DETERMINE GOALS AND PLAN EXPERIENCES
Te instructor: ■ Selects appropriate goals based on assessment and identification of individual and group needs.
■ Plans learning objectives and uses relevant experience to meet goals and expectations.
■ Chooses appropriate terrain, features, and snow conditions. ■ States general goals and objectives for the group, and specific goals for individuals. ■ Partners with students to design a motor learning plan or cycle.
Goal Setting
To deliver an outstanding lesson, seek to provide safety, fun, and learning as part of a greater experience. Te whole enchilada involves showing students how to carry the board in a cool way, how to avoid gaper-gap (that is, a gap between the top of the rider’s goggles and helmet, which can be considered a trait of an inexperienced snowboarder), where to find the best burritos for lunch and, perhaps most importantly, leading the guests to a desired and expected result. It’s difficult to get to the desti- nation if you have no map, so helping guests set goals at the beginning of a lesson is critical to providing this great experience. Remember, we are at our best and most reassured by a sense of purpose when working toward an outcome. In helping set goals, the instructor plays a bigger part for beginners than for more advanced riders. As a guide, consider developing specific, measurable, achievable, realistic, and time-bound (SMART) goals: specific enough to offer a clear outcome; measurable enough to demonstrate improvement; achievable, given the current skill, terrain/feature, and willingness; realistic enough to be within the realm of the accomplishable; and time-bound, referring to the balance between the time available for learning and the goal.
FIGURE 6.4: Experiential Learning Cycle
Have the experience (feeling)
Put the learning into action (doing)
EXPERIENTIAL LEARNING CYCLE
Talk about
what happened (watching)
Discover the learning(s) (thinking)
C A C Action Plans
Te partnering aspect wound throughout AASI’s methods again becomes important as you create a plan of action. Too much direction from the instructor produces
TheSnowPros.org A P P
FIGURE 6.5: In developing a lesson plan, consider students’ cognitive, affective, and physical development; that is, how they think, feel, and move.
CHAPTER 6: TEACHING 93
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