Unit 17: Teaching NAUI Diving Courses and Programs

1. Unit 17:Teaching NAUI Diving Courses and Programs Enrollment Course Goals Instructor Growth and Privileges Technical Diver Training Evaluating Leadership and Instructional Performance Conducting Performance Reviews in Leadership and Instructor Courses Concurrent Training Model Role Playing Final Examinations Counseling Making Scuba Instruction Fun Instructor Materials: Teaching notes, NAUI Standards and Policies Manual. INTRODUCTION Attention step: Throughout its history, NAUI has developed many of what are now industry standard techniques to support members, training, businesses, and dive centers. Current NAUI instructor guides are designed with the Microsoft Office� software programs of Word, PowerPoint, and Excel that are the virtual standard office and presentation software. Today teaching diving academics has been made simpler and more efficient, so more time can be spent in the water where divers truly acquire diving skills, thus continuing NAUI certified divers� and leaders� reputation for excellence. Importance or Value: What used to require countless hours of �from scratch� lesson preparation in order to teach a diving class can now be accomplished in a fraction of the time by using professionally produced, instructionally valid NAUI education systems and instructor guides. As a teaching member of NAUI you will find the job to be challenging, exhilarating, interesting, and multifaceted. To teach is to learn twice. Joseph Joubert The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William A. Ward Student Materials and Conduct: note taking material, text and workbook, and your undivided attention Body: See presentation slides. Instructor Materials: Teaching notes, NAUI Standards and Policies Manual. INTRODUCTION Attention step: Throughout its history, NAUI has developed many of what are now industry standard techniques to support members, training, businesses, and dive centers. Current NAUI instructor guides are designed with the Microsoft Office� software programs of Word, PowerPoint, and Excel that are the virtual standard office and presentation software. Today teaching diving academics has been made simpler and more efficient, so more time can be spent in the water where divers truly acquire diving skills, thus continuing NAUI certified divers� and leaders� reputation for excellence. Importance or Value: What used to require countless hours of �from scratch� lesson preparation in order to teach a diving class can now be accomplished in a fraction of the time by using professionally produced, instructionally valid NAUI education systems and instructor guides. As a teaching member of NAUI you will find the job to be challenging, exhilarating, interesting, and multifaceted. To teach is to learn twice. Joseph Joubert The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William A. Ward Student Materials and Conduct: note taking material, text and workbook, and your undivided attention Body: See presentation slides.

2. Student Performance:By the end of the lesson you will be able to: Explain the enrollment process. Describe the goals of various NAUI courses. Describe the prerequisites and privileges associated with leadership and instructor ratings. Tell about NAUI�s Technical Diver Training Division. Evaluate performance in NAUI leadership and instructor level courses. Conduct internship programs utilizing the concurrent training model. Explain how role-playing is used in NAUI courses, its strengths and weaknesses. Explain the requirements for final examinations in NAUI courses and the fundamentals of test construction. Counsel leadership and instructor candidates. Use games and play activities as instructional tools. Performance Statement: Describe to the students what, by the end of this lesson, will be expected of them, and to what degree.Performance Statement: Describe to the students what, by the end of this lesson, will be expected of them, and to what degree.

3. Enrollment Statement of Understanding and Student Learning Agreement Medical History Form Waiver Release and Indemnity Agreement Student Record Folder Leadership and Instructor Candidate Record Folder Enrollment Every course begins with enrolling the participants, and common elements exist in the process. Delineating the duties of all parties in a written document can prevent disputes from arising later on in the training program. NAUI provides a sample Statement of Understanding and Student Learning Agreement on its web site that can be customized to spell out instructors� or facilities� policies and requirements in advance. A Statement of Understanding is an agreement between the instructor and the student delineating their respective responsibilities. Each student is required to complete a Medical History Form and the NAUI Waiver and Release Agreement at the beginning of training. If the medical form or the appearance of the student indicates any condition contrary to safe participation in diving activities, the student must obtain medical approval by a licensed physician prior to any further water training.� The NAUI Student Record Folder or its equivalent to maintain student training records is also required. Leadership and instructor courses utilize a proprietary record folder that includes progress records and a new member application form for graduates to complete and submit to the Association at the completion of their training. Enrollment Every course begins with enrolling the participants, and common elements exist in the process. Delineating the duties of all parties in a written document can prevent disputes from arising later on in the training program. NAUI provides a sample Statement of Understanding and Student Learning Agreement on its web site that can be customized to spell out instructors� or facilities� policies and requirements in advance. A Statement of Understanding is an agreement between the instructor and the student delineating their respective responsibilities. Each student is required to complete a Medical History Form and the NAUI Waiver and Release Agreement at the beginning of training. If the medical form or the appearance of the student indicates any condition contrary to safe participation in diving activities, the student must obtain medical approval by a licensed physician prior to any further water training.� The NAUI Student Record Folder or its equivalent to maintain student training records is also required. Leadership and instructor courses utilize a proprietary record folder that includes progress records and a new member application form for graduates to complete and submit to the Association at the completion of their training.

