North Dakota Game and Fish Department 2017 Instructor Academy TIPS and TOOLS: Effective teaching is comprised of multiple parts; the instructor, the presentation process, use of class materials and addition of teaching tools. Teaching tools, if used effectively, are able to grab the student’s attention and engage them in the process, brings others into the conversation and helps to retain interest. We learn in many ways, gaining little bits from each method, some learning more from one method than others. But combining reading, watching, listening and hands-on participation really helps reinforce what we’ve seen and heard. The North Dakota Game and Fish Department provides us with classroom materials when you ask for them. Call and talk with John and the hunter education staff members and ask when and how you should request them. They are able to provide the class video, wildlife posters, furtakers kit and perhaps more, if you give them time to obtain what you need. But remember to ask if there is anything new available, if they have any tips, or other resources in addition to the regular class materials Handouts: Instruction manual: The regular manual that every student will receive during the class. Make sure to use the reviews at the end of each chapter, ask questions from the review prior to starting your new lessons. A chum sport The 10 commandments of hunting. Suggest review of these every class so that students remember them. One of the issues I have seen is the association of the letter (A-C-H-U-M-S-P-O-R-T) with the definition. We suggest giving short quizzes during your class to get students used to writing the definition. Depending on the amount of classes pick three or four only. Try to repeat them two to three times during the duration of the class periods. Three at the beginning, three at the end. Regulations Updated yearly, discard the old ones if new ones are available. If not, make sure it is understood that when the new regulations come out, know where to get them. Be sure to review them for changes in season dates, bag and possession limits and other restrictions. Public hunting access: (PLOTS) Identification of private land open for hunting. This is also revised on a yearly basis. Most states have some type of system in place, so obtain copies online. Use to identify public from private lands. Online-printed handouts, software application,s recreation maps, refuge maps, grasslands, Bureau of Reclamation, county maps, county plat books, colorized maps, signage (shape-color of signs- registration stations), special restrictions should be identified. Waterfowl identification Use of charts, hand books for identification of species, sexes, at time of year. Divers vs. puddle ducks, where to find, special seasons, additional extensions, duck stamps.
Teaching Props: Fences Fence crossing is something that is done regularly while hunting, and the need to understand how to cross safely is one of the required objectives. There are several styles and materials that can be used to make a fence to use to learn this process. How to construct diagrams are included with academy class materials. Boats Used for hunting, trapping and fishing and recreation. We need to give it a reasonable of time during our discussion. You need to discuss getting people and equipment in and out safely . Setting out decoys and retrieving them and game from the water with a landing net rather than leaning out to grab anything by hand. Staying low, grabbing supports, getting in slow, balancing the effort being exerted . Using life preservers rather than keeping them stored under the deck. Reinforce putting the gun in the boat so it is safe, secure in a position not to catch cattails, reeds, rushes or hunting partners. How to construct diagrams for the mock boat are included in the academy class materials. Zones of fire Set out orange cones to represent 45 percent angles from a skirmish line indicated on the floor to help define what a zone of fire looks like. Work through the students setting up a hunting scenario telling them they need to mount the gun aim and decide who can shoot when to stop shooting. Provide nonfiring guns and toss a ball across the front of students, providing constructive criticism of their actions. Have a second instructor toss the ball from behind them, or from a point in front but off to the side if possible to discuss hunting or range situations. Chairs as Vehicles Quite often we don’t have access to mock fences or boats for classes. A couple of chairs held together with bungee cords or Velcro strapping will hold them together rather than having them push apart and dropping the gun on the floor. Take a 2” x 2” or 2” x 4,” put a piece of adhesive Velcro on one side, setting on a rug and placing it on the floor in front of the chairs will keep it from sliding forward onto the floor. Demonstration of arrow flight The object is to demonstrate the flight arc of an arrow at different distances. Use of a net also allows to show that increased speed eliminates the larger arc you get with a lower poundage bow . Take a box or small net with an opening around 9” or 10” to represent the animal’s kill zone. Have two or three soft baseball size balls to be tossed by a student into the opening. Start at a close distance so that the student can toss the ball easily into the target. Move back so that the ball either is thrown
faster or more arc is needed. Discuss why this is. Then move back farther and point out the change in flight of the arrow. As the student or students are confident, move the box or net after the ball is released and explain jumping the arrow, the need for stealth . This demonstration will allow you to open conversation on how to make the arrow fly flatter (speed-draw weight) the need for practice and skills required to get close and the use of a tree stand, climbing harness, ground blind, quiet camouflage clothing rather than blaze orange. Cutting ability of sharp broadheads The intent is to show how broadheads kill, the difference a sharp broadhead makes to create a clean quick kill if shot correctly. Make a 6” x 6” rectangle out of metal or hardwood. You should put at least a 3/8” diameter by 1 ½” long dowel on each corner. There is a lot of stress put on each corner so they need to be strong. Once the frame is built, you need to add rubber bands stretched tight so that they are able to be cut. Take a dull broadhead and push it into and through the rubber bands. It will not cut very many, if any at all. Then take a sharp broadhead and do the same thing. The rubber bands should be cut and the halves fly away from the rectangle. Digital: CD Use of a short video preceding a lecture enhances the lecture and provides the ability to prompt student during question and answer periods on a specific topic. Many persons have difficulties coming up with questions in a public setting. But if they just visualized the topic, it might be easier for them. Many people retain things better after hearing, seeing or repeating things at least three times. Using the supplied video or powerpoint, combining a short lecture, demonstration, asking questions of the students during reviews all help. There are many videos on the market that you might think could help to present a topic in a different way. But you must discuss any thoughts you have and get NDGF approval prior to adding anything to the required course curriculum. Topics included in the course CD: Habitat/carrying capacity Shoot don’t shoot Animal cleaning How to clean guns Safety/first aid You tube
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