Title: Unit 17: Teaching NAUI Diving Courses and Programs
1Unit 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
2Student 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.
3Enrollment
- Statement of Understanding and Student Learning
Agreement - Medical History Form
- Waiver Release and Indemnity Agreement
- Student Record Folder
- Leadership and Instructor Candidate Record Folder
4Course Goals
- Core Non-Leadership Courses
- Scuba Diver Course
- Advanced Scuba Diver Course
- Rescue Scuba Diver Course
- Master Scuba Diver Course
5Course 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)
6Instructor Growth and Privileges
7Technical 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
8Evaluating Leadership and Instructional
Performance
- Reasonable
- Understandable
- Measurable
- Behavior oriented
- Agreed upon
9Evaluating Leadership and Instructional
Performance (continued)
10Evaluating 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?
11Evaluating 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?
12Evaluating 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?
13Evaluating 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?
14Evaluating 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?
15Evaluating 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?
16Evaluating 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
17Evaluating 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?
18Evaluating 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?
19Conducting Performance Reviews in Leadership and
Instructor Courses
- Review elements
- Score
- Survey
- Suggestions to improve
20Conducting Performance Reviews in Leadership and
Instructor Courses (continued)
- Survey
- Mechanics
- Substance
- Style
21Conducting 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
22Concurrent Training Model
23Role PlayingChain teaching
24Role Playing Problem Solving
25Role 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.
26Final Examinations
- NAUI testing and evaluation program
- Content Validity and Reliability
- Examination administration
- Statistical analysis and item/exam revision
27Final Examinations (continued)
- Writing test questions
- Multiple-choice
- True-false
- Matching type
- Fill-in-the-blank
- Essays
28Counseling
- 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
29Making 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.
30End 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
31Student 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.