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Unit 17: Teaching NAUI Diving Courses and Programs

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Describe the goals of various NAUI courses. ... Bothering fellow students, 'horseplay' Cold, pre. hypothermic. Incorrect surfacing technique ... – PowerPoint PPT presentation

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Title: Unit 17: Teaching NAUI Diving Courses and Programs


1
Unit 17Teaching NAUI Diving Courses and
Programs
  • Enrollment
  • Course Goals
  • Instructor Growth and Privileges
  • Technical Diver Training
  • Evaluating Leadership and Instructional
    Performance
  • Conducting Performance Reviews in Leadership and
    Instructor Courses
  • Concurrent Training Model
  • Role Playing
  • Final Examinations
  • Counseling
  • Making Scuba Instruction Fun

2
Student PerformanceBy the end of the lesson you
will be able to
  • Explain the enrollment process.
  • Describe the goals of various NAUI courses.
  • Describe the prerequisites and privileges
    associated with leadership and instructor
    ratings.
  • Tell about NAUIs Technical Diver Training
    Division.
  • Evaluate performance in NAUI leadership and
    instructor level courses.
  • Conduct internship programs utilizing the
    concurrent training model.
  • Explain how role-playing is used in NAUI courses,
    its strengths and weaknesses.
  • Explain the requirements for final examinations
    in NAUI courses and the fundamentals of test
    construction.
  • Counsel leadership and instructor candidates.
  • Use games and play activities as instructional
    tools.

3
Enrollment
  • Statement of Understanding and Student Learning
    Agreement
  • Medical History Form
  • Waiver Release and Indemnity Agreement
  • Student Record Folder
  • Leadership and Instructor Candidate Record Folder

4
Course Goals
  • Core Non-Leadership Courses
  • Scuba Diver Course
  • Advanced Scuba Diver Course
  • Rescue Scuba Diver Course
  • Master Scuba Diver Course

5
Course Goals (continued)
  • Assistant Instructor Course
  • Skin Diving Instructor Course
  • Divemaster Course
  • Instructor Course (ITC/ICC)
  • Staff Training Workshop (STW)
  • Instructor Trainer Workshop (ITW)
  • Course Director Workshop (CDW)

6
Instructor Growth and Privileges
7
Technical Diver Training
  • Technical Diver Training Division formed in 1997
  • Codify technical diver training standards
  • Assure high level of quality training
  • Develop full range of support materials

8
Evaluating Leadership and Instructional
Performance
  • Reasonable
  • Understandable
  • Measurable
  • Behavior oriented
  • Agreed upon

9
Evaluating Leadership and Instructional
Performance (continued)
  • Scoring system

10
Evaluating Leadership and Instructional
Performance (continued)
  • Classroom teaching presentation evaluation
    criteria
  • Introduction
  • 4 Was an attention-gaining step used?
  • 3 Was the importance or value of the
    presentation well established?
  • 3 Was what students should be able to do at the
    end of the lesson and how well they should be
    able to do it (objectives) presented?
  • 3 Were the main points of the lesson outlined?

11
Evaluating Leadership and Instructional
Performance (continued)
  • Classroom teaching presentation evaluation
    criteria (continued)
  • Body
  • 3 Was the lesson organized and did it follow a
    logical progression?
  • 3 Was the information presented safe and
    correct?
  • 3 Were training aids used effectively?
  • 3 Did the instructor involve the students in
    the lesson, hold their attention, and control the
    class?
  • 3 Was the estimated time of the lesson used
    effectively to reach the learning objectives?
  • 4 Was the topic presented enthusiastically?
  • 4 Was continuing education promoted?
  • 4 Was all terminology completely correct?
  • 5 Was the presentation innovative?
  • 5 Was the presentation polished and
    professional?

12
Evaluating Leadership and Instructional
Performance (continued)
  • Classroom teaching presentation evaluation
    criteria (continued)
  • Summary
  • 3 Was there a review of the main points of the
    lesson?
  • 3 Were the key points of the lesson emphasized?
  • 4 Were the learning objectives tested?

13
Evaluating Leadership and Instructional
Performance (continued)
  • Confined water teaching presentation criteria
  • Skill introduction
  • 3 Was the importance or value established?
  • 3 Was a statement of student performance
    objectives made?
  • 3 Was the general sequence of the activity
    provided?

14
Evaluating Leadership and Instructional
Performance (continued)
  • Confined water teaching presentation criteria
    (continued)
  • Skill Practice and Evaluation
  • 3 Was the exercise organized, safe, and
    controlled?
  • 3 Was there a clear and accurate demonstration?
  • 3 Was practice time efficient and observed?
  • 3 Were skill deficiencies and errors identified
    and prescriptive coaching and remedial practice
    provided for?
  • 3 Was there adequate student participation vs.
    passive listening or watching?
  • 4 Was good use made of assistant(s)?
  • 4 Was the exercise conducted enthusiastically?
  • 4 Were appropriate games used effectively?
  • 5 Was the presentation imaginative and
    innovative?
  • 5 Was the exercise polished, smooth, and
    professional?

