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Before we start

Before we start. Reflect on your instruction Open your mind Be flexible with ideas; there are hundreds of ways of delivery session so don’t use the same one every time If you do this stuff then enjoy and be a role model If you don’t do this stuff then enjoy and take your pick of ideas.

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Before we start

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  1. Before we start • Reflect on your instruction • Open your mind • Be flexible with ideas; there are hundreds of ways of delivery session so don’t use the same one every time • If you do this stuff then enjoy and be a role model • If you don’t do this stuff then enjoy and take your pick of ideas

  2. Raising our game Session aim / Learning objective: To explore the delivery an effective session To learn new methods of delivery

  3. 1. What is the outcome of an effective session? 2. How do we ensure our session is successful?

  4. Think about …. • How would you teach someone how to make a cup of tea? • How could you teach someone to make a cup of tea? • How would you teach a 9 year old? • How would you teach someone who is scared of boiling water? • How would you teach an alien?

  5. Creative Challenge You have 6 minutes to prepare how you would teach an alien how to make a perfect cup of tea. (They know nothing of the human world)

  6. Teaching Challenge • Find someone across the room to be your alien partner! • Teach each other your tea making method • Decide which one is the most effective • Pair up with another pair and teach the best two methods • Decide which one is the most effective • Pair up with another four and repeat. • Decide the group winner

  7. Reflecting What were the effective teaching methods? • Think • Pair • Share

  8. “The instructor provides the learning environment but the sailor does the learning” Chloe: “I taught my dog to whistle” Dave: “Let’s hear it then” Chloe: “He can’t whistle” Dave: “I thought you said you taught him to whistle” Chloe: “I did, he just didn’t learn it”

  9. Learning to drive • Think about how you would teach a 17 year old to drive for the first time • Plan your first 10 minute session • Share the session with your partner • Give feedback to each other

  10. Session check list • Did the session allow the intended outcome to be achieved? • Was the session interesting? • Did the session allowing development of the basic skill? • Did the session provide feedback time?

  11. An effective session 1. What do you want them to learn? Learning objective / session aim

  12. The super instructor Amazing. You lucky things. You are going to gain expert knowledge from “super coach”.

  13. What is the problem with the super coach? Knowing what to do is a long way from doing it. Knowledge can get in the way of learning when it isn’t doled out in manageable pieces. Asking someone to pay attention to multiple pieces of information at once is all but impossible We need to focus on fewer things and tame our inner expert!

  14. Who are your “students”? Adults; infants; women; men; mixed; confident; scared of water; racers; curious; willing; dedicated; group on; engaged; fun; paying; teenagers; juniors; young adults; families; warm; cold; happy; old; injured/disabled; wind aware; mobile; interested?

  15. LO: To understand how a volcano is formed at a destructive plate boundary LO: To investigate what happened at Easter Island. LO: To evaluate the statement “To Europe or die trying”

  16. LO: To learn how to tack LO: To learn how to roll tack LO: To tack through a small angle LO: To keep a flat boat throughout the tack LO: To maintain a constant speed throughout a tack LO: To find the maximum point of roll in a roll tack!

  17. LO: To evaluate when to use a California roll • What is the LO/aim? • Assess the knowledge level at the start and adjust your IVF plan accordingly • Increase the level of pressure to embed the skill • Give regular feedback to match LO/aim and assess knowledge level throughout the session to judge progress

  18. LO: To develop skills to minimise disturbance on shore/pontoon • What is the LO/aim? • Assess the knowledge level at the start and adjust your IVF plan accordingly • Increase the level of pressure to embed the skill • Give regular feedback to match LO/aim and assess knowledge level throughout the session to judge progress

  19. LO: To evaluate the statement “all manoeuvres must be done at full speed” • What is the LO/aim? • Assess the knowledge level at the start and adjust your IVF plan accordingly • Increase the level of pressure to embed the skill • Give regular feedback to match LO/aim and assess knowledge level throughout the session to judge progress

