Canoe Tripping Instructor Tandem and Solo

- Two (2) days minimum for theory/content, a minimum one (1) overnight;

- a minimum one (1) overnight; 

Technical Skills

Introduction to Canoe Tripping Instructor Course

• Paddlers will be evaluated on their Canoe Tripping Skills throughout the instructor program through observation and, where appropriate, specific skills testing and homework. The Instructor Trainer is not responsible for teaching technical skills; course participants are expected to have those skills as they are prerequisites.

General Leadership Skills

• Canoe Tripping Instructor candidates must demonstrate strong leadership skills in a variety of situations including rescue scenarios, group travel in Canoe Tripping conditions, and the daily routine of running an Introduction to Canoe Tripping Skills program.

Communication

• Speak clearly and effectively with students using a variety of verbal and nonverbal communication tools in a variety of conditions, both on and off the water.

Decision Making

• Make appropriate low, medium, and high consequence decisions based on gathered information, a clear understanding of the desired outcome, and their judgment.

• Reflect on these decisions, drawing important lessons to be incorporated into future decisions.

Risk and Crisis Management

• Understand what is required in developing Risk and Crisis Management Plans.

Conflict Resolution

• Manage intra-­‐group conflict, honouring the need for privacy and empathy, while working toward the stated goals of the group.

Role Modelling

• Model appropriate behaviour in their social, verbal, non-­‐verbal, and ethical actions.

Logistics

• Choose appropriate locations and routes for the skill level and expectations of an Introduction to Canoe Tripping Skills course. The route plan must consider such factors as weather, obvious hazards, speed of the group, and points of interest.

• Pack appropriate safety equipment including communication, first aid, shelter, insulation, food, and water. Instructor Candidates will also inspect the canoe, and canoeing accessories of each participant before departing the put-­‐in. 

Instructorship

Specifically, this course will focus on basic instructor skills including:
1) Organizing and presenting information on the water, at the beach and in the classroom

a) Course progressions b) Time lines
c) Lesson Plans

2) Analyzing and providing appropriate, timely, and constructive feedback to participants a) Detect and correct

3) Communicating effectively through a variety of media including voice, physical demonstrations, and other teaching aids.
4) Effective teaching styles based on the varied learning styles: TELL ME Method and Student/Problem/Experiential/Collaborative

- TELL ME Method: keep it short and involve the group

5) Presenting

a) by telling me what your going to tell me (beginning) tell me (involve group)

 b) by telling me what you learnt (group involvement) tell me what you told me (summary/end)

Student centre vs. teacher centred, problem based vs. content based, experiential vs. theoretical, and collaborative vs. strictly individual

c) the content in such a way as to motivate and encourage participants to continue paddling playing games balancing challenges, fun, and rewards.

SPEC:

6) Risk Management and Crisis Management

Instruction

Present a written course outline for an Introduction to Canoe Tripping skill training course.

The course outline should include:

• Clear articulation of specific learning outcomes

• Be measurable, realistic, and achievable

• Clear criteria for assessment

• Timelines

• Clear progressions

• Opportunities for a variety of learning styles

  Each segment should be organized with:

• A clear introduction

• A middle that identifies common errors and solutions

• Guides to identifying common errors

• A defined end 

  Each participant must organize and deliver a minimum of three teaching sessions appropriate for an Introduction to Canoe Tripping Skill Course in each of the following areas. At least one will be a full lesson lasting approximately 20-­‐minutes; others may be shorter 5-­‐minute or less mini lessons.

  • One safety/rescue skill

  • One camping skill

  • One knowledge session 

0. Participant Criteria

   • Each session will have a clearly delineated beginning, middle, and end.

   • Skills will be demonstrated in a manner consistent with any explanation.

   • Skills will be of demonstration quality.

   • The instructor candidate will offer feedback to each student.

   • The instructor candidate will foster a rewarding learning environment by using positive

     language.

   • The instructor candidate will foster a rewarding learning environment by using a range of

     appropriate teaching aids and techniques including on water activities and games.

   • The instructor candidate will role model ethics and values consistent with the Paddle Canada

     community of instructors.

   • Offer relevant, constructive feedback to other participants during debriefing sessions, phrased

     in a non-­‐threatening manner.

     Instructor-­‐Trainer Criteria

   • Instructor Candidate must be given at least 24 hours notice of their topic.

   • Clear boundaries will be set for practice sessions.

     Group management

   • Organize the group according to the environment.

   • Set and use appropriate communication tools.

   • Set and manage appropriate boundaries.

   • Demonstrate Appropriate ‘Situational Leadership Style’ for the situation (see Appendix)

     Participant Leadership Expectations

     Each participant is expected to lead a minimum of a half-­‐day canoe trip. Expectations include:

• Organizing a proper trip plan for the half-­‐day lead, including such topics as:

o Put-­‐in/take-­‐outs
o Evacuation locations
o Camping (making, setting up or breaking)
o Food (overseeing one meal)
o Length of paddling time appropriate for forecast and group (navigation, portaging, etc.) o Risk Assessment and Management as per criteria below

• Management of either a launch or landing

• Facilitating proper loading of canoes

• Demonstrate competence as a leader during ‘mock’ scenarios

Risk Assessment

• Identify objective and subjective risks.
• Weigh the significance of each element of risk