INSTRUCTIONAL SKILLS It is not Just about Learning Styles

1. 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

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

3. Class / Program Development

4. Program & Class Development Experiential Outcome Model 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

5. 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 Activity Progression

6. Program & Class Development Class Structure – Introduction to Kayaking Activity Progression Class Content and Instructional Flow

7. Levels of Competency Levels of Expertise

8. 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

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

10. Learning Styles Multiple Intelligences

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

12. Planning & Executing a Successful Class

13. 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 Class Outcomes • Review Phase • Self – Evaluation of your class • Successes • Opportunities • What you would do next time • Review class evaluations • Class venue • Preparation • 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 DO PHASE REVIEW PHASE Proper Prior Planning Prevents Poor Performance

14. QUESTIONS?Jeremy OyenOutdoor Programs & OutreachCurriculum & Training Coordinator253-437-5730 | joyen@rei.com