Participants receive deer hunting instruction

photo 1.JPGDeer hunting can take a lifetime to learn. Identifying what you will and won't include in your curriculum is a critical part of program planning. For additional information defining specific program goals and objectives and more see program planning. Setting specific goals and objectives are is a critical part of program planning that many managers do not take enough time to do well.

Not setting specific goals and objectives is a BIG MISTAKE! Without specific goals and objectives, it is impossible to determine if your program is successful of if it isn't.

Agencies and NGOs are very good at implementing programs. Where they often fall short is during the planning stage. It is highly recommended that you STOP at this point and go back and review your goals and objectives. Doing so will remind you what you want your program to accomplish. This information will determine what you will cover during the limited timeframe of your course.

Remember that it will likely take several iterations for a non-hunter to become an independent active hunter. Incorporating information on “next steps” is an important part of the material your course covers.

The following sections contain a variety of “how-to” information, but also explain why some material is particularly important to adult, novice hunters. There is more content than you will probably have time to cover in your class. How and what topics you include will depend on available time and your program’s goals.

Your participants are adults; they learn and want to be taught, differently than adolescents. They are also likely to be urban, potentially female, and “true beginners” who have not been brought up in a hunting, fishing or firearms-familiar culture. They may bring with them some beliefs that will have to be addressed in an open forthright manner. Being “true beginners,” their learning curve will be steeper than students you may have taught in the past. Also, remember that most of your participants, do-not-know-what-they-don’t-know. It will require additional coaxing, and patience on you part to make sure they understand the information presented, and the relevance of that information.

The net result is that you likely will need more time to cover the material you have planned, put less information in each session, add a session, or assign a little homework. We’ve added more resources to each section of this website than you will likely use in class so participants can study on their own, or “make-up” some class time by studying some topics on their own.  If you do assign homework, plan or reviewing and answering questions during the next face-to-face session.

Previous sections of Locavore.guide that might be helpful in planning your lessons include:

The material is arranged in logical order and broken up into potential class sessions or sub-sessions. Most of the “how-to” information is contained in the resources at the end of each section. For the purposes of program planning, we have elected to include some other safety issues, beyond firearms, in this section. In addition, we have included some potential outdoor hazards. You will probably have to adapt the specific outdoor hazards for your particular part of the country.

Many of the included resources are from state wildlife agencies, conservation non-government organizations, foundations and other “open sources.” However, some are covered by copyrights that limit their use for educational purposes only. Please respect the limits of these copyrights.

Resources

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