How People Learn covers some of the core elements of how and why people learn. Creating an environment where people are able to learn is more important than the technical aspects of skiing (or any activity). Understand and discover more about how people process information and develop skills.
Control of Their Path
Giving students control of their path gives them the autonomy to choose the direction of their learning and the pace at which they progress. It involves empowering students to take ownership of their learning experience and giving them the freedom to explore ways of achieving the outcomes and goals that they want. The instructors’ role can be seen as providing students with the necessary resources and support to achieve their outcomes and goals.
For discovery and lasting learning to take place, students need the flexibility and freedom to safely explore and play with new concepts. This requires that students have a large part in controlling various aspects of the learning environment.
Learning can be an intimidating process; not having the required skills to perform an activity, particularly in a new environment, can leave students feeling somewhat helpless. When taking a lesson, students put their trust in instructors. As the student gains skills, they will become more independent. It is the responsibility of the instructor to recognise this and allow students to gain control of their path.
Aspects that students should control may include:
- Pacing of the lesson
- When and what type of feedback is received
- The option for more practice of activities or progress to new activities
- When new information is added
- How long a practice/adventure session needs to be
- Direction of the lesson
Example
Your students are trying to make shallow wedge turns for the first time, but they are finding it hard. You have set up a clear activity to help them achieve their shallow wedge turns. After two attempts of the activity you ask the students, “Do you want to try that again?” and they could reply, “I’m finding that hard, could you show me another way?” or they could reply, “Yes I think I’m getting it, I just need to do it again!”
By providing students with control of their path, they become more invested in their learning, take ownership of their progress, and are more likely to be engaged and motivated.
