1. Copy/paste the Lesson Plan Format Sheet from the Start Here/Course Resources into a Word document. Compare it with the Horsemanship Example in Start Here/Course Resources. In Start Here/Course Res
Running head: CURRICULUM AND INSTRUCTIONAL DESIGN 1
Curriculum and Instructional Design: Introduction to Horsemanship
Student’s Name Goes Here
Keiser University
Instructor’s Name Goes Here
EDU513
Date Goes Here
Curriculum Design
Overview
The Introduction to Horsemanship course consists of eight units (See Figure 1, Instructional Curriculum Map) that will teach new riders basic skills in care and safety of a horse, how to properly attire a horse for riding, and beginning level riding skills within a closed arena environment. The course targets new riders who have little or no experience with horses. Unit One is divided into five basic sections: horse anatomy, grooming, safety, saddle, and bridle. Each section is further divided into one or more lessons. For this project, only three lessons out of the entire course have been developed, with the remaining lessons to be developed (TBD) at a later time. All boxes in the curriculum map (below the row of unit level boxes) represent one or more lessons. Three of these boxes contain the exactly worded Performance Objectives (POs) of their respective lessons. All other POs for TBD lessons will be developed later as well.
Performance Objectives (POs)
The primary Unit One course goal is to teach students the basic skills in horsemanship. Students who are new and have relatively little or no experience with horses will need to learn these basic skills, and then work towards building up to the level of mastery over the subsequent weeks. A secondary goal is for instructors to impress upon students that horsemanship is a practiced skill as they are dealing with a live creature that has a mind of its own. Many people may work their whole lives and never become masters at horsemanship, yet that does not mean they are unable to enjoy working with horses and enjoy riding experiences. The Unit One objectives is to begin introductory instruction in horsemanship skills that students will build upon in subsequent instruction.
Unit One Performance Objective One
Given a live horse, the student will be able to identify the 39 parts of the horse (Forehead, eye, nose, nostril, muzzle, mouth, throat, windpipe, shoulder, breast, forearm, knee, cannon, fetlock, pastern, chestnut, elbow, chest, abdomen, coronet, hoof, hock, tail, gaskin, flank, thigh, buttock, hindquarters, dock, croup, point of hip, point of croup, loins, back, withers, mane, poll, and ear) by pointing to (or touching) and naming every part without making an error.
Unit One Performance Objective Two
Given a hoof pick and a live horse, the student will be able to execute the proper technique of hoof picking by scraping the bottom of the hoof with the pick to completely clear the hoof of all debris.
Unit One Performance Objective Three
Given a verbal question, the student will state the eight health concerns: abscesses, contracted heels, corns, laminitis, navicular syndrome, sand cracks, thrush, white line disease, resulting from improper care of the hoof orally or in writing with 90% accuracy.
Sequencing
Students will learn basic skills in Unit One beginning with horse anatomy, then grooming, then health and safety, followed by saddle, and bridle. Once they have established the basics from Unit One, instruction will expand on each area and build upon each knowledge base to provide students with the comprehension in horsemanship that they will need to have successful experiences. Subsequent units will include horse sense and behavior, feeds and feeding, stable etiquette, tack and tacking, mounting and gates, and will finish with riding safety and techniques. Each unit will have a variety of lessons to complete before advancing to the next unit. The order in which these lessons are actually taught (see the curriculum map) begins at the bottom of the map. Once a lesson in the map is completed, students advance upwards to the next lesson/box above it. After Unit One is completed, students move to the bottom-most lesson in Unit Two and begin working upwards again. After the completion of all lessons in Unit Seven, the overall course goal will have been met.
Assessment
Assessment will begin with a brief questionnaire delving into the current skill level of a student (See Appendix A). This will give an instructor insight to the current capabilities of the student and help to understand the expectations a student has from joining the program. At the end of the program, students will be asked to write a brief summary of his or her experience and whether or not they believe they achieved the initial goal stated in his or her expectations.
Performance assessments will be given during each class to determine skill level acquired through instruction and practice. The assessment function is to determine if the student was able to meet the performance objectives accurately and to maintain a safe riding environment for horse and rider (Gagne et al., 2005). The pass or fail assessment will remain with the instructor to determine the skill level achieved by each student. There will be no letter grading or score given for the final course assessment. Students will be asked to pick a horse, groom the horse, dress the horse in saddle and bridle, and lead the horse to the arena where the student will physically demonstrate the three gates of walk, trot, and canter. The student will then be asked to neck reign his or her horse to the left, and to the right, then back up ten paces. Assessment will be observation of three different instructors who will discuss skill level and safety issues to determine if the student has successfully completed the course.
Curriculum Map
NOTE: To help you create your Curriculum Maps, open the ‘Curriculum Map Creation’ Word file in Start Here/Course Resources. There are links to 5 short Jing videos for you to follow if you are not already familiar with creating graphics inside PowerPoint.
