Table of Contents Designing New Programs
Like any quality product, an effective instructional approach begins with sufficient planning and a viable foundation. One of main purposes of the IAS is to provide a solid foundation upon which high-quality instructional approaches to learning entry-level recreational boating skills can be built. Course developers are asked to consider the following guidelines for designing entry-level skills-based instruction:
Decide first on the purpose and objectives of the instructional program.
Define and describe the value of using time, energy, and resources for developing an on-water, skills-based instructional program in recreational boating. Ensure clarity of purpose and intent for the program and what students should come away with having experienced it. This helps set the context for making decisions about the overall approach taken to design the on-water instruction. Include specific objectives for the level and kind of skills, knowledge, attitude, and judgment the course should address.
Design the instructional approach so that the student is at the center.
Students are different from one another. They often prefer to learn in different ways and differ in how quickly they learn. Because of this, designing the approach so that the student is at the center (student-centered learning) is an approach that enables all students to complete the instruction with the ability to perform the same fundamental set of entry-level skills identified within the domain specific ANSs. It does this by allowing students to learn at their own pace. Their rate of progression through the instructional program is determined by their capacity to perform the desired skills-based outcomes for each part of the program.
Some characteristics of student-centered learning include:
• Teaching and learning are “personalized,” meaning that they address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students.
• Students advance in their education when they demonstrate they have learned the knowledge and skills they are expected to learn (proficiency-based learning).
• Students understand what they are expected to learn before entering learning experiences. • Students have the flexibility to learn during nontraditional times, such as on weekends.
• Students have opportunities to make choices about their own learning and contribute to the design of learning experiences.
To learn more about Student-Centered Learning, visit:
https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/studentcentered.
Design the program to include the characteristics identified within EDU-4.
Use EDU-4 to identify and build into the instructional approach specific characteristics (elements) associated with high-quality on-water instruction. Design the approach to meet the three criteria for each characteristic. For example, consider the following information for Element 1: The instructional approach will include curricula and course designs that encourage optimal learning by:
• using current ABYC recreational boating standards (EDU-1, EDU-2, EDU-3); • using experiential education as the primary method of delivery; and • combining and/or sequencing skills effectively.
8 This Technical Support Document was produced in part through USCG grant funds to develop National On-Water Skills Standards. ©2022 United States Sailing Association. Facilitated by Think First Serve.
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
