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THE ARMY UNIVERSITYCommon Faculty Development Program

Instructor Course

Lesson 6: Foundations of Instruction (Direct Instruction)Lesson Plan

Lesson Author: ArmyUDate updated: January 2018

1. SCOPE. Foundations of Instruction is an 12-hour lesson over several days that prepares instructors to teach adult learners using the direct instruction instructional strategy. At the end of the lesson, new instructors will be prepared to teach a lesson by applying effective communication techniques, relevant methods of instruction, and appropriate questioning techniques. They will demonstrate an understanding of lesson plan formats, personalization, and the use of media and technology in the classroom. Direct instruction is best applied when teaching knowledge or content that involves facts, rules, procedures, and other action sequences. Direct instruction is appropriate for the Knowledge, Comprehension, and Application levels of learning. This lesson introduces new instructors to communication techniques, methods of instruction, questioning, lesson plan formats and personalization, and media and technology tools. This lesson follows previous lessons—the course introduction, fundamentals of instruction, foundations of adult learning, and critical thinking tools—as well as the lesson on experiential learning (and associated formative practicums). This is the second of three lessons, with practicums, that helps new Army instructors learn the major instructional strategies. The intent is to introduce new instructors to the lecture (LE), demonstration (DM), drill and practice (DaP), and practical exercise (PE) methods of instruction as part of the entry-level instructor training.

2. LEARNING OBJECTIVESTerminal Learning Objective

Action: Demonstrate Direct Instruction instructional strategyConditions: Given learning activities, readings, peer and instructor feedback, reflection time, development time, and practical exercises.Standard: The demonstration will include the following:

1. Identification of instructor characteristics 2. Effective communication techniques3. Effective questioning techniques 4. Appropriate methods of instruction5. A lesson plan or outline

Learning Domain: CognitiveLevel of Learning: ApplicationInstructor Competencies Supported: 1-8, 10-14, 16-17, & 19-20Army General Learning Outcomes (GLOs) Supported: 7 & 8

CFD-IC Lesson 7 LP-1

ELO AAction: Identify instructor characteristics and strategies that contribute to a positive

learning environment Conditions: Given learning activities, readings, peer and instructor feedback, reflection time, development time, and practical exercises.Standard: Identification will include the following:

1. Instructor as content/subject matter expert 2. Instructor as an instructional expert 3. Instructor intangibles 4. The instructor as teacher, trainer, coach, and mentor 5. Instructor strategies that contribute to effective classroom management

Learning Domain: CognitiveLevel of Learning: Comprehension

ELO BAction: Demonstrate effective communication techniques during instructionConditions: Given learning activities, readings, peer and instructor feedback, reflection time, development time, and practical exercises.Standard: The demonstration will include the following:

1. Recognizing the elements of effective communication 2. Using appropriate projection, pitch, pace, pauses, pronunciation, and minimal

distractors 3. Using appropriate non-verbal communication 4. Using active listening 5. Providing effective feedback, both verbal and non-verbal

Learning Domain: CognitiveLevel of Learning: Application

ELO CAction: Demonstrate effective questioning techniques during instructionConditions: Given learning activities, readings, peer and instructor feedback, reflection time, development time, and practical exercises.Standard: Demonstration will include the following:

1. Various types of questions2. Questions that generate discussion3. Questions designed to improve learning4. The “Ask, Pause, Call, Evaluate” questioning technique



ELO DAction: Demonstrate appropriate methods of instructionConditions: Given learning activities, readings, peer and instructor feedback, reflection time, development time, and practical exercises.Standard: Demonstration will include some or all of the following:

1. Lecture (LE)2. Demonstration (DM)3. Drill and Practice (DaP)4. Practical Exercise (PE)


ELO EAction: Prepare a lesson planConditions: Given learning activities, readings, peer and instructor feedback, reflection time, development time, lesson plans and practical exercises.Standard: Preparation will include the following:

1. Identification of the sections of a lesson plan 2. Section 2: Introduction 3. Section 3: Presentation 4. Section 4: Summary5. A draft lesson plan6. An edited lesson plan based on feedback


3. ASSIGNED STUDENT READINGSa. Handout #1: Instructor Roles

b. Handout #2: Classroom Management Strategies

c. Handout #3: The Communication Process

d. Handout #4: Active Listening

e. Handout #5: Effective Questioning Techniques

f. Handout #6: Asking Questions to Improve Learning

g. Handout #7: Methods of Instruction (MOIs)

4. INSTRUCTOR ADDITIONAL READING(S)/MATERIALa. TRADOC Pam 350-70-14, Training and Education Development in Support of

the Institutional Domain. 27 March 2017.


b. The Applied Critical Thinking Handbook, version 8.1. (2016). University of Foreign Military and Cultural Studies, TRADOC G2 Intelligence Support Activity (TRISA): Fort Leavenworth, KS.

c. The ASTD Handbook. The Definitive Reference for Training and Development. 2014. Elaine Biech, Editor. Alexandria, VA: ASTD Press.

5. TRAINING AIDSa. Appendix A: Slides

b. Appendix B: Handout #1: Instructor Roles

c. Appendix C: Handout #2: Classroom Management Strategies

d. Appendix D: Handout #3: The Communication Process

e. Appendix E: Handout #4: Active Listening

f. Appendix F: Handout #5: Effective Questioning Techniques

g. Appendix G: Handout #6: Asking Questions to Improve Learning

h. Appendix H: Handout #7: Methods of Instruction (MOI)

i. Whiteboard Screen

j. PC Availability for Students

6. CONDUCT OF LESSON a. Lesson Timeline

Introduction 10 minutes Lesson overview: title, purpose, outcome, learning objectives 10 minutes Motivator/gain attention (“Pop Quiz”)

Content 5 minutes Stimulate recall of prior knowledge15 minutes Instructor roles15 minutes Classroom management

10 minutes BREAK

5 minutes Gain attention: “A matter of perspective” (optical illusion)15 minutes Components of communication/effective communication10 minutes Active listening20 minutes Active listening/effective communication PE5 minutes Review and summary, check on learning, develop (future

use/application)

10 minutes BREAK

5 minutes What makes a good question?


20 minutes Basic question types and questioning methods 20 minutes Preparing and asking effective questions PE5 minutes Review and summary, check on learning, develop (future

use/application)

10 minutes BREAK

15 minutes Methods of instruction30 minutes Lecture, demonstration, drill and practice, and practical exercise5 minutes Review and summary, check on learning, develop (future

use/application)

10 minutes BREAK

5 minutes Parts of the lesson plan45 minutes Draft a lesson outline

10 minutes BREAK

30 minutes Draft a lesson outline (small group activity)20 minutes Brief lesson outline

10 minutes BREAK

20 minutes Develop a lesson (small group activitiy)30 minutes Team teach the lesson (formative assessment)

10 minutes BREAK

Check on Learning 20 minutes Develop a lesson (individual activitiy)30 minutes Tutorials (individual, one-on-one)

10 minutes BREAK

50 minutes Teach the lesson (formative assessment)

10 minutes BREAK


10 minutes BREAK


10 minutes BREAK



10 minutes BREAK

10 minutes Feedback10 minutes Summary10 minutes Guidance and preparation for Lesson 7, Direct Instruction

formative practicumsb. Introduction: (15 minutes). (Motivator/Gain Attention, and Inform Learner of

Objective).

As in previous lessons, maintaining the same protocol or format may facilitate some learners’ efforts: begin with course title, then lesson title, then spend as much or as little time as needed on the learning objectives, depending on your local guidance and requirements. An alternative technique is to begin with the motivator/concrete experience, publish and process the results of that activity, and then transition into the learning objectives. If you use advance sheets as part of your lesson construct, reviewing the learning objectives may be unnecessary.

Display this slide as students are entering the classroom.

Slide 1: Introduction


Purpose

Slide 3: Outcome

Achievement of the outcome will require each new Army instructor to demonstrate his or her proficiency using the direct instruction instructional strategy, as well as four of the most common methods of direct instruction used in Army classrooms: lecture, demonstration, drill and practice, and practical exercise. Students will demonstrate direct instruction by teaching a short (8 to 10 minute) lesson to the rest of the class. Each student will increase his or her knowledge and comfort with teaching through a series of increasingly difficult exercises, beginning at the small group level, and eventually culminating in an individual demonstration. This in-class work will set the stage for success in direct instruction formative practicums, Lesson 7. Again, don’t get ahead of yourself, but let the new Army instructors know that to expect.


Motivator/Gain Attention (10 minutes): “Pop Quiz”

Slide 4: Pop Quiz

Instructor Note: The “Pop Quiz” activity is intended to demonstrate the consequences of being unprepared. Institutions may substitute activities, as long as the activity has the student investigate consequences for being unprepared.

Instructor Note: Announce a pop quiz. Have students take out a sheet of paper. State that there will be three items; a passing score is 100% (no errors). Have students answer the items below. Give them about one minute for each item. State the next item when students appear to be finished or give up.

1. Define the value of “pi” to 7 decimal places

2. Name the capital cities of 5 European countries

3. State the atomic number of hydrogen.

Instructor Note: Show next slide for the answers. The list of European capital cities is not complete. Have students score their answer as incorrect if it includes a city not on the list.

Show answers and have students score their tests. Ask who passed. It is highly probable that no one will answer all items correctly. Students may be angry or frustrated by the experience. Be prepared to deal with this. Lead a discussion on the activity by asking the questions below. During the question period, expect to hear answers that revolve around the theme of preparation (e.g., “We didn’t have time to get ready/prepare.”). Adjust questions appropriately. Use responses as an opportunity to transition to the Terminal Learning Objective.