The curriculum map (See Figure 1, Instructional Curriculum Map) is a guide to show instructional procedures students may expect during the course. The first unit will be a precursor to additional skills that students will be expected to learn, and will give the instructors insight on skill levels of each student. Unit One will begin with basic skills and knowledge of the key areas of instruction for the remainder of the course. Each subsequent unit will expand on the skills initiated in Unit One and will provide additional instruction and practice to bring students closer to the concept of mastery.
Instructional Design
Course Pre-Assessment Strategy
Pre-assessment for Introduction to Horsemanship will be limited. No prerequisites are required to enroll in the program. However, a basic questionnaire (See Appendix A) will be given to each student to verify any general health concerns, prior experience, and expectations of the course. Anyone with a medical condition must produce a doctor’s note of approval before beginning instruction.
Performance Objectives
The primary goal is to teach the beginning student the importance of safety when working with a live animal. Special skills are needed to perform objectives, and students will be required to develop each skill with each lesson and build upon that skill in subsequent lessons. The concept of mastery is not required to pass any given lesson. However, mastery would be the ideal goal in completing the course (Gagne et al., 2005). Unit One will focus on basic skills that cover anatomy of the horse, basic grooming techniques, tack and tacking, and safety concerns.
The course will consist of seven units with instruction occurring a minimum of three times a week. Two days during the week are flexible according to rider availability. However, the third day is a mandatory Saturday for each student. Each class will run approximately two hours, including barn duties. To clarify, each student will spend a total of six hours minimum at the barn a week. There is no set time limit or duration in which a student must complete the course. Each lesson can be taught on any day of the week, and students have the option of attending lessons on a daily basis. The course may take as little as two weeks to complete, or the course may conclude within seven to ten weeks.
Unit One Performance Objective One
Given a live horse, the student will be able to identify the 39 parts of the horse (Forehead, eye, nose, nostril, muzzle, mouth, throat, windpipe, shoulder, breast, forearm, knee, cannon, fetlock, pastern, chestnut, elbow, chest, abdomen, coronet, hoof, hock, tail, gaskin, flank, thigh, buttock, hindquarters, dock, croup, point of hip, point of croup, loins, back, withers, mane, poll, and ear) by pointing to (or touching) and naming every part without making an error.
Unit One Performance Objective Two
Given a hoof pick and a live horse, the student will be able to execute the proper technique of hoof picking by scraping the bottom of the hoof with the pick to completely clear the hoof of all debris.
Unit One Performance Objective Three
Given a verbal question, the student will state the eight health concerns: abscesses, contracted heels, corns, laminitis, navicular syndrome, sand cracks, thrush, white line disease, resulting from improper care of the hoof orally or in writing with 90% accuracy.
Performance Objectives Timeline and Schedule
Courses are revolving, and enrollment provides for rotating schedules that offer flexibility for each student. Set schedules are worked out with students and instructors each week, and make-up days are available with prior approval of a cancellation. Students who do not advance to the next lesson or unit due to inadequate performance will remain in that lesson or unit until the instructor deems the student ready to advance.
Introduction to Riding Course Unit One: Performance Objective One | ||
Subject: Anatomy Lesson Plan Title: Learning the parts of the horse Time Frame: One Class Learner Description/Level: Beginner students Standards Assessed: N/A Performance Objective: Given a live horse, the student will be able to identify the 39 parts of the horse (Forehead, eye, nose, nostril, muzzle, mouth, throat, windpipe, shoulder, breast, forearm, knee, cannon, fetlock, pastern, chestnut, elbow, chest, abdomen, coronet, hoof, hock, tail, gaskin, flank, thigh, buttock, hindquarters, dock, croup, point of hip, point of croup, loins, back, withers, mane, poll, and ear) by pointing to (or touching) and naming every part without making an error. Procedures | ||
Event | Method/Media | Instructional Treatment or Strategy |
Gain Attention of Learner | Live Instruction | Instructor: “Please take a seat at any hay bale. I am handing out a sheet of paper and marker to each student with a diagram of a horse, and I would like each of you to fill in the blanks of each body part where a line is drawn for you to label.” Instr: “I would like to see how many body parts each of you knows. You will have five minutes. When you are done we will take our papers and head over to the barn with the horses.” DO: See attached Appendix B-hand out to students showing numbers and lines, however, labeled parts will be whited out for this first exercise. |
Inform Learner of Objective | Live Instruction | Instructor: “The objective of this lesson is to teach you all the different body parts of the horse.” Instr: “By the end of the class you will be able to label all the different parts of the body.” Instr: “A rider will benefit greatly from knowing horse anatomy to avoid unwanted behaviors due to pain. For example, a saddle that is not placed properly can create pain causing a horse not to respond to a walking cue from its rider” (Training horses naturally, http://www.training-horses-naturally.com, 2013). Instr: “The more people know about their horse the more likely they will have better horsemanship skills. Instr: Let’s take our finished diagrams out to the barn and compare the image with the live horse.” |
