CANADA
Simplifying the Language of Instruction Canada’s on-snow presentation focused on simplifying
instructor language to each student level. T ey maintain there are two groupings of language: entry level and advanced. While using instructional fundamentals, instructors need to describe outcomes that the student can relate to, such as power and fl ow, arc to arc, position and balance. Overall, they are saying that we need to be clear that the technical information we learn for exams is not the language or exercises we should primarily use with guests.
Top Takeaway: T ey are encouraging more student-based communication.
– Eric Rolls, AASI Snowboard Team
Top Takeaway: T is experiential model aligns well with the PSIA-AASI Teaching Cycle and guest service models, and can provide PSIA-AASI instructors with one more way to guide their teaching practice. – Jennifer Simpson, PSIA Alpine Team
The Learning Brain – How We Learn Canadian Interski 2015 Head Coach Warren Jobbitt said, “Diff erent circuits (in the brain) are involved in knowledge acquisition, learning motor skills, and performance.” Knowing how the brain works in these three phases of skill mastery allows us to leverage our attention by focusing on what works
during learning and performing a skill. Specifi cally, Q Cognitive learning warms the brain up, creates simulation, and provides a reference point for the student.
QMotor learning builds neural pathways between brain areas trying to achieve conscious control, or cause and eff ect, and requires lots of attention and monitoring.
QPerformance requires training and practice to create quick, accurate reactions and adaptations.
Top Takeaway: Creating quantifi able objectives is a great way to speed up the cognitive and motor learning process. If you focus internally, it turns your brain to motor learning, whereas an external focus is on clear objectives. – David Lawrence, PSIA Nordic Team
How We Learn T is indoor lecture focused on how we learn, specifi cally in regard to: knowledge, motor learning, or performance.
Team Canada always stands out in a crowd.
Experiential Learning Model T e Canadians are using a derivative of David A. Kolb’s Experiential Learning Model as a framework for teaching
lessons, with such touchpoints as: QKeep the student engaged with questions and discussions, rather than giving directive information.
QUse drills and skiing/riding activities that help the student understand sensations and outcomes.
Top Takeaway: T e overall message reiterated was to help eliminate student expectations while they are in the learning pathway so when they start to perform a maneuver successfully, or strive for performance mode, they can be more successful by narrowing their focus. – Heidi Ettlinger, PSIA Alpine Team
QUse this simple three-step process and repeat it over and over throughout the lesson. 1. Experience: Set up a skiing experience based on student goals. 2. Refl ect: T rough discussion, learn what the student experienced (felt, thought, did). Depending on the student, choose questions that engage the learner. T e instructor may need more targeted questions or open questions depending on the student profi le. T is phase is often followed by another experience drill, based on the conversation and what the learner shared with the instructor/coach.
3. Conceptualize: T is is where the processing takes place. T e student will (or is guided to) draw conclusions about what is happening.
36 | 32 DEGREES • WINTER 2016
Guided Discovery is New Main Event T e Canadians have designed a teaching cycle that uses guided discovery as the primary teaching style. T e cycle is: Experience - Refl ect - Conceptualize - Experiment. In an age of instant gratifi cation, this manner of teaching is often met with frustration and, “Why don’t you just give me the answer!”
Top Takeaway: I applaud their eff ort, and feel as though we need to do more of this in the U.S. in instructor training to put the trainee in charge of their own learning. – Eric Lipton, PSIA Alpine Team
Focus on Abilities, Not Skills T e Canadians are focusing on experiential lessons and abilities instead of skills. Like the recently re-crafted PSIA Alpine Skiing Fundamentals, abilities are broader in scope, focusing on body movements and outcomes, rather than ski
youtu.be/e7SCLO_BPk8
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132