CHAPTER 3: TEACHING THEORY
LEARNING STYLES
Everyone has their own way of learning new skills. In general there are a few types of learners: • • •
Cognitive Learners (“Thinkers”) Experiential or Kinaesthetic Learners (“Doers”) Visual or Observational Learners (“Watchers”)
We are all a blend of each style, but in each of us one type tends to be dominant. Each style has advantages and disadvantages. Be aware of the differences – teach effectively by tailoring the lesson to the needs of each rider.
COGNITIVE LEARNERS (“THINKERS”) Characteristics:
Instructional approaches:
• • • • •
•
Curious. Asks questions. Over-Analyzes things. Resists immediate action. Underplays emotion/enthusiasm.
• • • •
Provide ample reading material and time for reading and reviewing. Need detailed descriptions of tasks. Provide time for adequate discussion and debate. Devise alternative plans and strategies. Ride the lift with them to “talk technique”.
EXPERIENTIAL OR KINAESTHETIC LEARNERS (“DOERS”) Characteristics:
Instructional approaches:
• • • • • • •
•
Keen to try. Can be impatient. Learns from mistakes. Constantly refines performance. Explanations have little meaning. Attempts to do things without help. Usually first to ride behind instructor.
• • • •
Provide opportunity for “safe” experiments. Encourage repetition of successful action. Give short, precise explanations. Reinforce positive results. Provide guided mileage.
VISUAL OR OBSERVATIONAL LEARNERS (“WATCHERS”) Characteristics:
Instructional approaches:
• • • • •
• • • • • • •
Avoids making mistakes. May hang back, watching others first. Imitates success, adapts easily. Good listeners. Needs repeated demonstrations.
Explanations must create images. Demonstrations are important. Allow time for mental “rehearsal”. Discuss analytical and abstract material. Reward innovation. Encourage activity. Build on results.
Consider the learning style of each student, as well as the lesson content, in selecting a teaching approach. Whatever the method of teaching, adapt to the needs of your students and involve them in the planning process. Students who “buy into” the program will learn more effectively.
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