Stimulate Recall of Prerequisites | Live Instruction | DO: Everyone walks to the barn where a horse it tethered. DO: Instructor will stop several feet away from the horse and motion the students to move to the side of the horse. Instructor: “Many of you will have blanks where a part should be written in, so make sure you have your pencil ready and I will name each part and show you where it is on the horse.” Instr: “Here we have our horse, and as you can see she is tethered securely to the railing. Safety is always the first concern when dealing with live animals.” Instr: “I am going to walk around her far enough away so she cannot injure me if spooked, and I will let her know I am here.” Instr: “You see how her ears perk forward? That is a clear sign she knows I am here.” Instr: “We are going to section off the horse into 3 areas: the head and neck, the barrel and rear, and the legs.” DO: Instructor will motion and point to each section as they are referenced on the horse. DO: From here, instructor will name the key 39 parts that will be referenced throughout the entire course. Instr: “Head and Neck: Forehead Eye Nostril Muzzle Mouth Chin Throat Windpipe Neck Mane Poll Ears.” Instr: “The barrel and rear: Shoulder Breast Chest Abdomen Flank Thigh Buttock Hindquarters Tail Dock Croup Point of hip Point of croup Loins Back Withers.” Instr: “Legs: Forearm Knee Cannon Fetlock Pastern Chestnut Elbow Coronet Hoof Hock Gaskin.” DO: Instructor may insert additional information as needed for each named part such as the back is where the blanket and saddle are placed, the bridle will fasten around the poll and throat as well as across the cheek. Instructor: “How many of you got 10 of them correct? Instr: How many got 15 correct? Instr: More than 20 correct? Instr: More than 30 correct? Instr: Of the ones you got correct, can you tell me anything significant about that part of the anatomy that might benefit a rider?” DO: Instructor will encourage open dialogue from students on what they know. DO NOT: The objective of the lesson is NOT to detail the purpose of each part, simply to identify where it is on the horse. However, a few points to offer examples of anatomy importance is fine. |
Present Stimulus Material | Live Demonstration | Instructor: “Many parts of the horse are self-explanatory as they reflect similar function within our own bodies.” Instr: “Parts such as the eyes, nose, and mouth do not need an explanation so let’s talk about the parts that will benefit you as a rider in horsemanship.” Instr: “Let’s start at the top where I just mentioned. The ears are an important indication of how a horse is feeling.” Instr: “Can anyone name a few indicators that can be determined by the ears? Ears not only show if the horse is alert by snapping forward to attention, a rider can tell if his or her horse is angry when the ears flatten against the back of the head.” Instr: “Some horses will let one ear flop to the side and the other will stand straightforward, this indicates that the horse is calm and relaxed. These indicators will be discussed further in the horse sense and behaviors unit.” Instr: Moving around the head the areas of the poll, chin, and throat (DO: point to each part as they are named) will be important during the tack and tacking unit because they are key points in proper placement of the bridle.” Instr: “The barrel of the horse starts at the withers and includes the back and chest, and continues through the rear of the horse to the tail.” DO: motion to entire area of the horse). Instr: “Key parts in this area will also be important during the tack and tacking unit for proper placement of the saddle.” Instr: “Many people think that when you cinch the strap of the saddle it goes around the stomach, well, the stomach is back here.” DO: Point to area. Instr: “In actuality, the cinch strap is tightened around the chest.” DO: Point to area. Instr: “The point of hip, croup, and hindquarters are important to know when riding with a crop.” DO: Point to these three key areas. Instructor: This is the area where the crop taps the horses’ body to gain its attention. It is imperative that riders know the differences of these areas to avoid confusion considering if someone mislabels the poll, up here at the top of the head, with the croup, down here by the tail, they are going to find themselves flat on their backs from being bucked off when they touch the crop to the head.” DO: Instructor will point to each part as it is being discussed. Instructor: “The legs are going to be key parts in grooming.” Instr: “For example, in order to pick the horses’ hoof clean, one has to know how to get a horse to lift its leg.” Instr: “In order for the horse to know to do that, the groomer must run his or her hand down the cannon bone to the fetlock which will cue the horse to lift its hoof.” DO: Instructor will demonstrate the move as it is being talked out. Horse will lift leg. |
Provide Learning Guidance | Live Demonstration and Live Question and Answer | Instructor: “Now that we have established where each part is, how can we relate the anatomy of the horse with our own anatomy.” Instr: “What are some similarities we can determine with what we have learned in comparison to what we know about ourselves?” Instr: “When we go out of the house do we wear anything on our feet?” Instr: “Do you think horses need shoes also?” Instr: “And where would they go?” Instr: “When we go to school we put our backpacks on, but if the backpack is too big or too small how does that feel on our bodies?” Instr: “Or if it is cold outside and we forget to wear our mittens, how does that make us feel? What are some of the things we need to be aware of for horses? DO: Instructor will encourage open dialogue directed by the students for discussion and Q & A while pointing out different anatomy parts as review. |
