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Junior CadetInstruction CadreTHE PRINCIPLES AND TECHNIQUESOF INSTRUCTIONThe principles and techniquesof instructionINTRODUCTION.

The effectiveness of training and instruction will largely depend on the ability of the instructor to teach.

All Instructors must expect to have to instruct because soldiering and instructing go hand in hand.

They must therefore, know thoroughly, not only their military and professional subjects, skills, techniques but also how to instruct.

The principles and techniquesof instructionINSTRUCTOR QUALITIES.

The qualities of a good instructor are :-

CONFIDENCE In his own ability to instruct by having a thorough knowledge of his subject and how to teach it by being an expert performer in any required skill.

LEADERSHIP He must have a good man management and know when to encourage and when to drive. He must be approachable and understand the meaning of discipline.

ENTHUSIASM The instructor must picture himself as a salesman earning his pay on commission and MUST sell his subject.

MANNER This is largely an individual matter but enthusiasm and confidence will play an important part. He must watch his personal bearing and turnout.

The principles and techniquesof instructionTHE PRINCIPLES OF INSTRUCTION.

Preparation and planning.Promotion and maintenance of the desire to learn.

TECHNIQUES OF INSTRUCTION.

Question Technique.The selection and use of instructional aids.

The principles and techniquesof instructionPREPARATION AND PLANNING.

All instruction and training requires preparation, step by step, taking into account all the relevant factors.

Careful and systematic planning must follow so that it is presented and performed logically and progressively in the best possible way to achieve it's own particular aim.

For every period of instruction the instructor requires a clear plan which takes into account the condition of work.The principles and techniquesof instructionThis plan will show :-

What he intends to teach.How he is going to do it.What equipment, apparatus and aids he needs.The principles and techniquesof instructionPROMOTION AND MAINTENANCE OF THE DESIRETO LEARN.

Students cannot be forced or made to learn, learning is a voluntary process.

Students only learn when they are willing to learn and when they understand the reason/purpose behind the learning.

They need to be encouraged, led or stimulated throughout the period of instruction. Instruction must therefore be planned with this in mind.

The principles and techniquesof instructionQUESTION TECHNIQUE.

To teach effectively and to keep his students mentally active/alert.The instructor must know:-

The purpose of questioning in instruction.How to put questions to his class.How to handle question from his class.The principles and techniquesof instructionTHE SELECTION AND USE OF INSTRUCTIONALAIDS.

The instructor therefore needs to know :-

How to select the right instructional aid for his particular purpose.

How to use it to the best advantage.The principles and techniquesof instructionSUMMARY.

EVERY instructor must be constantly aware of the principles andtechniques of instruction which must be applied with common senseand enthusiasmQuestions

Junior CadetInstruction CadrePREPARATION OF INSTRUCTIONPreparation of InstructionINTRODUCTION

To be successful, instruction must first be prepared so that it can be properly planned and presented.

Preparation will require time which is often very limited.

To ensure the best use is made of the time available the process of preparation must be logical.

The factors which will eventually effect the plan must be considered.Preparation of InstructionFACTORS TO BE CONSIDERED

INSTRUCTIONAL OBJECTIVE

The instructor, having briefly considered the subject matter, must define :-

Exactly what the student should be able to doUnder what conditions he will do itHow well he should be able to do it.

The instructional objective must be :-DEFINITELIMITEDCLEARATTAINABLE.Preparation of InstructionBefore it can be considered attainable it must relate to :-

THE TIME How Long is a period?

THE CLASS

How many students are there?What do they know about the subject already?How quickly can they learn.

Having defined the objective the next subject is to collect the subjectmatter.

Preparation of InstructionTEACHING POINTS

The instructor must know his subject.He must carefully consider and study the subject matter that might be necessary to achieve the objectives.This should be grouped under main headings.

METHODS OF PRESENTATION

Different methods of presentation will suggest themselves.The instructor must decide the most suitable way for his particular period of instruction.The instructor must take into account the objective, time and class.Preparation of InstructionAIDS

Consider what instructional aids may be required to help the students understand.

CONDITIONS OF WORK

Conditions should be such that the students learn best.Occasionally conditions must be accepted but at least they should be as good as the instructor can make them, considering the circumstances and subject matter being taught.

