Teaching Methods

Foundations of Effective Classroom Management

Kelsey M. Thornton, R. G. (Tre) Easterly III, and Ed 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.

Creating and Working with Rubrics

Aubrey L. Stoughton and Brian E. Myers

Making Learning Fun

Keith G. Diem and Judy Levings

4-H learning methods and sound curriculum materials are well suited to small groups of youth in a variety of settings, including clubs, camps, schools, home-schooling, and "alternative" learning environments. Using a variety of creative teaching methods is essential for getting the attention of youth and adults.

Presenting Workshops to Adults

Brian E. Myers

Effective Use of Field Trips in Educational Programming: A Three Stage Approach

Brian Myers and Linda Jones

Enhancing Natural Resource Programs with Field Trips

Julie Athman and Martha C. Monroe

Using an Experiential Model in 4-H

Marilyn N. Norman and Joy C. Jordan

4-H Youth Development relies heavily upon the five steps of the experiential learning model to teach life skills. The sequential steps of the model help youth identify what they have learned from a 4-H experience or activity and to apply that learning to other experiences or situations. This model requires that the “teacher/leader” be very clear about the skill or concept targeted and that the experience and the processing questions are designed to support that learner goal. The experiential learning process engages the learners in all phases of the activity, resulting in the ability to generalize this learning to new situations.

What Is Inquiry-Based Instruction?

Anna J. Warner and Brian E. Myers

Setting Transparent Expectations for Successful Group Work

Cecilia E. Suarez and Jarred A. 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.

Designing Educational Programs for Older Adults

Martie Gillen, Carolyn Wilken, and Jenny Jump

Inclusion of Diverse Learners in the Educational System

Eric D. Rubenstein and Andrew C. Thoron

Using Cooperative Learning in Formal and Nonformal Education

Katy J. Groseta and Brian E. Myers

Implementing Inquiry-Based Teaching Methods

Anna J. Warner and Brian E. Myers

Creating Interest in Learners

Matt Benge and Amy Harder

Cooperative Learning for 4-H

Jessica McIntosh and Martha Monroe

What is Understanding by Design (UbD)?

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==

Instructional Design Using the Dick and Carey Systems Approach

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

Using Interest Approaches in Instructional Design and Delivery

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==

Education and Facilitation Methods for Extension

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.

Applying Culturally Relevant Teaching to Workshops—The Checklist

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

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

Teaching for Extrinsic Motivation

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

A UF/IFAS numbered Fact Sheet.

Evaluating Learning in Laboratory Settings

Wendy J. Warner and Brian E. Myers

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

Attribution Theory: How Is It Used?

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.

Designing Instruction to Guide Reflection

R. G. (Tre) 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.

Universal Design Learning (UDL) for Extension Audiences

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.

Setting Goals to Promote Academic and Personal Achievement

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.

Culturally Responsive Teaching: A Framework for Educating All Audiences

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.

Teaching and Learning: Motivating Learners

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.