Elicit Performance | Student practice | Instructor: “Okay, now that we have talked about the parts of the horse and what special features will be used during riding and caring for the horse, let’s play a game.” Instr: “Partner up into 5 teams. Each team will get its own horse.” Instr: “We have placed tags on the horses and you will have to remove and correctly place the tags where they need to go without looking at your diagram.” Instr: “The winner will be the team that finishes in the least amount of time with the most accuracy. This may not mean that the team that actually calls “finished” first wins.” Instr: “Once you call finished you will step back and sit on the hay bale.” Instr: “I will mark your time. When all teams are finished and sitting down I will inspect each horse to see if you have placed all the tags on the right parts.” Instr: “Each tag that is misplaced will incur a 10 second penalty.” Instr: “The team that finishes first will be exempt from mucking out the stalls when class is over. Instr: “I have a timer and if any team finishes in under a minute with 100% accuracy is exempt from mucking stalls for the week. Instr: “Remember that in your excitement you are still working with a live animal. If you cause too much excitement for your horse he or she may not stand still and you will have problems tagging it.” Instr: “So be aware of your surroundings and the tips we learned on horse behavior such as ear position to determine your horses mood.” Step One: Allow teams to form and instruct students to select a horse by standing in front of the horse facing away from the horse. Step Two: When all students are in position instructor will ring a bell and shout “GO” allowing teams to start, and start the timer. Instructor will await a “finished” shout from each team and record time it took to finish the retag process. Step Three: Game ends when all teams believe they are finished and teams are sitting on their hay bales to await judgment. Winners will be determined by time and accuracy. |
Provide Feedback | Live and Immediate | Step One: Instructor will view tags on each horse to determine accuracy of each team, but will NOT reveal misplaced tags at this time. Step Two: The winner will be announced according to time and accuracy. |
Assess Performance | Live and Immediate | DO: The instructor will return to each team individually to point out misplaced tags and help students correctly identify missed parts while giving positive encouragement for the process and effort. |
Enhance Retention and Transfer | Live Question and Answer Series | Instructor: “Great job on the game and congratulations to our winners. Now, let’s head back to the hay bales and I’m going to pass out another blank diagram of the horse.” Instr: “I’m going to give you 5 minutes to label each part again and we can then compare this new diagram to the old one.” Instr: “These are the primary parts that will be referenced over and over throughout the course. Instr: “Everyone that shows at least a 10% accuracy increase from the beginning of class will get 10 extra minutes of riding in the corral after class.” DO: Collect worksheets again and score. Inform students of accuracy increases. |
(Gagne et al., 2005)
Introduction to Riding Course Unit One: Performance Objective Two | ||
Subject: Grooming Lesson Plan Title: Learning how to pick the hoof of a horse Time Frame: One Class Learner Description/Level: Beginner students Standards Assessed: N/A Performance Objective: Given a hoof pick and a live horse, the student will be able to execute the proper technique of hoof picking by scraping the bottom of the hoof with the pick to completely clear the hoof of all debris. Procedures | ||
Event | Method/Media | Instructional Treatment or Strategy |
Gain Attention of Learner | Live Instruction | DO: Plug in the classroom laptop with the HDMI Cable to the main screen television in the room. Open each of the links in Appendix C to have students view each video on hoof grooming. |
Inform Learner of Objective | Live Instruction | Instructor: “The objective of this lesson is to teach you all part of the grooming process that focuses on picking a horse’s hoof.” Instr: “By the end of the class you will be able to pick out the proper tools, and demonstrate cleaning the hoof leaving no debris.” Instr: “Proper grooming and care of a horse is crucial to avoid potential dangers to both the horse and the rider.” |
Stimulate Recall of Prerequisites | Video followed by Live Instruction | Instr: “We went over basic parts of the leg in anatomy so those terms used in the videos should not be new to you.” Instr: “As you can see from the diagram in your hand, the hoof of a horse is quite simple. The only parts you are going to have to focus on are the frog, which is the entire area shaded grey, the sole, which is shaded in peach, the white line, which is in white, and the hoof wall, which is shaded in yellow. ” Instr: “When you start to pick the hoof of a horse, it does not matter where you start on the hoof. Some people prefer to tackle the frog first, others will start under the shoe if the horse is shod.” Instr: “What is important is using the right tools and the amount of pressure you apply while scraping.” Instr: “The pick is very basic, and you can get one with or without a brush on the end. It is a personal preference.” DO: Show up both types of picks as they are named. Pick up a box of hoof picks and bring them with you. See Appendix D for hoof picks. |
