Teaching Methods

Kelsey M. Thornton, Ralph Easterly III, andEdward W. Osborne

This publication is intended to provide teachers with a framework for effective classroom management that will allow them to maximize their teaching effort and effectiveness with minimal disruptive student misbehavior.

Aubrey L. Stoughton andBrian E. Myers

Rubrics are tools created to help assess student performance in a more reliable, objective, and consistent manner. Rubrics are particularly helpful in situations where there is not always a right or a wrong way or where grading can become subjective. A rubric establishes guidelines and point values to help students understand what to expect and also helps the instructor remain consistent throughout the grading process.

Isabella Damiani, Andrew C. Thoron, Andrew C. Thoron, andJ. C. Bunch

In a learning environment, it is important to provide instruction to each type of learner. This 4-page document discusses utilizing demonstrations for different types of learners and includes a sample demonstration of plant propagation. 

Brian E. Myers

Brian Myers and Linda Jones

Julie Athman and Martha C. Monroe

Anna J. Warner andBrian E. Myers

Educators should constantly evaluate and adjust their teaching approaches to meet the educational needs of their students and society. Federal, state, and local legislation has underscored the importance of developing students' abilities and performance in science, math, reading, and writing. Agricultural educators have the unique ability to incorporate all of these elements into their classrooms and teaching through the context of agriculture. Inquiry-based teaching methods allow teachers to expand students' science skills and help mold lifelong learners.

Cecilia Elizabeth Suarez, Cecilia Elizabeth Suarez, andJarred Shellhouse

Regardless of workspace or class setting, group work has gotten a reputation for being less than pleasant. However, when individuals have the opportunity to prepare for group work via understanding their personal strengths, expectations, and perspectives, the not-so-popular group work can often turn into pleasant, productive, and collaborative engagement.

Eric D. Rubenstein and Andrew C. Thoron

Tyler D'Angelo, Debra M. Barry, J. C. Bunch, Andrew C. Thoron, andAndrew C. Thoron

Many instructors struggle to find appropriate educational resources. However, collaborative teaching and learning efforts have created a number of educational resources that can be stored, shared, adapted, and used within the agricultural education profession. This 7-page document will help educators in selecting educational resources. Written by Tyler D’Angelo, Deb Barry, J. C. Bunch, and Andrew Thoron and published by the UF/IFAS Department of Agricultural Education and Communication, June 2018.

Katy J. Groseta and Brian E. Myers

Anna J. Warner andBrian E. Myers

Much like a woodworker continually acquires new tools to perform different tasks in his shop, educators, too, should search for tools to add to their repertoire of educational practices. One tool is not sufficient to do every task a woodworker must complete, and one teaching method should not be considered sufficient for teaching all topics and meeting all standards. Inquiry-based teaching methods provide agricultural educators with another teaching technique for developing life-long learners. They prove especially useful in delivering concepts that rely heavily on science. This paper builds on the publication What Is Inquiry-Based Learning? by focusing on the nature of inquiry and providing basic guidelines and strategies for implementing inquiry-based teaching methods.

Matt Benge and Amy Harder

Karen Henry, Claire Davis, Melinda Souers, Paula Davis, Heather Kent, andCandi Dierenfield

This is one publication in the Florida 4-H Volunteer Training Series, which prepares 4-H volunteers to apply positive youth development best practices. “Learn by doing” is a common phrase used by staff and volunteers to explain how 4-H youth development teaches life skills. Experiential Learning has been proven to be an effective way to engage youth in the learning process. This publication provides volunteers with tools to help them apply the experiential learning model and outlines the steps volunteers can take to ensure that youth are able to apply what they have learned to new situations.

Margaret Reaves, Rigo Chapparo, J. C. Bunch, and Carla B. Jagger

A UF/IFAS numbered peer reviewed Fact Sheet. in support of UF/IFAS Extension program: ==Special Handling==

Jessica McIntosh and Martha Monroe

A simple way to facilitate discovery is through cooperative learning, in which learners work together to meet a shared goal with a leader guiding them to encourage group interactions. This 5-page fact sheet provides teaching techniques and applies cooperative learning to natural resources and environmental literacy in the context of 4-H.

Rigo Chaparro, Andrew C. Thoron, Margaret Reaves, Carla B. Jagger, andJ. C. Bunch

Instructional design is a system of procedures used for developing instruction and training curricula in a consistent and reliable method. This 5-page publication applies the best practices of instructional design using the Dick and Carey systems approach. Written by Tyler D’Angelo, J. C. Bunch, and Andrew Thoron and published by the UF/IFAS Department of Agricultural Education and Communication, March 2018.

