11) Conducting and Evaluating Knowledge Development

Question 1

Knowledge development assessment and reinforcement only occur during independent study? T/F

Answer 1

False - they occur across all training phases

Question 2

5 general ways knowledge development occurs in the PADI system?

Answer 2

1) Independent study
2) Full teaching presentations (if independent study not an option)
3) Prescriptive teaching presentations (review what student studied independently and provide remediation where needed, and apply to student needs and interests)
4) Student-instructor discussions (guiding, reinforcing, correcting, and adapting)
5) Briefings and debriefings (reinforces what students have studied based on their application of it)

Question 3

Knowledge development is ongoing and interactive? T/F

Answer 3

True

Question 4

4 ways to assess mastery?

Answer 4

1) check knowledge reviews
2) give and score quizzes and exams
3) Ask and answer questions during presentations, briefings, debriefings and other interactions
4) watch students apply what they learned

Question 5

You can always complete the knowledge development after practical application sessions or dives? T/F

Answer 5

False - almost always before

Question 6

If a student gets an answer wrong, it’s okay as long as they get over 75%? T/F

Answer 6

False - you need to review missed items until students demonstrate and acknowledge understanding and mastery

Below 75% you have to retake the entire test after studying

Question 7

Knowledge development remediation is only following review of quizzes and tests? T/F

Answer 7

False- it takes place as a normal part of teaching and student interactions

Question 8

Is tracking and documentation important to ensure students meet all requirements, if so why?

What do you do for paper vs eLearning?

Answer 8

Yes for risk management and can be useful when teaching (use student record files to save paper versions and other documents whereas eLearning creates electronic records)

Question 9

In the PADI Rescue Diver Manual it discusses some of the line pulls, this would be generally called _______ development.

Answer 9

Knowledge

Question 10

Full presentations deliver some of the content, and address remediation? T/F

Answer 10

False - all of the content

Question 11

Prescriptive presentations are targeted to students strengths and are shorter and narrower in scope? T/F

Answer 11

False - they are targeted to areas where students have difficulty and need remediation

Question 12

3 divisions of a full knowledge development presentation

Answer 12

Intro
Body
Summary

Question 13

Introduction element - Contact

Answer 13

stimulates interest gets ready to learn (ie ask interesting question, tell short story, show relationship or analogy between something familiar and subject, or familiar that relates to the topic in an unusual way)

Question 14

Introduction element - Overview

Answer 14

Short road map of what you are going to cover; state the main topics and order you’ll cover them

Question 15

Introduction element - Conduct

Answer 15

Tell the students what you want them to do during the presentation, can be very brief, may be understood but address if in doubt, (ie take notes or just listen, or follow song on your RDP)

Question 16

Introduction element - Value

Answer 16

Establishes the need to know, students become more motivated to learn and pay attention

Question 17

You should only make values positive and shy away from telling students something can hurt or kill them? T/F

Answer 17

False - make values positive, but realistic, stress how to avoid the hazard or risk

Question 18

Introduction element - Interaction

Answer 18

Connect with students to keep them thinking and engaged by having them do something related to what you are teaching

Question 19

You should talk to/with your students

Answer 19

With conversationally

Question 20

_______ state what students should be able to do after they complete learning.

Answer 20

Objectives

Question 21

Which is better?

What do I do when

What do you do when

Answer 21

You

Question 22

I’m the body it’s acceptable to rephrase objectives as questions that students should be able to answer after they finish learning? T/F

Answer 22

True

Question 23

Short presentations commonly the objectives are in the introduction/body whereas long presentations they are in the introduction/body

Answer 23

Introduction

Body

Question 24

The order of the objectives in the body doesn’t matter? T/F

Should you adapt the material to meet specific student needs or not? Y/N

Answer 24

False - logical order

Yes

Question 25

No benefit to connecting learning to the local environment? T/F

Answer 25

False it helps students absorb info

Question 26

Should you bother showing the relationship of the material to what students are learning elsewhere in the same course and how it connects to continuing education courses? Why

Answer 26

Yes because it makes the info more valuable by personalizing it and helps establish the mental frameworks that help students recall what they’re learning

Question 27

Promoting dive trips during presentations describes how divers can use and apply the information you are providing. T/F

Answer 27

True

Question 28

To promote environmental activities during presentations you should connect the topic to conservation actions, research, or education. T/F

Answer 28

True

Question 29

The summary does what

Answer 29

Assists learning through repetition that reminds students of what they’re learning and why; ideally engages them with the material

Question 30

Summary - Value

Answer 30

Motivates students to remember by stating where or when they will use what they’re learning (ie tomorrow we will use this)

Question 31

Summary - Overview

Answer 31

Reviews what as covered and sequence

Question 32

Summary- Objectives

Answer 32

Restating objectives reinforces learning but also alerts students who may not still understand (ie what are the five parts of the summary? Or which are three types of aquatic life injuries?)

Question 33

Summary - Relationship reminders

Answer 33

Show students how what they are learning relate to the bigger picture; promote PADI courses, dive travel, or other services your dive operation offers

Question 34

Summary - Interactions

Answer 34

Keep students engaged by asking questions or otherwise applying what they’ve learned

Question 35

What 5 aspects of overall handling make your presentation more effective

Answer 35

1) Use appropriate PADI lesson Guides
2) Use of PADI digital tools
3) Use of PADI materials or dive equipment (ie using diagram in PADI Underwater Navigator Manual)
4) Use of non diving training aids (ie sponge cut into shape of human to teach concept of dissolved nitrogen)
5) Use of effective, fluid voice and gestures

Question 36

Is integrating presentation elements merging them in a normal conversational way? Y/N

Answer 36

Yes

Question 37

You only would need to do deliver a full knowledge development presentation if ….

Answer 37

The course is not supported by student diver materials or independent study materials are not in a language student divers understand

Question 38

You would deliver a prescriptive (short and tailored) presentation if….

Answer 38

Students have questions about a specific topic or most students get the same question wrong

Question 39

Five parts of introduction

Answer 39

1) Contact
2) Overview
3) Conduct
4) Value
5) Interaction

Question 40

Should you present prescriptively on things students got wrong or only if they ask you to explain more?

Answer 40

Both

Question 41

Could there be more than one objective you would need to present prescriptively on for a missed question? Y/N

Answer 41

Yes

Question 42

How might you decide what to say when you present prescriptively (ie something you can refer to)?

Answer 42

Look for prescriptive lesson guide or lesson guide that covers objective(s) or another method for best providing the information

Question 43

If there is equipment involved in a question should I bother showing gear or bring them to the gear? Y/N

Answer 43

Yes, bringing them to the gear is even better

Question 44

You don’t need to make practical application part of your elaboration and teaching (ie playing with a compass)? T/F

Answer 44

False

Question 45

In a prescriptive presentation you can creatively encourage student learning through interaction such as asking questions that lead to understanding? T/F

Answer 45

True