Pop Quiz Answers

The students’ reactions to the quiz, which also served as a Concrete Experience, should set the conditions for the Publish and Process that follows. Solicit the students’ reactions overall, using the following questions to generate their responses. During this activity, listen for responses revolving around the theme of preparation, e.g., “We didn’t have time to get ready/prepare.” Use responses as an opportunity to transition to the Terminal Learning Objective.

What happened?

What was your initial reaction when told there was going to be a quiz?

Why did you not do well? Did you expect to do better?

What could we have done to help you do better?

What are you learning or relearning about the necessity of good preparation?

Slide 6: Terminal Learning Objective


Terminal Learning Objective (TLO) (5 minutes): Allow students time to read the TLO silently. The instructor should then verbally review the action, condition, and standard and the lesson outcome statement. The instructor might use the standard elements as an agenda for the lesson. The ELOs are sequenced and developed based on the standard elements.

Content : (50 minutes) Slide 7: Student Assessment

Student Assessment: Explain how assessments will occur, what the new Army instructors can expect, and how the lesson will unfold over the next few hours (or days). It might be useful to refer them to the ISAP and/or Lesson 8 for scoring criteria.

Alternatively, you could include a discussion of assessment in the introduction as part of the purpose and outcome. There is logic to describing the purpose of the lesson, what the new Army instructors can expect to be able to do at the end of the lesson, and how they will be assessed and receive feedback on their performance. Either sequence could be effective; what is important is that it is done sometime during the lesson.

Instructional Lead in: (Transitional statement to Content/ELO A) –


Enabling Learning Objective A

ELO AAction: Identify instructor characteristics and strategies that contribute to a positive

learning environment Conditions: Given learning activities, readings, peer and instructor feedback, reflection

time, development time, and practical exercises.Standard: Identification will include the following: 1. Instructor as content/subject matter expert 2. Instructor as an instructional expert 3. Instructor intangibles 4. The instructor as teacher, trainer, coach, and mentor 5. Instructor strategies that contribute to effective classroom management Learning Domain: CognitiveLevel of Learning: Comprehension

Now that we have introduced the topic of preparing for instruction, and discussed the learning objective, let’s begin by continuing our discussion of instructor characteristics that contribute to a positive adult learning environment.

Instructor Note: Students were introduced to the topics of instructor characteristics, attributes and roles during previous lessons. In this lesson, connect what students have already discussed/learned to the content below. This lesson should be specifically focused on the instructor as a content expert, instructional expert, and those instructor intangibles that contribute to a positive learning environment. And, students should discuss specific classroom management strategies that will mitigate classroom disruptions and contribute to a positive learning environment.


Instructor roles.This is an opportunity to solicit the new Army instructors’ perspectives and

views on their future role as instructors. Ask them what they think their future role will be, record their responses on a white board or chart pack, and then display the slide to confirm that they already have a pretty good idea of their future role. Alternatively, you could adjust the “build” function of the slide to reveal just the section titles, such as “Teacher” or “Trainer,” and ask them for their definitions of those roles. Spend some time discussing the various roles and look for evidence of critical thinking. By this point in the course they have spend enough time together as a class that they should have begun to develop some well-defined opinions about what they will do as an Army instructor, whether in a classroom or at a training site. Do they agree with all of them? Are some less important than others? Are there any they think should be added? What do they think they will need to do in order to fulfill these roles?

Some of this may prove redundant if already addressed in previous lessons. Do not spend more time on instructor roles than you feel necessary, but consider using some of this portion of the lesson as a “check on learning”—ask the new Army instructors to recall what they learned, some of the conclusions they arrived at in previous lessons, and whether they agree or disagree with all, most, or done of the descriptions of instructor roles on subsequent slides. Alternatively, if you determine the class has demonstrated a solide grasp of instructor roles, you can move directly into other portions of the lesson, perhaps make up some time that you may need later, or allocate more time to tutorials, practicum and lesson development, and discussion.

This discussion can help set the stage for the rest of the lesson, set the conditions for the students to begin to engage with the topic, and begin to help them focus on key skills or competencies they will develop. In addition, they should begin to connect new concepts to those previously learned: How does direct instruction relate to experiential learning? When is one more or less appropriate than the other? How will they know which to apply? Is there a continuum or range of instructional strategies that they can move along based on the topic, their students’ experience and expertise, and the learning objectives?


Instructor Roles

Discussion: Start the discussion with a series of questions:

What are the 4 roles identified in student handout #1? How would you define each role? How do these roles compare and contrast?

Teaching is an umbrella term, defined as “to cause to acquire knowledge or skill” (Merriam-Webster’s Collegiate Thesaurus). Teaching is synonymous with “Education,” “Training,” and “Instruction.” Content expertise and skill in various instructional methods, facilitation, and observation are key or critical instructor competencies.

Instructor Note: You may want to have the students determine the difference between “education” (knowledge/background) and “training” (skills). A technique for accomplishing this is to write the terms on an easel or whiteboard, then put a subject beside the terms.

Example:

Education

Driver

Training

If necessary, ask the students, “What’s the difference?” It should become obvious to them what the difference is, and should help clarify the terms.

Training is defined as “improving performance by teaching, instructing, or facilitating learning” (ASTD Handbook). Training usually involves individuals who are relatively inexperienced or unfamiliar with the task or tasks they are trying to learn. The task or tasks may be in preparation for ther present or future jobs. Training methodology usually involves much repetition, practice, and drill. Training competencies include the following (in addition to those of teaching): skill in conducting demonstrations, guiding


practice, managing practical exercises or drill, and providing effective feedback.

Coaching is “giving constructive advice and feedback with the goal of improving performance” (ASTD Handbook). A coach gets the person or team to understand their current level of performance and guides their performance to the next level (FM 6-22). Coaching also involves relatively experienced (initially trained) individuals. Teaching and training competencies also apply to coaching. However, coaching feedback and corrections need to be more refined. Coaching interventions should be short and intense, focused on specific performance or behavioral issues.

Mentoring is “sharing wisdom and expertise with less-experienced person(s)” (ASTD Handbook). Mentorship is the voluntary developmental relationship that exists between a person of greater experience and a person of lesser experience that is characterized by mutual trust and respect (AR 600-100). A mentor is a leader who assists in the personal and professional development of another person by helping him or her clarify their personal, professional, and career goals and develop actions to improve the attributes, skills, and competencies associated with them (FM 6-22). Mentorship is often, but not always, career-oriented (“Day in the life”). Although mentorship is often considered a one-on-one affair, it can also be conducted in group or virtual settings. Competencies addressed in the other three roles (teaching, training, and coaching) also apply to mentorship. However, mentorship coaching focuses more on personal goals development rather than on improvement of skills, knowledge, or abilities.

Instructor and Classroom Management: Setting the Stage and Strategies

Instructor Note: Show slide 7 and refer students to Handout #2 that students read before class. The instructor should facilitate a discussion about “setting the stage” for effective teaching and learning (classroom management) and some of the strategies for managing the learning environment. Some material has been covered in previous lessons, so adjust the depth and level of detail accordingly. Again, the discussion should be at an introductory level, setting the stage for a deeper discussion in Lesson 7 (Cooperative/Interactive Instruction). Increased understanding, deeper understanding, and greater familiarity through repetition and practice will occur throughout this lesson and the rest of the course..

Discussion: Start by asking students questions about the importance of “Setting the Stage” in the learning environment/classroom. The first part of the discussion should be a dialogue where the instructor interjects the content below as students respond to the questions related to classroom rules, motivation, rapport, and credibility. (See below) Then, move the discussion to specific classroom management strategies. Handout #2 has many strategies. During the discussion, the instructor should highlight strategies that may be most relevant for his or her particular audience.


Instructor and Classroom Management

A good technique with the slide is to personalize it. It’s less important whether there’s a right or wrong answer; what is important is that they reflect on and share their own perspectives and ideas about why they think it’s important to set the stage and begin the process of establishing a threat-free, low risk, adult learning environment. Depending on the experience level of the students, some will have a lot of strong opinions about this topic, whereas students with less experience may be looking for guidance and suggestions, or even a checklist.

What are some of the things that the instructor can do at the beginning of the course to set the stage for a positive learning environment? Why do you think it is important for the instructor to set certain expectations or norms for the classroom?

Setting the Stage Classroom Rules

Motivation

Rapport

Credibility

Instructor note: Solicit the students’ perspectives on all these items as you discuss them. They may have different perspectives than you, or than each other, and it’s important to recognize those differences among both students and instructors.


Classroom Rules:Rules are an effective management technique that instructors develop so students are clear on what types of behaviors are acceptable and which ones will not be tolerated. Rules are a management style for adult classrooms.

Class Policies. You must clearly explain class procedures for asking questions, addressing the instructor, addressing other students, etc. Most military students are aware of, and are expected to conform to, behavioral norms for an Army classroom.

Individual Student Assessment Plan (ISAP). Everyone follows the rules and you will enforce the rules uniformly throughout the training.

Motivation: Your goal should be to get your students motivated about your subject. They want to learn something, and you want to be able to instruct them. Every student is different; no two students react in the same way. It is our task as instructors to find out what motivates each student to learn. When we are able to determine what motivates our students, we will find ourselves with a more effective classroom and learning experience.

What is rapport? How can instructors develop rapport with students? Is rapport important in the learning environment? Why or why not?

Rapport is used to establish a bond between people. Sometimes it’s the result of a long-term association between two people or groups of people who share a bond. That may have been caused by share hardship, mutual recognition of a common goal or mission, or simply from spending time together that was at least marginally enjoyable. It’s a relationship of mutual understanding, trust, and agreement between people. When students trust you, they usually feel free to share their views with you.