Margaret Reaves, Rigo Chapparo, J.C. Bunch, and Carla B. Jagger

A UF/IFAS numbered peer reviewed Fact Sheet. in support of UF/IFAS Extension program: ==Special Handling==

Keith G. Diem, Keith G. Diem, Judith Levings, Karen Henry, Claire Davis, andCandi Dierenfield
Other Contacts: Sarah Hensley

4-H learning methods and curriculum materials are well-suited to small groups of youth in various settings, including clubs, camps, and schools. Using a blend of creative teaching methods is essential for getting the attention of youth. As a group leader, the adult helps guide youth in a process of doing, sharing, processing, and applying their knowledge in new situations.

Kathryn A. Stofer

This document outlines, compares, and contrasts methods that Extension professionals can use with their stakeholders to achieve these goals, including ways to turn traditional one-strategy program formats into programs incorporating multiple facilitation strategies.

Cecilia E. Suarez, John M. Diaz, and Laura E. Valencia

A UF/IFAS numbered peer reviewed Fact Sheet. Published by ==Special Handling==

Margaret Reaves, Andrew C. Thoron, Rigo Chapparo, J. C. Bunch, andCarla B. Jagger

Level of motivation and type of motivation are important when evaluating an individual's overall motivation. Based on the Self-Determination Theory, there are two main types of motivation: intrinsic and extrinsic motivation. Intrinsic motivation is derived from internal reward and enjoyment from completing a task. However, extrinsic motivation is fueled by external rewards or an expected outcome.

Wendy J. Warner and Brian E. Myers

A UF/IFAS numbered Fact Sheet. Published by ==Community Development==

Rigo Chaparro, Margaret Reaves, Carla B. Jagger, and J. C. Bunch

"Attribution theory is defined as the way that individuals envision the success or failure of their own behavior or the behavior of others. This 4-page fact sheet explains how instructors, whether formal or informal, can use this theory in their learning environment to enhance their learners’ knowledge and comprehension. Written by Eric D. Rubenstein and Andrew C. Thoron, and published by the UF Department of Agricultural Education and Communication, September 2014.

Ralph Easterly III

Reflection is critical because it helps the learner encode their new knowledge, helping them tie what they experienced in class with what they already know and believe. This article aims to provide a few strategies to help guide reflection. These strategies can be used to inform teaching in the formal classroom, Extension programming, and non-formal teaching. Written by R. G. (Tre) Easterly III and published by the UF/IFAS Department of Agricultural Education and Communication, May 2024.

Vanessa Spero

Universal Design Learning (UDL) is about designing for the minority in the learning environment to meet the needs of all. This publication explains the principles of Universal Design Learning—engagement, representation, and action and expression—and how to incorporate them into lesson plans. As practitioners, 4-H Extension agents and other professionals who educate youth can support learners by incorporating these UDL principles.

Rigo Chaparro, Margaret Reaves, Carla B. Jagger, and J.C. Bunch

"Learners begin to envision their futures in both academic and personal settings even as children. The future that we develop motivates us to engage in learning environments, work experiences, and social encounters/settings. As instructors, we have the opportunity to help learners develop academic and personal goals that will develop and shape their future. This 3-page fact sheet assists instructors in developing their knowledge of goal theory, thereby allowing them to assist learners in utilizing their personal and academic goals to develop goal-directed achievement behaviors. Written by Eric D. Rubenstein and Andrew C. Thoron, and published by the UF Department of Agricultural Education and Communication, 2014.

Vanessa Spero, Elaine Giles Simfukwe, andTara Dorn

There is a growing need for youth to learn how to use artificial intelligence (AI) in a way that will positively impact their careers and their everyday lives. To effectively use AI, familiarizing oneself with AI is crucial. This is known as AI literacy. This publication provides background for educators to increase their understanding of AI in youth educational settings and offers practical tools to better prepare themselves and their youth for responsible AI use.  

John Diaz, Cecilia Suarez, and Laura Valencia

As the needs of Extension clientele continue to evolve, it is important for Extension educators to consider new approaches to effectively support the communities they serve. The purpose of this article is to provide a framework for effectively engaging a broad range of audiences to support their achievement of desired learning outcomes in Extension education programs.

Margaret Reaves, Rigo Chaparro, J. C. Bunch, and Carla B. Jagger

Motivation is a process that drives individuals forward. Educators must be aware of the continuum of motivation and appropriately provide opportunities for student engagement, learning, and growth. This 2-page document discusses how to motivate learners. Written by Isabella Damiani, Andrew Thoron, and J. C. Bunch and published by the UF/IFAS Department of Agricultural Education and Communication, May 2018.