|Rock Dodge - CS or LAB?|
I've been very fortunate lately. I've gotten to help teach both a Cycling Savvy Course and a LAB TS101 Course. The CS course was in February and the TS course was last weekend. I expect to help teach another TS course this weekend, and will post about the GREAT DANGER facing cyclists today. But that is not what today's post is about.
|Instant Turn - CS or LAB?|
Today, I'll note that the difference is about a lot more than sponges versus tennis balls. What is that durn guy talking about? Well, it seems that the Cycling Savvy course seems to favor sponges to mark items in their parking lot drills. ON THE OTHER HAND, the Bike League seems to favor tennis balls cut in half for THEIR parking lot drills. As far as I can tell, neither curricula has made these dogmatic choices.
However, there IS a major difference, and in this regard, I would not mind seeing a middle ground. In the CS class I took, there was no test of any sort. Inquiring, I was told that student videos or other e-stuff were part of the eventual plan, but that taking tests was NOT why students took the class and the test time would be better spent in teaching road skills. That's fine, and actually really GOOD to minimize tests, but it is also ultimately an "open loop system" where students are not really encouraged to reach out for help. CS teachers look for such a message from students, but it isn't explicit.
|NO Test in the CS Course. Absolute MAX Saddle Time.|
In the case of the LAB course, there is a student written test AND an instructor detailed evaluation of the students. Last weekend, Warren and I were STILL filling out the evaluation forms a FULL HOUR after we got back from our ride. That was an hour we could have been teaching road skills. That was an hour students were standing around wondering if any of these guys had a clue. It was an hour totally lost to any possibility of positive behavior change.
|LAB Instructors, Losing MORE Than a Full Hour of Instruction Time, Grading Tests for Why?|
Fortunately, I think there's a better way for EITHER course, and Preston Tyree pointed it out.
WHAT DID HE/SHE/IT DO WELL?
WHAT COULD HE/SHE/IT HAVE DONE BETTER?
You repeat that three times (SIX total questions) and you'd cover the concerns of the students,the observation of the teachers, AND ways to improve the course itself. Heck, in email response to complaints about this post, I ventured I could be easily bargained down to TWO questions. Yeah, I paid attention, though it may not have been obvious to the instructors. Thanks, Preston. I hope someone besides me has been listening to you...
|Preston, the Unheraded Guru of Cycling Harmony?|