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ISPA Methods of Instruction

Jack DaleISPA Instructor Evaluator #1205

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Student profileAgeEducationSkill LevelPressuresAttitudeLearning GoalsExpectations

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Adult LearnersDignity and respectProblem - centered, practicalWant to know whyExperiential, experimentalSafe from ridicule, embarrassment

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Adult LearnersConstructive feedbackExperience recognized and usedMotivated to learnWant some influence on class

organizationExpect instructor to lead by example

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Differences Among StudentsNeed for detail and tolerance for riskVisual Auditory Physical learning stylesNeed for structure

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Need for Detail Tolerance for Risk

Detail

High

Low

Tolerance for RiskHighLow

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Input ChannelsVisual Learners

Learning by seeingAuditory Learners

Learning by hearingPhysical (Kinesthetic) Learners

Learning by doingSee, Hear, Do

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Engaged LearningAuthenticBusyCollaborativeOngoing, performance-based assessment

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Consciousness / Competence “You don’t know what you don’t know”

Unconscious Incompetence “You know what you don’t know”

Conscious Incompetence “You know what you know”

Conscious Competence “You don’t know what you know”

Unconscious Competence

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Level 1 - Unconscious Incompetence the person is not aware of the existence or relevance of the skill area

the person is not aware that they have a particular deficiency in the area concerned

the person might deny the relevance or usefulness of the new skill

the person must become conscious of their incompetence before development of the new skill or learning can begin

the aim of the trainee or learner and the trainer or teacher is to move the person into the 'conscious competence' stage, by demonstrating the skill or ability and the benefit that it will bring to the person's effectiveness

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Level 2 - Conscious Incompetence the person becomes aware of the existence and relevance of the skill

the person is therefore also aware of their deficiency in this area, ideally by attempting or trying to use the skill

the person realises that by improving their skill or ability in this area their effectiveness will improve

ideally the person has a measure of the extent of their deficiency in the relevant skill, and a measure of what level of skill is required for their own competence

the person ideally makes a commitment to learn and practice the new skill, and to move to the 'conscious competence' stage

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Level 3 - Conscious Competence the person achieves 'conscious competence' in a skill when they can

perform it reliably at will

the person will need to concentrate and think in order to perform the skill

the person can perform the skill without assistance

the person will not reliably perform the skill unless thinking about it - the skill is not yet 'second nature' or 'automatic'

the person should be able to demonstrate the skill to another, but is unlikely to be able to teach it well to another person

the person should ideally continue to practise the new skill, and if appropriate commit to becoming 'unconsciously competent' at the new skill

practise is the singlemost effective way to move from stage 3 to 4

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Level 4 - Unconscious Competence the skill becomes so practised that it enters the unconscious parts of the

brain - it becomes 'second nature'

common examples are driving, sports activities, typing, manual dexterity tasks, listening and communicating

it becomes possible for certain skills to be performed while doing something else, for example, knitting while reading a book

the person might now be able to teach others in the skill concerned, although after some time of being unconsciously competent the person might actually have difficulty in explaining exactly how they do it - the skill has become largely instinctual

this arguably gives rise to the need for long-standing unconscious competence to be checked periodically against new standards

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Level 5 - Reflective Competence Good Instruction?

Good Instructor?

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Structured LearningOrganized plansWell-structured lessons

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Best Practice Sailing skills based on best practice

ExamplesMOBLine handlingKnotsDocking

Instructional skills based on best practiceManuals at all levelsSkills follow scope and sequence

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Qualities of an Effective InstructorWhat are the qualities of an effective

instructor?

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Instructor IntegrityKnowledgeHonestyResponsibilityChoiceEncouragement / RestraintReview progress

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Presentation SkillsAppearanceMovementMannerismsVoiceNervousnessAttitude

CommandRapportConfidence

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Good QuestionsOpen Questions

Open a discussionDraw out informationWhat, Where, When, Why, How

Closed questionsFocus a discussionClose a discussionDo you, Would you, Are they, Should they …

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Questions to AvoidMultiple questionsLeading questionsAttack questions

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Handling Student Questions Repeat question to clarify Establish relevance Answer when appropriate

End of lesson, if not relevant Later, if more appropriate

Do not waffle, if you do not know There are no dumb questions Encourage questions

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Student-Centered LearningMatch learning styles and teaching stylesTechniques

LectureDemonstrationDiscussionProblem-solvingRole-playingExperiential learningBrain-storming

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Teaching AidsBoatChalkboardFlip chartModels, actual partsCDs, DVDsLCD projector

Charts, books, picturesOverhead projectorSlide projectorVideo equipment

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MnemonicsMemory Aids “Red sky at night …”Others?

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Planning Course Planning

Scope and sequenceResourcesAssessment

HowWhereWhen

Lesson PlanningGreeting /

introductionsReviewQuestionsOverviewLessonPreviewQuestions

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Outline Lesson PlanCourseObjectiveTime Techniques / Aids

Opening

Body

Presentation

Confirmation

Closing

Reminders

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Step-by-Step TeachingDemonstrate complete skillBreak down into logical stepsEnsure steps are understoodPut steps together

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Review and RefineSeek feedback

What worked?What needs improvement?

Be critical of own instructionDo not get caught in a rut “Success teaches nothing.”

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Using the LogbookAt start of course

Review first three pagesSign and seal page 1

At end of each dayStudents check off what was completed Instructor plans what needs to be covered

At end of courseSign and seal each moduleSign and seal each standard

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Certificate of Competency Web site

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