NTC
Joined: 18 Jun 2007
Posts: 34
Location: BC |
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 QuickRide System & Level 1 Course Feedback |
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Hi all --
I recently had the opportunity to teach a Level 1 course with the new QuickRide System. Ive prepared these thoughts and recommendations on the delivery and daily outline of the course.
Using the following recommendations, I feel that you can help the course to flow smoothly and accomplish its goals. You should be able to avoid many of the time challenges that happen, particularly in the afternoon sessions. Feel free to add your thoughts as well...
DAY 1:
8:30 9:30
Registrations
Staff introductions
Distribute materials (Reference Guides, DVDs, QuickRide Guides*, etc)
View Level 1 Standards video, and discuss evaluation procedures and course standards. Address any questions.
*Ensure candidates have their QuickRide Guide booklets in their pockets while on snow to refer to throughout the course.
9:30 11:45
Warm-up and on-snow presentation of Skills Concept. As per usual a brief overview of the skills and their influence on intermediate riders.
11:45 12:45
Lunch
12:45 3:00
QuickRide System Presentation (Steps 1 3 only)
In overview format, present the first three steps of the QuickRide System (Basics, Sliding, Control).
Highlight the goal of the step, followed by a breakdown of each of the suggested tactics.
Introduce the concepts of S.A.F.E. in this delivery, as well as the use of the Training Cycle, including What, Why, How explanations.
3:30 5:00
Teaching Beginner Snowboarders review workshop (with video) in Course Guide.
In discussion / Q & A format, review the QuickRide System, using steps 4 (Turning) and 5 (Linking) as previews of the next days AM presentation.
Complete individual review with each candidate to discuss the days info, and record riding comments.
DAY 2:
9:00 9:30
Workshop and video: Teaching Theory
In discussion / Q & A format, complete the Teaching Theory workshop in the Course Guide. Use the video to guide the discussion.
Workshop / review: Technical Analysis / Skills Concept
In Q & A format, review the five skills.
9:30 10:30
Continue / address personal riding issues with candidates, using feedback from the previous day to address any potential riding skills that may prevent them from meeting the standard of the course.
10:30 11:30
Continue presentation of the QuickRide System (steps 4 and 5).
Finish the presentation of the final steps of the QuickRide System.
11:30 12:30
Lunch
12:30 3:00
Practice Teaching Group Lessons
Begin the practice session by presenting an example lesson, using the following scenario:
Athletic high school students, have never been snowboarding before.
Prior to presenting this example, discuss some of the considerations with regard to communication, pace, class management, etc. Also, ensure that candidates understand the starting point in the progression for this lesson (1 Basics).
Following the example lesson, assign scenarios to candidates to practice teach*.
*Evaluators will need to alter the scenarios to allow for a logical progression of practice teaching IE: Step 1 through 5. Simply adjust the ability level of the mock student in the scenarios. Consult the Evaluators Daily Outline in your Evaluators Handbook for scenarios.
3:30 5:00
Workshop: Creating a Positive Experience / Duty of Care
Ask candidates to read these two appendices in the Reference Guide before discussion. Then, in Q & A / discussion format, review the workshop in the Course Guide.
Workshop: Teaching Children
In discussion format, review the questions in the Course Guide. Ask candidates to read the Teaching Children appendix in the Reference Guide at home that evening, prior to practice teaching the following day.
Complete individual review with each candidate to discuss the days info, and record teaching and riding comments.
DAY 3:
9:00 9:30
Indoor review of course material, as required.
9:30 11:30
Practice Teaching #2: Children
Begin the practice session by presenting an example lesson, using the following scenario:
Six 8-year old kids, can sideslip on one edge only after one lesson.
Prior to presenting this example, discuss some of the considerations with regard to communication, pace, class management, etc. when teaching children. Also, ensure that candidates understand the starting point in the progression for this lesson (3 Control).
Following the example lesson, assign scenarios to candidates to practice teach. You may need to alter the various scenarios to allow each candidate to teach a different part of the progression.
11:30 12:30
Lunch
12:30 3:00
Practice Teaching #3: Private Lessons
Begin the practice session by presenting an example lesson, using the following scenario:
40 year old adult, can link beginner turns on green terrain. Wants to try more challenging slopes.
Prior to presenting this example, discuss some of the considerations with regard to communication, pace, class management, etc. when teaching private lessons. Also, ensure that candidates understand the starting point in the progression for this lesson (5 Linking).
Following the example lesson, assign scenarios to candidates to practice teach. You may need to alter the various scenarios to allow each candidate to teach a different part of the progression.
Also, as each candidate will be teaching only one or two students in private lesson format, you may wish to split the group and have two lessons happening at the same time. PLEASE only do this if you can manage the situation to see and hear both lessons, and provide constructive feedback after the lesson. This can help to avoid some of the time issues on the last day of the course.
4:00 4:30
Distribute Student Appraisal forms
Individual presentation of course results.
Practice Teaching Sessions:
As these are practice sessions, and not formal exams, Evaluators can provide on-going feedback during all teaching opportunities. Following each practice session relate to the group the positive points of the lesson, and the points that require improvement in order to pass the course. Focus on the evaluation form categories of: Choice of Terrain, Communication, Demonstrations, Analysis, Improvement, Class Management & Safety. Also, discuss the candidates ability to cater the lesson to the specific student type / scenario.
When marking the teaching skills of the student, remember, the question is whether the candidate is displaying the various teaching skills by the completion of the course, not whether all three of their practice teaching sessions were passes. Ask yourself the following question if the candidate were asked to teach again, would their next lesson satisfy the standard?
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