Any effective process of teaching is based on the principles of learning and in the case of coaching riders, the andragogy in practice model is helpful especially when dealing with adult learning principles. In this series of articles the process was one of the first topics and we have touched upon the principles somehow in just about all the article since.
It may seem as if there is no real way to devise a structure for the process of teaching as there are so many different ways to dice up information. Many different methods are out there amongst the scholars, some are as simple as a three-step process, while others document double or triple that number of steps. Sometimes learning can be easy and simultaneous, while other times it can be arduous and only accomplished through diligent practice and patient study. Either way, having a basic structure for process can be helpful and to keep it somewhat simple, we are going to use four steps: 1) Preparation, 2) presentation, 3) Application, and 4) Review and Assessment.
Preparation
Every time a coach is preparing a lesson or instructional period, there should be a review of the topic(s) to be covered, the objectives of the lesson, and the goals to be attained. This review should include any home study or special preparations required by the student to ensure the focus is correct and accurate. Beyond reviewing the curriculum, the coach should verify that all necessary supplies, material and equipment are readily available and operating properly. This cannot be emphasized enough when it comes to the motorcycles, if the training bikes don’t work as required by a novice, then they are not good enough for every student.
The coach’s preparation should include actual reference to the coaching guide or syllabus for a particular course and any supporting document with an eye to the objectives it must include. The Lesson plan should be written out in detail and if there is a script it should be followed to ensure no part is left out. In the fourth step of the teaching process, the coach’s preparation and the students acquisition of knowledge is assessed. A coach has a professional obligation to be prepared enough to ensure the student receives the information as it is designed for them. The lesson plan is the coach’s statement of lesson objectives, the procedures and facilities to be used in the presentation, the goals to be achieved, and the assessment of the results.
Presentation
The subject matter should determine the presentation method for teaching. The least favorable method of which is lecture, although when summarizing new ideas and showing relationships it can be helpful. Lecturing to give a framework of material to be covered is okay, but should be quickly augmented by a demonstrated-performance or a type of facilitated information finding that allows self-directed or student-centered learning to become the primary technique. When using lecture or presentation in learning, be sure to only give primary facts or a demonstration that allows the students to determine the proper order of learning so as to begin learning on their own. This can be enhanced with minimalizing the separate parts into chunks to not overwhelm students with too much information, allowing the student to think critically about what is most important at the moment.
Application
Application is the student’s opportunity to show knowledge of what they have learned. In a classroom, a student may be asked to explain their conclusion from an experience. If it is in line with the teachings of the curriculum, the student is validating the instruction and hopefully reinforcing other student’s conclusions. If the conclusion does not support the curriculum’s intent, the coach must then determine why and further facilitate or intervene with good
On the range, the student should demonstrate how to perform a maneuver or operate the motorcycle in a controlled manner. Coach observation is crucial to understand the goals and objectives of that particular portion of the curriculum and how it is interconnected with goals previously met, and objectives that should be accomplished in the future. It is essential that gross errors be corrected quickly so as not to establish bad habits. Faulty habits (gross errors) are difficult to correct in the future and will reappear if they go unchecked. However, allowing the student to practice without interruption or many fine corrections is also important to allowing student learning and not be worried about perfection every time. After a reasonable completion of goals have been ascertained, objectives should be practiced enough to solidify for future use. Take into consideration that the important skills being learned will likely be practiced again in each exercise beyond the current one. Accomplishing more iterations than are necessary to continue can sometimes allow for drift and artistic attempts that may create bad habits.
Review and Assessment
Review and assessment are integral parts to each classroom and range lesson. At the completion of each instructional period (section or exercise) the coach should allow for review of what has been covered in that period to ensure student understanding and that the lesson objectives have been met. This is best done in an informal reflection period by using learner-centered questions to assess student progress and clarify misunderstandings or misconceptions. This is also done to make students aware of their progress, inform them of any deficiencies that need work, and celebrate successes. To touch on the previous article, it is important to assure students of their progress because failure to do so can become a barrier to in the coach-student transaction. Although this may only be considered a slight barrier, it can make future instruction more difficult.
In rider education, it may be difficult for students to self-asses and gain a clear picture of their progress, especially because new riders have difficulty comparing their actions to others while trying to understand new concepts. Students recognize that they are in a competitive setting and the unseen competitor is the competency which must be achieved to complete the course. Because student self-assessment can be subjective, a coach can provide a professional and realistic review of performance and progress. To keep in line with the curriculum and the preparation discussed earlier, assessments of students should only be done with the objectives and goals addressed in the curriculum and lesson plan. This assessment should only be tied to previous learning periods and the current section of goals and objectives as stated in the curriculum ensuring that the assessment does not broaden to future objectives until it is time.
Summary
In conclusion, it would be easy to parse the teaching process in many different ways. By keeping it to these simple four of: 1) Preparation, 2) Presentation, 3) Application, and 3) Review and Assessment, we are able to clearly outline a process that will support student development in an effective manner. In the next article we will begin discussing different teaching methods that can be useful in sharing your riding passion.
Until then Ride and Coach safe!
© 2017, Donald L. Green, Rider Choices
