Answers to TEACHING QUESTIOJNS

David Diaz has sent a well thought out set of teaching questions as well as some cases for teachers which are thought provoking in terms of their solutions.

We'll start off with his questions and 2 which I've added (More at a later date) :-

Suggested approach: Make a list of 2 to 4 qualities about a casting student that could be used to place him as a BEGINNER, an INTERMEDIATE or an ADVANCED caster.

a. What are the qualities you would use (consider) ? 1. Understanding of the objectives 2. Understanding of casting mechanics 3. Loop control

2.) Understanding the components of casting mechanics is important for teaching. How useful is understanding them for learning ? Very important

3.) How important is it for learning for students to know why ? Very Important

4.) Explain you answer to 3.) If the student knows the cause ( of e.g. a tailing loop) (s)he can effectively apply a remedy (e.g. smoother power application). Without that knowledge (s)he may never stumble upon the answer.

5.) Some experienced teachers of fly casting feel that it is very important to classify students into these catagories (Beginners, Intermediate and Advanced.) Other equally experienced teachers feel that this is a useless exercise for which reason they don't do this in their schools.

How do you feel about this ? While I would mentally assess each student so as to tailor instruction to their needs, I don't see any positives in arbitrarily declaring any student to be any more or less competent than another. I don't know of any objective criteria which would enable me to do so. Each will have their own strengths and weaknesses and their individual learning curve. Each should be encouraged to maximum their own potential. When does a beginner become an intermediate become an advanced?

6.) You have undertaken the teaching of fly casting to three female student in their thirties. They have hired you to help them improve their casting so they can do well on a fly fishing trip they've planned for trout on a famous river. You have no assistants, so your instructor/student ratio is 1:3. You have a full afternoon of 4 hours to accomplish your objectives.

One has never held a fly rod and has only observed anglers using one, so she wants to learn how to cast.

The second has barely mastered a basic cast. She can false cast and can shoot about 15' of line max. She doesn't haul. Her loops are often of medium size, though not consistently so. She gets an occasional tailing loop when trying for distance and doesn't handle wind well, at all.

The third casts with nice tight, well controlled loops. She can haul well and can shoot line out to make an 80' presentation. Her shorter casts are accurate and her application of power appropriate to the amount of line carried. She knows how to handle wind from different directions.

a.) What level would you ascribe to each ? Clearly the first is a rank beginner and would need instruction in all facets of fishing. While the second can demonstrate some mechanical skills she too would probably benefit from revisiting the basics. The third is clearly a competent caster but may need help with the other aspects of fishing.

b.) What are your GOALS and OBJECTIVES for each ? The task is to assist each to "do well". The first thing to do is find out what each means by that. A short general discussion based on the characteristics of the particular water, its fish and insect population, usual fishing methods, local regulations and etiquette, etc. could be used to elicit personal expectations and assess general knowledge levels. I would also look at each student's equipment and would cast each each outfit to ensure that it is useable. Assuming that each student wishes to maximise her potential to catch fish, it might be reasonable to set the same goal for each i.e.

To be confident in their ability to present a fly, and subsequently to hook, land and release fish.

Objectives would be to ensure that each is able (at least at a basic level) to:

Know the Regulations, Know fishing etiquette, Wade safely, Read Water, Choose a fishing method, Rig for that method, Roll Cast, Overhead cast, Shoot line, Change direction, Mend line, Retrieve line, Strike and hook fish, Play a hooked fish, Land a fish, Release a fish. Enjoy the experience.

c.) How will you plan this important afternoon ? I would schedule short sessions of perhaps 15 minutes with 5 minute breaks. Objectives other than casting would be taught/discussed as a group. For casting sessions, I might treat the first two students as a "class" to be taught (or to revise) the skills . The third student might benefit from acting as a demonstrator and de facto "assistant" who could perhaps oversee one candidate's practice of a particular exercise if I needed to work separately with the other.

Time management would be crucial. To ensure that all of the objectives are addressed I would attempt to cover all of the topics, however briefly, within the first three hours, leaving the last hour for revision, discussion, and q & a, interspersed with brief casting practice sessions. This time might also provide an opportunity to work with the more advanced caster at a higher level while the others practice separately. It would be important to ensure that each individual leaves, enthused and confident about her forthcoming trip, having learned new skills and improved existing ones. Each student should also have learned at least the rudiments of how to diagnose and correct casting faults (5 Essentials/6 Steps) so as to be able to continue to improve.

I would provide handouts to each student as an "aide memoire" for their future revision and would encourage each to practice what they have learned so as to ingrain it.

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Tony... You have provided details as to the way you would plan the afternoon in answer to 6.) c.

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Below are my thoughts.

John Bilotta

1.) How do you determine the level of a student's casting prowess ? I talk with them about their experiences and watch them cast.

Suggested approach: Make a list of 2 to 4 qualities about a casting student that could be used to place him as a BEGINNER, an INTERMEDIATE or an ADVANCED caster.

What kind of loops, if any, do they make in a basic 25-35 foot cast? Can they roll cast? Do they know how to double haul?

a. What are the qualities you would use (consider) ?

b. How do you weight them ?

I would put control of a loop at the top of a list, followed by how they might roll cast.

2.) Understanding the components of casting mechanics is important for teaching. How useful is understanding them for learning ? They are useful as long as you do not overwhelmed the student.

3.) How important is it for learning for students to know why ? Very important.

4.) Explain you answer to 3.)

Information is empowering. I want them to ask “why” question about all elements of casting and also how this connects with actual fly fishing in fresh or salt water. Teaching how to self teach is part of what we should try to do

My additional questions :-

How do you feel about this ?

In my opinion, many students, who think they are intermediates or better, are beginners. Sometimes it is helpful to let people believe they are better than they are, but in most circumstances it is better to get them reset their expectations and work forward at improving their abilities.

One has never held a fly rod and has only observed anglers using one, so she wants to learn how to cast.

a.) What level would you ascribe to each ? One and two are learning the basics. Three is an advanced caster.

b.) What are your GOALS and OBJECTIVES for each ? This is a basic class for trout for one and two. By the end of the session they should be able to make a 35 foot cast, do a roll cast. We would also work on mending. Number 1 you are improving

Three - I would ask her what she wants to work on.

I would focus on reviewing an refining presentation casts.

I would also try and get three to think about how she can help instruct her friends on their trip.

c.) How will you plan this important afternoon ? I would focus on the basic for the two beginner and provide the more advance student extra tasks or attention as we worked through this agenda.

introduction

session objectives improve casting depending on student experience

casting foundations basic pickup and laydown cast, and roll cast practice on the grass

horizontal cast and false casting

review so where we are questions

discussion of fly fishing for trout

break

review basics and practice

reach casts and mending

increasing distance, shooting line practice

casting wind

review and questions

wrap

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When Floyd was coaching me to come up with various lesson plans, he wouldn't accept them unless I had included the number of minutes for each session. In a case like this, however, I think the instructor has to be very flexible .... adjusting the time spent on each session to the varied responses and accomplishments of these three students.

Gordy