1. By Becky Rouse

2. WHY DID I CHOOSE KAYAKING? I didn’t!

3.  To work collaboratively as a group to create a kayaking lesson  To enhance student learning by making modifications when needed My Aim: -To improve my professional develop by observing and assisting with a series of kayaking lessons -To develop my confidence and ability to teach a kayaking lesson effectively

4.  When planning or teaching a lesson teachers try to “scaffold” students learning to achieve a positive outcome.  Scaffolding is like a painter or a builder. They need scaffolding to get higher in order to finish the job. If there was no scaffolding then the job would be half complete.  This is similar to structuring learning for students. Teachers create a scaffolding environment so students can aim high when learning. By scaffolding students are then able to problem solve, ask questions, and create a higher levels of thinking = to learning. (Walsh & Sagle, 2004).

5. WHERE DID WE BEGIN? Ice BreakersLand based activitiesWater based activities Bang Pattern Ball Left/right Name Game How to paddle How to hold a paddle Prior experience Water safety Paddle Paddle Tag Raft up Kayak surfing Capsizing Learning Intentions: -To develop water safety skills in regard to kayaking -To learn a range of kayaking strokes that will enable turns, stops and manoeuvers -Students will develop confidence on the water for different situations Equipment -12x Sit on top Kayaks -12x Paddles -2x Large cones -12x Lifejackets (different sizes) -Rope

6. ActivityTeaching Points Ice-breakers: Name Game – Passing a shell or rock around, say your name and throw the ball to someone they don’t know. The order can be changed, so they have to throw the ball backwards, in a different order. Questions: Who has done kayaking before? Where have you kayaked if so? Who can name some risks whilst kayaking? How could we avoid these? Referring to session goal 1 – creating positive relationships between students and teachers. This enables students to feel able to approach us with concerns or for general questions. We are then able to develop an open and positive learning environment. These possible questions would be asked to discover what the students already know, and gives them the opportunity to ask more questions to further learning.

7. ActivityTeaching Points Safety Talk – - How do we know when to come into shore? - How to fit a lifejacket? - What if you fall out? Teacher will go over these safety procedures, and will get students to ask questions. Safety Briefing Whistle - Teacher on the shore will blow their whistle 3 times in long blows and wave both hands above their head (incase it is too windy to hear whistle from the shore), students will paddle back into shore as quickly as they can. Teacher supervising out on the water will respond with three long blows so that students can hear this whistle clear whilst on the water. One whistle – out of bounds, misbehaving – getting students attention Two whistles – Raft up Lifejacket – Students will get into pairs to fit each-others lifejackets, they need t look at the size of the life jacket beforehand. Lifejacket should not lift above your ears, if this happens even when fully tightened then students’ needs to move to a smaller lifejacket. What if you fall out? – Depending on the surf – Rough condition – First instinct – resurface with arms above head to protect self from kayak. Try and avoid kayak if you come off in a wave. Flat conditions – Resurface with arms above head. With buddies assistance help to get back onto your kayak.

8. ActivityTeaching Point Left/right – Student will get into a circle each holding a paddle. Paddle is in a vertical position. If the teacher says right – students have to catch the paddle to the right. and vice versa on the left hand side The purpose of this activity is to get the students up and moving around before getting them into the water. This activity also develops concentration, which will be beneficial before they head out into the water activities.

9. ActivitiesTeaching Points Paddle - Left/right/forward/back – In pairs, one person mount kayak with paddle. Listening to the teachers instructions. Students will discover how to monover their kayak. For example: Turn left. Person in kayak has to figure out how to turn their kayak left. Partner in water has to hold onto the kayak. Paddle – Each students needs a kayak and a paddle. Allow students to paddle around and the new strokes they have learnt Paddle Tag – Whilst on the water. The teacher will name who the tagger is. Students have to get away from the tagger. The tagger has to tag the end or the front of their peers kayak. Raft up – Teacher on the water will blow his/her whistle twice. Students then have to bring their kayaks together in a line. Teacher will ask two students to swap places with each other. Kayak Surfing/ free time – allow students to practice their strokes, balance, direction and progress them to surf their kayaks into shore The purpose of this activity is to allow students to discover how to maneuver their kayak without the guidance of the teacher. If a student is struggling, the teacher will be there to clarify misunderstanding. Teacher will teach students how to hold the paddle during the activity. Teacher will also go over safety. Hold raised end of paddle in dominant hand and rotate the paddle with this hand. Enter paddle at the knee as close to the kayak as possible and then pull back the stroke back to your hip. Pull this side out of the water and then rotate the paddle and repeat on the opposite side. To turn a kayak, repetitively stroke in the same direction for the direction that you wish to travel or pull the stroke wide to turn in that direction. to do a 360 degree turn paddle forward with one hand and to a backwards stroke with the other.

10. ARRIVAL AT CAMP  We had the break first  Went out and tested the conditions  Gave us some extra time to fix our lesson plan due to the conditions  Had to discuss if the lesson was going to work

11.  Life jackets fitted at the beginning  Name game  Left/right  Prior experience – learning to paddle (Made this practical by having the students sitting in their kayaks (Toe to hip)  Safety talk  Paddle tag  Kayak surfing  Debrief

12. Learning how to paddle and safety Briefing Fitting lifejackets Left/right Learning names Debriefing Teacher….Student

13.  Teacher instructed  Lacked specific questions to draw student learning  Water safety needed to be taught more effectively  Signalling from the beach to sea – poor Jaime McKenzie states that “It is important for students to question and wonder and be questioned about why things or objects work the way they do” (McKenzie, 2004).

15.  “teachers are the designer of curricular and instructional activities that facilitate the interactions required for learning to the level of understanding.” (Walsh & Sagle, 2004). Student Centred learning shifts the focus from the teacher to the students. It is an active learning method where students develop: -Problem solving -Answering questions -Formulate their own questions -Discuss -Explain -Debate -Brainstorm

18.  McKenzie. J. (2004). Learning to question, to wonder, to learn. Bellingham, Washington.  Walsh. J. A. Sattes. B. D. Quality questioning. The researched based practise to engage every learner. P.g. 22- 27