• Be approachable

• Be fair and consistent

• Be energetic and enthusiastic

• Be interested in the students

• Maintain eye contact as much as possible

When you think of an instructor as being credible, what does that mean? Is credibility easily destroyed? If so, how can an instructor’s credibility be damaged?


Credibility• Be concise

• Be relevant

• Be prepared

• Be professional

• Be honest

• General appearance

Continued Discussion: Instructor should transition to discussion of specific strategies listed on the slide. Using the handout as a reference, ask students to define each of the strategies, followed with examples from their own experiences of how each strategy has been used or might be used in the future. The instructor should be prepared to interject examples when needed if students do not have the background to give specific examples. Some of the strategies are advanced, but encourage students to consider these as they grow and develop as instructors.

Classroom Management Strategies: (more on the Strategies Handout)

Proximity. Students typically increase their attention to task and show improved compliance when the instructor is in close or closer physical proximity. Circulate around the room to keep students focused. Proximity is the lowest level on the scale and is used to minimize mild disruptions without interrupting the flow of instruction. This usually works on 90% of behavior problems.

Selective attention. Selective attention can be used for the monopolizer and the sharpshooter. The instructor selectively ignores the monopolizer/sharpshooter and chooses students who have not yet had a chance to participate in the discussion. This gives the rest of the class an equal chance to participate and minimizes disruption to the instruction.

Reflect/Deflect. This is a good strategy for when a student constantly sharpshoots or questions the instructions being given. It consists of reflecting back to the challenger what you think you have heard and deflecting to one, several, or all of the other participants the responsibility of responding to the new, clarified version of the challenge. It is an effective way to acknowledge the contributions of sharpshooters and monopolizers while deflecting participation and control back to the rest of the group. Some examples are the following:

“That’s a good opinion, but let’s get back to the point here”

“Good point, but what about the factors of . . .”

“We can talk more about this later; right now I want to hear what you think about . . . ”

It’s okay to allow students to puruse occasional tangents, but you still have a responsibility within the allotted class time to achieve the standards described in the learning objectives. It’s your responsibility, as the instructor, to bring to class back to the task at hand when needed.


Informal Conference. Informal Conference is when an instructor speaks with a student privately in an informal way in order to address his or her individual problems before they become larger issues that impact the learning of the rest of the class. It is usually done during a break or before or after class. The informal conference is a good way for an instructor to gather additional information about a student to determine the nature of the issue, whether there’s a reasonable explanation or justification, and what decision or course of action makes the most senses. Not everything that initially seems like an issue is really something the instructor has to respond to. For example, if a student is constantly falling asleep in class, the instructor may want to speak with them privately on a break to find out why this is occurring—there may be a medical issue or some kind of family issue that is impacting the student’s home life—an understandable mitigating factor—that doesn’t necessarily require an action on the part of the instructor.

Confrontation. Confrontation is usually a last resort strategy; it’s at the high end of escalation scale. Sometimes it truly is the only viable solution, but the other strategies at the lower level may work just as well and cause fewer higher order unintended consequences. If you start off at the high end of the escalation scale with confrontation, you do not have any other alternatives to manage the classroom learning environment, other than referring an individual to his or her supervisor. By starting with Confrontation in situations involving behavioral issues, like talking, you have lost instruction time and may have adversely impacted your credibility as an instructor. Sometimes, the best way to handle a challenger is to go straight to the point and address the unwanted behavior. Always look for something positive if they show a change. An instructor should only use Confrontation as a first resort if there is a threat to life or limb, potential for property damage, or some other risk factor. .

Supervisor Referral. Supervisor referral is when the instructor refers a student to his or her chain of command for guidance or discipline that is beyond the scope of the instructor. For example, referring a student to his or her NCOIC for corrective action and/or counseling. Whenever possible, the instructor should document inappropriate or disruptive behavior in order to substantiate that it is or has been a recurring problem, to include the lower level classroom management strategies employed in response to it.

Discussion summary. Instructor should complete the discussion by highlighting the importance of the instructor in setting the stage for a positive learning environment for students, as well as using classroom management strategies to sustain the positive learning environment.

Solicit questions regarding the content in this section. Ask review questions below, create your own review questions, or summarize the ELO.

Possible ELO A Check on Learning/Application Questions:1. What do you think were some of the most important instructor characteristics that we discussed? Why do you think they were the most important? How do these characteristics contribute to a positive adult learning environment?2. Which of the instructor roles do you think is most important?


3. What are some of the other roles instructors may find themselves playing? In your own words, what are the differences between the role of a mentor and the role of a coach?4. Classroom management is a key competency for any instructor. What are some of the ways that an instructor can set the stage for learning at the beginning of the course? 5. Why do you think it’s important for an instructor to begin at the lower end of the classroom management strategy scale?6. How can you see yourself using the information that we have discussed in the future, as an instructor?

BREAK (10 min)

(1) Enabling Learning Objective (ELO) B (50 minutes)

Slide 11: ELO B

ELO BAction: Demonstrate effective communication techniques during instructionConditions: Given learning activities, readings, peer and instructor feedback, reflection time, development time, and practical exercises.Standard: The demonstration will include the following: 1. Recognizing the elements of effective communication 2. Using appropriate projection, pitch, pace, pauses, pronunciation, and minimal distractors 3. Using appropriate non-verbal communication 4. Using active listening 5. Providing effective feedback, both verbal and non-verbal Learning Domain: CognitiveLevel of Learning: Application


Instructor Note: The content covered in this ELO is intended as a review or refresher on the communications process and active listening. It assumes that new instructors have had prior instruction or exposure to the concepts of effective communication. It is incumbent upon the instructor, as much as possible, to determine the students’ current level of knowledge or expertise on techniques of effective communication. Be prepared to discuss this content in more depth if no one in the class has any prior knowledge or experience. Be flexible and responsive to the needs of the students.

Gain Attention (5 minutes): “A matter of perspective” (optical illusion).

Show the next slide and ask: What do see in this picture?

Solicit answers. Some students may see the bird, with beak turned towards the left side. Others may see the rabbit, facing the right side of the screen.

Instructor Note: The activity below is intended to illustrate the concept of differing perspectives, and how they may affect communications. You may substitute suitable activities of your own. Activities or discussion questions should relate to effective communications and/or active listening.

Slide 12: A matter of perspective (1 of 2)


A matter of perspective (2 of 2)

Ask students if they can easily switch perspectives from one view to the other. Accept and acknowledge responses. Ask the students to describe how they think different perspectives might affect communication between people. Follow up that discussion with one on what they, as future instructors, think they should or could do when confronted by different perspectives—and how they think those differences could adversely impact effective communication in their classroom.

Components of Communication.

Learning Step Activity 1 (15 minutes): Discussion–Components of Communication

Instructor Note: Refer students to Handout #3 they read before class as homework. Facilitate a discussion of the elements of communication. Cover content to the depth and level of detail as required by your students based on their degree of experience with effective communication principles.


Components of Communication

ComponentsMessage. The idea or concept to be transmitted.

Q: What is the message in instruction? A: Lesson content—what the student must learn.

Medium. How the message is sent.

Q: What are some media we use in instruction? A: Verbal/oral, handouts, PowerPoint slides, distance learning technology, etc.

Sender. Usually the instructor, but it may be Computer Based Instruction (CBI), Interactive Multimedia Instruction (IMI), or some other online or distributed learning sourse of instruction.

Receiver. Usually the students—but sometimes the instructor will take on the receiving role.

In instruction, are there times when the sender and receiver roles might switch? If so, when? Why would this sometimes occur? Or never occur?

Frames of reference. How people interpret their physical environments. Frames of reference are often influenced by personal beliefs and values. It is possible that people might have completely different frames of reference; however, there is usually some degree of commonality.

What else might affect a person’s frame of reference?Do you think it possible that two people could not have an area of shared understanding? Why or why not?What can you do with your students to establish a common frame of reference?


Barriers. Things that hinder communication. Beliefs and values are sometimes barriers. Some other barriers that may be part of the physical environment are noise, temperature, lighting, and space.

What might be some other barriers to communication? What can we do about them?

The thing to remember is that we might not be able to completely control our physical environment, but we can attempt to minimize physical barriers to communication.

Feedback. In the context of effective communication, feedback consists of verbal and non-verbal indicators that the message is understood. This type of feedback is slightly different than performance or coaching feedback discussed earlier.

What feedback might you get to show that the students understand? Don’t understand?

Slide 15: P5D

Communication ConsiderationsAs instructors, we often use many media simultaneously, but our primary

medium is verbal communication. Discuss the considerations for verbal communications below.

Projection. Using sufficient volume and force to be heard from anywhere in the classroom or learning environment.

Pace. Rate of speech. Effective communication should be not too fast or too slow. Instructors who demonstrate effective communication adjust their pace as needed.

Pauses. Use them effectively. Allows students time to think. Do not be afraid of silence!


Pronunciation. Rehearse the big words, or find alternatives. Incorrect or poor pronunciation adversely impacts your credibility.

Pitch. Vocal range (ups and downs). Vary your pitch, avoid monotone delivery, employ variation to emphasize key points, when asking a question, or as a clear indication of subject change.

Distractors (filler words, jargon, acronyms, etc.). Filler words are “verbal punctuation.” Effective communication included minimal filler words. Likewise with jargon, acronyms, and colloquial expressions, which may confuse students. Effective communication requires an explanation of them.

Instructors should understand the importance of the communication process as well as verbal and non-verbal aspects of communication. Within this very complex process is the need for active listening.Active Listening (Handout #4)

Ask for student input on the definition of active listening. What do they think it is? Solicit and acknowledge responses. An effective technique is to either student responses on a white board or easel chart pack or have one of the students perform that activity.

