Teaching Techniques & Lesson Planning Flashcards
7 cards from real CHA practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Teaching Techniques & Lesson Planning flashcards as text
A student with a learning disability benefits most from which instructional adaptation?
Answer: Multi-sensory instruction combining visual, auditory, and kinesthetic cues
Multi-sensory approaches address varied processing styles and give learners multiple pathways to understand and retain information.
What is the CHA-recommended method for introducing a new movement pattern to a mounted student?
Answer: Explain, demonstrate, then guide the student through the movement with feedback
The explain-demonstrate-guide sequence provides cognitive context, a visual model, and guided practice before the student attempts the skill independently.
Which component should appear first in a well-structured CHA lesson plan?
Answer: Stated learning objective
The learning objective defines the lesson's purpose and should appear first because every other element—activities, equipment, assessment—flows from it.
How should an instructor handle a student who is consistently late for lessons?
Answer: Address the issue privately, explain safety implications of missing warm-up, and set expectations
Private, respectful communication that connects tardiness to safety outcomes is professional and maintains a positive instructor-student relationship.
What is the purpose of including a 'cool-down' phase in a mounted lesson plan?
Answer: To allow the horse to physiologically recover and reinforce relaxed, correct riding
Cool-down reduces the horse's heart rate, prevents muscle soreness, and often provides a calm opportunity to reinforce quiet, balanced riding.
A student consistently looks down at the horse's neck while trotting. Which teaching cue is most effective?
Answer: Ask them to describe what they see on the horizon or name an object at eye level to shift focus upward
Redirecting attention to a visual target at the horizon engages the student's focus externally and naturally corrects head position without negative reinforcement.
According to CHA teaching principles, when is it appropriate to progress a student to the next skill level?
Answer: When the student demonstrates consistent, correct performance of prerequisite skills
Skill progression should be competency-based; consistent correct performance of foundational skills indicates readiness for the next level.