Learning

1. Learning To be an effective teacher you must first understand the process of learning.

2. Teaching in your role as a DM • As a DM you will find that your clients appreciate learning from you. • Skills • Theory • Environment • Marine life • Happy clients mean better tips, repeat business or referrals. • The instruction will typically be less formal than in a class setting.

3. Learning Objectives • Define learning and the three behaviors which are shaped during the learning process. • Define conditioning and describe the ultimate goal of conditioning, • State one word which best defines the instructors primary contribution to the learning process. • List the six laws of learning and describe how each applies to scuba instruction. • Describe the criteria which must be met to complete the job of scuba instruction.

4. Working Definition Achange in behavior based on experience. • Physical • The motor skills of diving • Cognitive • The theory of diving • Emotional • Attitude or philosophical approach to diving

5. Conditioning • The process of shaping feelings along with developing knowledge and skills. • Over-learning of skills to the point where response to a certain stimulus is automatic.

6. Instructors Contribution • Primary contribution • Efficiency! • Minimum time and effort • Minimize frustration • Secondary contribution • Safety and control • Tertiary contribution • Make learning enjoyable and satisfying • Criteria for complete instruction; • In addition to knowledge and skills, the instructor must instill in the student the desire to dive safely at all times. • How does one dive safely?

7. Laws of Learning When applied to the learning process these concepts increase the likelihood of success. • Primacy • Intensity • Exercise • Readiness • Recency • Effect

8. Primacy • Once you have learned a skill it is difficult to unlearn it. • Demo properly the first time • Demonstration quality skills • Slow and exaggerated • Students should be able to ID key components of skill • Learn from observing • Correct any mistakes • Immediately • Criticism sandwich • Positively • Focus on 1 or 2 aspects and then fine tune

9. Intensity • Sensory input influences learning • Hearing alone=20% • Hearing + see=80% • Most intense is actual participation in environment • Most effective is to hear, see, and do

10. Exercise • Meaningful repetition • Interference • Pass the mask game • Perfect practice makes perfect • Get them in the water and under the water • Do not simply repeat the instructor’s teaching presentations • Ask if the students have questions • Stress there is a better time and place to ask questions • Before the swim out or • Before beginning the descent

11. Readiness • Physically • Physically capable • Possess foundation skills • Mentally • Comfortable environment that is conducive to learning • Emotionally • Give them a reason to want to learn the skill • Instructor • Enthusiasm • Establish value of skill

12. Recency • Last learned best remembered • Before the descent emphasize a few key points you want in the forefront of the divers mind. • BASTE vs. BASTED • Simple to complex • Teach a simple skill or skill component • While it is fresh proceed to the more complex

13. Effect • Realization of learning • Light bulb goes on • They got it • Requires testing • Formal vs. Informal • As a DM the testing will probably be more informal

14. Summary • As a DM your focus will frequently be on safety and control. Your clients on the other hand may be more focused on enjoyment or getting that specific photo. Regardless, if your clients end the dive feeling they have learned something from you, they are more likely to have a positive feeling about both you and the dive. To facilitate learning remember to buddy up with PIERRE, the attorney for the laws of learning.