Present Stimulus Material | Live Demonstration | Instr: “Let’s go back into the arena where the horses are. Please walk along the side wall to my right and stay at least 6 feet away from each horse, stopping to the left side of a horse.” DO: Lead the students back into the arena. Instr: “As you can see, Frosty is tethered securely and I am going to walk around her to her head let her know I am here. Never walk directly behind the horse because if the horse gets spooked for whatever reason their first instinct is to kick straight back with their hind legs. And a horse can kick as far as six feet.” Instr: “She knows I am here and is relaxed and ready to be worked on.” Instr: “The first thing I am going to do is run my hand along her neck and follow it down to the shoulder, giving her plenty of contact so she knows something is going to happen.” Instr: “I am going to gently press my shoulder against her shoulder to get her to shift her weight to the opposite leg, and then continue to run my hand down the back of the cannon bone and give a slight squeeze at the fetlock. See how she lifts her hoof right up for me?” Instr: “Make sure you hold the hoof right on the hoof wall horizontally without letting it droop towards the ground. Also make sure you place your leg under the rest of the horse’s leg to increase stability in holding the horse still.” Instr: “Now from here you can see the bottom of the hoof. Compare the visuals of the diagram in your hand to what you see on the horse.” Instr: “The frog and the sole (DO: Point to both areas as identified) are separated from the hoof wall by this white line. The frog and the sole are live parts of the hoof that the horse can feel.” Instr: “The hoof wall, which is on the other side of the white line is dead material much like the nails on your fingers and toes.” Instr: “That dead area is what is trimmed to keep hooves from turning inward or outward, and it is also where the nails of the shoe are hammered into to keep it in place on the hoof.” DO: Hold up a pick. Instr: “Now here is where you are going to take your pick and decide where you want to start cleaning. I am going to start with the frog and scrap in a downward motion away from me to clear away all the debris that has piled up in here.” Instr: “Be sure to use a firm pressure, but not too hard to where you scrap into the flesh and cause a wound.” DO: Pick the frog of the hoof until clean. Instr: “We are going to move on under the shoe and repeat the scraping driving the pick in the gaps of the shoe and the hoof to be sure there are no small stones lodged in there. If a stone is lodged it will also rub into the sole of the hoof and can cause severe bleeding and damage, as well as lameness of the horse.” Instr: “Be sure not to scrap the pick in an up and down motion under the hoof. Keep it scraping sideways horizontally with the hoof so you do not loosen the shoe.” DO: Continue to scrap clean all areas of the hoof until all debris is removed. Instr: “When you are finished do not just drop the hoof back to the ground. Slowly lower it until your horse takes over putting it down herself.” Instr: “Then you would work your way around the horse. When walking from one side of the horse to the other you either walk a far enough distance away so the horse does not kick you if spooked, or you hug the horses’ behind so she does not have the room to lift her legs and kick back if spooked.” DO: Demonstrate the walk to the other side of the horse by hugging the rump of the horse. |
Provide Learning Guidance | Live Instruction and Live Question and Answer | Instr: “Can I get a volunteer who will demonstrate the process?” Instr: “Start from the very beginning when you first walk up to your horse.” DO: Instructor will talk through the executed skill of the student and point out both positive and negative techniques or missed steps. DO: Instructor will offer corrected techniques. Instr: “Does anyone have any questions?” DO: Encourage open dialogue. |
Elicit Performance | Student practice | Instr: “Now what I would like you to do is stand by your horse and practice just getting him or her to pick up a hoof for you. Once you have done that once or twice then chose your pick and begin to scrap clean the bottom of the hoof.” Instr: “Once you finish that hoof, work your way to the back hoof.” |
Provide Feedback | Live and Immediate | DO: Instructor will walk around to each student and observe technique while giving performance tips. |
Assess Performance | Live and Immediate | DO: Instructor will give feedback on technique and will correct any technique that is inappropriate or dangerous to safety of horse or rider with each student following the rubric guide below. |
Enhance Retention and Transfer | Live Question and Answer Series | DO: Instructor will give each student a copy of the rubric guide (See Appendix E), with notes to improve skill level. |
(Gagne et al., 2005)
Introduction to Riding Course Unit One: Performance Objective Three | ||
Subject: Health and Safety Lesson Plan Title: Health Concerns When a Hoof is Neglected Time Frame: One Class Learner Description/Level: Beginner students Standards Assessed: N/A Performance Objective: Given a verbal question, the student will state the nine health concerns (abscesses, contracted heels, corns, laminitis, navicular syndrome, sand cracks, seedy toe, thrush, white line disease) resulting from improper care of the hoof orally or in writing with 90% accuracy. Procedures | ||
Event | Method/Media | Instructional Treatment or Strategy |
Gain Attention of Learner | Live Instruction | Instructor: I would like each of you to pick a pebble up from the ground around you. When you find a pebble, roughly ¼ diameter, I would like you to put it inside your boot and walk once around the inside of the arena back to the gate.” Instr: “How many of you feel a bit uncomfortable with that stone in your shoe?” Instr: “My guess is you all felt discomfort. You may remove the stone. Now imagine how a horse must feel each day when stones and debris get caught under its feet and they are not removed.” DO: Pass out handout of the horse hoof diagram with labeled parts of the underside of the hoof. See Appendix F. |
Inform Learner of Objective | Live Instruction | Instructor: “The objective of this lesson is to teach you the primary health concerns of improper hoof care.” Instr: “Proper grooming and hoof care of a horse is crucial to avoid potential dangers to both the horse and the rider.” |
