![]() Both helping the students to clarify what the task is, and how to best achieve it for them specifically. Yes, with the instructor having a strong grasp of all the learning styles, they can alter and speak to the students, with questioning and descriptions that play into each students preferred style at that time. Removing the information that is not vital in keeping this student on the path of success by speaking the same language. Narrowing the questions, matching the way that the student is responding with their answers and their performance of the tasks.As the student responds and starts achieving tasks, the instructor can start to alter the questions becoming more specific, picking up on which learning style the student is favouring at that moment. Wide signifies the open questions and communication from the instructor gathering information.Throughout the lesson, the communication between the instructor and the student could be looked at like a funnel, where it is wide at the top and narrow at the bottom. Student: “Ok so half the size of my previous corridor, that is a ¼ of this next piste. Let’s half that corridor size for the next 15 turns.” Instructor: “Awesome, you see the corridor that you used on the hill there. Student: “Yes because I can see my tracks are round and consistent from start to finish” Instructor: “Describe whether you achieved the task of getting more grip on the outside ski?” Let’s take a Visual Learner as an example during a private lesson. “Yes, I did because I felt heavier on my right foot around the corner.” ( Kinesthetic)įrom these responses the instructor can further question the individual this time being more specific, questioning and presenting tasks using their preferred style. “Yes, because it was quieter than when I slid and made a loud scraping noise.” ( Auditory) “Yes, because I can see my tracks are round and consistent from start to finish” ( Visual) ![]() ![]() “Describe whether you achieved the task of getting more grip on the outside ski?” The instructor’s role is to find out, through questioning and constant review, which ways the student benefits from what is being presented and experimented with during the lesson. Instructors use this information in lessons to create a clear and fun learning environment. ![]()
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