Implementation of Experimental Learning through SAE

When you walk through the halls and classrooms of Derry Area High School’s Agriculture – Horticulture Building the three circle model is visibly seen on multiple bulletin boards. These act as a firm reminder to the students and faculty about the opportunities that can presented in an agriculture education program. These opportunities can be obtained through implementation of classroom/laboratory instruction, experimental learning (SAE), and leadership development (FFA).

As I begin my teach AG journey at Derry Area High School, I have had the opportunity to share in experience with the agriculture educators in implementation of the three circle model.  Throughout my summer visits, Mr. Campbell and Ms. Schaffer never hesitated to share details and allowed me to experience what a ‘typical’ day was for a high school agriculture educator. Honestly, from these visits I came to the conclusion that there is no such thing as a typical day for an agricultural educator. From course planning to FFA activities and faculty meetings to farm bills, there are multiple task that need confronted and completed throughout the day. It is evident that an agricultural educator puts forth time and effort to ensure opportunities are offered to students with the three circle model in mind.

During my first two visits, I was able to experience implementation of classroom instruction and leadership development. Throughout my visit on August 1st, I was taken on a journey throughout Westmoreland County to learn implementation of experimental learning. To begin the day, Mr. Campbell and I were able to sit down with two students housing animals at the school farm. We went over inputs and outputs of the project, and help students implement data and information in the AET.  After two hours, the students each had a solid record book to print and present for weigh-ins at fair. In the afternoon, Mr. Campbell and I were able to explore and visit 3 students’ exploratory SAE projects. We weighed the students’ project animals and provided guidance in filling out fair applications. Although this day was busy and a little overwhelming, I realized the importance of SAE visits with students. Below I have highlighted three takeaways that I found essential when conducting SAE visits:

Be helpful –

During each visit Mr. Campbell and I were presented with many questions from animal care to record book requirements. Some questions tasked us to brainstorm solutions, especially when we came to the realization that a student’s project had the possibility of not making weight for the Westmoreland Fair.

Be positive –

To be helpful it requires a positive attitude. Although there is a chance that the student’s project animal may not make weight for fair, we were able to remind the student that they could still participate in the showmanship contest and carcass/ultrasound judging.

Be inclusive –

Although the student is responsible for their project animal, parents want to be involved. It is important to share with the parents about the progress of the student’s project and areas that can be improved upon. It was evident that parents are vital in encouraging implementation of the learning process outside of the classroom.

Overall, this experience provided many takeaways to help me realize the value of SAE visits.