Refer students to Handout #4. Have them review the active listening characteristics in the middle of the page, then ask: Do you agree or disagree with the characteristics listed here? Why or why not?

Facilitate a short discussion on this question. Ensure the students understand that active listening does not necessarily imply listening more than speaking; rather, it is about understanding the message and conveying that understanding back to the source.

Refer the students to the reverse side of the handout (Active listening techniques). Briefly cover the content on this page. Specifically point out that active listening includes observing and commenting about feelings as well as words.

Now that you have discussed some of the aspects of the communication process, considerations for verbal and non-verbal communication, and techniques for active listening, let’s conduct a PE that will allow you to practice.

Practical Exercise: Active Listening/Effective Communication

Instructor Note: There are many active listening activities that could be used for this PE. The instructor may choose other activities to allow students to practice these skills. This practical exercise is designed to allow students to apply the characteristics of effective verbal and non-verbal communication just discussed and to practice active listening techniques. Students will do this in pairs. The instructor should remind students to use the effective verbal and non-verbal communication considerations and the active listening techniques from the handouts


during this PE. Students should also be ready to discuss the aspects of communication that were displayed (good and bad) during the activity. This activity connects to ELO D, which will require them to demonstrate what they explain in this LSA.

This portion of the lesson may be a good opportunity to demonstrate, or have the new Army instructors demonstrate, some of the Groupthink Mitigation (GTM) or Applied Critical Thinking (ACT) techniques described in The Applied Critical thinking Handbook: 6 empathetic questions, argument deconstruction, circle of voices, and problem restatement are a handful of many techniques you could have the group demonstrate. The more times you can incorporate GTM and ACT techniques into your instruction, they greater the new Army instructors will learn them and be able to incorporate them into their instruction later.

Practical Exercise Directions and Steps.Directions. Each student will develop a brief (less than 5 minutes) explanation (lecture) of a simple task. Examples of simple tasks are tie a shoe, disassemble a Skilcraft pen, or make a paper airplane, to name a few. Each student will present his or her explanation, with no additional visual or training aids, to another student, who will actively listen and practice the encouraging, restating, reflecting, and summarizing strategies as appropriate. At the conclusion of the lecture, the other student will offer feedback on selected verbal communications considerations. Then the students will switch roles and repeat the process. After the second lecture and feedback cycle, the instructor will facilitate a group reflection discussion.

Before conducting the activity, prepare 3x5 cards with the considerations of verbal communication (pitch, pace, pauses, pronunciation, projection, distractors). Write one consideration per card; prepare at least two sets of cards.

Instructor Guidance:Step 1: Instructor briefly introduces the activity using the directions.

Step 2: Have each student draw one 3x5 card. The student will monitor and provide feedback on this consideration of verbal communication. It’s OK if there are duplicates within each pair of students (i.e., they got the same card).

Step 3: Divide students into pairs and allow each student to develop his or her explanation/lecture. Designate Student 1 and Student 2 for ease of communicating directions.

Step 4: Student 1 explains how to accomplish a simple task, while Student 2 actively listens, applying the techniques for active listening. It is okay for the listener to provide encouragement during the explanation and then restate, reflect, and summarize after the explanation. When Student 1 has completed this task, Student 2 will provide feedback, focusing on the verbal communications considerations observed. Ensure feedback follows good coaching practices: brief, addresses observed behaviors, and state recommended corrections in terms of desired performance. Then Student 1 and Student 2 switch roles and repeat the activity.


Step 5: After all students have completed the activity, allow a few minutes for them to reflect individually on the activity as it relates to effective communication considerations and active listening.

Step 6: Instructor should lead a discussion on the activity (publish and process). Some of the questions listed below may be helpful.

How did this activity relate to the communication process that we discussed earlier in the lesson (as far as sender, receiver, message, medium, frames of reference, etc.)? What were some of the effective verbal and non-verbal communication considerations that you noticed during the activity? Be specific.How well did you listen to the explanation? Did you listen in a different way than you might have before taking this course?What specific active listening techniques did you apply during the exercise?How can you apply the aspects of communication and active listening skills as an instructor?

ELO B Review and Summary, Check on Learning, Develop (future application) (5 minutes):

1. Describe the communication process. (Allow various students to describe the parts of the process)

2. Describe some of the verbal communication considerations (5PD).3. Describe some of the non-verbal communication considerations.4. What is active listening? Why should you consider active listening as

an Army instructor?5. How can you see yourself using the information that we have discussed

in the future, as an instructor?

BREAK (10 min)


ELO C

Effective Questioning TechniquesThere is some foundational information in this portion of the lesson that you

should ensure the new Army instructors are familiar and comfortable with, particularly with respect to types of questions and the Ask-Pause-Call-Evaluate (APCE) questioning method. Again, none of this is rocket science brain surgery, but it is helpful to get everyone in the class at the same start point with respect to effective questions and questioning techniques.

Feel free to refer the new Army instructors to Handouts #5 and #6. Both handouts provide useful information and guidance for new Army instructors with respect to asking effective questions. If you find them redundant or that they provide too much information, an option is to only hand out one—either one—and focus on the information it provides. Another option is to combine the contents of both into a single handout—some relatively minor “cut and paste” action—while perhaps refining or revising some of the content. As in other lessons, adapt them to suit your particular context, learning environment, and students.

This is a another good opportunity to incorporate Applied Critical Thinking (ACT) techniques and methods introduced in Lesson 6 and described in The Applied Critical Thinking Handbook. Another alternative is to move the effective questioning techniques portion of this lesson to Lesson 6 itself, and incorporate it into that lesson plan. Either course of action could increase the effectiveness of the learning and improve the new Army instructor skill sets.

Discussion: What makes a good question? Step 1: Prompt the discussion by sharing this quote (or use your own words) with

students – “While asking questions may seem a simple task, it is perhaps the most powerful tool we possess as teachers. If we ask the right question of the right student at the right moment we may inspire her to new heights of vision and insight. A good question can excite, disturb, or comfort, and eventually yield an unexpected bounty of understanding and critical awareness.”


Step 2: Start the discussion with a series of questions:

What makes a good question?

Do good questions have certain characteristics?

What are some examples of good questions?

What are some examples of poor questions? Step 3: Either you or another student records individual responses (the instructor

could ask for a volunteer to record the responses). Possible student responses:

A good question is—

Clear

Brief

Specific

Direct

Usually open-ended

A good question—

Generates discussion or provokes thought

Supports learning

Causes higher levels of thinking or critical thinking

Empowers learners

Begins with an interrogative (e.g., who, what, when, where, why, how)

Builds from simple to complex

Is presented in a logical order

Causes students to examine a variety of perspectives.

[A bad question does none or few of the above. ]

Step 4: Facilitate the discussion as needed to allow students to elaborate on the list, add some additional characteristics, ask questions, clarify their input, and so forth.

Types of Questions You can make this more learner centered by showing the slide and asking

students for their definitions, perspectives, or opinions. Establish a safe environment by letting them know there are a wide range of more or less correct answers—the purpose of the activity is to brainstorm and collect some of their ideas. It might prove helpful to solicit examples of the different types to help drive home the content. They should begin to see how the various types of questions relate to the “characteristics of a good question” discussed previously in this lesson.


Types of Questions

Question Types from Handout #5:

Types of Questions:

Learning to use engaging questions is an excellent rehearsal consideration. Questioning is one strategy to enhance student engagement and participation throughout the lesson.

Questioning students during instruction is a formative way to assess student learning. As the lesson progresses, instructors should assess student comprehension of content, application of content, and readiness to move to deeper or more critical levels of learning by using questioning and other methods of formative assessment.

There are 4 major question types to be considered during this course: Assessment, Content, Procedure and Open/Closed Questions.

Assessment QuestionsTraining and education developers design questions into lesson plans so instructors can assess student learning and if students are making progress. These questions can address both the content and procedures of the lesson.

Content QuestionsContent questions are used to determine student understanding of new content. Once again, the training and education developer develops these questions when he/she is planning the content of the lesson. Instructors are encouraged to add to those questions.


There are two types of content questions – they can be either specific or summary type.A specific content question asks the Who, What, When, Where Why and How questions. For example, “What strategies can an instructor use when planning to teach difficult-to-understand material?”A summary content question asks for the summative. Explained and or described in there own words or thoughts.

Other type of questioning is Socratic Questiong. Used to pursue thought to explore more complex ideas and or problems. (Refer to Applying Socratic Questioning Handout)

Procedural Questions

Instructor Note: It might be useful to cover the doctrinal definition of “procedures,” - standard, detailed steps that prescribe how to perform specific tasks (JP 1-02, CJCSM 5120.01). Procedures require standard performance (done the same way every time).

Use procedural questions to determine if the student knows the correct sequence for a procedure for performing a task. The instructor may want to do this before the student actually performs the task. The instructor should have demonstration equipment and materials at hand when asking these questions.

One example of a procedure knowledge question would be, “What are the steps for digging a two-man fighting position?” Select a student, have them come forward and outline the procedural steps on the flip chart or white board.

An example of a poor procedural question is, “What is the third step for digging a two-man fighting position?” It measures a student’s ability to remember (memorize), and the value of this single piece of knowledge in the context of the whole task is dubious.

Open-ended and Closed-ended QuestionsOpen-ended questions require higher levels (more sophisticated) of thinking by students regarding the learned material. Answers require a more comprehensive response that may highlight multiple possibilities for addressing the question. The responder cannot answer with a Yes/No.