15
Evaluating Leadership and Instructional
Performance (continued)
  • Confined water teaching presentation criteria
    (continued)
  • Skill Transition
  • 3 Were evaluations of student performance
    communicated to students?
  • 3 Were key points identified?
  • 4 Was good performance praised?
  • 5 Were suggestions for practice and improvement
    made?

16
Evaluating Leadership and Instructional
Performance (continued)
  • Open water teaching presentation criteria
  • Briefing
  • 3 Was a statement of training objectives
    provided?
  • 3 Were clear, concise instructions and a
    general sequence of activity provided?
  • 3 Were safety precautions and signals covered

17
Evaluating Leadership and Instructional
Performance (continued)
  • Open water teaching presentation criteria
    (continued)
  • Activity
  • 3 Was the activity organized, safe, and
    controlled?
  • 3 Were NAUI standards met?
  • 3 Was the activity time efficient and observed?
  • 3 Were skill deficiencies and errors
    identified, corrected, and remedial practice
    provided for?
  • 3 Were communications effective?
  • 4 Was good use made of assistants?
  • 4 Was the dive enjoyable?
  • 5 Was the conduct of the activity smooth and
    professional?

18
Evaluating Leadership and Instructional
Performance (continued)
  • Open water teaching presentation criteria
    (continued)
  • Debriefing
  • 3 Was the debriefing organized and effective?
  • 3 Were evaluations of student performance
    communicated to students?
  • 3 Were the key points identified?
  • 3 Was good performance praised?
  • 3 Were problems identified and suggestions for
    practice and improvement made?
  • 4 Was there enthusiasm throughout the
    presentation?

19
Conducting Performance Reviews in Leadership and
Instructor Courses
  • Review elements
  • Score
  • Survey
  • Suggestions to improve

20
Conducting Performance Reviews in Leadership and
Instructor Courses (continued)
  • Survey
  • Mechanics
  • Substance
  • Style

21
Conducting Performance Reviews in Leadership and
Instructor Courses (continued)
  • Suggestions to improve
  • Additional Methods of Critique
  • Training Team
  • Training Team with Staff
  • Audio and/or video recording

22
Concurrent Training Model
  • Benefits
  • Setup
  • Results

23
Role PlayingChain teaching
24
Role Playing Problem Solving
25
Role PlayingAnticipating and Preventing Problems
  • Lack of planning.
  • Students facing the sun.
  • Ineffective voice, i.e., volume not adequate for
    conditions.
  • Ignoring safety violations.
  • Placing students near distractions.
  • Chewing gum, smoking cigarettes, wearing dark
    glasses, poor grooming and dress.
  • Lacking enthusiasm.
  • Turning ones back to students while talking.
  • Failing to ensure that all can see a
    demonstration.
  • Failing to maintain control.
  • Playing favorites.
  • Ignoring questions or failing to ask for
    questions.
  • Continuing to speak through distractions.
  • Keeping hands in pockets.
  • Nervously pacing or fidgeting.
  • Using crutch words and phrases like um, eh,
    and you know.
  • Using profanity.
  • Failing to introduce ones self.
  • Failing to establish rapport, being
    unapproachable.
  • Using sarcasm or belittling a student.
  • Chastising a student in front of peers.
  • Using slang or failing to explain terms.
  • Talking too much, too little student
    participation.

26
Final Examinations
  • NAUI testing and evaluation program
  • Content Validity and Reliability
  • Examination administration
  • Statistical analysis and item/exam revision

27
Final Examinations (continued)
  • Writing test questions
  • Multiple-choice
  • True-false
  • Matching type
  • Fill-in-the-blank
  • Essays

28
Counseling
  • Assists students to cope with obstacles and
    challenges
  • When and where
  • Effective Counseling
  • Empathy
  • The art of listening
  • Tune in to the student
  • Ask positive, open-ended questions
  • Counseling skills can be improved and perfected
    with practice

29
Making Scuba Instruction Fun
  • Classroom training aids
  • Training aids make learning interesting
  • Realia
  • Models
  • Demonstrating principles
  • Pool training aids and activities
  • Using games to teach and reinforce skills
  • Presenting skills as challenges
  • Using activities to divert attention from
    anxieties.

30
End of Unit 17 Teaching NAUI Diving Courses and
Programs
  • Enrollment
  • Course Goals
  • Instructor Growth and Privileges
  • Technical Diver Training
  • Evaluating Leadership and Instructional
    Performance
  • Conducting Performance Reviews in Leadership and
    Instructor Courses
  • Concurrent Training Model
  • Role Playing
  • Final Examinations
  • Counseling
  • Making Scuba Instruction Fun

31
Student PerformanceBy the end of the lesson
students will be able to
  • Explain the enrollment process.
  • Describe the goals of various NAUI courses.
  • Describe the prerequisites and privileges
    associated with leadership and instructor
    ratings.
  • Tell about NAUIs Technical Diver Training
    Division.
  • Evaluate performance in NAUI leadership and
    instructor level courses.
  • Conduct internship programs utilizing the
    concurrent training model.
  • Explain how role-playing is used in NAUI courses,
    its strengths and weaknesses.
  • Explain the requirements for final examinations
    in NAUI courses and the fundamentals of test
    construction.
  • Counsel leadership and instructor candidates
  • Use games and play activities as instructional
    tools.
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