4. Course Goals Core Non-Leadership Courses Scuba Diver Course Advanced Scuba Diver Course Rescue Scuba Diver Course Master Scuba Diver Course Course Goals A certification card is evidence of completion of a particular course of study and having demonstrated competence on graduation day. No certification can predict future competence, hence the recommendations for continuing education and refresher training. Core Non-Leadership Courses The Scuba Diver Course goals include: Qualifying non-divers to dive independent of supervision in conditions similar to those in which they were trained. Although we strongly recommend diving with a buddy and require that training include using the buddy system, divers must be able to dive independently. The Advanced Scuba Diver Course goals include: Increasing certified divers experience through supervised introductory dives to specialty diving activities. The Rescue Scuba Diver Course goals include: Presenting divers with the knowledge and skills needed to manage risks and effectively handle diving emergencies. The Master Scuba Diver Course goals include: Developing divers� knowledge of diving academics to the level expected of a NAUI Leader or Instructor. Course Goals A certification card is evidence of completion of a particular course of study and having demonstrated competence on graduation day. No certification can predict future competence, hence the recommendations for continuing education and refresher training. Core Non-Leadership Courses The Scuba Diver Course goals include: Qualifying non-divers to dive independent of supervision in conditions similar to those in which they were trained. Although we strongly recommend diving with a buddy and require that training include using the buddy system, divers must be able to dive independently. The Advanced Scuba Diver Course goals include: Increasing certified divers experience through supervised introductory dives to specialty diving activities. The Rescue Scuba Diver Course goals include: Presenting divers with the knowledge and skills needed to manage risks and effectively handle diving emergencies. The Master Scuba Diver Course goals include: Developing divers� knowledge of diving academics to the level expected of a NAUI Leader or Instructor.

5. Course Goals (continued) Assistant Instructor Course Skin Diving Instructor Course Divemaster Course Instructor Course (ITC/ICC) Staff Training Workshop (STW) Instructor Trainer Workshop (ITW) Course Director Workshop (CDW) Leadership Courses Leadership courses qualify graduates as NAUI members. The Assistant Instructor Course qualifies individuals to assist with instruction and learn to be diving leaders. An Assistant Instructor course is probably the first leadership training program ever attended by candidates. The NAUI Skin Diving Instructor Course qualifies divers to organize and teach snorkeling, skin diving, and supplied air snorkeling, independent of instructors� supervision. The NAUI Divemaster Course qualifies divers to organize and conduct dives for certified divers and conduct NAUI Recognition Programs for certified divers. NAUI Instructor Courses (ITC/ICC) train instructor candidates in the art and science of teaching diving and producing effective educators. By ensuring graduates understand the underlying theories, principles, and methodologies of teaching, learning, and evaluation, certified NAUI Instructors can teach many courses for which they have knowledge and practical experience. The NAUI Staff Training Workshop (STW) qualifies NAUI Instructors to function on NAUI Instructor Courses as evaluators and counselors. The NAUI Instructor Trainer Workshop (ITW) qualifies NAUI Instructors to conduct Instructor Preparatory Programs and Staff Training Workshops. The NAUI Course Director Workshop (CDW) qualifies NAUI Instructors to conduct and direct Instructor Training Courses and Instructor Crossover Courses.Leadership Courses Leadership courses qualify graduates as NAUI members. The Assistant Instructor Course qualifies individuals to assist with instruction and learn to be diving leaders. An Assistant Instructor course is probably the first leadership training program ever attended by candidates. The NAUI Skin Diving Instructor Course qualifies divers to organize and teach snorkeling, skin diving, and supplied air snorkeling, independent of instructors� supervision. The NAUI Divemaster Course qualifies divers to organize and conduct dives for certified divers and conduct NAUI Recognition Programs for certified divers. NAUI Instructor Courses (ITC/ICC) train instructor candidates in the art and science of teaching diving and producing effective educators. By ensuring graduates understand the underlying theories, principles, and methodologies of teaching, learning, and evaluation, certified NAUI Instructors can teach many courses for which they have knowledge and practical experience. The NAUI Staff Training Workshop (STW) qualifies NAUI Instructors to function on NAUI Instructor Courses as evaluators and counselors. The NAUI Instructor Trainer Workshop (ITW) qualifies NAUI Instructors to conduct Instructor Preparatory Programs and Staff Training Workshops. The NAUI Course Director Workshop (CDW) qualifies NAUI Instructors to conduct and direct Instructor Training Courses and Instructor Crossover Courses.

6. Instructor Growth and Privileges PREQUISITES AND PRIVILEGES The flow chart that follows depicts the privileges earned at each leadership level as well as the training and experience prerequisites to progress to the next level. The most current, complete information is contained in the NAUI Standards and Policies Manual, which is designed to be a dynamic living document codifying the training practices of NAUI members. PREQUISITES AND PRIVILEGES The flow chart that follows depicts the privileges earned at each leadership level as well as the training and experience prerequisites to progress to the next level. The most current, complete information is contained in the NAUI Standards and Policies Manual, which is designed to be a dynamic living document codifying the training practices of NAUI members.

