Structuring A Lesson – Review Level 1

Structuring A Lesson, Lesson Considerations, and A Skiing Approach

Every lesson will differ in some way, be it the students being taught, their ability, their motivations, as well as many other variables, for example, weather, snow conditions etc.

Every successful lesson will be comprised of three main areas.

These being: Setup, Learning & Experiences, Summary

Set Up
INTRODUCTION
The introduction sets the tone for the lesson. The initial meeting between the student(s) and instructor, is when the instructor can create a lasting impression. It is important that this is positive and provides a basis for a good student/ instructor relationship.
 
SKIER PROFILE
To create a great learning experience the instructor needs to know what level the student(s) are at and why they are taking the lesson. Without the “what” an instructor will not know where to start; without the “why” an instructor will not know where to go with the lesson. The two basic ways to assess a student is to watch them ski and ask them questions.
 
NEGOTIATING GOALS & MANAGING EXPECTATIONS
For a lesson to be successful, an initial goal or direction for the lesson should be agreed upon. A goal is the aim, intention, objective or purpose of a person or group of people. Effective lessons need goals to make the direction of the lesson clear. Goals must be negotiated, not prescribed, to be relevant to the students.
Learning & Experiences

The teaching cycle is a tool to help guide an instructor on how to build a positive learning environment based around the unique student(s) in any given lesson. 

Lesson Summary

The summary of the lesson normally happens as a lesson is coming to an end. It might happen over the last run of the lesson or when you and the student are back at the ski school meeting point or wherever you are going to leave your students (restaurant, lift etc.).

Review (what you have done) and Preview (what is next)

LESSON CONSIDERATIONS

Things that need to be considered, and which make each lesson different.

TERRAIN SELECTION

Appropriate terrain choice is essential for students to progress, both psychologically and physically. Students will not learn effectively if they are too physically challenged or feel unsafe.

CLASS MANAGEMENT

Keep students safe by using effective class management. This can be achieved by the instructor utilising the Snow Code and by being mindful of the following:

Ensuring that you and your students stop in safe places which are:

  • Where you all can be seen by others approaching
  • Where you are all out of the main traffic flow
  • Teaching safe stopping practices e.g. slow down before coming to a stop and stop below others or objects

Ensuring you and your students give others space including:

  • Looking uphill before moving
  • Looking ahead to where you are planning to go
  • Letting them know when to move e.g. two turns apart or when the instructor waves etc.
PACING INFORMATION

For students to learn effectively, information must be paced according to their ability to absorb it.

TIME MANAGEMENT

To achieve the negotiated goals the plan needs to fit within the time frame allowed.

SKIING APPROACH
STEPS IN A SKIING APPROACH

Students will:

  • Hear a brief description of what is to be attempted – note, this is “what” to attempt, not “how”
  • See an example
  • Give it a go!

A skiing approach should generally be the first thing a teacher tries when introducing a new skill, movement or task.

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