Stimulate Recall of Prerequisites | Video followed by Live Instruction | Instr: “We went over basic parts of the leg in anatomy so those terms used in the videos should not be new to you.” Instr: “There are nine primary causes of lameness of a horse due to improper hoof care and treatment: abscesses, contracted heels, corns, laminitis, navicular syndrome, sand cracks, thrush, and white line disease. Instr: “In this class we are going to focus on the three causes that I feel are most important: abscesses, thrush, and white line disease.” Instr: “However, for your written test you will need to know all eight.” |
Present Stimulus Material | Live Demonstration | DO: Pass out three images of the three diseases that will be discussed in class. See Appendix G. DO: Pass out a list of the nine diseases and the definitions. See Appendix H. Instr: “Let’s start with an abscess. It is exactly as it sounds, and is the same type of wound that a human might get.” Instr: “An abscess is a puncture or hole in the hoof that becomes infected and will cause painful sores, bleeding, and eventually deterioration and hoof rot causing your horse to go lame.” Instr: “The wound can actually begin anywhere on the hoof from the outside hoof wall, to the bottom of the hoof in the sole or the frog, and anywhere else.” Instr: “However, most abscesses are within the soft, fleshy part of the hoof.” Instr: “Clear signs of an abscess are limping, or lameness, dark spots on the hoof, and even puss drainage from the open wound.” Instr: “Treatment is viable and one should always consult the veterinarian.” Instr: “If the abscess has not opened, it will need to be drained, just as you would a wound on a human. Antibiotics will be needed for deeper abscesses.” Instr: “A truly deep abscess will need extended treatments and will need daily dressing changes, but in time the wound may heel if caught early and treated aggressively.” Instr: “Prevention of the wound starts with proper hoof care. Always check your horses’ hooves before, during, and after riding.” Instr: “Remember that stone in your foot. Left there and unattended you can only imagine the damage it would do to your foot. The same goes with horses hooves.” Instr: “Let’s move on to thrush.” Instr: “Thrush is a bacterial infection that occurs in the frog of the hoof.” Instr: “It is caused by the hoof continually not being cleaned of debris such as mud, manure, or moist bedding.” Instr: “Thrush is detected by a foul-smelling, dark black clay-like substance packed around the frog for extended periods of time.” Instr: “If neglected, this disease can cause great pain and severe lameness to your horse. Contact your veterinarian immediately for treatment.” Instr: “In the meantime, keep the hoof clean and dry. You may use a drying agent if necessary.” Instr: “Again, the primary cause of thrush is neglecting to keep your horses’ hooves clean and free of debris.” Instr: “Our final disease is white line disease. This disease is a bit harder to detect and great lengths need to be taken to treat it.” Instr: “White line disease is a bacterial and fungi penetration that causes a breakdown of the inner hoof wall.” Instr: “It is more common in humid conditions and can be caused by improper trimming of the hoof.” Instr: “It begins with a chalk-like powder that casues a separation between the white line and the sole of the hoof.” Instr: “It also creates an abnormal growth of the hoof wall.” Instr: “The first step in treatment is to call your veterinarian. The hoof wall will need to be carefully trimmed to remove the infected area.” Instr: “Most likely the horse will also need corrective shoeing that will need to be done by an expert to avoid further damage.” Instr: “Finally, medications will be necessary to kill the fungi and bacteria. The hoof must be kept clean and dry at all times.” |
Provide Learning Guidance | Live Instruction and Live Question and Answer | Instr: “Now that you have an overview of the three main diseases, let’s turn to questions.” Instr: “Have any of you heard or seen any of these diseases before?” Instr: “What does “going lame” mean to you regarding your horse?” DO: Encourage discussion and Q & A. |
Elicit Performance | Student practice | DO: Lead class to arena after discussion. Instr: “We have two horses here that have sustained hoof injuries.” Instr: “Gather around and see if you can point out the injury and see if you can determine what caused it.” Instr: “Work as a group and talk it out amongst yourselves.” |
Provide Feedback | Live and Immediate | DO: Instructor will encourage open discussion and Q & A among the groups. |
Assess Performance | Live and Immediate | DO: In groups, students will assess wounds on the hooves and present their ideas to the instructor who will ask critical questions about their presentation. |
Enhance Retention and Transfer | Verbal Instruction | Instructor: “Great job on practice. Remember that hoof care is important. The well-being of your horse and early detection of harmful injuries or diseases may save a lot of heartache and pain.” Instr: “Remember that stone in your boot?” Instr: “It was in your boot for less than five minutes and you felt the sting. Just remember what it can do to a horse’s hoof. Preventative maintenance is the best defense to disease and injury.” |
(Gagne et al., 2005)
Course Goals and Lesson Performance Objectives
The Introduction to Horsemanship course consists of seven units that will teach new riders basic skills in care and safety of a horse, how to properly attire a horse for riding, and beginning level riding skills within a closed arena environment. The course targets new riders who have little or no experience with horses. Unit One will focus on five basic sections: horse anatomy, grooming, health and safety, saddle, and bridle.
