Introduction

The long title for this week's topic is "The Integrated Three-Circle Model for Agricultural Education, with information about 4-H Essentials for Youth Development. "  I recently attended an FFA competitive event where students taught a lesson a group of mock students. The four finalists in this event had the opportunity to choose the topic they would teach. All four choose the three-circle model. Naturally, their agriculture teachers put them up to it because the lesson is relatively easy to teach, I suppose.  However, I would venture to say that most high school agricultural education students don't care about the model; they want to attend an interesting class and perhaps participate in some fun FFA activities.  

This week, we trace the development of the three-circle model for agricultural education. Among agriculture teachers, this model has reached almost mythical proportions. But where did it come from? And why is this model not used by other educational programs? That was a question I had a few years back, and below is an article that arose from a research project to determine the origins of the model. It was only slightly harder to do this than to find the source of the Amazon River in South America or take a picture of a live unicorn.

For 4-H, the model is less difficult to understand and certainly easier to find.  I included information about that model for our colleagues in 4-H Youth Development and Extension.

Objectives

By the end of this lesson, you will be able to explain how the integrated three-circle model for agricultural education came into being.

The Model

The model is not in the early literature associated with the development of agricultural education. It isn't addressed in the Country Life Commission Report, the Smith-Hughes or Smith-Lever Acts, or the Morrill Act. You will likely find the first mention of the model in research articles after 1975. The earliest possible reference to a three-circle model was by Herbert Hamlin in 1964, and even he did not refer to the model as a triple-Venn diagram as developed by mathematician John Venn. He said instruction, youth organizations, and supervised experience were so important that every agricultural education program should have them. But, no interlocking, three-circle model.

 Even so, if you apply the mathematical definition of a three-circle model, it does not make sense. The parts of the circles that do not overlap should be those elements independent of the other circles, but what part of the FFA is not instructed, and what part of SAE is not also instruction?

I suspected the three-circle model we preach about in agricultural education had no philosophical origin. Unfortunately, I was right. 

To find the answer to the mystery of the model's origins, I searched through the various editions of the Handbook on Teaching Vocational Agriculture written by Glen Charles Cook. Cook was a professor of education at Michigan State University. He also served as a special representative to the U.S. Office of Education (now US Department of Ed.). His career included a stint as a professor of agricultural education at the University of Hawaii and a supervisor of the fifth-year agricultural education program there. He also served as a professor and assistant state supervisor for agricultural education at what was then the North Dakota Agricultural College, now North Dakota State University. Beginning around 1938, Cook wrote books on various agricultural education topics, and his textbooks seemed like the best place to start. It turns out that there were several models for agricultural education, according to Cook.

A few years ago, I became interested in how the three-circle model was developed. It became somewhat of of an obsession.  You can find the result of my feverish activity in the following research article. 

The Essential Elements of 4-H Youth Development

4-H has a similar model, commonly called the "Essential Elements of 4-H Youth Development." These fundamental principles guide 4-H programs and activities to ensure holistic youth development. The Essential Elements are as follows:

Belonging: Youth need to feel connected and accepted in a group. Belonging involves creating a safe and inclusive environment where youth feel valued and supported by their peers and adult mentors.

Independence: Encouraging independence helps youth develop decision-making skills, self-discipline, and responsibility. 4-H programs provide opportunities for youth to take on leadership roles, set goals, and make choices about their learning experiences.

Mastery: Mastery is about helping youth develop competence and confidence in various skills and areas of interest. 4-H offers hands-on learning experiences, project-based activities, and access to resources that allow youth to master new skills and knowledge.

Generosity: Teaching youth the value of giving back and contributing to their communities is essential to 4-H. Through service-learning projects and civic engagement activities, youth learn about empathy, social responsibility, and the importance of positively impacting others.

Independence of Mind: This element emphasizes critical thinking, problem-solving, and creativity. 4-H encourages youth to explore diverse perspectives, ask questions, and think independently to develop intellectual curiosity and adaptability.

Sense of Belonging: Similar to the first element, this aspect fosters a sense of connection and inclusion within the broader community. Youth are encouraged to engage with diverse groups, appreciate cultural differences, and build meaningful relationships with others.

A Feeling of Mastery: Beyond developing specific skills, this element emphasizes the importance of instilling a sense of accomplishment and self-efficacy in youth. 4-H programs celebrate youth achievements, recognize their efforts, and provide personal growth and development opportunities.

These Essential Elements work together to create a comprehensive framework for 4-H youth development, focusing on nurturing well-rounded individuals who are empowered, responsible, and engaged members of their communities.

60-Minute Assignment

Regardless of where we work, models drive a lot of what we do. In the school I visit on a regular basis,  there are new models for teaching reading.  This week, please click on the Google document link below and provide a brief description of a model being used in your organization. I have provided an example. Go for it!

https://docs.google.com/document/d/1_8maqgoGsQSshBJG_zE9LUH52fYl6SznGBa_5neQ8ys/edit?usp=sharing