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Junior Cadet Instruction Cadre

Junior Cadet Instruction Cadre. THE PRINCIPLES AND TECHNIQUES OF INSTRUCTION. The principles and techniques of instruction. INTRODUCTION. The effectiveness of training and instruction will largely depend on the ability of the instructor to teach.

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Junior Cadet Instruction Cadre

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  1. Junior Cadet Instruction Cadre THE PRINCIPLES AND TECHNIQUES OF INSTRUCTION

  2. The principles and techniquesof instruction INTRODUCTION. • 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.

  3. The principles and techniquesof instruction INSTRUCTOR 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.

  4. The principles and techniquesof instruction THE 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.

  5. The principles and techniquesof instruction PREPARATION 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.

  6. The principles and techniquesof instruction This plan will show :- • What he intends to teach. • How he is going to do it. • What equipment, apparatus and aids he needs.

  7. The principles and techniquesof instruction PROMOTION AND MAINTENANCE OF THE DESIRE TO 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.

  8. The principles and techniquesof instruction QUESTION 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.

  9. The principles and techniquesof instruction THE SELECTION AND USE OF INSTRUCTIONAL AIDS. 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.

  10. The principles and techniquesof instruction SUMMARY. EVERYinstructor must be constantly aware of the principles and techniques of instruction which must be applied with common sense and enthusiasm

  11. Questions

  12. Junior Cadet Instruction Cadre PREPARATION OF INSTRUCTION

  13. Preparation of Instruction INTRODUCTION • 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.

  14. Preparation of Instruction FACTORS TO BE CONSIDERED INSTRUCTIONAL OBJECTIVE The instructor, having briefly considered the subject matter, must define :- • Exactly what the student should be able to do • Under what conditions he will do it • How well he should be able to do it. The instructional objective must be :- • DEFINITE • LIMITED • CLEAR • ATTAINABLE.

  15. Preparation of Instruction Before 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 subject matter.

  16. Preparation of Instruction TEACHING 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.

  17. Preparation of Instruction AIDS • 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.

  18. Preparation of Instruction SUMMARY In preparing a piece of instruction consider the factors :- Define the OBJECTIVE and relate it to :- TIME THE CLASS SUBJECT MATTER then consider METHODS OF PRESENTATION. AIDS. CONDITIONS OF WORK.

  19. Questions

  20. Junior Cadet Instruction Cadre PLANNING INSTRUCTION

  21. Planning Instruction INTRODUCTION 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.

  22. Planning Instruction 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.

  23. Planning Instruction INTRODUCTION • 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.

  24. Planning Instruction

  25. Planning Instruction 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.

  26. Planning Instruction • The 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.

  27. Planning Instruction

  28. Planning Instruction THE 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.

  29. Planning Instruction SUMMARY • 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 must REHEARSE. Remember to allow time for class participation.

  30. Planning Instruction

  31. Planning Instruction 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.

  32. Questions

  33. Junior Cadet Instruction Cadre PROMOTION AND THE MAINTENANCE OF THE DESIRE TO LEARN.

  34. Promotion and the maintenanceof the desire to learn. INTRODUCTION The principle has been framed to meet two responsibilities which face the instructor. 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 keeping this interest alive.

  35. Promotion and the maintenanceof the desire to learn. PROMOTION OF THE DESIRE TO LEARN Frequently an instructor is faced with teaching individuals who are not particularly interested in learning. There are certain definite ways in which the instructor can do this. Creating interest 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.

  36. 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 taught in the period.

  37. 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 the class wanting to learn and therefore be interested throughout the instruction. • 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 SMELL

  38. Promotion 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.

  39. 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 effects • Using 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.

  40. 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.

  41. Promotion and the maintenanceof the desire to learn. S enses A ctivity V ariety E nthusiasm R ealism S implicity

  42. 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.

  43. Questions

  44. Junior Cadet Instruction Cadre THE SKILLS LESSON

  45. The Skills Lesson INTRODUCTION • 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.

  46. The Skills Lesson THE BEGINNING This remains the same for the facts lesson and will contain :- • Preliminaries. • Revision. • Introduction. • The instructional objective. • Reason Why. • An incentive.

  47. The Skills Lesson • Preliminaries 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.

  48. 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 :-Explanation. Demonstration. Imitation. Practice.

  49. The Skills Lesson EXPLANATION • 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.

  50. The Skills Lesson PRACTICE • 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.

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