Unit 17: Teaching NAUI Diving Courses and Programs

1
Unit 17Teaching NAUI Diving Courses and
Programs

• Enrollment
• Course Goals
• Instructor Growth and Privileges
• Technical Diver Training
• Evaluating Leadership and Instructional
  Performance
• Conducting Performance Reviews in Leadership and
  Instructor Courses
• Concurrent Training Model
• Role Playing
• Final Examinations
• Counseling
• Making Scuba Instruction Fun

2
Student PerformanceBy the end of the lesson you
will be able to

• Explain the enrollment process.
• Describe the goals of various NAUI courses.
• Describe the prerequisites and privileges
  associated with leadership and instructor
  ratings.
• Tell about NAUIs Technical Diver Training
  Division.
• Evaluate performance in NAUI leadership and
  instructor level courses.
• Conduct internship programs utilizing the
  concurrent training model.
• Explain how role-playing is used in NAUI courses,
  its strengths and weaknesses.
• Explain the requirements for final examinations
  in NAUI courses and the fundamentals of test
  construction.
• Counsel leadership and instructor candidates.
• Use games and play activities as instructional
  tools.

3
Enrollment

• Statement of Understanding and Student Learning
  Agreement
• Medical History Form
• Waiver Release and Indemnity Agreement
• Student Record Folder
• Leadership and Instructor Candidate Record Folder

4
Course Goals

• Core Non-Leadership Courses
• Scuba Diver Course
• Advanced Scuba Diver Course
• Rescue Scuba Diver Course
• Master Scuba Diver Course

5
Course Goals (continued)

• Assistant Instructor Course
• Skin Diving Instructor Course
• Divemaster Course
• Instructor Course (ITC/ICC)
• Staff Training Workshop (STW)
• Instructor Trainer Workshop (ITW)
• Course Director Workshop (CDW)

6
Instructor Growth and Privileges
7
Technical Diver Training

• Technical Diver Training Division formed in 1997
• Codify technical diver training standards
• Assure high level of quality training
• Develop full range of support materials

8
Evaluating Leadership and Instructional
Performance

• Reasonable
• Understandable
• Measurable
• Behavior oriented
• Agreed upon

9
Evaluating Leadership and Instructional
Performance (continued)

• Scoring system

10
Evaluating Leadership and Instructional
Performance (continued)

• Classroom teaching presentation evaluation
  criteria
• Introduction
• 4 Was an attention-gaining step used?
• 3 Was the importance or value of the
  presentation well established?
• 3 Was what students should be able to do at the
  end of the lesson and how well they should be
  able to do it (objectives) presented?
• 3 Were the main points of the lesson outlined?

11
Evaluating Leadership and Instructional
Performance (continued)

• Classroom teaching presentation evaluation
  criteria (continued)
• Body
• 3 Was the lesson organized and did it follow a
  logical progression?
• 3 Was the information presented safe and
  correct?
• 3 Were training aids used effectively?
• 3 Did the instructor involve the students in
  the lesson, hold their attention, and control the
  class?
• 3 Was the estimated time of the lesson used
  effectively to reach the learning objectives?
• 4 Was the topic presented enthusiastically?
• 4 Was continuing education promoted?
• 4 Was all terminology completely correct?
• 5 Was the presentation innovative?
• 5 Was the presentation polished and
  professional?

12
Evaluating Leadership and Instructional
Performance (continued)

• Classroom teaching presentation evaluation
  criteria (continued)
• Summary
• 3 Was there a review of the main points of the
  lesson?
• 3 Were the key points of the lesson emphasized?
• 4 Were the learning objectives tested?

13
Evaluating Leadership and Instructional
Performance (continued)

• Confined water teaching presentation criteria
• Skill introduction
• 3 Was the importance or value established?
• 3 Was a statement of student performance
  objectives made?
• 3 Was the general sequence of the activity
  provided?

14
Evaluating Leadership and Instructional
Performance (continued)

• Confined water teaching presentation criteria
  (continued)
• Skill Practice and Evaluation
• 3 Was the exercise organized, safe, and
  controlled?
• 3 Was there a clear and accurate demonstration?
• 3 Was practice time efficient and observed?
• 3 Were skill deficiencies and errors identified
  and prescriptive coaching and remedial practice
  provided for?
• 3 Was there adequate student participation vs.
  passive listening or watching?
• 4 Was good use made of assistant(s)?
• 4 Was the exercise conducted enthusiastically?
• 4 Were appropriate games used effectively?
• 5 Was the presentation imaginative and
  innovative?
• 5 Was the exercise polished, smooth, and
  professional?

15
Evaluating Leadership and Instructional
Performance (continued)

• Confined water teaching presentation criteria
  (continued)
• Skill Transition
• 3 Were evaluations of student performance
  communicated to students?
• 3 Were key points identified?
• 4 Was good performance praised?
• 5 Were suggestions for practice and improvement
  made?