Closed-ended Questions

Closed-ended questions typically have short answers that are right or wrong (Yes/No). Answers require recall of material and a low level of knowledge. You can phrase both procedural and content questions as open or closed questions, but (in the case of closed questions) you must be careful that the students answer accurately. In order to check on student learning sufficiently, use a mixture of questions throughout instruction.


(Transition: Use transition statement to overview of APCE – Now that we have talked about what makes a good question and 4 types of questions, let’s consider a method for asking questions.)

Instructor Note: Show next slide and continue to refer students to handout #5 for APCE method.

Questioning Method: Ask, Pause, Call, Evaluate (APCE) As much as possible, try model the APCE method throughout the lesson

delivery. It may help some of the new Army instructors better understand the technique—what it looks like and how it can be applied—if they see it in real time.

Slide 18: APCE

The instructor should explain and provide real world examples of proper use of APCE and common mistakes made by instructors when applying questioning techniques or methods. For example, calling on students before the question is asked, not allowing the proper amount of wait time, and not providing effective feedback after students respond to a question. The way that an instructor interacts with students sets the environment for student engagement and participation.

APCE Method content from handout #5.

Questioning Technique: Ask, Pause, Call, Evaluate (APCE) is one questioning technique that may be used during instruction. It is a very basic but effective framework for questioning that allows for the presentation of the question, a wait time, a method to recognize students after the question is asked and a method for providing feedback to students. This framework may be best used with larger groups, but can be applied in smaller groups during direct instruction. A skilled instructor can apply this technique regardless of the types (content, procedural, etc.) or categories (Blooms, Socratic, Costa, etc.) of questions.


Ask

Ask the question. In order to ask effective questions, instructors must be familiar with the material, equipment, and media. Avoid misleading questions and make sure that students have the capability to answer.

Pause

Pause to allow all learners to think about their response. The pause serves two purposes, to prevent spontaneous “sounding off”, and to allow thought. Normally about 5 to 15 seconds of wait-time is appropriate depending upon the difficulty of the question. The pause time can be even longer if you are using distance-learning technology.

Call

Do not always call on someone who has raised his or her hand to answer the question. Students must learn that they must pay attention and think because you may call on them at any time. Confused looks or pre-occupied students usually indicate a lack of understanding. Crossed arms can mean students are tuning out or disagree.

Evaluate

Evaluate the response(s) you receive by applying immediate feedback. Avoid responding using a “yes” or “no.” Instead, develop the habit of reinforcing the appropriate response. If a student answers correctly, paraphrase their response. Redundancy will help all students understand the correct answer. If a student answers incorrectly, acknowledge their response, ask another student to help, or provide the correct answer after students continuously answer incorrectly. Instructors may reinforce the first student response and redirect to another student for a response, or seek other responses to the same question.

Instructor Note: Solicit and answer student questions. Summarize the APCE questioning technique. Transition to the next ELO.


Preparing and Asking Effective Questions: Practical ExerciseThis is only one of any number of effective question development activities you

may use. If you have experience with another one that will enable you to achieve the learning objectives, feel free to use it—and share your experience with it with the rest of the faculty development community.

The relevance of this practical exercise is brought home by having the students develop questions from the lesson plans they were supposed to have brought with them. Engaging in actual lesson plans or courseware they will probably see again in their future teaching practice will help many new Army instructors make the link between what they’re learning in class now and how they will use it in future classes they teach.

Slide 19: Preparing and Asking Effective QuestionsPractical Exercise

Practical Exercise Directions and Steps:This is another excellent opportunity to demonstrate ACT techniques:

brainstorming, cognitive biases, devil’s advocacy, dot voting, or the fishbowl technique described in the Applied Critical Thinking Handbook could all serve equally well.

Directions: Each student will create three “good” questions to supplement the lesson plans they brought to the course. After students create their questions, each will have the opportunity to ask at least 2 of their questions to the rest of the class. Other students will attempt to answer the questions. Each student should ask the questions using the APCE method discussed in this lesson, keeping in mind the characteristics of a good question from Handout #5: level, clarity, focus, and response.


Bloom’s Cognitive Domain

Questioning Activity:Step 1: Instructor briefly introduces the activity using the directions. Briefly

discuss the four considerations for good discussion questions: Level, clarity, focus, and response.

Instructor Note: If desired, you may introduce Blooms’cognitive domain (briefly) when talking about a question’s level (low or high). Below is an optional slide.

Step 2: Divide students into small groups and allow students to develop at least 3 questions based on the content of the lessons they brought to the course. (10 minutes)

Step 3: Students will use the “around the horn” technique to ask their questions using the APCE method in order to ensure even distribution of participation and feedback. It does not matter if fellow students cannot answer the questions correctly; correct answers aren’t the purpose of the PE. The purpose of the PE is to practice and demonstrate the APCE method of asking questions, characteristics of good questions, and providing and receiving feedback. Allow enough time to go around the horn at least twice, giving each student two opportunities to apply the APCE.

Step 4: Allow about 2 minutes for students to reflect individually on the activity as it relates to effective questioning technique and questioning at differing levels of learning.

Step 5: Instructor should lead the post-PE discussion using the questions below or other appropriate questions.

How did this activity relate to the characteristics of a good question, types of questions, the APCE method of questioning, and questioning for learning at different levels?


What were some of the challenges that you faced in developing your questions?

Was it easy to use the APCE method? What challenges did you face in delivering your questions?

How can you apply the aspects of questioning that we have discussed as an instructor to improve student learning?

Step 6: Summarize the PE, fill in any gaps in the learning for students, and then transition to the ELO C Check on Learning.

Transition: Use transition statement to ELO C check on learning/application questions – Now, let’s discuss what we have learned in ELO C and how you might apply it in the future.

Review and Summary, Check on Learning, Develop (future application) (5 minutes):

Describe the characteristics of a “good” question? Describe at least two of the question types that we discussed? What is meant by questioning to improve student learning? How can you see yourself using the information that we

discussed in your future teaching practice?

Slide 21: ELO D

ELO D


Action: Demonstrate appropriate methods of instructionConditions: Given learning activities, readings, peer and instructor feedback, reflection time, development time, and practical exercises.Standard: Demonstration will include some or all of the following: 1. Lecture (LE)2. Demonstration (DM)3. Drill and Practice (DaP)4. Practical Exercise (PE)Learning Domain: CognitiveLevel of Learning: Application

Slide 22: Methods of Instruction

Methods of Instruction Lesson authors and curriculum developers apply various methods of instruction

(MOIs) based on the learning objectives. As an instructor, you should be familiar with these MOIs and able to implement them in your classroom or at your training site.

Instructor Note: The methods covered in this ELO and handout #7 are those used in the Direct Instruction strategy as described in TRADOC Pamphlet 350-70-14. Institutions that adopt this lesson may modify the content in this section and handout #7 to include methods that are appropriate for local conditions. Content in this section is not meant to be a “deep dive;” rather, it is a quick introduction, to be followed up by practice and feedback. Many new Army instructors will have seen the methods in this portion of th lesson before, so take advantage of the prior knowledge/experience that exists.

Define and describe methods of instruction


Step 1: Prompt the discussion by sharing this quote (or use your own words) with students – “Instructors employ various ways or methods to deliver instructional content to students. Some of these ways or methods focus more on transmitting information in a direct way while others focus more on interactive discussions of topics, demonstrations of procedures or processes, and student participation in hands-on practical exercises.”

Step 2: Start the discussion with a series of questions:

How would you define a method of instruction? What are some of the ways that teachers or instructors have taught you? Which methods worked best for you? Step 3: Discussion Point #1 - Define the 4 primary methods of instruction from

handout #7. Ask students to identify and define the methods. This discussion point should conclude with students understanding the description or definition of each method.

What are the 4 primary methods of instruction in Handout #7? Describe or define each method. Step 4: Discussion Point #2 – What are the best uses of each of the methods

of instruction and what are their respective advantages and disadvantages? Ask students to discuss the best uses based on Handout #7 and advantages and disadvantages based on Handout #7 and their own experiences.

What are the best uses for the 4 primary methods of instruction in handout #7? In your own words, what are some of the advantages and disadvantages for each method? Instructor Note: Record student responses to these questions in order to be able to elaborate and discuss in greater detail the advanatages and disadvantages of each MOI. Allow students to share personal experiences. An effective technique is to construct a “T chart” on a white board or chart paper for each MOI with “Pros” in the left column and “Cons” in the right column.Step 5: Summarize the discussion of the 4 primary methods of instruction.

Remind students that there are many other methods of instruction, some of which will be discussed in a future lesson.

The next few slides provide more detail on the four MOIs. If you prefer to keep everyone in the handout, you might skip these slides altogether; they won’t add anything that’s not in the handout.

Slide 23: Lecture (LE)


Demonstration (DM) (1 of 2)

Slide 25: Demonstration (DM) (2 of 2)


Drill and Practice


Practical Exercise

Practical Exercise: Demonstrate all or one of the MOIs Practical Exercise Directions and Steps:Directions: Each student will have about 5-10 minutes to develop a demonstration of the task they explained in ELO B. Each student will present his/her demonstration (5-10 minutes) to a partner. If time permits, the student may also manage a drill-and-practice session or PE. At the conclusion of the demonstration, the other student will offer feedback. Then the students will switch roles and repeat the process. After the second demonstration and feedback cycle, the instructor will facilitate a group reflection discussion.

Demonstration Activity:Step 1: Instructor briefly introduces the activity using the directions.

Step 2: Organize the class into pairs of students—Student 1 and Student 2—and allow each to develop his or her demonstration. Allow about 10 minutes or less for them to complete this task.

