SAE is one of the most unique educational tools at our
disposal as agriscience educators. SAEs have long standing impact on the lives
of students. SAEs are not optional.
Story #19– Iowa
This summer I used my personal equine business at home to
allow five young women to ride/show horses for the first time in their lives -
in exchange for a few hours a week doing chores and work on the farm, they got
to "use" horses and equipment. Boy, did they have a good time
and learned a whole lot, too. A former student of mine did something
similar with a sheep project, so we had 8 "town" kids that showed at
the county fair this year who'd never shown an animal before. Both
projects look to expand next summer as there are quite a few more students
interested.
Submitting Teacher: Ms. Melanie
Bloom
Four (1-4) of
Sixteen SAE Best Practices (The Council, 2012)
1.
Viewed as a program, not a project
·
SAE should be a year-round, continuous program
·
The program should emphasize ongoing and
advancing/additional skills
2.
Planned, with learning objectives and agreements
among parties involved
·
Must be planned in conjunction with parents, teacher,
administration, employers
·
Must be based on student’s career interest in
agriculture; goal is student learning not winning FFA awards
3.
Records/ portfolio of experiences are kept by
student and teacher and are part of instruction and evaluation
·
Student records are essential and are used to
document and record experiences (skills developed and knowledge gained) and
include supervision summaries
4.
Shows evidence of growth in size and scope
·
Program should be progressive in size and scope
(skills, financial involvement)
·
Evidence should be outcome based, not just
financial based
You are a developing positive agent of change who will one
day help students explore and grow into their unlimited potential through
agricultural education!
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