7. Technical Diver Training Technical Diver Training Division formed in 1997 Codify technical diver training standards Assure high level of quality training Develop full range of support materials Technical Diver Training NAUI formed a Technical Diver Training Division in 1997 to codify NAUI members� technical diver training practices and support members who teach technical diving. NAUI has produced a full range of support materials that are available to support NAUI Tech Instructors in their teaching. Every NAUI Technical Instructor has demonstrated their skills in water training sessions with a Technical Training Division Workshop Director before being authorized to conduct NAUI Tech Courses. Details, instructor workshop applications, and the latest developments in cutting-edge diving technology can be obtained directly from the NAUI Technical Division�s offices or by visiting the NAUI Tech web site at www.nauitec.com. Technical Diver Training NAUI formed a Technical Diver Training Division in 1997 to codify NAUI members� technical diver training practices and support members who teach technical diving. NAUI has produced a full range of support materials that are available to support NAUI Tech Instructors in their teaching. Every NAUI Technical Instructor has demonstrated their skills in water training sessions with a Technical Training Division Workshop Director before being authorized to conduct NAUI Tech Courses. Details, instructor workshop applications, and the latest developments in cutting-edge diving technology can be obtained directly from the NAUI Technical Division�s offices or by visiting the NAUI Tech web site at www.nauitec.com.

8. Evaluating Leadership and Instructional Performance Reasonable Understandable Measurable Behavior oriented Agreed upon Evaluating Leadership and Instructional Performance Evaluation is a critical element of teaching and learning. Evaluating performance in NAUI leadership and instructor courses refines the general rules into a methodology that will improve consistency and accuracy amongst a staff of evaluators or from one course to another worldwide. Evaluators must be objective as they state their observations and avoid interjecting personal preferences or bias. Evaluators must strive to be consistent, fair, and honest while reviewing candidate performance. NAUI uses the acronym R.U.M.B.A. as a mnemonic to help remember the elements needed to establish valid evaluation criteria. �R� stands for reasonable: A criterion must not be unattainable or it ceases to have relevance to a learner�s development. �U� stands for understandable: A criterion that is unclear or poorly communicated to the learner can make it difficult or impossible to achieve. �M� stands for measurable: A performance criterion must be observable if it is to be measured, and measurement should be objectively verifiable. �B� stands for behavior oriented: This is related to criteria being measurable. Behavior can be observed; feelings and thoughts cannot. �A� stands for agreed upon: Criteria that are reasonable, understandable, measurable, and behavior oriented, and have been effectively communicated to the persons being evaluated as well as the evaluators can be endorsed by all participants. Evaluating Leadership and Instructional Performance Evaluation is a critical element of teaching and learning. Evaluating performance in NAUI leadership and instructor courses refines the general rules into a methodology that will improve consistency and accuracy amongst a staff of evaluators or from one course to another worldwide. Evaluators must be objective as they state their observations and avoid interjecting personal preferences or bias. Evaluators must strive to be consistent, fair, and honest while reviewing candidate performance. NAUI uses the acronym R.U.M.B.A. as a mnemonic to help remember the elements needed to establish valid evaluation criteria. �R� stands for reasonable: A criterion must not be unattainable or it ceases to have relevance to a learner�s development. �U� stands for understandable: A criterion that is unclear or poorly communicated to the learner can make it difficult or impossible to achieve. �M� stands for measurable: A performance criterion must be observable if it is to be measured, and measurement should be objectively verifiable. �B� stands for behavior oriented: This is related to criteria being measurable. Behavior can be observed; feelings and thoughts cannot. �A� stands for agreed upon: Criteria that are reasonable, understandable, measurable, and behavior oriented, and have been effectively communicated to the persons being evaluated as well as the evaluators can be endorsed by all participants.

9. Evaluating Leadership and Instructional Performance (continued) Scoring system Scoring System NAUI uses a scoring system based on a scale from 1 at the lowest to 5 at the highest. Scores of 3 and above are passing while scores of 1 or 2 are failing. No fractions or decimals to further subdivide the scale are used, and evaluators award only whole number scores. It is also important that the scoring system be reviewed with staff and candidates before any evaluations occur.Scoring System NAUI uses a scoring system based on a scale from 1 at the lowest to 5 at the highest. Scores of 3 and above are passing while scores of 1 or 2 are failing. No fractions or decimals to further subdivide the scale are used, and evaluators award only whole number scores. It is also important that the scoring system be reviewed with staff and candidates before any evaluations occur.

10. Evaluating Leadership and Instructional Performance (continued) Classroom teaching presentation evaluation criteria Introduction [4] Was an attention-gaining step used? [3] Was the importance or value of the presentation well established? [3] Was what students should be able to do at the end of the lesson and how well they should be able to do it (objectives) presented? [3] Were the main points of the lesson outlined? Classroom Teaching Presentation Evaluation Criteria Note: The numbers at the left margin represent the necessity to consider that particular criterion at a minimum to award that score. That is, all �3� criteria must be present to achieve a score of 3. Examples of criteria are provided for �4� and �5� scores, but they are not �must be included� criteria as are those for a �3� score.Classroom Teaching Presentation Evaluation Criteria Note: The numbers at the left margin represent the necessity to consider that particular criterion at a minimum to award that score. That is, all �3� criteria must be present to achieve a score of 3. Examples of criteria are provided for �4� and �5� scores, but they are not �must be included� criteria as are those for a �3� score.

11. Evaluating Leadership and Instructional Performance (continued) Classroom teaching presentation evaluation criteria (continued) Body [3] Was the lesson organized and did it follow a logical progression? [3] Was the information presented safe and correct? [3] Were training aids used effectively? [3] Did the instructor involve the students in the lesson, hold their attention, and control the class? [3] Was the estimated time of the lesson used effectively to reach the learning objectives? [4] Was the topic presented enthusiastically? [4] Was continuing education promoted? [4] Was all terminology completely correct? [5] Was the presentation innovative? [5] Was the presentation polished and professional?