Unit One Performance Objective One
Given a live horse, the student will be able to | Identify | The 38 parts: Forehead, eye, nostril, muzzle, mouth, chin, throat, windpipe, shoulder, breast, forearm, knee, cannon, fetlock, pastern, chestnut, elbow, chest, abdomen, coronet, hoof, hock, tail, gaskin, flank, thigh, buttock, hindquarters, dock, croup, point of hip, point of croup, loins, back, withers, mane, poll, ear, of the horse | By pointing to (or touching) and naming every part | Without making an error |
Situation | LCV | Object | Action Verb | Constraints |
Unit One Performance Objective Two
Given a hoof pick and a live horse, the student will be able to | Execute | The proper technique for hoof picking | By scraping the bottom of the hoof with the pick | To completely clear the hoof of all debris |
Situation | LCV | Object | Action Verb | Constraints |
Unit One Performance Objective Three
Given a verbal question, the student will | State | The eight health concerns, abscesses, contracted heels, corns, laminitis, navicular syndrome, sand cracks, thrush, white line disease resulting from improper care of the hoof | Orally or in writing | With 90% accuracy |
Situation | LCV | Object | Action Verb | Constraints |
Instructional Materials
Instructional materials will be crucial to completing the Introduction to Horsemanship course. The primary tool will be the live horse for all assessments. Other materials will include grooming tools, tack such as bridle and saddle, riding gear such as a crop, videos, and diagrams and handouts: Horse anatomy diagram, bottom of the hoof diagram, images of infected hooves, definitions of hoof infections handout.
Learning Activities
Learning activities will consist of a variety of videos, games, demonstration, and hands-on learning to increase the knowledge and comprehension of horsemanship and safety. Each lesson will include one or more of the aforementioned elements. However, all lessons will include a hands-on learning experience along with an opportunity to interact in a question and answer session with the instructor and an assessment evaluation by the instructor to determine if the students have learned the performance objective well enough to proceed to the next lesson.
Overview of the Unit
Unit One of Introduction to Horsemanship will focus on basic skills and information that will be needed throughout the entire course. The different lesson plans will include anatomy of the horse, grooming, health and safety, tack and tacking.
Grading Rubrics
Unit One Performance Objective One
Student Name | Instructor | |
SCORE | SKILL | REMEDIAL INSTRUCTION |
/39 | Does the student identify correctly all 39 parts of the visual anatomy depicted on the diagram? |
Unit One Performance Objective Two
Student Name | Instructor | |
SCORE | SKILL | REMEDIAL INSTRUCTION |
/10 | Student checks to make sure horse is securely tethered to the wall before starting procedure. | |
/5 | Student correctly identifies the proper tools to clean the hoof of the horse. | |
/10 | Student demonstrates the correct procedure to instruct the horse to raise its hoof. | |
/10 | Student places hoof correctly on his or her leg to reduce movement from the horse. Student grasps the hoof securely underneath the fetlock with one hand and utilizes the pick with the opposite hand. | |
/15 /15 /15 /15 | Student executes proper technique to pick the hoof by scraping the bottom of the hoof to remove all debris, including under the horse shoe-Student repeats this FOUR times. | |
/5 | Student checks for movement of the horseshoe to confirm it is securely fastened to the hoof. |
Unit One Performance Objective Three
Student Name | Instructor | |
SCORE | SKILL | REMEDIAL INSTRUCTION |
/10 /10 /10 /10 /10 /10 /10 /10 | Student names and describes: Abscesses Contracted Heels Corns Laminitis Navicular Syndrome Sand Cracks Thrush White Line Disease |
References
Andalusian World. (2012). Anatomy of a horse. Retrieved from http://andalusianworld.com
Dawson, J. (2012). It’s not just a pretty songbird, and something about it stinks. Retrieved from www.examiner.com
Equestrian Life. (2013) [Video file]. Using a hoof pick in horse grooming. Retrieved from
www.equestrianlife.com
Foster, & Smith. (2013). Hoof problem identifier chart. Retrieved from http://www.drsfostersmith.com
Gagne, R. M, Wager, W. W, Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Wadsworth Cengage Learning.
