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