12. Evaluating Leadership and Instructional Performance (continued) Classroom teaching presentation evaluation criteria (continued) Summary [3] Was there a review of the main points of the lesson? [3] Were the key points of the lesson emphasized? [4] Were the learning objectives tested?

13. Evaluating Leadership and Instructional Performance (continued) Confined water teaching presentation criteria Skill introduction [3] Was the importance or value established? [3] Was a statement of student performance objectives made? [3] Was the general sequence of the activity provided? Confined Water Teaching Presentation Criteria Although the criteria suggest that confined water teaching requires a statement of value for each introduced skill evaluators must use discretion on skills with intrinsic value and where a rigid adherence to the criterion detracts from the effectiveness of the teaching effort. When role-playing is necessary it is also appropriate to allow for candidates to establish the setting, identify their assistants and equipment needed before formal evaluation begins. Confined Water Teaching Presentation Criteria Although the criteria suggest that confined water teaching requires a statement of value for each introduced skill evaluators must use discretion on skills with intrinsic value and where a rigid adherence to the criterion detracts from the effectiveness of the teaching effort. When role-playing is necessary it is also appropriate to allow for candidates to establish the setting, identify their assistants and equipment needed before formal evaluation begins.

14. Evaluating Leadership and Instructional Performance (continued) Confined water teaching presentation criteria (continued) Skill Practice and Evaluation [3] Was the exercise organized, safe, and controlled? [3] Was there a clear and accurate demonstration? [3] Was practice time efficient and observed? [3] Were skill deficiencies and errors identified and prescriptive coaching and remedial practice provided for? [3] Was there adequate student participation vs. passive listening or watching? [4] Was good use made of assistant(s)? [4] Was the exercise conducted enthusiastically? [4] Were appropriate games used effectively? [5] Was the presentation imaginative and innovative? [5] Was the exercise polished, smooth, and professional?

15. Evaluating Leadership and Instructional Performance (continued) Confined water teaching presentation criteria (continued) Skill Transition [3] Were evaluations of student performance communicated to students? [3] Were key points identified? [4] Was good performance praised? [5] Were suggestions for practice and improvement made?

16. Evaluating Leadership and Instructional Performance (continued) Open water teaching presentation criteria Briefing [3] Was a statement of training objectives provided? [3] Were clear, concise instructions and a general sequence of activity provided? [3] Were safety precautions and signals covered Open Water Training Presentation Criteria The criteria for open water evaluation are appropriate when evaluating candidates who are role-playing, in chain teaching presentations. Briefings should be limited to the information specific to their particular assigned portion of the activity. For example, a candidate about to conduct a descent with a group and one underwater skill would only need to remind �students� of the training objective for that skill, brief instructions regarding student conduct and sequence of the activity, the signals used to initiate practice, the customary precautions to breathe continually and equalize early and often and what to do if one of their group is unable to descend. It is much different when evaluating candidates in internship courses using �real� students. Open water training session briefings would necessarily cover the items listed in sample briefing outlines provided in NAUI�s Risk Management Handbook, such as, area orientation, hazards, alternative exits, emergency procedures, etc. Although chain teaching may still be used with multiple candidates it is more similar to team teaching with multiple instructors sharing responsibilities, acting in harmony to train a group of students.Open Water Training Presentation Criteria The criteria for open water evaluation are appropriate when evaluating candidates who are role-playing, in chain teaching presentations. Briefings should be limited to the information specific to their particular assigned portion of the activity. For example, a candidate about to conduct a descent with a group and one underwater skill would only need to remind �students� of the training objective for that skill, brief instructions regarding student conduct and sequence of the activity, the signals used to initiate practice, the customary precautions to breathe continually and equalize early and often and what to do if one of their group is unable to descend. It is much different when evaluating candidates in internship courses using �real� students. Open water training session briefings would necessarily cover the items listed in sample briefing outlines provided in NAUI�s Risk Management Handbook, such as, area orientation, hazards, alternative exits, emergency procedures, etc. Although chain teaching may still be used with multiple candidates it is more similar to team teaching with multiple instructors sharing responsibilities, acting in harmony to train a group of students.

17. Evaluating Leadership and Instructional Performance (continued) Open water teaching presentation criteria (continued) Activity [3] Was the activity organized, safe, and controlled? [3] Were NAUI standards met? [3] Was the activity time efficient and observed? [3] Were skill deficiencies and errors identified, corrected, and remedial practice provided for? [3] Were communications effective? [4] Was good use made of assistants? [4] Was the dive enjoyable? [5] Was the conduct of the activity smooth and professional?

18. Evaluating Leadership and Instructional Performance (continued) Open water teaching presentation criteria (continued) Debriefing [3] Was the debriefing organized and effective? [3] Were evaluations of student performance communicated to students? [3] Were the key points identified? [3] Was good performance praised? [3] Were problems identified and suggestions for practice and improvement made? [4] Was there enthusiasm throughout the presentation?

