Unit 17:Teaching NAUI Diving Courses and Programs • Enrollment• Course Goals • Instructor Growth and Privileges• Technical Diver Training• Evaluating Leadership and

Instructional Performance– Conducting Performance

Reviews in Leadership and Instructor Courses

• Concurrent Training Model• Role Playing• Final Examinations• Counseling• Making Scuba Instruction Fun

Student Performance:By the end of the lesson you will be able to:

• Explain the enrollment process.• Describe the goals of various NAUI courses.• Describe the prerequisites and privileges associated with

leadership and instructor ratings.• Tell about NAUI’s Technical Diver Training Division.• Evaluate performance in NAUI leadership and instructor

level courses.• Conduct internship programs utilizing the concurrent

training model.• Explain how role-playing is used in NAUI courses, its

strengths and weaknesses.• Explain the requirements for final examinations in NAUI

courses and the fundamentals of test construction.• Counsel leadership and instructor candidates.• Use games and play activities as instructional tools.

Enrollment

• Statement of Understanding and Student Learning Agreement

• Medical History Form• Waiver Release and

Indemnity Agreement• Student Record Folder• Leadership and

Instructor Candidate Record Folder

Course Goals

• Core Non-Leadership Courses– Scuba Diver Course

– Advanced Scuba Diver Course

– Rescue Scuba Diver Course

– Master Scuba Diver Course

Course Goals (continued)

• Assistant Instructor Course• Skin Diving Instructor Course• Divemaster Course• Instructor Course (ITC/ICC)• Staff Training Workshop (STW)• Instructor Trainer Workshop (ITW)• Course Director Workshop (CDW)

Instructor Growth and Privileges

Technical Diver Training

• Technical Diver Training Division formed in 1997

• Codify technical diver training standards

• Assure high level of quality training

• Develop full range of support materials

Evaluating Leadership and Instructional Performance

• Reasonable

• Understandable

• Measurable

• Behavior oriented

• Agreed upon

Evaluating Leadership and Instructional Performance (continued)

Score Result Explanation 1 Fail This score is awarded for unacceptable performance that will require significant

changes to improve, for example, the presenter was unable to complete the presentation or did not include all mechanical components – no introduction or no summary.

2 Fail This score is awarded for unacceptable performance that with a few improvements can be upgraded to passing.

3 Pass An acceptable performance that meets all required criteria and is a performance you believe would produce the intended outcomes stated at the outset

4 Pass A better than acceptable performance that demonstrates enthusiasm and confidence, utilizes training aids, effectively involves others, and shows a command of the subject or activity.

5 Pass An exceptional performance that demonstrates all the qualities required to earn a score of four and has initiative and creativity that is beyond expectations.

• Scoring system

Evaluating Leadership and Instructional Performance (continued)

• Classroom teaching presentation evaluation criteria– Introduction

• [4] Was an attention-gaining step used?

• [3] Was the importance or value of the presentation well established?

• [3] Was what students should be able to do at the end of the lesson and how well they should be able to do it (objectives) presented?

• [3] Were the main points of the lesson outlined?

Evaluating Leadership and Instructional Performance (continued)

• Classroom teaching presentation evaluation criteria (continued)– Body

• [3] Was the lesson organized and did it follow a logical progression?

• [3] Was the information presented safe and correct? • [3] Were training aids used effectively? • [3] Did the instructor involve the students in the lesson, hold

their attention, and control the class?• [3] Was the estimated time of the lesson used effectively to

reach the learning objectives?• [4] Was the topic presented enthusiastically?• [4] Was continuing education promoted?• [4] Was all terminology completely correct?• [5] Was the presentation innovative?• [5] Was the presentation polished and professional?

Evaluating Leadership and Instructional Performance (continued)

• Classroom teaching presentation evaluation criteria (continued)– Summary

• [3] Was there a review of the main points of the lesson?

• [3] Were the key points of the lesson emphasized?

• [4] Were the learning objectives tested?

Evaluating Leadership and Instructional Performance (continued)

• Confined water teaching presentation criteria– Skill introduction

• [3] Was the importance or value established?

• [3] Was a statement of student performance objectives made?

• [3] Was the general sequence of the activity provided?

Evaluating Leadership and Instructional Performance (continued)

• Confined water teaching presentation criteria (continued)– Skill Practice and Evaluation

• [3] Was the exercise organized, safe, and controlled?• [3] Was there a clear and accurate demonstration?• [3] Was practice time efficient and observed?• [3] Were skill deficiencies and errors identified and

prescriptive coaching and remedial practice provided for?• [3] Was there adequate student participation vs. passive

listening or watching?• [4] Was good use made of assistant(s)?• [4] Was the exercise conducted enthusiastically?• [4] Were appropriate games used effectively?• [5] Was the presentation imaginative and innovative?• [5] Was the exercise polished, smooth, and professional?

Evaluating Leadership and Instructional Performance (continued)

• Confined water teaching presentation criteria (continued)– Skill Transition

• [3] Were evaluations of student performance communicated to students?

• [3] Were key points identified?

• [4] Was good performance praised?

• [5] Were suggestions for practice and improvement made?

Evaluating Leadership and Instructional Performance (continued)

• Open water teaching presentation criteria– Briefing

• [3] Was a statement of training objectives provided?