ADMINISTRATION

Methods of presentation, aids and conditions of work must all be supported by sound administration.Preparation of InstructionSUMMARY

In preparing a piece of instruction consider the factors :-

Define the OBJECTIVE and relate it to :-

TIMETHE CLASSSUBJECT MATTER

then considerMETHODS OF PRESENTATION.AIDS.CONDITIONS OF WORK.Questions

Junior CadetInstruction CadrePLANNING INSTRUCTIONPlanning InstructionINTRODUCTION

Any form of instruction, whether it be a lecture, lesson, discussion or any other method of presentation, must be arranged that it is presented to the class in a logical progressive manner.

Very generally all instruction can be divided into three parts.

THE BEGINNING - where the class is prepared for instruction.THE MIDDLE - where the instruction is presented.THE END - where the instruction is consolidated.THE BEGINNING.

When considering a lesson the instructor should plan and allow time for the following points.

PRELIMINARIES

To prevent distractions during instruction, time should be allowed so that the instructor can check those things that can only be checked when the class is present e.g.. Roll Call, Safety Precautions, Checking correct equipment is available etc

REVISION

The main reason for revision is to ensure that the students have the necessary knowledge to progress. It may also provide a link with previous instruction. Planning InstructionINTRODUCTION

Here the instructor is able to introduce the subject and promote in the students the desire to learn.

Therefore always "State the instructional objective".

Give a good reason for learning what is to be taught.

Provide a personal incentive, where possible.Planning InstructionPlanning InstructionLesson PlanSubject:Aid:Lesson:Training Group:Stores:Location of Lesson:Dress:BeginningTimePreliminariesNotesNSP's: No off: Intro: Positions:Revision:Aim:Reason:Incentive:THE MIDDLE

The middle contains the main instruction.

This subject matter has already been grouped under main headings in the preparation phase.

The subject matter, listed under each heading, must now be studied.

Eliminate irrelevant and unnecessary matter, i.e. PRUNE carefully down to what is essential to achieve the objective.

Both the headings and the matter, under each heading, must then be arranged in a LOGICAL and progressive order.

Planning InstructionThe next step is to divide this middle part of the instruction into STAGES.

Each stage being such that the class can absorb it without difficulty.

This may mean grouping subject headings together to form one stage or possibly dividing the material grouped under one subject heading into several stages.

The instructor should confirm each stage. This confirmation must be planned.

Planning InstructionPlanning InstructionMiddleM.O.I.Key PointsNotesTHE END

To complete the instruction, the following sequence which must always be followed for a lesson should be planned.

QUESTIONS TO AND FROM CLASS

To clear up any doubts they may have on the instruction.

TEST

Designed to check the instruction has been assimilated i.e. that the instructional objective has been achieved.

PACKING UP This should be done before the summary if possible.

Planning InstructionSUMMARY

To emphasise the points of the instruction. Nothing New must be introduced.

LOOK FORWARD

The opportunity should be taken to arouse the interest of the class in any future related instruction.

Timing to establish accurate timings for the period the instructor mustREHEARSE. Remember to allow time for class participation.Planning InstructionPlanning InstructionEnd of LessonTimeKey PointsNotesConfirmation that the lesson has been understood (Test)NSP'sSummaries on the whole of the lesson, bring out the main points:Look Forward (next lesson in this subject)Pack away all storesNotes for future reference:SUMMARY

Muddled thinking means muddled planning.

Muddled planning leads to muddled instruction.

Logical thinking leads to a logical plan and good instruction.

GOOD PLANNING TAKES TIME.

PRIOR PREPARATION & PRACTICE PREVENTS POOR PERFORMANCE.Planning InstructionQuestions

Junior CadetInstruction CadrePROMOTION AND THEMAINTENANCEOF THE DESIRE TO LEARN.Promotion and the maintenanceof the desire to learn.INTRODUCTION

The principle has been framed to meet two responsibilities which face theinstructor. These two responsibilities are :-

Promoting the desire to learn.

He must make the students want to learn.

Maintaining the desire to learn. Once the students are motivated, the instructor must maintain this motivation.

It is largely a matter of arousing INTEREST in the instruction and then keepingthis interest alive. Promotion and the maintenanceof the desire to learn.PROMOTION OF THE DESIRE TO LEARN

Frequently an instructor is faced with teaching individuals who are notparticularly interested in learning.

There are certain definite ways in which the instructor can do this. Creatinginterest in the instruction before the class assembles by :-

A PROGRAMME designed to attract attention and keep students fully informed.