19. Conducting Performance Reviews in Leadership and Instructor Courses Review elements Score Survey Suggestions to improve Conducting Performance Reviews in Leadership and Instructor Courses A formal review of a candidate�s performance is best conducted as soon as is possible following its ending. Reviews should be brief and concentrate on what is needed to help the candidate make the most significant improvements. Reviews, or critiques, are comprised of three elements, the score, the survey, and suggestions for improvement. Some evaluators prefer to proceed in this order, arguing that the performer shouldn�t be kept in suspense while the survey and suggestions to improve are completed. Others take the opposing view, especially when the score is failing, saying candidates lose interest in the review once their score is revealed. Whatever method is chosen should be established in advance of the course so that consistency is maintained, but in any case candidates must be informed of their score during the review. Conducting Performance Reviews in Leadership and Instructor Courses A formal review of a candidate�s performance is best conducted as soon as is possible following its ending. Reviews should be brief and concentrate on what is needed to help the candidate make the most significant improvements. Reviews, or critiques, are comprised of three elements, the score, the survey, and suggestions for improvement. Some evaluators prefer to proceed in this order, arguing that the performer shouldn�t be kept in suspense while the survey and suggestions to improve are completed. Others take the opposing view, especially when the score is failing, saying candidates lose interest in the review once their score is revealed. Whatever method is chosen should be established in advance of the course so that consistency is maintained, but in any case candidates must be informed of their score during the review.

20. Conducting Performance Reviews in Leadership and Instructor Courses (continued) Survey Mechanics Substance Style The Survey is further subdivided in to three components: Mechanics, Substance, and Style. Mechanics considers the structure of the performance. In a classroom teaching performance, for instance, did the presentation have all three parts � introduction, body, and summary? And so on. In a water-training session, was there a briefing and a debriefing? Was there a sequence presented, and did the activity follow it? Substance refers to the information or skills being presented. Was the information or demonstration safe and correct? Was the subject covered adequately or superficially? Did the candidate demonstrate a command of the subject matter? Were training aids or assistants incorporated into the presentation or activity? Was the skill performed at demonstration level of quality. Style usually develops and is refined over time during the training process and focuses on the presenter�s attitude, appearance, and enthusiasm. Were the tools of good communications utilized? Did the presenter exhibit enthusiasm and seize opportunities to increase student participation? Methodically and consistently survey the performance so that the candidates better understand their strengths and faults and how to improve. The Survey is further subdivided in to three components: Mechanics, Substance, and Style. Mechanics considers the structure of the performance. In a classroom teaching performance, for instance, did the presentation have all three parts � introduction, body, and summary? And so on. In a water-training session, was there a briefing and a debriefing? Was there a sequence presented, and did the activity follow it? Substance refers to the information or skills being presented. Was the information or demonstration safe and correct? Was the subject covered adequately or superficially? Did the candidate demonstrate a command of the subject matter? Were training aids or assistants incorporated into the presentation or activity? Was the skill performed at demonstration level of quality. Style usually develops and is refined over time during the training process and focuses on the presenter�s attitude, appearance, and enthusiasm. Were the tools of good communications utilized? Did the presenter exhibit enthusiasm and seize opportunities to increase student participation? Methodically and consistently survey the performance so that the candidates better understand their strengths and faults and how to improve.

21. Conducting Performance Reviews in Leadership and Instructor Courses (continued) Suggestions to improve Additional Methods of Critique Training Team Training Team with Staff Audio and/or video recording Suggestions to improve The last component of a performance review provides candidates with specific suggestions to correct errors and omissions and improve their performances.. If a candidate is at a �3� level, then suggestions that will help them to move to the next level may be to raise their level of enthusiasm, promote continuing education, use games to make skill practice more enjoyable, or ask students questions to check understanding. Additional Methods of Critique There are many additional ways to provide a critique of teaching performance, and variations depend on the setting, whether the evaluation is formal or informal, etc. Training Team � In this informal method candidates are furnished with evaluation forms. They then practice presentations and receive feedback from fellow candidates. Training Team with Staff � As in the preceding, candidates receive feedback from fellow candidates, but staff members are also present who provide supplemental evaluations. Audio and/or video recording � Extremely effective for rehearsal and practice in advance of leadership and instructor courses, but much too time consuming to employ as a post-performance critique method. Whenever it is possible, evaluated teaching activities should be conducted using �real� students as opposed to staff role-playing as students. Suggestions to improve The last component of a performance review provides candidates with specific suggestions to correct errors and omissions and improve their performances.. If a candidate is at a �3� level, then suggestions that will help them to move to the next level may be to raise their level of enthusiasm, promote continuing education, use games to make skill practice more enjoyable, or ask students questions to check understanding. Additional Methods of Critique There are many additional ways to provide a critique of teaching performance, and variations depend on the setting, whether the evaluation is formal or informal, etc. Training Team � In this informal method candidates are furnished with evaluation forms. They then practice presentations and receive feedback from fellow candidates. Training Team with Staff � As in the preceding, candidates receive feedback from fellow candidates, but staff members are also present who provide supplemental evaluations. Audio and/or video recording � Extremely effective for rehearsal and practice in advance of leadership and instructor courses, but much too time consuming to employ as a post-performance critique method. Whenever it is possible, evaluated teaching activities should be conducted using �real� students as opposed to staff role-playing as students.

