Post on 24-Feb-2016
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INSTRUCTIONALSKILLS
It is not Just about Learning Styles
Jeremy OyenREI Outdoor Programs & Outreach Curriculum &
Training Coordinator
ACA ITE: Kayak / Adaptive PaddlingACA IT: Canoe / Kayak / SUP2012 ACA
National Paddlesports ConferenceCharleston, SC
What to Expect?
Best Practices for Instruction How should Classes / Programs be
Developed? Levels of Expertise
Planning your classes
Class / Program Development
Experiential Outcome Model
ClassOutcomes
CONCLUDING andTRANSFERENCE PHASEIdentify & Confirm Desired Class Outcomes
PLAN PHASEChoose the Activity• Design for education• Keep activity design simple• Develop clear progression
based on outcomes• Design framing and closure
DO PHASEDo the Activity• Frame activity—include
safety briefing• Manage and run
activity / instruction
REVIEW PHASEAssessThrough debrief and observation:• Self• Participants• Resources• Classroom
Program & Class Development
Framing Activity Closure
Basic Structure
• Instruction & Activity need to have defined structure to be effective
• Units need to be framed (introduced) and have closure separately
Program & Class Development
Framing Activity ClosureKayaking is a sport that involves the occasional capsize.An essential to know what to do when that capsize occurs.We call this the “wet-exit”
Present the progression of wet exit steps on dry land• Students complete same steps after
instruction
Proceed to demonstration and review of steps on (in) water with the addition of deep-water re-entry skills• Students complete activity in-water
with 1-on-1 instructor supervision
Now that we know what to do when our kayak capsizes, and the ways we can re-enter the kayak, we can start working on skill development and increased comfort while on the water.
Activity Progression
Class Structure – Introduction to Kayaking
Program & Class Development
Frame Class & 1st Activity
Assess
and Transition to next activ
ity
Frame 2nd Activity
Assess
and Transition to next activ
ity
Frame 3rd Activity
Kayak Fit &
Wet ExitManeuvering
& Paddle StrokesRescues
& Recoveries
Activity Closure Activity Closure Activity Closure + Class Closure
Class Content and Instructional Flow
Activity Progression
Levels ofCompetency
Levels of Expertise
The Beginners Mind
What is the “Beginner’s Mind”?
When did you last feel that you were at this point?
Let’s try something….
HAVE YOU EVER….
“In the beginner’s mind there are many possibilities,
in the experts mind there are few.”
Shunryu Suzuki
MasterReflective
Competence
Level of Competency / Expertise
False MasterComplacentCompetence
Naive
Beginner’s Mind
EffortTutelage
Mentorship
Discovery
Learning
Practice
Self StudyPeer Review
InactivityC
omplacency
Mindfulness
NoviceUnaware
Incompetence
BeginnerAware
Incompetence
ProficientDeliberate
Competence
ExpertAutomatic
Competence
Negative Experience
Learning StylesMultiple Intelligences
Learning Style v. Multiple IntelligencesWhat is the Difference?
Learning Styles Doer Feeler Thinker Watcher
Multiple Intelligences Linguistic Logical-Mathematical Musical Spatial Bodily Kinesthetic Intra-Personal Inter-Personal Natural
Planning & Executing a Successful
Class
ClassOutcomes
CONCLUDING andTRANSFERENCE PHASE
PLAN PHASE
DO PHASE
REVIEW PHASE
Planning & Executing a Successful ClassPlan Phase- Review class
resources & materials (Outlines & PPTs)
- Determine activities to best reach your students
- Add local resources & info to presentations
- Print all necessary class materials
- Locate & check equipment for class
- Laptop- LCD projector- Class specific
equipment
Do Phase- Run the class as
planned- Be ready to change
the plan as needed for unplanned situations, different learning styles, other issues that might happen
Review Phase- Self – Evaluation of
your class- Successes- Opportunities- What you
would do next time
- Review class evaluations
- Class venue- Preparation
Concluding / Transference Phase- Did class meet pre-
determined outcomes? Yes / No – How & Why?
- What needs to be changed for next time?
- If aspects of class content / presentation, need to have any changes approved through MM/FC.
Proper Prior Planning Prevents Poor Performance
QUESTIONS?
Jeremy OyenOutdoor Programs & Outreach
Curriculum & Training Coordinator253-437-5730 | joyen@rei.com