Walter & Group...
In the past we have discussed the various ways in which students learn fly casting. Briefly, they include:
1.) VISUAL. Learning by watching.
2.) AUDITORY. Learning by hearing.
3.) KINAESTHETIC. Learning by feeling.
4.) COGNATIVE. Learning by understanding.
5.) SERENDIPITY. Making unplanned moves which happen to work well.
6.) TRIAL AND ERROR. Attempting various moves and eliminating those which don't work. (Most youngsters will do this even if taught the "correct method". They'll try all sorts of variations and then come back to what they have been taught if it works best for them.)
I'll add this one:
7.) "NIGHT LEARNING". I have taught myself many things about fly casting during a nightime somnolent reverie while "half asleep" as I turn things over and over in my mind. As a surgeon faced with a difficult operation for the following day, I'd sometimes solve anticapated problems this way. Then I found that I could even solve some fly casting problems in the same way. Whenever possible, I'd go out rod in hand in the morning before breakfast to bring it to conclusion.
Some call it, "sleeping on it".
Most of us learn by various combinations of these modalities. Some learn best by one or two of them.
This subject can be taken to an advanced level. Hence the message including the very detailed attachment
sent by Mark Roberts :
Hi Gordy and all
There are many tricks to teaching and coaching and I liken it to carrying a bag of solutions tools. Where one might suit one person it may not suit another.
The one lesson to learn is that this kit bag of solutions is never too big.
One trick I teach is to listen to how your client responds. We all learn in different ways and have preferences for specific ways of learning.
An example is you may explain something simple and you get the reply ?I see what you say? this may indicate that they are visual learners and you have to show them what to do for them to understand.
Another may answer ?I can really feel that? indicating that they are in fact Kinasetic learners or ones who learn by touch and another common one is ?I hear what you mean? indicating the client needs things explained.
It may be that your client may have one or a combination of these ways of assimilating knowledge and you need to be able to recognize which is best suited to them.
I taught my daughter some years ago how to cast and I started by explaining the rod line and reel, their relationship to each other and what makes them work together.
She asked a simple question ?How is the rod made? I brushed this aside explaining she didn?t need to know that yet.
Following a frustrating hour where father and daughter were fast becoming life long enemies she again asked, ? How is the rod made?
I relented and explained in detail and she then picked up her rod and cast perfectly cast after cast.
My assumption that she didn?t need to know was completely wrong she had to understand this technical aspect of the rod before she could use it effectively. Lesson Learnt
The simple rule is do not assume anything as all assume says is it makes an ASS/(out of)U/(and)ME. Confirm by questioning and build their up the clients confidence because once you give ownership they will take responsibility and start to flourish.
I have attached a questionnaire that may help you understand how you learn
Which may help you in the future teaching others.
Mark
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Mark....
Good thoughts.
In your first example, "seeing it" may be the primary method of learning, followed by "feeling it" as an epiphany !
The questionaire in your attachment would go a long way in having us learn the details of how a student best learns.
I look at it as academic, however, since I doubt it would be practical to use in the average fly casting teaching situation.
Most valuable, I'd think, when we run across students who are having great difficulties learning by the methods being used at the time. The body of information gained could then be used to modify the curriculum and teaching methods for that individual.
Gordy
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Attachment:
Personal Learning Style Questionnaire - Honey and Mumford.doc
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