Lindsay Woodcock: Three Circle Model for Successful Students 1

Three Circle Model for Successful Students

The purpose of the education system is to produce students who will be successful after

graduation. Rigor, relevance, and relationship bring everything full circle so that students gain

the concrete skills to make this success possible (Murphy, 2018). The skills acquired are not

necessarily based in agriculture, but may be skills such as professionalism, problem solving, and

communication. The need for professionals in the agricultural industry will never cease to grow,

and as a society that is a need we must meet.

The goal of educators is student oriented, as it should be. No one enters the career for

fame and fortune, but rather to promote the improvement of our society through the education of

the next generation. This common goal can be easily observed in the mission statements of

several independent school districts. Friendswood ISD states that they “aspire to be… where

every student is future-ready in a global society” (Friendswood ISD, 2018). South Texas ISD

says that their Call to Action is that “each student thrives in real world challenges…” (South

Texas ISD, 2018). Both districts have a clear similarity in their goal of preparing students for a

future that they will be employed and live in. This goal should be carried out in every part of

education, especially in Agriculture, Food, and Natural Resources.

There are distinct elements of a student’s education that contribute to their success. The

first of these is the environment. Students need to be in an environment that is encouraging and

comfortable as to foster their self-efficacy and motivation. Second, it is critical that students have

experiences that not only introduce them to new ideas, but push the student to the edge of the
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what he or she knows, using the zone of proximal development to its fullest extent, where

learning occurs best (Moore, 2018). Finally, information should be presented to students in a

way that relates it back to other subjects they may be learning as well as personal experiences

they have had.

The three circle model, in all of its forms, bring together the most important elements of

education to achieve the goal of a prepared student. The Daggett model discusses rigor,

relevance, and relationships (Murphy, 2018). Rigor is critical as it is seen in the old FFA model

as Classroom/ Lab instruction and in the new FFA model as Inquiry Based Learning (National

FFA Organization, 2017). In this first circle, we see that students should be presented

information in a way that makes sense to them and allows them to make the necessary

connections to begin to grasp the concept, which is why it should come first in the learning

process. The second circle contains Relevance, SAE in the old FFA model and Implementation

in the new FFA model, the element of experiences. Experiences should further build on the rigor

found in the classroom. Students should have their own “aha!” moment when they make the

connection without being told what it is, and this is best done in Supervised Agricultural

Experiences. The third circle is Relationship, FFA in the old model and Engagement in the new

model, and this is what I would consider the environment. While students may have received the

knowledge and made a connection to a real life application, without an environment that fosters

comfortable and independent learning, these lessons will not be carried past graduation. The FFA

provides the support needed for students to have an impactful learning experience that lasts a

lifetime.
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Throughout my education I have been told time and time again that employers are

looking for three things: professionalism, problem solving, and communication. Each component

of the three circle model provides many opportunities to grow these skills. In Inquiry Based

learning, students are often asked to solve a problem and learn the essential knowledge along the

way. According to the TEKS, students are required, in each course to “​demonstrates professional

standards/employability skills as required by business and industry” (TEA, 2018). Additionally,

students should be required to practice communication skills through group work and discussion

in the classroom. In Implementation, students use the knowledge learned in Inquiry based

learning to solve problems that may arise during their Supervised Agricultural Experiences, and

they will often have to display professionalism to and communicate with their supervisors and

stakeholders. Finally, in Engagement, students display professionalism when communicating

with their peers, and work with other members of the FFA to solve problems that arise in their

chapter.

These are the many ways the three circle model, no matter what the terms you chose to

describe the components, is the best way to prepare students for life after graduation. The

elements of an ideal learning environment, experiences that best utilize the zone of proximal

development, and information presented in a way that makes lasting connections, all come

together to make a program that has the greatest benefits for students. Each piece of the three

circle model is equally important in making a meaningful impact on students.

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References

FISD. (n.d.). Retrieved January 29, 2018, from ​http://myfisd.com/about/

Moore, L. (2018, January 22). ​What Is Learning?​ Lecture presented in Texas A&M University,

College Station.

Murphy, T. (2018, January 24). ​AFNR Models and Supporting Organizations​. Lecture presented

In College Station, TX.

National FFA Organization. (2017). ​The Official FFA Manual. ​Indianapolis, IN: National FFA

Organization

South Texas Independent School District. (n.d.). Retrieved January 29, 2018, from

http://www.stisd.net/about_us/strategic_plan/

Texas Education Agency. (n.d.) 19 TAC Chapter 130. Texas Essential Knowledge and Skills for

Career and Technical Education. Retrieved January 29, 2018, from

http://ritter.tea.state.tx.us/rules/tac/chapter130/index.html