Table of Contents Introduction Reach Instructional Designs
Co-Teach: Sailing Instructors and classroom teacher work together to implement the Reach modules with their students both at school or the sailing center and on the water.
Sailing Instructor Implementation: US Sailing Certified Sailing Instructors implement the Reach modules and activates at the sailing center with land based and on the water activities.
Teacher Implementation: Formal middle school teachers can implement all or part of the classroom or land based Reach modules in the classroom as a stand-alone program or as a sup- plement to their curriculum.
Case Studies
Reach can be implemented in a variety of formats. The concepts remain the same, however the instructional and implementation designs and partnerships will vary.
Case 1: Community Boating Center (CBC) – Providence, RI CBC implements Reach primarily with their local schools. After several years of working with the Providence After School Alliance (PASA), Providence Public Schools, the Audubon Society of Rhode Island, and the Boys and Girls Club of Providence, they have developed partnerships with those organizations to provide both after-school and summer programs. They align their program to educational best practices using inquiry- based instruction and program guidelines developed by PASA. They participate in a program quality assessments process implemented both in-house and by PASA to ensure consistent, repeatable results. They implement Reach through two models.
Public school teachers in the Providence After School Alliance (PASA) Summer Scholars program participate in a team training at Commu- nity Boating Center in Providence, Rhode Island. Photo submitted by Community Boating Center.
In the first model, students are introduced to STEM concepts in brief classroom and on the water sessions at CBC. The following day, in-school education teachers reference the real- world experiences learned on the water with more in-depth classroom analysis and lessons. The key to success is that teachers are not introducing new concepts with “dry” and unrelated board work. They are following up on real-world learning that happened in the prior class at CBC with lessons and activities related to the pertinent Reach module or activity. This model requires ample planning between the sailing center and classroom teachers, however it provides for an eight week integrated program. The students are bused to the sailing center approximately two mornings a week for eight weeks.
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