  20. An effective session 1. What do you want them to learn? Learning objective / session aim 2. How are you going to make it different? IVF

  21. Injecting effective into your sessions Involved Varied Fun

  22. Geography Rivers, coasts, climatic and tectonic hazards, population, settlement, Economic activity. Nothing has changed! Rwanda and Effiakuma-Lampedusa - migration Dharavi – overcrowding Coltan and diamonds – resources Boscastle / Bangladesh / Japan / Haiti / Holderness / Jurassic coast

  23. Jazzing up our sessions Learning is about engaging the brain and giving appropriate feedback based on the LO. The brain does not stay engaged when it is talked at! Visual, auditory, read/write, kinaesthetic = use a variety of methods

  24. 10 simple methods to jazz up your sessions • Line of progress

  25. 2. List and add • You have 10 seconds to write down all of the parts of your craft • Swap with the person next to you and try to add to their list • Swap with another person and draw a little diagram by the part • Swap again and draw a craft and show where the parts would go

  26. 3. Order the statements Gybing • Let out the sail • Pull in three handfuls of mainsheet • Check under the boom • Pull the tiller towards you • Straighten the tiller • Move your weight when the boom is moving towards the centre line of the hull

  27. 4. Random name Write the names of your “students” on paper and when you ask a question pick a name randomly • Name a hazard in our water today. • Name one safety check you will perform today. • Should we be allowed to pump over 12 knots?

  28. 5. Images with questions What are the hazards?

  29. 6. Creative literacy • Kill cord • Life jacket • Petrol • Radio • Paddle Create a poem incorporating these words

  30. 7. Think. Pair. Share What do these flags mean?

  31. 8. Find your other half Rudder Kill cord Luff sleeve Tiller

  32. 9a. Articulate In your pairs, one person turn around to face the back of the room • Determination • Preparation • Control • Communication • Experimentation • Commitment • Confidence • Concentration • Organisation

  33. 9b. Diamond 9 Rank the qualities of a top sailor in order • Determination • Preparation • Control • Communication • Experimentation • Commitment • Confidence • Concentration • Organisation

  34. 10. Acting Get the group into small groups and act out a situation appropriate to the LO • Make a 10 second video showing a good landing with a commentary • Make a 20 second news bulletin about the hazards in the sailing area • Make a 30 second video teaching 10 year olds to hoist a kite

  35. An effective session 1. What do you want them to learn? Learning objective / session aim 2. How are you going to make it different? IVF 3. How are you going to raise the pressure of the skills? Appropriate activities to develop skills

  36. Increasing pressure: RYA skills model 4. Automatic – can you perform a perfect manoeuvre under pressure 3. Diversion – can you give your attention to anything else? 2. Shaping – how do they link together to make an effective manoeuvre? 1. Component – what are the individual parts of the activity?

  37. An effective session 1. What do you want them to learn? Learning objective / session aim 2. How are you going to make it different? IVF 3. How are you going to raise the pressure of the skills? Appropriate session to develop skills 4. How are you going to track progress to check they leave with the intended skill? Intended progress achieved with progress

  38. Effective feedback • Individual • Delivered in small bursts • Focus on strengths as well as improvement areas • From a variety of sources – peer and instructors • Focus on the solution

  39. Austin’s butterfly • http://www.youtube.com/watch?v=hqh1MRWZjms

  40. Feedback in action • Get into a group of three or four • Take it in turns to teach a skill from your specific area of sailing to the rest of the group! Give feedback that is: • Individual • Delivered in small bursts • Focus on strengths as well as improvement areas • From a variety of sources – peer and instructors • Focus on the solution

  41. You in the real world • Think of your next training session • Plan it to make it different to your norm • Plan it to make it effective so that people leave with an embedded intended skill • LO/aim • Plan the session to make it different with IVF. • Increase the level of pressure • Give regular feedback to match LO/aim

  42. Raising our game Session aim / Learning objective: To explore the delivery an effective session To learn new methods of delivery

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