Red Cross AWSI Learning Course Plan

The Canadian Red Cross is the leading provider of a number of water safety, first aid and CPR programs. Candidates have a number of options when registering for first aid and CPR which include learning CPR on infants, children and adults. This page will focus on other preventative and safety measures including water safety and assistant water safety courses.

AWSI-Learning

Objectives:

• Identify the learning characteristics for the age categories and identify appropriate teaching strategies for the age categories.
• Identify the four learning styles (visual, auditory, tactile, and kinaesthetic).
• Demonstrate an understanding of why and how people learn (learning process, domains of learning).

Evaluation Criteria:
• Identifies effective communication (verbal and nonverbal) tips for working with all age groups
• Identifies effective strategies for solving problems and resolving issues

Time: 1.5 hours (classroom)

Materials:
• Origami paper
• Flip chart paper and markers
• Interactive age characteristic chart

Activities:
Classroom session (1.5 hours)
Factors that affect communication: Choose an activity that the candidates are unfamiliar with (ex. Origami). Provide the class with verbal instructions only. Give the candidates time to try the activity. Ask the candidates how much success they had. As a group discuss what factors affected their ability to learn the task the first time:

> Unsure of what the task was
> Unfamiliar with the task—no previous experience to draw from
> Anxiety caused by lack of direction and feedback
> Limited practice time

Go over the same activity again but this time provide a brief explanation, a demo, break it into manageable steps. Provide the candidates with constructive feedback and provide practise time. As a a group discuss how much success the group achieved and what affected the outcome.

> Motivational Factors—was the goal easily understood and achievable?
> Is the learner able to tell when the goal has been achieved?
> Is the challenge degree appropriate?
> Was the use of manageable chunks beneficial to the learners?
> Satisfaction or reward is anticipated
> Experience is enjoyable

Key points:
• Importance of recognizing different learning styles
• Ways to ensure all learning types are being reached
• Factors that affect communication: Lack of communication, lack of experience, lack of direction and feedback, limited practise feedback.
• Learning requires feedback
• Inclusion is linked to to learner readiness

Dinosaur: Split the candidates into 4 groups. Provide each group with a piece of flip chart paper and markers. Each group will receive instructions on what they are to draw. But the groups can not communicate with each other.

Group 1 “Paint a brontosaurus”
Group 2 “Paint a dinosaur”
Group 3 “Paint an animal”
Group 4 “Paint hebtzyqnp”

Group 4 will have no idea what it is they are being asked to paint, as the word they are provided will not make any sense to them. Group 3 will paint whichever animal the group agrees on. Group 1 and 2 will have little or no difficulty painting their pictures. Give the groups a few minutes to complete their drawings. Hang the posters and let everyone know that the goal of the activity was to paint a brontosaurus (input). Depending on how the group perceived the instructions, they processed a different message (Storage). The actual painting was retrieval. Discuss with the group the purpose of the activity: to show that when learners are at different levels of cognitive development, they may hear messages differently than intended.

Ask group 4 how they felt when they didn’t understand the goal.

Ask group 3 how they handled with directions that they understood but were not very specific enough to clearly identify the goal.

Ask group 1 and 2 how they felt about the directions. How easy was it to perform the task when they understood the directions and knew what the goal was. Relate this back to a 3-5 year old preschool class. Will all the children understand the verbal instructions you give them? Because the main way awe can influence learning is input. It is important to demonstrate (visual) as well as verbal.

Key points:
• Understanding the process of input, storage and retrieval. Age characteristics: Create and interactive chart with the age characteristics from page 4.5 and 4.6 of the AWSI manual using recipe cards. Allow candidates a few minutes to put them in order. Make sure the entire group is in consensus on the order. Go over the chart with the candidates and the manual and have them correct the chart to make sure its in the correct order. Relate some of the characteristics back to how this will affect their teaching.

Key points:
• Age characteristics and how they apply to activities in our lessons
• Meeting the needs

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