22. Concurrent Training Model Benefits Setup Results Concurrent Training Model NAUI Dive Centers can use a concurrent training model to develop new staff dive leaders and instructors. At the same time, the concurrent model will enable them to increase the number of classes they are able to offer as well as groom replacement leaders and instructors. For instance, one way to maximize the confined water training time and view it as a profit center is to conduct many levels of programs simultaneously. Implementing concurrent training courses requires some considerable organization, but the return on investment is substantial. Once a concurrent training schedule is produced, marketing, prospecting, and recruiting can begin to fill each of the available training programs. Setup Use diver courses to prepare successive generations of leadership recruits. Use NAUI educational systems to promote home study or review and the instructor guides for conducting complete academic sessions or brief reviews. Instructor interns, their assistants and Divemasters-in-training can conduct Scuba Diver courses while being evaluated by Staff Training Workshop graduates who are being trained and coached by Instructor Trainers who are being overseen by the Course Director. Results Instead of a group of only eight paying students in the pool, tuitions are being collected from students and trainees at every level. Concurrent Training Model NAUI Dive Centers can use a concurrent training model to develop new staff dive leaders and instructors. At the same time, the concurrent model will enable them to increase the number of classes they are able to offer as well as groom replacement leaders and instructors. For instance, one way to maximize the confined water training time and view it as a profit center is to conduct many levels of programs simultaneously. Implementing concurrent training courses requires some considerable organization, but the return on investment is substantial. Once a concurrent training schedule is produced, marketing, prospecting, and recruiting can begin to fill each of the available training programs. Setup Use diver courses to prepare successive generations of leadership recruits. Use NAUI educational systems to promote home study or review and the instructor guides for conducting complete academic sessions or brief reviews. Instructor interns, their assistants and Divemasters-in-training can conduct Scuba Diver courses while being evaluated by Staff Training Workshop graduates who are being trained and coached by Instructor Trainers who are being overseen by the Course Director. Results Instead of a group of only eight paying students in the pool, tuitions are being collected from students and trainees at every level.

23. Role Playing:Chain teaching Role Playing Role-playing is less desirable than using real students, but there are some general considerations that can make it more effective. When staff and/or candidates play roles, it is important that the ground rules be explained in advance. Chain Teaching In chain teaching exercises candidates play roles in turn both as leader and student. While chain teaching can be used in any setting, it has traditionally been used in confined and open water teaching. An entire session is broken into its components and each candidate is assigned to act as instructor for a portion of the session. The rest of the candidates, and sometimes staff members, then play the roles of the assisting dive leaders and student divers. For example: Each candidate in turn presents his or her portion of the briefing. Following the briefing, the candidates cycle through the role of instructor for performance of the exercises. Finally, each candidate in turn debriefs the group for the skills performed under his or her supervision.Role Playing Role-playing is less desirable than using real students, but there are some general considerations that can make it more effective. When staff and/or candidates play roles, it is important that the ground rules be explained in advance. Chain Teaching In chain teaching exercises candidates play roles in turn both as leader and student. While chain teaching can be used in any setting, it has traditionally been used in confined and open water teaching. An entire session is broken into its components and each candidate is assigned to act as instructor for a portion of the session. The rest of the candidates, and sometimes staff members, then play the roles of the assisting dive leaders and student divers. For example: Each candidate in turn presents his or her portion of the briefing. Following the briefing, the candidates cycle through the role of instructor for performance of the exercises. Finally, each candidate in turn debriefs the group for the skills performed under his or her supervision.

24. Role Playing: Problem Solving Problem Solving Previous to 1987, NAUI ITCs incorporated a pass/fail exercise called a �problem-solving dive.� Following revisions to leadership and instructor curriculum, problem solving was incorporated into all role-playing teaching and training presentations to be more reflective of reality. In internship programs, the need to introduce problems is resolved by real students who present needs for solutions quite regularly. When introducing problems in role-playing scenarios, they should generally be easy and quick to set up, easily observable, commonplace (this is not the time to be innovative or overly creative), and avoid controversy. They can be related to equipment, skill performance, physiological or psychological problems, and can occur at any time during a classroom or water session. Evaluation criteria used in determining whether candidates have effectively solved a problem are: Problem anticipated and prevented or recognized. Reasonable elapsed time from when problem manifested to recognition. Intervention successful and problem resolved. Problem Solving Previous to 1987, NAUI ITCs incorporated a pass/fail exercise called a �problem-solving dive.� Following revisions to leadership and instructor curriculum, problem solving was incorporated into all role-playing teaching and training presentations to be more reflective of reality. In internship programs, the need to introduce problems is resolved by real students who present needs for solutions quite regularly. When introducing problems in role-playing scenarios, they should generally be easy and quick to set up, easily observable, commonplace (this is not the time to be innovative or overly creative), and avoid controversy. They can be related to equipment, skill performance, physiological or psychological problems, and can occur at any time during a classroom or water session. Evaluation criteria used in determining whether candidates have effectively solved a problem are: Problem anticipated and prevented or recognized. Reasonable elapsed time from when problem manifested to recognition. Intervention successful and problem resolved.