Help My Daughter Loves Horses. (2012) [Video File]. How to pick a horse’s hoof without shoes. Retrieved from http://www.youtube.com/watch?v=_LESFP2wh_8&feature=youtu.be
The Natural Farrier. (n.d.). White line disease. Retrieved from www.naturalfarrier.com
Payne, M. (n.d.) [Video File] How to properly pick out a hoof. Retrieved from http://www.youtube.com/embed/2z2bb1syxjU
Triple Bar. (2013). Equine Hoof Anatomy. Retrieved from http://triplebarhoofcare.com
Appendix A
New Student Questionnaire
Are you new to riding? Yes or No
If not, how long have you been riding? ____________________
How much contact have you previously had with horses? ______________________________________________________________________________
Have you ever received any formal training in equestrian riding? Yes or No
If yes, please explain: ______________________________________________________________________________
Are you familiar with the different gates of a horse? Yes or No
What level would you rate yourself? Please circle one:
Beginner Intermediate Advanced Open (Professional)
Please circle: Do you prefer Western or English riding? Why? Please explain: ______________________________________________________________________________
If you are an English rider, have you established proper execution of the “post” during a trot?
Yes or No
Do you have access to a horse outside of normal riding instruction? Yes or No
Do you have any medical conditions we need to be aware of? ______________________________________________________________________________
If so, do you have a doctor’s note of approval? Yes or No
What do you hope to accomplish from this program? ____________________________________________________________________________________________________________________________________________________________
Appendix B
Anatomy of the Horse
(Andalusian World, http://andalusianworld.com, 2012).
Appendix C
Hoof Picking Video Links
Picking a Horse Hoof with a Shoe
http://www.equestrianlife.com/videos/watch/952/Using_a_Hoof_Pick_in_Horse_Grooming/
Picking a Horse Hoof without a Shoe
http://youtu.be/_LESFP2wh_8
www.youtube.com/embed/2z2bb1syxjU
Appendix D
Two Types of Hoof Picks
Appendix E
Rubric Handout for Students
Student Name | Instructor | |
SCORE | SKILL | REMEDIAL INSTRUCTION |
/10 | Student checks to make sure horse is securely tethered to the wall before starting procedure. | |
/5 | Student correctly identifies the proper tools to clean the hoof of the horse. | |
/10 | Student demonstrates the correct procedure to instruct the horse to raise its hoof. | |
/10 | Student places hoof correctly on his or her leg to reduce movement from the horse. Student grasps the hoof securely underneath the fetlock with one hand and utilizes the pick with the opposite hand. | |
/15 /15 /15 /15 | Student executes proper technique to pick the hoof by scraping the bottom of the hoof to remove all debris, including under the horse shoe-Student repeats this FOUR times. | |
/5 | Student checks for movement of the horseshoe to confirm it is securely fastened to the hoof. |
Appendix F
Anatomy of the Hoof
(Triple Bar, www.triplebarhoofcare.com, 2013)
Appendix G
Images of Infected Hooves
The hole around the frog area is the abscess that has become infected.
The black clay-like substance is around the frog is the infected area (Dawson, 2012).
The inner white line is the actual white like of the hoof. The black line you see separating that inner line from the outer hoof wall is the diseased area (The Natural Farrier, www.naturalfarrier.com, n.d.).
Appendix H
Definitions of Hoof Infections
Abscesses | An infection usually caused by an injury or a puncture that produces a wound usually in the soft portion of the hoof (Foster & Smith, 2013). | |
Contracted Heels | A condition that produces the heel to narrow where the width of the base of the frog is less than 2/3 that of the widest length of the hoof (Foster & Smith, 2013). | |
Corns | Bruising that occurs in the sole at the angle between the wall and bars located at the back of the hoof (Foster & Smith, 2013). | |
Laminitis | The circulation becomes obstructed causing inflammation of the lamina, which is the tender tissue between the hoof and the coffin bone (Foster & Smith, 2013). | |
Navicular Syndrome | Inflammation that caused a deterioration of the navicular bone (Foster & Smith, 2013). | |
Sand Cracks | Cracks in the hoof wall that begin at the ground surface and work its way up vertically along the hoof wall (Foster & Smith, 2013). | |
Thrush | When the frog contracts a bacterial infection of a black clay like substance. Produces a foul stench (Foster & Smith, 2013). | |
White Line Disease | The separation between the white line and the hoof wall due to bacteria and fungi infection (Foster & Smith, 2013). |