ADVERTISEMENT. Any display e.g. posters exhibits which will arouse curiosity and promote interest in the subject.

LOOK FORWARD in a previous related lesson.Promotion and the maintenanceof the desire to learn.Develop the interest of the class during the introduction to the period by stating:

THE INSTRUCTIONAL OBJECTIVE.

A clear statement of what is to be learned

THE REASON WHY.

A realistic reason why it is important that the class should learn it.

INCENTIVE.

What personal benefit is to be gained from learning what is to be taughtin the period.Promotion and the maintenanceof the desire to learn.MAINTENANCE OF THE DESIRE TO LEARN.

This part of the principle is concerned with keeping every member of theclass wanting to learn and therefore be interested throughout theinstruction.

SENSES, USE OF. Students will learn more quickly and effectively if the instruction is designed to take maximum advantage of the senses through which they learn.

HEARING, TOUCH, SIGHT, TASTE and SMELLPromotion and the maintenanceof the desire to learn.ACTIVITY.

The instructor must strive for maximum activity in his class.

Mental when teaching facts.Physical or manual, when teaching skills.

VARIETY.

Always seek variety in instruction. The instructor must be imaginative in selecting good aids and different methods of presentation.

ENTHUSIASM.

The instructors enthusiasm will be communicated to his class.Promotion and the maintenanceof the desire to learn.REALISM.

To be effective must be as realistic as possible. This can be achieved by :-

Realistic simulation of conditions and effectsUsing realistic aids e.g.. Painting the picture. Relating instruction to everyday life.Explaining the practical application of the instruction.

SIMPLICITY.

Instruct at the level of the particular class being taught. Nothing will be learned unless it is understood.Promotion and the maintenanceof the desire to learn.AVOID DISTRACTIONS.

These may be caused by bad conditions of work or possibly the instructors mannerisms.

Plan to diminish them.Promotion and the maintenanceof the desire to learn.S ensesA ctivityV arietyE nthusiasmR ealismS implicity

Promotion and the maintenanceof the desire to learn.SUMMARY.

Learning is a voluntary process.

It is the Instructors job to promote the desire to learn

It is the Instructors job to get the interest of the class.

It is the Instructors job to KEEP it.Questions

Junior CadetInstruction CadreTHE SKILLS LESSONThe Skills LessonINTRODUCTION

The planning of a skills lesson differs from that of the facts lesson in the middle only.

It has four easily recognisable phases in each stage, which are designed to give the student a maximum amount of practical work.The Skills LessonTHE BEGINNING

This remains the same for the facts lesson and will contain :-

Preliminaries.Revision.Introduction.The instructional objective.Reason Why.An incentive. The Skills LessonPreliminaries in a skill lesson will require thought and planning by the instructor.

Frequently the checking of equipment and safety precautions will be necessary preliminaries to the lesson.

Time must be allowed for them.

In practical skills the instructor should check on left handed trainees.

Try to anticipate those who may experience a greater degree of difficulty in mastering the skill.The Skills Lesson (M.O.I.)THE MIDDLE OF A SKILL LESSON

Each stage in the middle of the lesson is divided into four phases and is then confirmed.

The phases are as follows :-E xplanation.D emonstration.I mitation.P ractice.The Skills LessonEXPLANATION

This entails a clear and simple description of the equipment and a concise explanation of the operation.

DEMONSTRATION

The instructor demonstrates the operation both at normal operating speed, to show the standard he should attempt to achieve and also at a much more deliberate speed clearly showing each progressive stages in the complete operation.

IMITATION

Here the student starts to perform the operation under strict control of the instructor. Each stage of the operation is carefully checked by the instructor, in order to prevent the students developing faults or bad habits when learning to perform the skill required.The Skills LessonPRACTICE

In this phase, the instructor gives the student opportunities to practice the skill he has learnt.

The instructor must adopt and imaginative approach to this phase and exercise the students indifferent situations at increasing speed, until all students are able to perform to the standards set out in the instructional objectives laid down for that lesson.

The instructor must exercise close supervision throughout this phase.The Skills LessonTHE END

This, as with the facts lesson, will include a last opportunity to clear any doubts the student has.

It will test the students ability to perform the skill and will almost always require time for packing up equipment.

A final summary and look forward will be sensible end to the lesson.The Skills LessonTIMING

It is difficult to lay down a firm percentage timings for the four phases of the skills lesson

No instructor will go far wrong if he devotes 70% of his planned time to the imitation and practice phases of the lesson.

