Lesson Planning

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1. Observation/Assessment - CAPS (CAWPS) data input
Observation begins even prior to actually greeting your guests. It continues as you follow through the initial introductions. You ‘dig’ deeper as you ask more questions and possibly even take a warm-up run, if the group can indeed already ski. Practice by writing some of your ‘always’ questions below:

[Comment: So much more than the CAP model applies here - questions and observations need to be about not just where are they at in their development (do I have to take them to the bathroom or can I tell them how to get there and where and when to meet afterward) but who they are and how they operate at the development phase they are at.]

[Comment on comment: CAP is not for children only and really has not much to do with a developmental stage model. CAPS is a model for all humans.]

2. Setting Goals - the "DO" plan
Your skills as an instructor relate to your ability to create and manage a learning environment collaboratively with the guest.

a. Including the guest
After you have collected enough data about and from the guests, you will need to make a plan as to what to do. Why is it important to include the guest in this planning process?

b. Goals for the day
Remember S.M.A.R.T. goal setting. The daily goals will vary and be based the guest/s abilities as well as their expectations and desires and needs. What will you do when you achieve the goals? [Comment: Has SMART been defined in this manual?}

[Comment: Not explicitly. Since this isn't really a manual, it's a 'go look and learn' research question. Google is great on S.M.A.R.T.]

What will you do if you do not achieve the goals?

c. Longer term goals
Many times long term goals will facilitate return business and a long term learning partnership with your guest. Under what circumstances would you not discuss such long term goals with your guest and why?

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