11) Conducting and Evaluating Knowledge Development Flashcards
Knowledge development assessment and reinforcement only occur during independent study? T/F
False - they occur across all training phases
5 general ways knowledge development occurs in the PADI system?
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)
Knowledge development is ongoing and interactive? T/F
True
4 ways to assess mastery?
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
You can always complete the knowledge development after practical application sessions or dives? T/F
False - almost always before
If a student gets an answer wrong, it’s okay as long as they get over 75%? T/F
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
Knowledge development remediation is only following review of quizzes and tests? T/F
False- it takes place as a normal part of teaching and student interactions
Is tracking and documentation important to ensure students meet all requirements, if so why?
What do you do for paper vs eLearning?
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)
In the PADI Rescue Diver Manual it discusses some of the line pulls, this would be generally called _______ development.
Knowledge
Full presentations deliver some of the content, and address remediation? T/F
False - all of the content
Prescriptive presentations are targeted to students strengths and are shorter and narrower in scope? T/F
False - they are targeted to areas where students have difficulty and need remediation
3 divisions of a full knowledge development presentation
Intro
Body
Summary
Introduction element - Contact
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)
Introduction element - Overview
Short road map of what you are going to cover; state the main topics and order you’ll cover them
Introduction element - Conduct
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)
Introduction element - Value
Establishes the need to know, students become more motivated to learn and pay attention
You should only make values positive and shy away from telling students something can hurt or kill them? T/F
False - make values positive, but realistic, stress how to avoid the hazard or risk
Introduction element - Interaction
Connect with students to keep them thinking and engaged by having them do something related to what you are teaching
You should talk to/with your students
With conversationally
_______ state what students should be able to do after they complete learning.
Objectives
Which is better?
What do I do when
What do you do when
You
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
True
Short presentations commonly the objectives are in the introduction/body whereas long presentations they are in the introduction/body
Introduction
Body
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
False - logical order
Yes
No benefit to connecting learning to the local environment? T/F
False it helps students absorb info
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
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
Promoting dive trips during presentations describes how divers can use and apply the information you are providing. T/F
True
To promote environmental activities during presentations you should connect the topic to conservation actions, research, or education. T/F
True
The summary does what
Assists learning through repetition that reminds students of what they’re learning and why; ideally engages them with the material
Summary - Value
Motivates students to remember by stating where or when they will use what they’re learning (ie tomorrow we will use this)
Summary - Overview
Reviews what as covered and sequence
Summary- Objectives
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?)
Summary - Relationship reminders
Show students how what they are learning relate to the bigger picture; promote PADI courses, dive travel, or other services your dive operation offers
Summary - Interactions
Keep students engaged by asking questions or otherwise applying what they’ve learned
What 5 aspects of overall handling make your presentation more effective
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
Is integrating presentation elements merging them in a normal conversational way? Y/N
Yes
You only would need to do deliver a full knowledge development presentation if ….
The course is not supported by student diver materials or independent study materials are not in a language student divers understand
You would deliver a prescriptive (short and tailored) presentation if….
Students have questions about a specific topic or most students get the same question wrong
Five parts of introduction
1) Contact
2) Overview
3) Conduct
4) Value
5) Interaction
Should you present prescriptively on things students got wrong or only if they ask you to explain more?
Both
Could there be more than one objective you would need to present prescriptively on for a missed question? Y/N
Yes
How might you decide what to say when you present prescriptively (ie something you can refer to)?
Look for prescriptive lesson guide or lesson guide that covers objective(s) or another method for best providing the information
If there is equipment involved in a question should I bother showing gear or bring them to the gear? Y/N
Yes, bringing them to the gear is even better
You don’t need to make practical application part of your elaboration and teaching (ie playing with a compass)? T/F
False
In a prescriptive presentation you can creatively encourage student learning through interaction such as asking questions that lead to understanding? T/F
True