16
Evaluating Leadership and Instructional
Performance (continued)

• Open water teaching presentation criteria
• Briefing
• 3 Was a statement of training objectives
  provided?
• 3 Were clear, concise instructions and a
  general sequence of activity provided?
• 3 Were safety precautions and signals covered

17
Evaluating Leadership and Instructional
Performance (continued)

• Open water teaching presentation criteria
  (continued)
• Activity
• 3 Was the activity organized, safe, and
  controlled?
• 3 Were NAUI standards met?
• 3 Was the activity time efficient and observed?
• 3 Were skill deficiencies and errors
  identified, corrected, and remedial practice
  provided for?
• 3 Were communications effective?
• 4 Was good use made of assistants?
• 4 Was the dive enjoyable?
• 5 Was the conduct of the activity smooth and
  professional?

18
Evaluating Leadership and Instructional
Performance (continued)

• Open water teaching presentation criteria
  (continued)
• Debriefing
• 3 Was the debriefing organized and effective?
• 3 Were evaluations of student performance
  communicated to students?
• 3 Were the key points identified?
• 3 Was good performance praised?
• 3 Were problems identified and suggestions for
  practice and improvement made?
• 4 Was there enthusiasm throughout the
  presentation?

19
Conducting Performance Reviews in Leadership and
Instructor Courses

• Review elements
• Score
• Survey
• Suggestions to improve

20
Conducting Performance Reviews in Leadership and
Instructor Courses (continued)

• Survey
• Mechanics
• Substance
• Style

21
Conducting Performance Reviews in Leadership and
Instructor Courses (continued)

• Suggestions to improve
• Additional Methods of Critique
• Training Team
• Training Team with Staff
• Audio and/or video recording

22
Concurrent Training Model

• Benefits
• Setup
• Results

23
Role PlayingChain teaching
24
Role Playing Problem Solving
25
Role PlayingAnticipating and Preventing Problems

• Lack of planning.
• Students facing the sun.
• Ineffective voice, i.e., volume not adequate for
  conditions.
• Ignoring safety violations.
• Placing students near distractions.
• Chewing gum, smoking cigarettes, wearing dark
  glasses, poor grooming and dress.
• Lacking enthusiasm.
• Turning ones back to students while talking.
• Failing to ensure that all can see a
  demonstration.
• Failing to maintain control.
• Playing favorites.
• Ignoring questions or failing to ask for
  questions.

• Continuing to speak through distractions.
• Keeping hands in pockets.
• Nervously pacing or fidgeting.
• Using crutch words and phrases like um, eh,
  and you know.
• Using profanity.
• Failing to introduce ones self.
• Failing to establish rapport, being
  unapproachable.
• Using sarcasm or belittling a student.
• Chastising a student in front of peers.
• Using slang or failing to explain terms.
• Talking too much, too little student
  participation.

26
Final Examinations

• NAUI testing and evaluation program
• Content Validity and Reliability
• Examination administration
• Statistical analysis and item/exam revision

27
Final Examinations (continued)

• Writing test questions
• Multiple-choice
• True-false
• Matching type
• Fill-in-the-blank
• Essays

28
Counseling

• Assists students to cope with obstacles and
  challenges
• When and where
• Effective Counseling
• Empathy
• The art of listening
• Tune in to the student
• Ask positive, open-ended questions
• Counseling skills can be improved and perfected
  with practice

29
Making Scuba Instruction Fun

• Classroom training aids
• Training aids make learning interesting
• Realia
• Models
• Demonstrating principles
• Pool training aids and activities
• Using games to teach and reinforce skills
• Presenting skills as challenges
• Using activities to divert attention from
  anxieties.

30
End of Unit 17 Teaching NAUI Diving Courses and
Programs

• Enrollment
• Course Goals
• Instructor Growth and Privileges
• Technical Diver Training
• Evaluating Leadership and Instructional
  Performance
• Conducting Performance Reviews in Leadership and
  Instructor Courses
• Concurrent Training Model
• Role Playing
• Final Examinations
• Counseling
• Making Scuba Instruction Fun

31
Student PerformanceBy the end of the lesson
students will be able to

• Explain the enrollment process.
• Describe the goals of various NAUI courses.
• Describe the prerequisites and privileges
  associated with leadership and instructor
  ratings.
• Tell about NAUIs Technical Diver Training
  Division.
• Evaluate performance in NAUI leadership and
  instructor level courses.
• Conduct internship programs utilizing the
  concurrent training model.
• Explain how role-playing is used in NAUI courses,
  its strengths and weaknesses.
• Explain the requirements for final examinations
  in NAUI courses and the fundamentals of test
  construction.
• Counsel leadership and instructor candidates
• Use games and play activities as instructional
  tools.