1. It is not Just about Learning Styles
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 Planning your classes
How should Classes / Programs be Developed?
Levels of Expertise
Planning your classes

3. Class / Program Development

4. Experiential Outcome Model
Program & Class Development
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
Experiential Outcome Model

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
Framing
Activity
Closure
Kayaking is a sport that involves the occasional capsize.
An essential to know what to do when that capsize occurs.
We call this the “wet-exit”
Present the progression of wet exit steps on dry land
Students complete same steps after instruction
Proceed to demonstration and review of steps on (in) water with the addition of deep-water re-entry skills
Students complete activity in-water with 1-on-1 instructor supervision
Now that we know what to do when our kayak capsizes, and the ways we can re-enter the kayak, we can start working on skill development and increased comfort while on the water.
Define each component
Framing – define what the intent / outcome is for this specific activity. “frame” the learning by providing guidance. “Outcomes” and “Plan” phases
Activity – this is the “do phase” of the basic structure
Closure – Review what was covered and inform how this can / will be used in future. This can be portrayed as later in this class or in future outdoor recreation activities. “Review” and “Concluding / Transferance” phases.
Activity Progression

6. Program & Class Development
Class Structure – Introduction to Kayaking
Frame Class &
1st Activity
Assess and Transition to next activity
Frame 2nd
Activity
Frame 3rd
Kayak Fit
&
Wet Exit
Maneuvering
& Paddle Strokes
Rescues
& Recoveries
Activity Closure
Activity Closure + Class Closure
Activity Progression
Blocks are progressions of Basic units covering identified subject matter. Multiple Block Progressions form the Structure of a Class
For example, in a Map and Compass class there are two distinct block of lessons under map information. There are another two blocks of lessons under compass skills. These four blocks linked together with transition times creates the class structure and distinct learning progression for the students.
Class Content and Instructional Flow

7. Levels of
Competency
Levels of Expertise

8. HAVE YOU EVER…. “In the beginner’s mind there are many possibilities,
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
The Beginner’s Mind can be explained as a level of knowledge or experience. To get to this point, people need to be aware of what they know, and what they don’t know. This is called “Aware Incompetence” or simply the “Beginner’s Mind”.
We will get a bit more into levels of expertise in a moment, but we would like to try something first.
Have you ever…
Not been able to learn something and been told – come on this is easy, just do what I do.
Been told…”You should know this!” when learning something new?
Had difficulty teaching someone a new skill or technical concept?
Had an instructor that you just didn’t “get” or connect with?
Felt like you were in a Charlie Brown cartoon during a class, not being able to understand the teacher?
Other examples of your feeling that you were in the “beginner’s mind” – enter in chat box

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

10. Learning Styles
Multiple Intelligences

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

12. Planning
& Executing
a Successful
Class

13. Proper Prior Planning Prevents Poor Performance
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
Review Phase
Self – Evaluation of your class
Successes
Opportunities
What you would do next time
Review class evaluations
Class venue
Preparation
Class
Outcomes
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
Class Outcomes are identified on each class outline in the Curriculum Library.
Outcomes define the scope and intent of the class itself
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
Do Phase
run the class as planned, but be ready to change the plan as needed for unplanned situations, different learning styles, other issues that might happen
Review Phase
Complete a course end report / evaluation
Successes
Opportunities
What you would do next time
Review class evaluations
Class venue
Concluding / Transference
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.
DO PHASE
REVIEW PHASE
Proper Prior Planning Prevents Poor Performance

14. QUESTIONS? Jeremy Oyen Outdoor Programs & Outreach Curriculum & Training Coordinator | 14