25. Role Playing:Anticipating and Preventing Problems Lack of planning. Students facing the sun. Ineffective voice, i.e., volume not adequate for conditions. Ignoring safety violations. Placing students near distractions. Chewing gum, smoking cigarettes, wearing dark glasses, poor grooming and dress. Lacking enthusiasm. Turning one�s back to students while talking. Failing to ensure that all can see a demonstration. Failing to maintain control. Playing favorites. Ignoring questions or failing to ask for questions. Continuing to speak through distractions. Keeping hands in pockets. Nervously pacing or fidgeting. Using crutch words and phrases like �um,� �eh,� and �you know.� Using profanity. Failing to introduce one�s self. Failing to establish rapport, being unapproachable. Using sarcasm or belittling a student. Chastising a student in front of peers. Using slang or failing to explain terms. Talking too much, too little student participation. Anticipating and preventing problems Most problems that occur in training situations can be anticipated and prevented. It is also true that many problems are of our own making, both candidates and staff. Anticipating and preventing problems Most problems that occur in training situations can be anticipated and prevented. It is also true that many problems are of our own making, both candidates and staff.

26. Final Examinations NAUI testing and evaluation program Content Validity and Reliability Examination administration Statistical analysis and item/exam revision Final Examinations Knowledge tests may be written or oral, open or closed book, in class or take home. Results must be documented and retained. The final exam for a course shall be composed of at least 50 questions and be representative of course topics and activities. NAUI Testing and Evaluation Program Certification also provides a means to document competencies in the cognitive, psychomotor, and affective domains of learning. Content Validity and Reliability �Items or tasks on a test must be representative of course content. Exam scores must be reliable measurements of a student�s knowledge of the subject. Test Reliability refers to the degree to which test scores are free from errors of measurement that reduce the reliability and thus the general applicability of the test score. Examination Administration The minimum passing score for a standard NAUI exam is 75%. Instructors may establish a higher, but not lower, passing score for the NAUI exams. All students must participate in a review of their incorrect answers to NAUI written exam items to ensure they understand the correct information. STATISTICAL ANALYSIS AND ITEM/EXAM REVISION An ongoing system for the statistical analysis, test and item analysis/banking, and revision of the NAUI exams is currently in place, and any instructor may participate.Final Examinations Knowledge tests may be written or oral, open or closed book, in class or take home. Results must be documented and retained. The final exam for a course shall be composed of at least 50 questions and be representative of course topics and activities. NAUI Testing and Evaluation Program Certification also provides a means to document competencies in the cognitive, psychomotor, and affective domains of learning. Content Validity and Reliability �Items or tasks on a test must be representative of course content. Exam scores must be reliable measurements of a student�s knowledge of the subject. Test Reliability refers to the degree to which test scores are free from errors of measurement that reduce the reliability and thus the general applicability of the test score. Examination Administration The minimum passing score for a standard NAUI exam is 75%. Instructors may establish a higher, but not lower, passing score for the NAUI exams. All students must participate in a review of their incorrect answers to NAUI written exam items to ensure they understand the correct information. STATISTICAL ANALYSIS AND ITEM/EXAM REVISION An ongoing system for the statistical analysis, test and item analysis/banking, and revision of the NAUI exams is currently in place, and any instructor may participate.

27. Final Examinations (continued) Writing test questions Multiple-choice True-false Matching type Fill-in-the-blank Essays WRITING TEST QUESTIONS Developing a good written test is a complex process. Theoretically, the written test examines student understanding of key diving concepts. It can easily fail to do so. Choosing the appropriate type of question depends upon the knowledge being evaluated. Multiple-Choice: Can be used effectively in a wider variety of situations than other written tests. But it is the most difficult to satisfactorily construct. True-False: It is easy to score. But it is ineffective at testing memory and has a 50/50 guess factor. Matching Type: Good for testing knowledge of: jobs-tools, inventors-inventions, maladies-symptoms, etc. Does not measure ability to apply principles as well as multiple-choice. Fill-in-the-blank: Requires the student to recall at least part of the idea or expression. More difficult and time-consuming to score Essays: Can be used most effectively when students are expected to do reflective or creative thinking. The major disadvantage is found in scoring. WRITING TEST QUESTIONS Developing a good written test is a complex process. Theoretically, the written test examines student understanding of key diving concepts. It can easily fail to do so. Choosing the appropriate type of question depends upon the knowledge being evaluated. Multiple-Choice: Can be used effectively in a wider variety of situations than other written tests. But it is the most difficult to satisfactorily construct. True-False: It is easy to score. But it is ineffective at testing memory and has a 50/50 guess factor. Matching Type: Good for testing knowledge of: jobs-tools, inventors-inventions, maladies-symptoms, etc. Does not measure ability to apply principles as well as multiple-choice. Fill-in-the-blank: Requires the student to recall at least part of the idea or expression. More difficult and time-consuming to score Essays: Can be used most effectively when students are expected to do reflective or creative thinking. The major disadvantage is found in scoring.

