It is not Just about Learning Styles INSTRUCTIONAL SKILLS It is not Just about Learning Styles Jeremy Oyen REI Outdoor Programs & Outreach Curriculum & Training Coordinator ACA ITE: Kayak / Adaptive Paddling ACA IT: Canoe / Kayak / SUP 2012 ACA National Paddlesports Conference Charleston, SC

What to Expect? Best Practices for Instruction Planning your classes How should Classes / Programs be Developed? Levels of Expertise Planning your classes

Class / Program Development

Experiential Outcome Model Program & Class Development   CONCLUDING and TRANSFERENCE PHASE Identify & Confirm Desired Class Outcomes   PLAN PHASE Choose the Activity Design for education Keep activity design simple Develop clear progression based on outcomes Design framing and closure Class Outcomes REVIEW PHASE Assess Through debrief and observation: Self Participants Resources Classroom   DO PHASE Do the Activity Frame activity—include safety briefing Manage and run activity / instruction Experiential Outcome Model

Program & Class Development Basic Structure Instruction & Activity need to have defined structure to be effective Units need to be framed (introduced) and have closure separately Framing Activity Closure Kayaking 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. Define each component Framing – define what the intent / outcome is for this specific activity. “frame” the learning by providing guidance. “Outcomes” and “Plan” phases Activity – this is the “do phase” of the basic structure Closure – Review what was covered and inform how this can / will be used in future. This can be portrayed as later in this class or in future outdoor recreation activities. “Review” and “Concluding / Transferance” phases. Activity Progression

Program & Class Development Class Structure – Introduction to Kayaking Frame Class & 1st Activity Assess and Transition to next activity Frame 2nd Activity Frame 3rd Kayak Fit & Wet Exit Maneuvering & Paddle Strokes Rescues & Recoveries Activity Closure Activity Closure + Class Closure Activity Progression Blocks are progressions of Basic units covering identified subject matter. Multiple Block Progressions form the Structure of a Class For example, in a Map and Compass class there are two distinct block of lessons under map information. There are another two blocks of lessons under compass skills. These four blocks linked together with transition times creates the class structure and distinct learning progression for the students. Class Content and Instructional Flow

Levels of Competency Levels of Expertise

HAVE YOU EVER…. “In the beginner’s mind there are many possibilities, 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 The Beginner’s Mind can be explained as a level of knowledge or experience. To get to this point, people need to be aware of what they know, and what they don’t know. This is called “Aware Incompetence” or simply the “Beginner’s Mind”. We will get a bit more into levels of expertise in a moment, but we would like to try something first. Have you ever… Not been able to learn something and been told – come on this is easy, just do what I do. Been told…”You should know this!” when learning something new? Had difficulty teaching someone a new skill or technical concept? Had an instructor that you just didn’t “get” or connect with? Felt like you were in a Charlie Brown cartoon during a class, not being able to understand the teacher? Other examples of your feeling that you were in the “beginner’s mind” – enter in chat box

False Master Expert Proficient Master Beginner Novice Level of Competency / Expertise Inactivity Practice False Master Complacent Competence Expert Automatic Competence Effort Tutelage Mentorship Proficient Deliberate Competence Self Study Peer Review Learning Mindfulness Master Reflective Competence Beginner Aware Incompetence Complacency Beginner’s Mind Different shape Discovery Novice Unaware Incompetence Naive Negative Experience

Learning Styles Multiple Intelligences

Learning Style v. Multiple Intelligences What is the Difference? Learning Styles Multiple Intelligences Doer Feeler Thinker Watcher Linguistic Logical-Mathematical Musical Spatial Bodily Kinesthetic Intra-Personal Inter-Personal Natural

Planning & Executing a Successful Class

Proper Prior Planning Prevents Poor Performance Planning & Executing a Successful Class 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. Plan 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 CONCLUDING and TRANSFERENCE PHASE   PLAN PHASE Review Phase Self – Evaluation of your class Successes Opportunities What you would do next time Review class evaluations Class venue Preparation Class Outcomes 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 Class Outcomes are identified on each class outline in the Curriculum Library. Outcomes define the scope and intent of the class itself Plan 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, but be ready to change the plan as needed for unplanned situations, different learning styles, other issues that might happen Review Phase Complete a course end report / evaluation Successes Opportunities What you would do next time Review class evaluations Class venue Concluding / Transference 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.   DO PHASE REVIEW PHASE Proper Prior Planning Prevents Poor Performance

QUESTIONS? Jeremy Oyen Outdoor Programs & Outreach Curriculum & Training Coordinator 253-437-5730 | joyen@rei.com 14