• [3] Were clear, concise instructions and a general sequence of activity provided?

• [3] Were safety precautions and signals covered

Evaluating Leadership and Instructional Performance (continued)

• Open water teaching presentation criteria (continued)– Activity

• [3] Was the activity organized, safe, and controlled?• [3] Were NAUI standards met?• [3] Was the activity time efficient and observed?• [3] Were skill deficiencies and errors identified, corrected,

and remedial practice provided for?• [3] Were communications effective?• [4] Was good use made of assistants?• [4] Was the dive enjoyable?• [5] Was the conduct of the activity smooth and

professional?

Evaluating Leadership and Instructional Performance (continued)

• Open water teaching presentation criteria (continued)– Debriefing

• [3] Was the debriefing organized and effective?

• [3] Were evaluations of student performance communicated to students?

• [3] Were the key points identified?

• [3] Was good performance praised?

• [3] Were problems identified and suggestions for practice and improvement made?

• [4] Was there enthusiasm throughout the presentation?

Conducting Performance Reviews in Leadership and Instructor Courses

• Review elements– Score

– Survey

– Suggestions to improve

Conducting Performance Reviews in Leadership and Instructor Courses (continued)

• Survey – Mechanics

– Substance

– Style

Conducting Performance Reviews in Leadership and Instructor Courses (continued)

• Suggestions to improve• Additional Methods of Critique– Training Team

– Training Team with Staff

– Audio and/or video recording

Concurrent Training Model

• Benefits• Setup• Results

Role Playing:Chain teaching

Candidate # Assignment 1 Entry, buoyancy check, swim to dive site, and buddy assists 2 Equipment removal and replacement on the surface 3 Descent and skill performance–mask clearing 4 Stationary skill performance–regulator recovery 1 Stationary skill performance–air sharing 2 Underwater navigation skill exercise 3 Underwater tour, air consumption exercise, ascend with dive group 4 Regroup, swim in and exit

Role Playing: Problem SolvingRegulator free flow Cylinder valve turned off Mask will not seal Regulator breathes hard Air in BC preventing descent Incorrect ballast Poor surface dive performance Ear squeeze/pain Sinus squeeze/pain Quick release of weights compromised Inattentivee Over anxious Bothering fellow students, “horseplay” Cold, pre-hypothermic Incorrect surfacing technique Failing to exhale while recovering 2nd stage Straps and buckles undone Distracted by extraneous activity Exhaustion Incorrect fin kick Unprepared for class Unsecured, dangling equipment Difficulty clearing mask Difficulty clearing regulator Difficulty sharing air Difficulty reading dive computer Difficulty calculating air consumption Fearful of aquatic life encountered

Role Playing:Anticipating and Preventing Problems

– Lack of planning.– Students facing the sun.– Ineffective voice, i.e., volume

not adequate for conditions.– Ignoring safety violations.– Placing students near

distractions.– Chewing gum, smoking

cigarettes, wearing dark glasses, poor grooming and dress.

– Lacking enthusiasm.– Turning one’s back to students

while talking.– Failing to ensure that all can

see a demonstration.– Failing to maintain control.– Playing favorites.– Ignoring questions or failing to

ask for questions.

– Continuing to speak through distractions.

– Keeping hands in pockets.– Nervously pacing or fidgeting.– Using crutch words and

phrases like “um,” “eh,” and “you know.”

– Using profanity.– Failing to introduce one’s self.– Failing to establish rapport,

being unapproachable.– Using sarcasm or belittling a

student.– Chastising a student in front of

peers.– Using slang or failing to

explain terms.– Talking too much, too little

student participation.

Final Examinations

• NAUI testing and evaluation program–Content Validity and Reliability

• Examination administration

• Statistical analysis and item/exam revision

Final Examinations (continued)

• Writing test questions–Multiple-choice

– True-false

–Matching type

– Fill-in-the-blank

–Essays

Counseling

• Assists students to cope with obstacles and challenges

• When and where• Effective Counseling

– Empathy– The art of listening– Tune in to the student– Ask positive, open-

ended questions• Counseling skills can be

improved and perfected with practice

Making Scuba Instruction Fun

• Classroom training aids– Training aids make

learning interesting– Realia– Models– Demonstrating principles

• Pool training aids and activities– Using games to teach

and reinforce skills– Presenting skills as

challenges– Using activities to divert

attention from anxieties.

End of Unit 17

Teaching NAUI Diving Courses and Programs • Enrollment• Course Goals • Instructor Growth and Privileges• Technical Diver Training• Evaluating Leadership and

Instructional Performance– Conducting Performance Reviews

in Leadership and Instructor Courses

• Concurrent Training Model• Role Playing• Final Examinations• Counseling• Making Scuba Instruction Fun

Student Performance:By the end of the lesson students will be able to:

• Explain the enrollment process.• Describe the goals of various NAUI courses.• Describe the prerequisites and privileges associated with

leadership and instructor ratings.• Tell about NAUI’s Technical Diver Training Division.• Evaluate performance in NAUI leadership and instructor

level courses.• Conduct internship programs utilizing the concurrent

training model.• Explain how role-playing is used in NAUI courses, its

strengths and weaknesses.• Explain the requirements for final examinations in NAUI

courses and the fundamentals of test construction.• Counsel leadership and instructor candidates• Use games and play activities as instructional tools.