Step 3: Student 1 demonstrates how to accomplish the task in a 5-10 minute activity. When student 1 has completed his or her demonstration, Student 2 provides feedback (not more than 2 minutes). Feedback should address the demonstration itself, communication considerations previously, and methods of instruction, as appropriate. Feedback should follow good coaching practices: brief, address observed behaviors, and state any recommended corrections in terms of desired performance. Then the students switch roles: Student 2 demonstrate and Student 1 provides feedback.

Step 4: At the conclusion of the demonstrations, allow a few minutes for students to reflect individually on the activity as it relates to effective communication considerations and active listening.

Step 5: Engage the entire class in a review of what they did, what they learned, and how it might prove useful in their future teaching practice.


What did you just do in this practical exercise? How did this activity relate to the previous content in lesson 5,

such as instructor characteristics, effective communication, questioning, etc.?

What were some of the challenges you encountered in the PE? What have you learned about methods of instruction?Step 6: Summarize the PE, fill in any gaps in learning, and transition to the

Check on Learning. Make note of any specific or unique challenges individuals had with conducting the learning activities and provide one on one coaching as needed prior to Lesson 8, Formative Practicums (Direct Instruction).

Review and Summary, Check on Learning, Develop (future application) (5 minutes):

What is the “method to the madness” regarding military training design?

How do these methods relate to an individual’s learning style preference?

How can you see yourself using what you learned in your future teaching practice?

BREAK (10 minutes)

Slide 28: ELO E


ELO E

Action: Prepare a lesson planConditions: Given learning activities, readings, peer and instructor feedback, reflection

time, development time, lesson plans and practical exercises.Standard: Preparation will include the following: 1. Identification of the sections of a lesson plan 2. Section 2: Introduction 3. Section 3: Presentation 4. Section 4: Summary5. A draft lesson plan6. An edited lesson plan based on feedbackLearning Domain: CognitiveLevel of Learning: Application

Slide 29: Five Parts of a Lesson Plan

NOTE: The next two sections of the lesson are critical to achievement of the learning objectives. The amount of time available, the amount of time the new Army instructors will need, the number of additional instructor/facilitators available for coaching and tutorials, as appropriate, will all depend on the conditions and situation at each local institution. Some new Army instructors will grasp the salient points more quickly and you may find yourself with plenty of time, or even extra time, to conduct the team lesson outline, team practicum, and individual practicum activities. In other cases, you may have to reduce some portions of the lesson, or not go into as much detail as planned, in order to make more time available to these culminating events. Exercise your own discretion, but do not short-change the team outline and lesson development or the individual lesson development and conduct of the practicum. They are critical to success in the Formative Practicums (Direct Instruction) in Lesson 8.

You should plan to conduct 2 or 3 individual practicums per hour, so for a class of 8 you should plan for a least a 4 hour block, followed by an AAR, feedback, and


summary in preparation for Lesson 8. You may be able to complete the practicums a little faster, but not much; if you have a class of less than 8 new Army instructors, that will obviously impact your planning times.

If you are confident in the ability of the new Army instructors to “go solo” without an individual practice practicum, you can omit the individual lesson development and practicum in class and have them begin preparing for the formative practicums in Lesson 8. The Conduct of the Lesson paragraph in the lesson plan includes and additional 3 hours of in-class preparation of the individual lesson and its conduct as part of Lesson 7, but if the students need more time to prepare for the Lesson 8 practicums and they have demonstrated an understanding of the key aspects of developing a Direct Instruction lesson plan, the time might be better spent preparing for Lesson 8.

Briefly explain the sections of a lesson plan. If desired, have students follow along with the lesson plans they brought with them. Explain that for the next learning step, we will be concentrating mostly on Sections 2 (Introduction), 3 (Presentation), and 4 (Summary).

Slide 30: Administrative Data, Section 1 (1 of 7)

Section 1 (Administrative Data): Identifies pertinent resources to conduct the lesson. Also identifies tasks that for the basis for the lesson. Instructors should use the information in this section to ensure all required resources are present and serviceable for the lesson. They may also refer to appropriate task manuals and references to prepare for instruction.


Administrative Data, Section 1 (2 of 7)




Slide 34: Administrative Data, Section 1 (5 of 7).


Section II - Introduction

Section 2 (Introduction): Consists of the motivator, Terminal Learning Objective (TLO), safety, risk, and environmental considerations, and the instructional lead-in. Instructors should introduce the lesson as written in this section. They may have latitude regarding the motivator and instructional lead-in (transition).

Slide 38: Enabling Learning Objective


Section III - Presentation

Section 3 (Presentation): This is the “meat” of the lesson. It may be separated by Enabling Learning Objectives (ELOs) and Learning Step Activities (LSA), or simply by LSAs. This section describes the content and methodology used to teach the lesson. Checks on learning and reviews/summaries are integral parts of the LSA. Instructors should have latitude to develop additional check on learning questions.

Slide 40: Check on Learning


Section IV - Summary

Section 4 (Summary): Consists of the lesson check on learning and review/summary.

Slide 42: Review/Summarize


Student V – Student Evaluation

Section 5 (Student Evaluation): Describes testing and feedback requirements for the lesson.

Explain the process for designing and developing a lesson. Hand out the advanced organizer. Explain that students will use these to develop both their group and individual lessons.

Solicit and answer student questions. Start explaining and demonstrating the process.

Step 1: Begin with the terminal learning objective (TLO). State the standard format and considerations. Use the example to illustrate (or provide your own).

a. Action statement: “Verb-object (qualifier)” format. Use a single, measureable verb. Refer to the learning domains as required. See the example below:

Action: Calculate the volume of a box. The verb is “Calculate,” the object is “volume,” and the qualifier (limits the action) is “a box.” The verb is in the cognitive domain, level of learning is Application.

b. Conditions statement: Identifies necessary resources, pertinent environmental conditions, and sometimes an initiating cue. In essence, what will be provided or what will not be provided in order to achieve the learning objective. See the example below:

Conditions: Given the requirement to calculate volume, a box (or its critical dimensions), a measuring device, pencil and paper, and prior instruction.

c. Standards statement: Describes how well, accurately or completely the performer must accomplish the action. The performance level must be the same as that described in the action statement with respect to the learning level. The standards are the minimum; grading or levels of quality should be addressed in the lesson plan rubric. See the example below.


Standards: The calculated volume must:

a. Include the unit of measure, cubed (e.g., in3) (format measure)

b. Be rounded to the nearest whole unit of measure (no decimals) (accuracy measure)

c. Be within one unit of measure to the actual volume of the box (tolerance measure)

Step 2: Develop the assessment (Application). Consider the following questions: Will the test be performance or performance-based? What type of and how many test items will I need to ensure that students have mastered the content? What is an acceptable passing score?

Instructor Note: Facilitate a short discussion using the questions above. Be prepared to provide examples of performance and performance-based test items. See the examples below.

Performance item: Give students the resources stated in the conditions, and have them calculate the volume.

Performance-based: Provide students a diagram of a box with critical dimensions marked. Have students identify the length, width, and height.

A final consideration for the assessment is that it should have the same degree of difficulty (or same level of performance) as the learning objective. Point out that in the examples above, the performance item is appropriate, but that the performance-based item is suitable only as a check on learning, not as an indicator of full task performance.

Step 3. Lesson presentation (ELM: Generalize New Information). Consider the following: critical content, appropriate methods of instruction, and media or training aids.

Instructor Note: Refer students to the MOI and media job aids. Facilitate a short discussion using the example lesson. Have students use their job aids. See below.

Critical content (things we have to teach): Volume formula (LxWxH); technique(s) for identifying the length, width, and height of a box; rounding rule (possibly, based on the standard); concept of cubic measure (possibly). Note that we should not teach measuring or multiplication; these are (or should be) prerequisite skills. Students lacking these skills should be remediated or excluded from the instruction.

Method of instruction (MOI) appropriate to the content and learning objective: Lecture, demonstration, drill and practice, practical exercise.

Media that may enhance the instruction: White boards, easel with chart pack, handouts, PowerPoint slides, etc. Note that in this example, PowerPoint slides may be an appropriate medium. In many cases, it is neither necessary nor appropriate. Training aids for this lesson may include a box and measuring device.

To prepare for implementation, instructors should write out the sequence of


presentation. Refer students to the MOI job aid for assistance. Students should also prepare checks on learning, reviews, and summaries as appropriate.

Solicit and answer questions regarding this portion. Transition to the next step.Step 4. Motivator (Concrete Experience). The motivator serves many purposes.

It should stimulate student interest in or curiosity about the lesson; illustrate or highlight some aspect of the lesson or consequences for not learning the material; and be directly or indirectly related to the lesson. Activities, videos (with proper copyright permissions), discussion questions, and case studies are examples of what may be used as motivators. Effective motivators elicit emotional responses from the learners. Studies show that emotional “buy-in” to the lesson content increases learning.

Instructor Note: Facilitate a short discussion on motivators. Determine suitable motivators for the example lesson. See examples below:

Discussion question: “What happened the last time you packed for a vacation?”

Individual activity: Guess how many marbles are in a jar.

Competetive activity: Pack the most items in a box.

These activities relate to the concept of volume (empty space).

To prepare for implementation, instructors should write up the sequence and instructions for the motivator, and identify resources required for any activities.

Solicit and answer questions for this step. Transition to the next step.

Step 5. Transitions (connecting the pieces) (Publish and Process, Develop). Effective transitions help the lesson progress smoothly from one section to the next. If not already in the lesson, instructors should develop transition statements that facilitate the flow of the lesson. Some examples are:

• Instructional lead-in, to transition from the introduction to the presentation.

• Opportunities for student questions, to transition to checks on learning or reviews/summaries within the presentation, or between the presentation and summary. These are often omitted in lesson plans—the instructor has to remember to do them.

