ECO PRO continued Tell students about the first time you saw coral spawn- ▪ ing, and how it reframed your understanding of ocean life. Share a mistake you made early in your career and what ▪ you learned from it about humility and respect. Describe the moment you realized your diving wasn’t ▪ just about recreation but responsibility. 3. Elevate Peer Role Models: Not every message needs to come from you. Invite former students, divemasters, or eco-volunteers to participate in a post-class discussion. (A good excuse for a social event.) Let students hear from others who have developed a conservation ethic over time. As in any community, social proof shapes values. When students see that passion for the ocean is normal, desirable, and cool, they are more likely to em- ulate it. We need to think beyond the “successful course” as one where everyone earned their C-card. That’s the floor, not the ceiling. We must strive for better learning outcomes through a new curriculum that is based not only on knowl- edge and skills, but also on character. Here are some new metrics to consider when assessing the affective outcomes of your class. Did the student express awe at something they saw un- ▪ derwater? Did they ask how they could help protect a reef or its ▪ species? Did they reconsider something they once took for ▪ granted? These metrics may be challenging to track, but over time, they shape a diver’s identity much more significantly than their proficiency in buoyancy control. And isn’t that what we’re truly after? We will always need to teach the head and the hand. But if we neglect the heart, we’ll train divers who know how to stay safe, but do not understand why the ocean is worth protecting. Let’s cultivate divers who not only per- form well but also care deeply. And that must start with us. So, the next time you step onto the boat or click “start” on an eLearning module, remember: you’re not just instruct-
FLIPPING THE CLASSROOM While this article advocates for extending training for entry- level divers to include classroom time, it shouldn’t be inter- preted as adding boring lectures and pointless war stories to your course. Instead, consider reorganizing academic sessions using the strategy of the “flipped classroom” that I discussed in my column last month. (A short explanation appears below.) The resource list available through the QR code at the end of the article offers ideas on structuring flipped class- room sessions to maximize affective (attitude) learning out- comes. The flipped classroom is an instructional model that re- verses the traditional approach to teaching. In a conventional classroom, students first encounter new material during in- person lectures and then apply that knowledge through homework. In a flipped classroom, this sequence is inverted: students are introduced to new concepts before class – usu- ally through eLearning, readings, or interactive modules – and class time is reserved for active learning, such as prob- lem-solving, discussions, or hands-on activities. The key advantage of this model lies in its transformation of the teacher’s role. Rather than delivering one-way lectures, instructors become facilitators and coaches, helping students deepen their understanding through guided practice. This en- ables more personalized support, peer collaboration, and formative feedback during class, when students need it most. Flipped learning also promotes student agency. Because students control the pace of their initial exposure – pausing, rewinding, or reviewing materials as needed – they can arrive in class better prepared to engage. Class time, in turn, be- comes more interactive and student-centered, shifting the focus from passive listening to active participation. This model is especially effective in settings where higher- order thinking skills are emphasized. By front-loading basic content delivery and prioritizing in-class application, the flipped classroom aligns well with how we understand people learn – something known as Bloom’s taxonomy – allowing more time for analysis, evaluation, and creation – the top tiers of cognitive engagement. Flipped learning does, however, come with challenges. It assumes that students have the self-discipline and access to technology required to complete pre-class work. Fortunately, we already have that technology in place. It also demands a shift in both teaching practice and classroom culture, which can be unfamiliar or uncomfortable for some instructors and students. Despite these challenges, the flipped classroom model has gained popularity across various educational levels and dis- ciplines – especially in science, technology, and skill-based training, such as diving – because it promotes deeper learn- ing, more effective use of instructional time, and increased student engagement.
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ing; you’re imprinting. Your attitude toward safety, stewardship, and the sea itself is your most powerful teaching tool. Let’s use it inten- tionally, because attitude isn’t an extra – it’s everything.
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