4) Learning, Instruction, and The PADI System

Question 1

What is an instructional model and what is its purpose?

Answer 1

A theory about how and why people learn that’s used to guide instructional system development

Question 2

Why is the Robert Gagne’s Conditions of Learning model the foundation of the PADI system?

Is it crucial that Gagne’s events of instruction must be distinct, entirely separate components? Y/N

Answer 2

Gagne’s model works well and continues to be used because:

1) Prescribes specific methods for instruction of different types of learning
2) Is flexible so it applies regardless of media, circumstances, or culture
3) Fits many types of teaching needs (ie aviation, scuba, medicine, emergency care and similar training application)

No

Question 3

Think like an ________

Answer 3

Instructor (You’re mainly concerned with what, how, and when people learn most effectively because that’s what you apply to diver training)

Question 4

Is sequence important in learning?

Answer 4

Yes because we learn by building upon what we already know (how much someone can learn in a given period and the required sequence becomes more flexible as the diver gains skills, knowledge, and experience).

Question 5

The PADI system applies an instructional model that addresses what to teach and when? T/F

Answer 5

True

Question 6

What is performance based learning and what are its advantages?

Answer 6

Instructional systems based on observable results, apply performance requirements, learning objectives and mastery

Advantages- More time efficient; what a student knows and can do is the focus of instruction; students progress at the pace they learn; it adapts instruction so that students can meet requirements

Question 7

Does it matter how fast a diver learns a skill; is time an issue? Y/N

Answer 7

No

Question 8

Participants don’t have to move on by demonstrating they meet performance requirements or learning objectives at appropriate stages? T/F

Answer 8

False

Question 9

Students can begin learning new knowledge or skills before they have demonstrated mastery of prerequisite knowledge or skills? T/F

Answer 9

False

Question 10

________ are student-centered and define what learners should be able to do at different training stages

Answer 10

Objectives

Question 11

Are objectives unobservable, vague capabilities that you can’t impartially asses, things like be able to “understand” or “appreciate” ? Y/N

Answer 11

No (most objectives are met or did not meet yet)

Question 12

Does the PADI System focus on what the student must be able to do or a specific technique?

Answer 12

What the student must be able to do

Question 13

Is mastery performing a skill so it meets the stated performance requirements in a reasonably fluid, comfortable, repeatable manner of a diver at that certification level? Y/N

What if the student does the skill apparently by accident, has that student demonstrated mastery? Y/N

Answer 13

Yes

No

Question 14

What two places can you find where it says how students demonstrate mastery in knowledge development?

Answer 14

General Standards and Procedures under Paperwork and Administrative Procedures as well as individual course guides

Question 15

Do students need to be _______ to learn intellectually, psychologically, and physically? Y/N

Answer 15

Ready Yes

Question 16

Does low to moderate stress hep or hurt learning?

Answer 16

Help (but excessive stress, fear, and anxiety tend to reduce thinking and interfere with learning)

Question 17

People tend to learn better when the process is ______ that is a rewarding challenge.

Answer 17

Fun

Question 18

Best way to apply repetition

Answer 18

Use repetition as necessary for student to meet the performance requirement, then repeat it further for mastery and polish, followed by applying it in a new way to different circumstances or learning something new based on it

Question 19

Is the amount of repetition necessary to master a skill the same for everyone? Y/N

Answer 19

No

Question 20

5 categories of learning and examples of each

Answer 20

1) Verbal Info - names, facts, and info you apply when diving (such as gear, fish species)
2) Intellectual Skills - knowing why various results occur, how to prevent them, how to respond to them when they do (such as volume changes, recognizing a problem and applying a procedure to handle it)
3) Motor Skills - physical body movements (such as clearing a mask)
4) Cognitive Strategies - higher-order thinking skills (ie judgement of something such as dive site suitability)
5) Attitudes - tendencies to make various choices based on knowledge and values (such as your behavior as a role model demonstrating safety and the environment)

Question 21

PADI system classifies learning as _____ ________, _________ and in some cases practical _________ based on the circumstances in which the student learns

Answer 21

Knowledge Development, Waterskills, Application

Question 22

Gaining attention to get students to focus is sometimes called a _____

Answer 22

Contact (it can be anything related or unrelated that stimulates interest) (ie interesting story, question, or motivational imagery at start)

Question 23

You don’t need to inform the students of the objectives? T/F

Why?

Answer 23

False

Benefits learning by making students active learners who know what’s expected and whether they’re learning what they need to (ie objective boxes in manuals and eLearning as well as water skills performance requirements)

Question 24

Should you remind students of what they’ve already learned? Y/N

Why?

Answer 24

Yes

Students connect previously mastered related knowledge and skills with new ones

Question 25

In the dive environment and with courses without student media, who provides most of the content through briefings, presentations, and student interactions?

Answer 25

You the instructor

Question 26

How do you guide attitudes?

How does providing learning guidance benefit learning?

Answer 26

With role model behavior

It provides strategies and suggestions to learn and apply the content (ie teaching divers to remember predive safety check steps, BWRAF)

Question 27

How does learner performance in which students demonstrate use of new knowledge benefit learning?

Answer 27

Allows students and instructor to asses their progress (ie quick quizzes, knowledge checks, asking questions during presentations or briefings, students practicing a skill)

Question 28

Providing results informs the students as to how they did as they progress, along with further learning guidance as needed, how does this benefit learning?

Answer 28

Builds confidence, encouraging students to continue to study or practice

Question 29

If unsuccessful emphasize to students they have not yet met the objective but are in the right track? T/F

Answer 29

True

Question 30

Assessing Performance benefits learning by confirming the student is ready to move on?

Answer 30

True (ie exams, demonstrations, or application, as well as discussions and interactions to assess attitudes and cognitive strategies)

Question 31

How do you aid retention and transfer?

Answer 31

Providing learners with strategies for recalling and reapplying what they’ve learned (ie practicing new skills which provides additional skill repetition as well as prerequisite knowledge, debriefings, providing guidance about applying new knowledge and skills to other situations)

Question 32

Learning objectives and sequencing standards address why a student learns something? T/F

Answer 32

False, they address what the student should be learning and when

Question 33

Knowledge development typically establishes foundational knowledge in _________ that students next apply as they learn skills based on it in diving circumstances

Is their any flexibility

Answer 33

Sequence

Yes

Question 34

Should you try to exceed what the learning objective calls for? Y/N

Why?

Answer 34

No

Failure more likely, undermines confidence; when learn to the objective they are more likely to believe they can meet it and see mistakes as learning vs failures; also if exceeding led to an incident defending the practice could be complicated because it lies outside the recommended instruction

Question 35

What functions of a PADI instructor virtually always apply with the PADI system?

Answer 35

1) Adapting course content to local circumstances and individual needs and abilities
2) Demonstrating and developing motor skills
3) Assessing mastery in context
4) Applying and teaching good judgment (conservative)
5) Imparting enthusiasm and confidence (excited about diving)

Question 36

2 main reasons role-modeling is important for student learning

Answer 36

1) Students learn a lot by following your example (how to perform or apply learning to when)
2) Your example influences choices (attitudes; good judgement)

Question 37

Does a good role model do what they teach all the time, even when not instructing? Y/N

Avoid hypocrisy? Y/N

Accessible and visible? Y/N

Shows humility? Y/N

Should staff reflect your role model values? Y/N

Answer 37

Yes to all

Question 38

Is sequencing important? Y/N

Answer 38

Yes

Question 39

Role models are particularly important in teaching ________.

Answer 39

Attitudes

Question 40

Is one of the PADI Instructor functions that virtually always applies delivering knowledge development content? Y/N

Answer 40

No