Methodology

 

Methodology refers to "How" you teach. Learning to recognize "how a person learns" is one of the major considerations a teacher must include in their decision making process when deciding how to present the lesson content to the learner. We call the process of how a person learns the student's "learning style." If you can recognize a student's learning style you can adapt your teaching style to best convey information, knowledge, and skill development activities in a form understandable to the learner. Some teachers will simply assume the student will adapt to their teaching style. You can become a more effective teacher if you can learn to adapt your teaching style to something close to the student's learning style.

Example: Lecture is often not the best method to use on a kinetic learner (someone that learns best by involving physical movement.)

Think about how you learned to use the whip finish tool. Many of the techniques we teach in fly tying require demonstrations followed by practice with monitoring. Learning theory has shown if we learn to do something wrong, it usually takes 5 to 8 (or more) new learning cycles to relearn it correctly. Monitoring or checking for understanding is a process instructors must employ constantly to evaluate the level of learning taking place.

Your students will have come from a variety of backgrounds depending on how you marketed your class. Age, experience, dexterity differences, personality, and attitude are factors entering into your instructional/student relationship. The common thread to all tying classes is:

They signed up to learn how to tie flies.

Your job is:

Find a way to teach them how to tie flies.

 

There have been many theories about how we learn. Many names have been given to the various theories and many extensive courses have been developed around the learning process. From a practical standpoint we need to summarize much of this information and glean out the parts appropriate for each of our classes. Instructors themselves will have different abilities in delivery of the chosen lessons. What seems to get to the point quickly is to accept the idea of our being able to learn thru our senses; seeing, hearing, touching, tasting, and smelling. These five pathways convey information to our mind and thru practice we develop a skill is using what we have learned. How fast we learn will vary from person to person. The more senses you can stimulate in a lesson the better your chances of being effective, dynamic, and productive in your fly tying instruction.

Most fly tying classes are set up with rigid time constraints. The class is offered only so many hours a session and there are only so many sessions. For the most part, there is not enough time to "test" students to determine their learning style. There are however, some key observations an instructor can make to determine what is the dominant style of learning exhibited by a student.

Use the list below to identify areas to help in designing your lessons or to choose an instructor for your fly tying class.

 

Learning Styles , Teaching Styles, How To Demonstrate, Class Handouts, Audio Visual Aides, Learner Outcomes, Developing Feedback, Teaching Aides,

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