Table of Contents The instructional approach will promote student learning by:
• providing support information (e.g., safety briefings, textbooks, handouts, predeparture checklists, etc.) to enhance experiential activities;
• using a variety of instructional techniques (e.g., hands-on practice, guided self-discovery, teachable moments, repetitive practice drills, positive behavior reinforcement, etc.); and • encouraging students to seek additional practice opportunities.
About the Element • This element focuses on promoting student learning with support materials and teaching techniques. • The program itself should be designed with the student at the center, and instructors should deliver it accordingly.
To learn more about Student-Centered Learning, visit:
https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/studentcentered.
• One way to promote student learning is to integrate opportunities to learn both the knowledge and skills associated with entry-level proficiency in recreational boat operation. Providing instructors and students with support information such as textbooks and checklists can enhance the effectiveness of experiential activities. Follow-up conversations focused on understanding also help to integrate knowledge and skills and promotes student learning.
• People learn differently. The more they enjoy learning, the more they will want to use what they learn. Students are more likely to enjoy and learn effectively when a course or program incorporates a variety of instructional techniques.
• Course developers should think beyond the traditional “classroom” and recognize that knowledge acquisition can occur in any environment, including in the boat, on the dock, near the water, etc. Take advantage of all spaces and locations to transfer knowledge and encourage student understanding.
• Practice opportunities inside and/or outside the formal program allow students to deepen their learning and enter the next phase of learning at a greater level of readiness. Where possible, design the approach to include opportunities for individual practice during scheduled course time, as well as outside the formal course structure.
23 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.
Element 10
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