• In ELM format, the Publish and Process and Develop steps may serve as transitional elements.

Solicit and answer questions for this LSA. State that students will have the opportunity to draft lesson outlines as a group activity. Transition to the next LSA.

BREAK (10 min)


Practical Exercise.

Draft a lesson outline (group activity) (100 minutes)

Instructor Note: The intent of this activity is to have students practice drafting a lesson outline, using the process demonstrated earlier. Students will work in groups. For the first 50 minutes, they will draft an 8-10 minute lesson. For the next 50 minutes, the groups will explain their lesson plan to other members of the class, who will provide feedback. In the next LSA, student groups will draft and team teach an 8-10 minute lesson. This is an illustration of the crawl-walk-run methodology of training.

Instructor Note: Depending on scheduling, there may be a significant break (overnight) between LSAs 2 and 3. If this is the case, be prepared to spend a few minutes reviewing the design process.

Step 1. Divide the class into groups of not more than 4 students. Assign each group to a dry erase board or flipchart. Have students select a topic for an 8-10 minute class, or assign one.

Step 2. Have students draft a lesson outline for their topic. Highly recommend that they use the process demonstrated (TLO, assessment, content, motivator, transitions), but do not require that they use it. Observe student work, but do not interfere. Answer questions as needed. Allow approximately 50 minutes for this step.

End the step when students have finished or when time has elapsed.

Step 3. Ask each group to brief their outline. They should brief the outline in the order of implementation (motivator, TLO, content, assessment), and should describe how they would teach the lesson. Allow the other groups to ask questions and provide feedback. State your own observations and feedback last.

Step 4. Conduct a short reflective discussion on the activity. Allow students to


share what they have learned.

Solicit and answer questions. Transition to the lesson assessment.Check on Learning: (120 minutes).

Formative assessment (100 minutes): Draft and teach an 8-10 minute lesson (group activity)

Instructor Note: The intent of this activity is to have students draft and team-teach an 8-10 minute lesson. This should be a “low threat” activity in preparation for Lesson 8, during which they will individually teach 8-10 minute lessons and receive a formative evaluation/assessment. This activity is a “check on learning” or formative assessment of everything the new Army instructors should have learned in the lesson.

Step 1. Divide the class into groups of not more than 4 students. You may keep the same groups from LSA 3 or create new ones. Assign each group to a dry erase board or flipchart. Have students select a topic for an 8-10 minute class or assign one. The topic should be different than the one used in LSA 3.

Step 2. Have students draft a lesson outline for their topic. Recommend that they use the process demonstrated (TLO, assessment, content, motivator, transitions), but do not require that they use it. Students should decide how they will divide the labor for teaching the lesson. Observe student collaboration work, but do not interfere; only answer questions as needed, but do not provide additional unsolicited guidance. Allow approximately 50 minutes for this step. End the step when students have finished or when time has elapsed.

Step 3. Ask a group to teach their lesson. All students should be involved in teaching the lesson. When finished, have another group conduct an AAR. Allow the other groups to ask questions and provide feedback. State your own observations and feedback last.

Step 4. Repeat each step for the remaining groups. When all groups are finished, put the class on break.

Slide 45: Summary


.

Slide 46: Re-state the TLO

Slide 47: Questions


Solicit and answer questions. Remind students of any follow-on assignments. Close the lesson.

7. ASSESSMENT PLAN: Each student will be individually assessed on his or her performance in class with respect to achieving the standards of the learning objectives as described previously. The learning levels range from Comprehension to Application, so in some cases achievement will require knowing and being able to describe the characteristics of something, e.g., a principle of adult learners. In other cases, achievement of the learning objective standard will require actual performance of a task, such as a demonstrating a technique to assess student learning. In either case, all learning objective standards are “Go/NoGo,” meaning that either the learners know and demonstrate something or they don’t, in which case immediate remediation will take place in order to achieve the learning objective standards.



Instructor Course

Lesson 6: Foundations of Instruction (Direct Instruction)

Appendix ASlides

Slide Title/DescriptionSlide 1. Title slide: Foundations of Instruction (Direct Instruction)Slide 2. PurposeSlide 3. OutcomeSlide 4. Pop QuizSlide 5. Pop Quiz AnswersSlide 6. Terminal Learning ObjectiveSlide 7. Student AssessmentSlide 8. Enabling Learning Objective ASlide 9. Instructor RolesSlide 10. Instructor and Classroom ManagementSlide 11. Enabling Learning Objective BSlide 12. A Matter of Perspective (1 of 2)Slide 13. A Matter of Perspective (2 of 2)Slide 14. Components of CommunicationSlide 15. P5DSlide 16. Enabling Learning Objective CSlide 17. Types of QuestionsSlide 18. APCE Questioning ModelSlide 19. Preparing and Asking Effective Questions (PE)Slide 20. Bloom’s Cognitive DomainSlide 21. Enabling Learning Objective 5Slide 22. Methods of InstructionSlide 23. Lecture (LE)Slide 24. Demonstration (DM) (1 of 2)Slide 23. Demonstration (DM) (2 of 2)Slide 26. Drill and Practice (DaP)Slide 27. Practical Exercise (PE)Slide 28. Enabling Learning Objective ESlide 29. Five Parts of a Lesson PlanSlide 30. Administrative Data, Section 1 (1 of 7)Slide 31. Administrative Data, Section 1 (2 of 7)Slide 32. Administrative Data, Section 1 (3 of 7)Slide 33. Administrative Data, Section 1 (4 of 7)Slide 34. Administrative Data, Section 1 (5 of 7)Slide 35. Administrative Data, Section 1 (6 of 7)Slide 36. Administrative Data, Section 1 (7 of 7)

CFD-IC Lesson 7 AB-1

Section II – IntroductionSlide 38. Enabling Learning ObjectiveSlide 39. Section III – PresentationSlide 40. Check on LearningSlide 41. Section IV – SummarySlide 42. Review/SummarizeSlide 43. Section V – Student EvaluationSlide 44. Practical ExerciseSlide 45. SummarySlide 46. TLOSlide 47. Questions


THE ARMY UNIVERSITYCommon Faculty Development

Instructor CourseLesson 6: Foundations of Instruction

Direct InstructionAppendix B

Handout #1: Instructor Roles

1. Teaching is an umbrella term, defined as "to cause to acquire knowledge or skill" (Merriam Webster's Collegiate Thesaurus). Teaching is synonymous with "Education", "Training", and "Instruction."

2. Training is defined as "improving performance by teaching, instructing, or facilitating learning" (ASTD Handbook). Training involves relatively inexperienced persons, often who are preparing for present or future jobs. Training methodology usually involves much repetition and drill.

3. Coaching is "giving constructive advice and feedback with the goal of improving performance" (ASTD Handbook). A coach gets the person or team to understand their current level of performance and guides their performance to the next level (FM 6-22). Coaching involves relatively experienced (initially trained) students. Coaching interventions should be short and intense, focused on specific performance or behavioral issues.

4. Mentoring is "sharing wisdom and expertise with less-experienced person(s)" (ASTD Handbook). Mentorship is the voluntary developmental relationship that exists between a person of greater experience and a person of lesser experience that is characterized by mutual trust and respect (AR 600-100). A mentor is a leader who assists personal and professional development by helping a mentee clarify personal, professional, and career goals and develop actions to improve attributes, skills, and competencies (FM 6-22). Mentorship is often, but not always, career-oriented ("Day in the life"). Although mentorship is often considered a one-on-one affair, it can also be conducted in group or virtual settings.



Instructor Course

Lesson 6: Foundations of InstructionDirect Instruction

Appendix CHandout #2: Classroom Management Strategies

Escalation Scale. This is an overall concept—it pertains to the ideal way in which strategies are employed in the classroom. Escalation is the process whereby the involvement of the instructor becomes more pronounced as the behavior occurs. The instructor should start at the lowest level of intervention and “escalate” to a higher level, if needed, to minimize disruption to instruction. This also allows the instructor time to observe and document problem behavior before escalating to a supervisor referral. For example, when students have sidebars—starting with Proximity, you would be close by to see if that would stop the behavior. If that did not work, you could use Questioning Techniques (Formal and Informal Student Checks) to encourage the students to participate in the class discussion. If the situation does not improve, you could escalate to Confrontation and a possible Supervisor referral. However, there are times when the instructor must move immediately to higher levels on the escalation scale due to the issues involved: safety issues, property damage, endangerment of bodily harm, and so forth.

Least <…………….………….Severity of Behavior/Intervention………………………….>Most

Establishing Norms. Setting classroom norms at the very beginning of a class is one of the most important methods of classroom management. Start with a few of your own expectations and ask the group for additional suggestions. When you all agree on how you want the classroom to be managed, disruptions are minimal. Norms such as cell phones on silent, drinks and food in an established area, and raising hands to answer questions are typical behavioral norms an instructor should establish early on.

Modeling. “Values are caught, not taught.” Teachers who are courteous, prompt, enthusiastic, in control, patient, and organized provide examples for their students through their own behavior. The “do as I say, not as I do” teachers send mixed messages that confuse students and invite misbehavior.

CFD-IC Lesson 7 LP AC-1

Proximity

Reflect/Deflect

Confrontation

Proximity. Students typically increase their attention to task and show improved compliance when the teacher is in close physical proximity. Circulate around the room to keep students focused. Proximity is the lowest level on the scale and is used to minimize mild disruptions without interrupting the flow of instruction. This usually works on 90% of behavior problems.

