extension teaching methods

PROFESSIONAL BOARD EXAMINATION FOR AGRICULTURIST

REVIEW MATERIALS

EXTENSION TEACHING METHODSIfugao state university

April 18-21, 2011

Extension Teaching Methods

EXTENSION TEACHING METHODS

• THE WAYS OR TECHNIQUES USED BY AN EXTENSION SYSTEM TO INFLUENCE ITS TARGET GROUPS, i.e. TO BRING THE TARGET GROUPS IN INTERACTION WITH THE CONTENT OF THE EXTENSION

Extension Teaching Methods

FACTORS TO CONSIDER IN SELECTING TEACHING METHODS

Nature and complexity of the subject matter Changes expected in people as reflected in the

objectives Extent of learners knowledge and/or use of information Number of people to be reach Status of people to be reach(econ, social,educational Relative effectiveness of the method Manner in which methods selected or used

complement each other

Extension Teaching Methods

TYPOLOGY OF EXTENSION METHODS

Individual extension methodsGroup Extension methodsMass media extension methods

Extension Teaching Methods

FORMS OF INDIVIDUAL METHODS IN EXTENSION• Farm and Home Visits• Office calss• Informal contacts/discussion• The Model Farmer

Extension Teaching Methods

GROUPMETHODS• Farmer’s class/seminars• Lecture/talks• Group meetings• Demonstration (method and result)• Field days• Tours/Excursions/Field Trips• Fairs/Exhibits

Extension Teaching Methods

MASS MEDIA METHODS• Campaigns• Print media: leaflets, bulletins, newspapers,

etc.• Broadcast-based• Indigenous folk media• Modern information technology

Extension Teaching Methods

ADVANTAGES: INDIVIDUAL METHOD• Appropriate for dealing with a unique problem

that calls for a major decision by the farmer• Provides for a more private mode of dealing

with famr and household problems and their solutions

• Can increase farmer’s trust on the extension agent

Extension Teaching Methods

DISADVANTAGES: INDIVIDUAL METHOD• Costly in tems of extension agent’s time and

travel• Only small portion of problems may be

reached• Could create jealousy among farmers who are

less frequently in touch with extension agent.

Extension Teaching Methods

ADVANTAGES: GROUP METHOD• Possibility of greater extension coverage• More cost-effective than individual methods• Farmers could learn from each other through

discussions and sharings• Group cold create supportive atmosphere and

could move farmers to concerted action.

Extension Teaching Methods

ADVANTAGES: GROUP METHOD• Could create friction among group memebers

if extensionworker is not good at facilitating/moderating discussions

• Farmers may find it difficult/embarrasing to discuss their more sensitive problems.

Extension Teaching Methods

ADVANTAGES: MASS MEDIA METHOD• Faster information dissemination to a large

number of people.• Therefore, more cost-effective.

Extension Teaching Methods

DISADVANTAGES: MASS MEDIA METHOD• Not effective for bringing audience to the

higher stages in the adoption process.• Difficulty of getting immediate feedback.

Extension Teaching Methods

VISUAL MATERIALSPOSTERS – display type visuals. Can “stand on

their feet,” i.e., put them up and leave them unattended and they can deliver the message to all who see it.

Visual Materials

CHARTS – Visual symbols used for summarizing, comparing contracting or explaining a subject matter.

Common types:Organizational chartsFlow chartsPie chartsLine chartsPictorial graphsTrend charts

Visual Materials

STILL PICTURESTypes:

PhotographsIllustrationsStenographs – three-dimensional still pictures

through use of a pair of lenses mounted on a frame where viewer sees one image with his left eye and another image with his right eye.

Visual Materials

EXHIBITS – show of products done with delicate planning under controlled conditions. Held to attract and stimulate public interest and comments, to sell products or an idea.

Visual Materials

DIAGRAMS – visual symbols made up of line and geometrical fforms from which pictorial elements are absent.

e.g. diagram of a rootsystem of a plantfloor plan of a housedirection for assembling a collapsible

technology

Visual Materials

OBJECTS – the real things which have been remoed as units from their natural settings.

SPECIMENS – real things but they differ from objects in the sense that specimens may be small parts, segments, pieces or samples of the whole that have been treated or mounted in some special way in order to preserve them

Visual Materials

MODELS – recognizable three-dimensionalreplicas of real objects.

BULLETIN BOARDS – brief and clear visualization of an idea displayed on a panel of wood or a piece of colored board.

Visual Materials

RESULTS DEMONSTRATIONshows by example the practical application of a recommended idea or practice through a local proof of what happens after the idea or practice has been adopted.

Extension Teaching: Requirements

REQUIREMENTS FOR EFFECTIVE EXTENSION TEACHING1. Specific and clearly defined learning objectives.

Statement of objectives should identify. PEOPLE to be taught BEHAVIORAL CHANGES to be developed in the learners CONTENT or SUBJECT MATTER to which the behavior is

related LIFE SITUATION in which the action is to take place.

Extension Teaching: Requirements

Example of a Learning ObjectiveAt the end of the two-day session (LIFE SITUATION) extension agent participants (PEOPLE/LEARNERS) should be able to produce a 10-minute powerpoint presentation (BEHAVIOR) on the three typologies of extension teaching methods (SUBJECT MATTER).

Extension Teaching: Requirements

2. Extension agent’s MASTERY of the TEACHING METHOD to use Implications: Mastery demands that

extension agent also knows the most appropriate teaching method to use for the subject matter to be taught and the particular group of learners.

Extension Teaching: Requirements

3. Extension agent’s MASTERY of the SUBJECT MATTER content to be taught

This requires up-to-date knowledge based on the most recent research findings and current events.

Extension Teaching: Requirements

4. Extension agent’s good KNOWLEDGE of the LEARNERS especially their life situations particularly their NEEDS and PROBLEMS.

5. Extension agent’s good working and practical knowledge of the PSYCHOLOGY OF ADULT LEARNERS.

EXPLANATIONS FOR REJECTION/ADOPTION OF TECHNOLOGY

‘INDIVIDUAL-BLAME’ Hypothesis

e.g. I am poor, I have low educational attainment, traditional, fatalistic

Explanation

‘SYSTEM-BLAME’ Hypothesis

e.g. Leadership traditional, power relationship is exploitative,

etc.

‘PRO-INNOVATION’ Bias

e.g. The innovation is okay. It is the farmer’s fault.