Cultural Diversity is on a rise in the classroom, agriculture education, and FFA. Increasing diversity and multicultural society is important for teaching and learning. It is important for teachers to integrate cultural responsiveness instruction. Just because we have different cultures and traditions does not mean we have to change it or remove it. Use diversity to teach and learn; use different cultures and traditions to learn about our diversity and multiculturalism. For instance as a teacher on the Navajo Reservation my lessons teach students about FFA traditions and integrating Navajo traditions within agriculture education. We can learn and grow from each other. We talk about inclusion and diversity so why not be an integral part of including cultures where everyone feels a sense of belonging.
Join us for an engaging workshop designed to empower educators with the tools to create meaningful connections between elementary schools and secondary agriculture programs. Participants will delve into the significance of these collaborations, discovering how early exposure to agriculture can enrich young learners' educational experiences and spark long-term interest in the field. Through interactive brainstorming sessions, you'll explore innovative opportunities for collaboration, from hands-on projects to integrated curriculum initiatives. Finally, you'll leave with a concrete plan tailored to your school, equipped to foster productive relationships with elementary education faculty and administration. Don't miss this chance to cultivate a robust educational ecosystem that benefits students, teachers, and the community!
This workshop is crafted for educators and administrators invested in advancing their agriculture programs. By synergizing program self-evaluation utilizing the National Quality Program Standards with the invaluable insights from advisory committees, participants will learn to strategically enhance and elevate their Ag. Ed. offerings. Seeking continuous improvement and aligning programs with industry demands.
