ISPA Instructors Methods of Instruction
Transcript of ISPA Instructors Methods of Instruction
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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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