PREVIEW
Instructions
After filling out the information about the course under review, read the Elements one at a time:
1. Review your course materials and answer this question: “Is the course designed to deliver the skill described by the Element?”
a. If the answer is YES, check the box under the number of the Element in the orange “Included?” column.
1. Identify the location of specific information used to answer the question. For example, highlight specific text in documents, reference specific time locations in videos, etc. Identify Student Evaluation Method(s) used to assess proficiency of the skill. See Where to find Answers: Types and Locations at the end of this checklist for more information.
2. Identify actions you might take (if needed) based on the assessment and record them in the Potential action(s) column.
3. When the action is completed, enter its completion date in the Date action completed column and check the box in the Included? column.
b. If the answer is NO, or not to the level that meets the Standard Element, leave the check box empty under the Element number in the orange column.
1. Identify actions you will take to modify the course (if desired) to include instruction and evaluation for the Element to a level that meets EDU-2.
2. When the action is completed, enter its completion date in the Date action completed column and check the box in the Included? column.
3. Identify the location of specific information used to document the skill is instructed and evaluated.
2. Place this completed Checklist, with all its supporting documentation, in one location for future reference.
Examples: Element 1.1 below is included in the course, with information located in the instructional design notes on pages 4 and 7. How students are evaluated is located on page 7. Element 1.2 is not yet included in the course. An action to update the course has been identified. Once completed, the date completed, where to find the information and its method of evaluation are added to the appropriate columns. Element 1.2 is also checked, indicating it is now included in the course, to a level of instruction that meets element identified in EDU-2.
Element The operator is able to:
#1.1 A: Assess whether conditions are favorable for the length/time of the trip ... B: by obtaining weather forecasts and evaluating weather conditions, hazards to navigation, and other environmental factors.
#1.2 A: Put on a life jacket ... B: ensuring it is serviceable, fits properly, and is appropriate for the boat/activity.
Where to find the answer (page number, media location, other)
Session 1 instructional design notes – pages 4 and 7 (see highlighted text on each page).
Student evaluation method (written test, observation, other) Potential action(s) Date action completed
Three questions we ask students before boarding the boat. Included in the instructional design notes on page 7.
Add section to teach and test students in how to confirm they have effectively put on the life jacket and its fits properly.
Element The operator is able to:
OPERATION #2: LEAVE A DEPARTURE POINT
NOTE: Departure point may be a dock, slip, mooring, ramp, shoreline, etc.
Where to find the answer (page number, media location, other) Student evaluation method (written test, observation, other) Potential action(s) Date action completed
#2.1 A: Enter and launch the craft … B: using appropriate techniques for the venue (e.g., kneeling on a stand up paddleboard [SUP] during departure, etc), keeping the craft upright with minimal rocking or loss of control.
#2.2 A: Check for a clear departure ... B: using a 360° scan to confirm a clear path of departure with no conflicts with craft’s intended actions and boats/activities in the vicinity and ensuring that departure is not a hazard for others underway.
OPERATION #3: MANEUVER IN CLOSE QUARTERS
Element The operator is able to: Where to find the answer (page number, media location, other)
#3.1 A: Propel the craft forward ... B: while maintaining proper grip and paddle/oar orientation along with trim and balance of the craft.
#3.2 A: Stop the craft ... B: within two boat lengths, using appropriate and effective strokes, while maintaining trim and balance of the craft.
#3.3 A: Turn the craft from a stationary position ... B: 180° to the right and left, within one to two boat lengths using appropriate and effective strokes, while maintaining trim and balance of the craft.
Student evaluation method (written test, observation, other) Potential action(s) Date action completed