FIGURE 6.3: SCARF Model
AVOID Threat
Response
Status Certainty Autonomy Relatedness Fairness
APPROACH
Reward Response
Fairness is a simple concept to understand, but can be difficult to master. Te quickest way to elicit an avoidance response from a student is to devote too much or too little time to any given student. As instructors, we’re not allowed to have favorites! To best manage this aspect of the model, consider each situation with empathy and from the student’s eyes.
As with Maslow’s Hierarchy, the SCARF Model addresses the motivational needs of students. By simply keeping one or both of these models in mind, you can make sure your student’s new car stays fueled.
Assessing the Learning Style Profile
A student’s learning style and sensory preferences lie hidden beneath the surface and can be discovered in a variety of ways. Perhaps the simplest way to find out how they like to learn is to just ask them! Understanding how information gets to the brain and what the brain does with it once it’s there will also help you understand students’ individual learning preferences.
Sensory Preferences: The VAK Model
According to educator Neil Fleming, learners primarily process information through three sensory preferences – visual, auditory, and kinesthetic (VAK). Although visual is
the predominant style, keep in mind that most people use a combination of the three. ■ A rider with a visual preference needs to be shown what they should do. Once the lesson has progressed to the “present and share information” phase, this rider will be best served by accurate demonstrations seen from different angles.
■ A rider with an auditory preference leans towards explanations and verbal descriptions. In the presenting and sharing phase, this rider may ask lots of questions and will likely benefit greatly from discussions on tasks and maneuvers.
■ A rider with a kinesthetic sensory preference relates to information by feeling movement. For these riders, they may actually need to feel what you want them to do for a given exercise. Consider moving their body (with permission) into the position that you want them to be in during a drill.
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CHAPTER 6: TEACHING 91
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