styles D. Benjamin Bloom’s; Higher-Order Thinking Skills E. Howard Gardner’s; Intelligence

Final Exam – Sample Questions 10. The belief that students and teachers “tend to

perform up to or down to expectations” that are set (or held by others) for them, describes the principle of

A. extrinsic motivation. B. “A Tale of Four Learners . . . .” C. Piaget’s theory about developmentally appropriate

cognitive behavior. D. Self-Fulfilling Prophecies. E. None of the above answers are correct.

Final Exam – Sample Questions 10. The belief that students and teachers “tend to

perform up to or down to expectations” that are set (or held by others) for them, describes the principle of

A. extrinsic motivation. B. “A Tale of Four Learners . . . .” C. Piaget’s theory about developmentally appropriate

cognitive behavior. D. Self-Fulfilling Prophecies. E. None of the above answers are correct.

Final Exam – Sample Questions 6. The (First) Morrill Act, which was passed by Congress

in _________ (year), provided a source of funding for what would eventually be known as the _________________________. A similar piece of legislation expanded the original law to include historically _____________ institutions as well. Congress passed this second bill in ________.

A. 1890; Cooperative Extension Service; agriculturally-related; 1914

B. 1862; United Department of Agriculture; White; 1917 C. 1887; Land Grant College System; Black; 1890 D. 1872; Land Grant College System; Black; 1890 E. None of the above answers is entirely correct.

Final Exam – Sample Questions 6. The (First) Morrill Act, which was passed by Congress

in _________ (year), provided a source of funding for what would eventually be known as the _________________________. A similar piece of legislation expanded the original law to include historically _____________ institutions as well. Congress passed this second bill in ________.

A. 1890; Cooperative Extension Service; agriculturally-related; 1914

B. 1862; United Department of Agriculture; White; 1917 C. 1887; Land Grant College System; Black; 1890 D. 1872; Land Grant College System; Black; 1890 E. None of the above answers is entirely correct.

Final Exam – Sample Questions 12. The process of using items as representatives

of actual or real materials for the purpose of visual presentation is referred to as

A. demonstration. B. simulation. C. role play. D. higher order visualization. E. B and D are correct answers.

Final Exam – Sample Questions 12. The process of using items as representatives

of actual or real materials for the purpose of visual presentation is referred to as

A. demonstration. B. simulation. C. role play. D. higher order visualization. E. B and D are correct answers.

Final Exam – Sample Questions 15. Wlodowski (1985) endorsed which of following

as Characteristics and Skills of Motivating Instructors?

A. cooperation, consistency, conciseness, and clarity

B. empathy, expertise, clarity, and enthusiasm C. proactiveness, precision, patience, and

persistence D. clarity, variety, enthusiasm, and intensity E. Wlodowski specifically supported all of the

above.

Final Exam – Sample Questions 15. Wlodowski (1985) endorsed which of following

as Characteristics and Skills of Motivating Instructors?

A. cooperation, consistency, conciseness, and clarity

B. empathy, expertise, clarity, and enthusiasm C. proactiveness, precision, patience, and

persistence D. clarity, variety, enthusiasm, and intensity E. Wlodowski specifically supported all of the

above.

Final Exam – Sample Questions 29. In the article Improve Your Teaching with

Effective Questioning, Dr. William G. Camp stated that a teacher should pause for about ______ to _______ seconds after a question is asked before a student is called on to answer.

A. 12 to 15 B. 2 to 4 C. 20 to 30 D. 1 to 2 E. 8 to 10

Final Exam – Sample Questions 29. In the article Improve Your Teaching with

Effective Questioning, Dr. William G. Camp stated that a teacher should pause for about ______ to _______ seconds after a question is asked before a student is called on to answer.

A. 12 to 15 B. 2 to 4 C. 20 to 30 D. 1 to 2 E. 8 to 10