Remember a PERFORMANCE TEST is going to be the only way to judge success of a skills lesson.

The more time the student spends in practice, the better chance he has to develop the required skill.The Skills LessonSUMMARY

REMEMBER

E XPLAIND EMONSTRATEI MITATEP RACTICEQuestions

Junior CadetInstruction CadreCONFIRMATION THATINSTRUCTIONHAS BEEN TAKEN INConfirmation that instructionhas been taken inINTRODUCTION

Confirmation ensures that one step in the process of learning is made firm before another is attempted.

WHY CONFIRM

Confirmation is necessary at all stages of instruction to make certain that students are learning.Another aspect of confirmation is that it caters for the instructor pausing at certain intervals to allow students to clear up any doubts which they may have.Confirmation develops a sense of achievement and provides the student with an incentive to learn.Confirmation that instructionhas been taken inWHEN TO CONFIRM

During instruction.

At the beginning of a period by planned revision

If there has been any previous related instruction on the subject.

During the middle by planned confirmation

The instructor must ensure that the students have understood each stage by allowing them to ask questions to clear any doubts and by testing them before progressing to the next stage.Confirmation that instructionhas been taken inAt the end of a period by planned confirmation

The instructor can make certain that he has achieved his objective by allowing the class the chance to clear any doubts they may have on the period as a whole.

Then by testing to make sure his students can do exactly what he stated in the instructional objective.

The results of this final test must be given and doubts cleared immediately to motivate the student to progress further.Confirmation that instructionhas been taken inHOW TO CONFIRM

By allowing the student to clear any doubts and then testing by using one or more of the following :-Oral Test.Written Test.Performance Test.

Taking care that the test used is appropriate to the instructional objective.

Variety in testing can be attained by the means of :-Quiz. Discussion.Exercise.Competition.Confirmation that instructionhas been taken inSUMMARY

Confirmation is part of the teaching process.

Confirmation asses the Effectiveness of Instruction.Questions

Junior CadetInstruction CadreQUESTION TECHNIQUEQuestion techniqueINTRODUCTION

Questioning is a technique which must be understood by the instructor.

This technique, coupled with a comprehensive knowledge of the subject, will enable him to keep his students alert and active.

To apply the technique effectively, the instructor must understand :-

The purpose of questions in instruction.How to put questions to the class.How to deal with questions from the class.Question techniquePURPOSE OF QUESTIONS IN INSTRUCTION.

Threefold object

To test by checking knowledge of the class.To teach by making the class reason out answers out for themselves.To create activity by keeping the class mentally alert.

HOW TO PUT QUESTIONS TO THE CLASS.

DO direct questions to the class as a whole, give time for the class to think out an answer and then nominate the student who is to give the answer.

POSE THE QUESTION - PAUSE - POUNCE. Question techniqueDO make sure the question is clear, so that it is easily understood by the class.

DON'T ask questions which encourage guessing.

AVOID 50/50 QUESTIONS

DON'T ask questions which require a verbal answer to test a skill. The true test of a skill is performance.

DON'T ask questions which test the students powers of expression where this is not intended. These are unfair and may cause confusion and embarrassment. Question techniqueAVOID QUESTIONS WHICH TEST POWERS OF EXPRESSION.

HOW TO DEAL WITH QUESTIONS FROM THE CLASS.

Questions put to the instructor by his students fall into three categories.

RelevantIrrelevantThose to which the instructor does not know the answer.Question techniqueRelevant Questions

If the question covers a point already taught, put it back to the class. This checks whether the point was missed generally. It may even disclose a weakness in the instruction.

If the question be on a point still being taught, the student should be told that the point will be dealt with later in the lesson.

Question techniqueIrrelevant Questions

If the question is genuine, the instructor must deal with it constructively. The rule should be:-

"Give encouragement but don't waste time".

If the question is a deliberate attempt to mislead, "THE RED HERRING" the question must be stopped with the least waste of time.Question techniqueAnswer not known by the Instructor

The instructor must NOT try to bluff it out.

He should admit he does not know and tell the class he will give them the answer at a future date.

He must ensure that this is done.Question techniqueSUMMARY

A good question is one that is fully understood by the class.

Good question technique encourages class participation and keeps the class alert.

Skilful and sympathetic handling by the instructor of questions from the class saves valuable time, reduces irrelevancy but maintains interest.Questions