28. Counseling Assists students to cope with obstacles and challenges When and where Effective Counseling Empathy The art of listening Tune in to the student Ask positive, open-ended questions Counseling skills can be improved and perfected with practice Counseling One of the roles an instructor must fulfill at different times is that of counselor. Effective counseling of students assists them to cope with challenges that come from internal and external sources. These obstacles can be complex and overlapping in both their physical and psychological aspects. Counseling can be informal and occur at any time there is a perceived need, or it can take place during formal scheduled sessions and for a particular reason. Some general, informal counseling can be provided collectively to a leadership candidate team, but scheduled, formal individual counseling should be conducted privately. Effective Counselors Empathy is one of the counselor�s primary tools, that and a sincere desire to help a student succeed. Listening carefully will enhance the positive results of a session as will asking positive open-ended questions. Tune in to the student�s inflection and body language; these can be as revealing as the words themselves. When you interact with students, using positive open-ended questions will produce further good results With practice and review with peers, counseling is like other teaching skills and can be improved and perfected. It is as important a component of the teaching and learning process as any other. Counseling One of the roles an instructor must fulfill at different times is that of counselor. Effective counseling of students assists them to cope with challenges that come from internal and external sources. These obstacles can be complex and overlapping in both their physical and psychological aspects. Counseling can be informal and occur at any time there is a perceived need, or it can take place during formal scheduled sessions and for a particular reason. Some general, informal counseling can be provided collectively to a leadership candidate team, but scheduled, formal individual counseling should be conducted privately. Effective Counselors Empathy is one of the counselor�s primary tools, that and a sincere desire to help a student succeed. Listening carefully will enhance the positive results of a session as will asking positive open-ended questions. Tune in to the student�s inflection and body language; these can be as revealing as the words themselves. When you interact with students, using positive open-ended questions will produce further good results With practice and review with peers, counseling is like other teaching skills and can be improved and perfected. It is as important a component of the teaching and learning process as any other.

29. Making Scuba Instruction Fun Classroom training aids Training aids make learning interesting Realia Models Demonstrating principles Pool training aids and activities Using games to teach and reinforce skills Presenting skills as challenges Using activities to divert attention from anxieties. Making Scuba Instruction Fun Using training aids and games to teach and reinforce skills as well as make learning more interesting has been recommended since NAUI first formed. Use your own imagination and creativity, and when you have a great or even average insight, share it. Classroom Training Aids Realia Many instructors hold the classroom session on equipment in the sales area of the dive center, but when that isn�t possible they use realia training aids. Realia refers to the use of actual equipment in the classroom Models You can use familiar objects to present more complex learning points. For example, sponges as lungs, broccoli as lungs an alveoli, bread to show how pressure affects volume and density, Pool Training Aids and Activities Games and contests are effective ways to make learning fun as well as practice and reinforce skills. Enjoyable activities can cause learning to take place while diverting students� attention from worrisome areas.Making Scuba Instruction Fun Using training aids and games to teach and reinforce skills as well as make learning more interesting has been recommended since NAUI first formed. Use your own imagination and creativity, and when you have a great or even average insight, share it. Classroom Training Aids Realia Many instructors hold the classroom session on equipment in the sales area of the dive center, but when that isn�t possible they use realia training aids. Realia refers to the use of actual equipment in the classroom Models You can use familiar objects to present more complex learning points. For example, sponges as lungs, broccoli as lungs an alveoli, bread to show how pressure affects volume and density, Pool Training Aids and Activities Games and contests are effective ways to make learning fun as well as practice and reinforce skills. Enjoyable activities can cause learning to take place while diverting students� attention from worrisome areas.

30. End of Unit 17 Teaching NAUI Diving Courses and Programs Enrollment Course Goals Instructor Growth and Privileges Technical Diver Training Evaluating Leadership and Instructional Performance Conducting Performance Reviews in Leadership and Instructor Courses Concurrent Training Model Role Playing Final Examinations Counseling Making Scuba Instruction Fun Transition Statement: Teaching NAUI diving courses is a process of discovery and experimentation by students, leaders and instructors. Sharing what you learn with others is what recruits others to participate at all levels, whether it is as a new-to-be-certified diver or a NAUI Course Director responsible for future generations of membership. As a career choice or an adjunct activity it carries rewards commensurate with your investment. Whether as a diver, a divemaster, or an instructor, you are a welcome member of the worldwide NAUI family who all share special bonds � a love for the aquatic world and a desire to be in it as much as possible. Review of Main Points: See this presentation slide. Emphasize Key Points: NAUI Course goals Internship and concurrent training Evaluating students and leadership candidates Counseling Role of play and aids in enjoyable learning Ask Students for Questions: Transition Statement: Teaching NAUI diving courses is a process of discovery and experimentation by students, leaders and instructors. Sharing what you learn with others is what recruits others to participate at all levels, whether it is as a new-to-be-certified diver or a NAUI Course Director responsible for future generations of membership. As a career choice or an adjunct activity it carries rewards commensurate with your investment. Whether as a diver, a divemaster, or an instructor, you are a welcome member of the worldwide NAUI family who all share special bonds � a love for the aquatic world and a desire to be in it as much as possible. Review of Main Points: See this presentation slide. Emphasize Key Points: NAUI Course goals Internship and concurrent training Evaluating students and leadership candidates Counseling Role of play and aids in enjoyable learning Ask Students for Questions:

31. Student Performance:By the end of the lesson students will be able to: Explain the enrollment process. Describe the goals of various NAUI courses. Describe the prerequisites and privileges associated with leadership and instructor ratings. Tell about NAUI�s Technical Diver Training Division. Evaluate performance in NAUI leadership and instructor level courses. Conduct internship programs utilizing the concurrent training model. Explain how role-playing is used in NAUI courses, its strengths and weaknesses. Explain the requirements for final examinations in NAUI courses and the fundamentals of test construction. Counsel leadership and instructor candidates Use games and play activities as instructional tools. Restate the student performance statements as questions: Restate the student performance statements as questions: