METHODS OF INSTRUCTION

1. METHODS OFINSTRUCTION JOHN HORNE TARGET SKYSPORTS HIBALDSTOW NOVEMBER 2002

2. AIM OF THIS LESSON • TO MAKE YOU THE BASIC INSTRUCTOR AWARE OF THE PRINCIPLES OF GOOD INSTRUCTION

3. PRINCIPLES OF GOODINSTRUCTION • CLEAR AIM • GOOD PLANNING AND PREPARATION • PROMOTE INTEREST • USE OF RIGHT SENSES • MAXIMUM ACTIVITY • SIMPLICITY • HUMAN FACTOR • CONFIRMATION BY STAGES

4. THE AIM • THE AIM IS POSSIBLY THE MOST IMPORTANT FACTOR WHEN PLANNING YOUR LESSON. • ALWAYS STATE THE AIM • REMEMBER TO QUALIFY IT • IT SHOULD BE YOUR OBJECTIVE

5. A CLEAR AIM WILL TELL YOU WHAT TO TEACH AND HOW TO TEACH IT

6. PLANNINGAND PREPA RATION

7. CONSIDER THE SIX P’s PRIOR - PLANNING & PREPARATION PREVENTS - A POOR PERFORMANCE

8. PLANNING CONSIDERATIONS :- • THE AREA • ENSURE THE AREA IS SUITABLE FOR WHAT YOU ARE TRYING TO ACHIEVE

9. TRAINING AIDS ? • LAP TOPS /OH PROJECTORS • TVs & VIDEOS • MAG AIDS • EQUIPMENT • ASSISTANTS

10. DO NOT ALLOW TRAINING AIDS TO TAKE OVER YOUR LESSON

11. SUBJECT KNOWLEDGE • THERE IS NO SUBSTITUTE FOR RELEVANT SUBJECT KNOWLEDGE IT WILL HELP YOU TO BE CONFIDENT AND OVERCOME STAGE FRIGHT

12. YOU MUST DECIDE WHAT POINTS TO TEACH • MUST KNOW • SHOULD KNOW • COULD KNOW

13. LESSON PLANS ? • A STRUCTURED LESSON • BEGINNING (INTRO-REVISE-AIM) • MIDDLE (SUBJECT MATTER) • END (SUMMARY - QUESTIONS -LOOK FORWARD) • DON’T FORGET TO REHEARSE

14. INTEREST • YOU AS THE INSTRUCTOR, HAVE TO LEAD THE STUDENTS THROUGH 3 STAGES OF LEARNING :- • WANT TO LEARN • LEARN • REMEMBER

15. THE DESIRE TO LEARN • TO MAINTAIN INTEREST CONSIDER THE FOLLOWING :- • REALISM • COMPETITIONS • CURIOSITY • VARIETY • INCENTIVES

16. THE DESIRE TO LEARN • SENSE OF ACHIEVEMENT • CLASS COMFORT • CLASS ACTIVITY • ENTHUSIASM • WALK BEFORE RUNNING

17. SIGHT TOUCH HEARING USE OF RIGHT SENSES • THE THREE SENSES WE ARE INTERESTED IN:

18. A GOOD LESSON IS MADE UP OF: 70% TOUCH (DOING) 20% SIGHT 10% HEARING

19. MAXIMUM ACTIVITY • IT IS IMPORTANT THAT YOUR STUDENTS REMAIN ACTIVE MENTALLY AND PHYSICALLY • REMEMBER PARACHUTING IS ESSENTIALLY A PRACTICAL SKILL

20. WHEN USING EQUIPMENT, LET THE STUDENTS GET HANDS ON • WHEN TEACHING A DRILL, DEMONSTRATE - IMITATE - PRACTICE • TEACH FACTS BY USING GOOD QUESTION TECHNIQUE.

21. SIMPLICITY • GOOD INSTRUCTION MAKES A DIFFICULT SUBJECT EASY TO UNDERSTAND AND MORE IMPORTANTLY EASY TO REMEMBER • AVOID NEGATIVE TEACHING IF POSSIBLE • WORK TO SLOWER STUDENTS • REMEMBER NEED TO KNOW PRINCIPLE

22. THE HUMAN FACTOR • PERSONAL APPEARANCE • DON’T EMBARRASS OR BULLY • AVOID HANDLING STUDENTS • DON’T BLUFF • SEXIST, AGEIST, RACIST, SIZEIST REMARKS • CONFIRM BY STAGES • BE APPROACHABLE

23. REMEMBER THE QUALITIES OF A SPORT PARACHUTE INSTRUCTOR. • IN SHORT, YOUR AIM SHOULD BE TO SET A GOOD EXAMPLE, BE FIRM, HELPFUL AND TRY TO SEE THINGS THROUGH YOUR STUDENT’S EYES.

24. QUESTION TECHNIQUE

25. WHY ASK QUESTIONS ? • TO TEST - TO CONFIRM STUDENTS ARE LEARNING • TO TEACH - ASK QUESTIONS TO MAKE STUDENTS THINK FOR THEMSELVES • TO PROMOTE CLASS ACTIVITY - ALERT AND INTERESTED STUDENTS

26. HOW TO ASK QUESTIONS • QUESTION- PAUSE - NOMINATE - PUT THE QUESTION TO THE WHOLE CLASS, ALLOW SUFFICIENT TIME FOR EVERY STUDENT TO THINK ABOUT IT, THEN NOMINATE A STUDENT TO ANSWER. THIS STOPS STUDENTS FROM SWITCHING OFF. POSE-PAUSE-POUNCE

27. MAKE QUESTIONS CLEAR - STUDENTS MUST FULLY UNDERSTAND THE QUESTION IN ORDER TO GIVE THE CORRECT ANSWER • AVOID 50/50 QUESTIONS - STUDENTS MAY GUESS THE ANSWER. IF SUCH A QUESTION CANNOT BE AVOIDED ASK THE STUDENT TO CLARIFY.

28. TEST SKILLS BY PERFORMANCE - NEVER ASK THE STUDENT TO DESCRIBE A SKILL, A DEMONSTRATION IS ESSENTIAL • NEVER TEST POWERS OF EXPRESSION - IT IS UNFAIR TO A STUDENT AND WASTES TIME

29. QUESTIONS FROM STUDENTS • RELEVANT • DON’T KNOW • IRRELEVANT

30. TO SUMMARISE • HAVE GOOD SUBJECT KNOWLEDGE • HAVE PLENTY OF PRACTICAL EXPERIENCE • HAVE THE QUALITIES OF A GOOD PARACHUTE INSTRUCTOR • HAVE THE ABILITY TO APPLY THE PRINCIPLES OF GOOD INSTRUCTION

31. ANY QUESTIONS ?