Movement and Distance. Movement around the room is a method used to encourage discussion. Movement is an effective way to stress an important idea. It can also serve as a signal to students that you have completed one idea and are ready to transition to the next. This is also a good strategy to prevent cheating or to check on students during a practical exercise or computer based instruction and testing.

Questioning Techniques. Questions (formal and informal student checks) are a way to motivate, set goals, stimulate thinking, convey purpose, and create a positive learning environment. Student Checks that verify comprehension and involve the non-participant is a graded portion on your Instructor Performance Evaluation sheet.

• During a lesson: Questions inspire thinking and reflection, allow students to review what they’re learning, involve students in evaluating their understanding of implicit and explicit learning, and encourage students to think ahead—to predict, anticipate, problem solve, and identify trends and patterns.

• After a lesson: Questions prompt students to summarize what they learned, make analogies, reflect, draw conclusions, incorporate new learning with prior learning, and extend learning.

Selective attention. Selective attention can be used for the “monopolize” and the “sharpshooter.” The instructor selectively ignores the monopolize or sharpshooter and chooses students who have not yet had a chance to participate in the discussion. This gives the rest of the class an equal chance to contribute to learning, to participate in a discussion, and minimizes disruption to the instruction.

Peer Support. By creating classrooms that encourage peer support, we capitalize on the experience, knowledge, and abilities of our students and their relationships. Peer mentoring may help new students adapt to a new academic environment faster. Mentors are chosen because they are generally academically successful and because they possess good communication, social, and leadership skills. As a consequence, mentors serve as positive role models for the students, guiding them toward academic and social success. For example, peer support can be used to address a sleepy student. A peer could remind the sleepy student that he or she should pay attention and not fall asleep.

Scaffolding. Scaffolding is a technique in which the instructor helps a student master a task or concept he or she is initially unable to grasp independently. The instructor offers assistance with only those skills that are beyond the student’s capability. Of great importance is allowing the student to complete as much of the task as possible unassisted. When the student masters the task, the teacher gradually removes the scaffolding, which allows the student to take on more responsibility. The instructor must first ascertain what the student already knows so it can be connected to the new knowledge and made relevant to the learner, thus increasing the motivation to learn. Once the student becomes more proficient in the language or the task, the instructor begins to remove the scaffolding until he or she is able to perform the task independently.

Agree/Disagree/Deflect. When you disagree with a participant’s remarks or arguments, but don’t wish to embarrass them, first find something with which to agree (yes, you are right, this is common), then gently disagree with the key issue (I’m not sure this is the only way to handle it). Lastly, Deflect to the group for comment (has anyone else found another way to handle it?).

Refocus. Find a verbal bridge to the next point. “Yes, that’s important because . . . “ (link to next point). This is a helpful strategy to employ when the conversation veers off topic.


Naming. This is a powerful technique for keeping participants’ attention and interest. Backtrack naming—refer to participants’ names and to contributions they made earlier. Naming is particularly useful for the following: boosting participants’ confidence; preempting objections; giving the spotlight to those who want it; and keeping boredom at bay.

Non-Verbal. When words fail you, a non-verbal signal can be very effective in handling participant interventions, possibly during a discussion when one student is finishing his or her thought and another student wants to comment. Holding a hand up could give them the signal to wait until the other student is done. Cognitively, gestures operate to clarify, contradict, or replace verbal messages. Gestures also serve an important function with regard to regulating the flow of conversation. For example, if a student is answering a question in class, single nods of the head from the teacher will likely cause that student to continue and perhaps elaborate.

Positive/Negative Reinforcement. Positive reinforcement is preferred over negative reinforcement because students respond better to positive reinforcement and are more likely to become engaged with the instructor and the class if they view the learning activity as something beneficial to them. Students want to be treated in a positive way, rather than a negative or punitive way. For example, receiving the highest score on a test might gain a student extra time in the simulation room, or result in allowing them their choice of work station, and so forth. A common example of negative reinforcement is extending instructional time to punish students for failing to participate in class. This type of negative reinforcement contributes to instruction being viewed as a “punishment,” a perception that detracts from engagement in the learning.

Informal Conference. Informal Conference is strategy wherein the instructor speaks with a student privately in an informal way in order to address problems before they become larger issues. It is usually done during class breaks, before, or after class. The informal conference is a good way for an instructor to gather additional information about a student in order to make a decision with respect to an appropriate response. For example, if a student is constantly falling asleep in class, the instructor may speak with him or her privately during a class break to find out why—there may be mitigating circumstances, such as a medical or family issue that that is contributing to a lack of sleep.

Confrontation. Usually, confrontation is a last resort strategy. If you start off at the high end of the escalation scale with confrontation, you do not have anywhere else to go if the behavior persists. By starting with Confrontation in behavioral situations—such as talking during class at inappropriate times—you have lost instruction time and credibility as an instructor. Sometimes, the best way to handle a “challenger” is to go straight to the point and address the unwanted behavior. Always look for something positive if they show a change. Confrontation should be used as the initial classroom management strategy only when there is a threat to life, personal injury, property damage, or some other impending danger.

Supervisor Referral. Supervisor referral is when the instructor refers the student to his or her chain of command for guidance or discipline beyond the scope or capability of the instructor. An example would be when the instructor directs a student to to report to his or her NCOIC for corrective action, counseling, or discipline. Whenever possible, the instructor should document the behavior as a record of recurring behavior or performance issues, along with a description of classroom managements strategies already applied to the situation.



Instructor Course


Appendix DHandout #3: The Communication Process

The Goal of Communication is to Be Understood!

Simply sending a message does not assure the person on the other end will receive it. The point of communication is to understand the message. Effective communication is a two-way process. Communication in the learning environment can serve as a catalyst for creating a more interactive, student-centered classroom thereby allowing students to become more actively involved in learning.

A basic communication model consists of the sender and receiver, the medium that carries the message (verbal and non-verbal aspects), contextual factors (such as physical environment and frames of reference), the message itself, and feedback (verbal and non-verbal).

Communication Model

CFD-IC Lesson 7 LP AD-1

Components.

1. Message. Concept or idea to be transmitted. During instruction, the message may be course content.

2. Medium. How the message is sent. The instructor’s primary medium may be verbal communication. Instructors also use visual media to communicate content.

3. Sender and Receiver. Instructors and students.

4. Frames of Reference. How people interpret their physical environments. Frames of reference are often influenced by personal beliefs and values. It is possible that people might have completely different frames of reference; however, there is usually some degree of commonality.

5. Barriers. Things that hinder communication. Beliefs and values are sometimes barriers. Some other barriers that may be part of the physical environment are noise, temperature, lighting, and space.

6. Feedback. Verbal and non-verbal indicators that the message is understood.

Communication Considerations (verbal and non-verbal)

Verbal

1. Projection. Use variations in projection or volume to emphasize significance or importance in communication. Consider room size and environmental distractions when dealing with projection. Often by speaking softly or in a low tone, instructors can get the attention of students. In speaking low, instructors force students to listen actively. Practice speaking from the diaphragm instead of from the throat.

2. Pitch. Variation in pitch or tone of voice (ups and downs; vocal range) aids in emphasizing important ideas, signaling transitions between instructional topics, as well as adding interest to the instructor’s voice. You should avoid a monotone delivery as all the words tend to blend and the content of the message becomes lost. Use pitch appropriately. Practice by reading sentences or paragraphs aloud, emphasizing different words.

3. Pace. Variations in the rate of speech augment effective communication. The complexity of the information you must communicate should govern the rate of speech. Talking too fast has the same effect as monotone. However, do not overcompensate by talking too slowly. Make sure that students understand your words AND the topic you are covering. Practice by reading sentences or paragraphs aloud at different rates of speed.

4. Pauses. Selective use of pauses or silence adds emphasis, focuses student attention, and allows time for students to absorb what you, as an instructor, have just said. Pausing also allows you to observe the participants’ feedback. Pausing is a learned trait associated with experienced instruction and can require practice before being successfully employed. Consider highlighting or underlining points in your lesson to serve as cues to pause. Rehearse the lesson aloud in front of others, pausing until you feel uncomfortable, then waiting a few seconds more.

5. Pronunciation. Clear pronunciation and proper grammar are components of effective communication. Proper pronunciation serves two important functions: it makes it easier for students to understand your message, but it also helps you in maintaining the credibility you established at the beginning of the class. Practice pronouncing words that are hard for you, or use a suitable replacement word that you can more easily pronounce.

6. Distractors. Even if you have never heard the term “verbal distractors,” you are fully aware of what they are. If you have ever had a conversation with someone who repeatedly said “like”– as in “like, when I was in Florida I, like, really had a good time.” Verbal distractors are crutch words that people sometimes use without realizing it. In extreme cases they can be so bad they have the effect of


hypnotizing the audience. Distractor examples include: umm, uh, you know, like, hmm. The best way to learn to minimize distractors is to video record yourself, then watch the recording.

Non-verbal

All people make judgments based on non-verbal communication. Your body communicates confidence or lack of it long before you utter the first words of instruction to your students. Non-verbal communication can be your best or worst visual aid. Just as verbal communication is composed of various components, the same is true for non-verbal communication.

General Appearance. Every instructor makes a first impression even before speaking the first word to the students. Students will decide whether you are confident, sincere, friendly, eager to address them, and worthy of their attention. In large measure, they will base this decision on what they see.

Posture. An upright posture exudes confidence and assurance. The instructor’s stance should be comfortable and relaxed, yet erect and stable. Avoid the extremes of being either too relaxed or too rigid.

Body Movement and Distance. Movement around a room is a method used to encourage discussion. Movement toward individuals may encourage them to get involved in the discussion. Movement is an effective way to stress an important idea. It can also serve as a signal to students that you have completed one idea and are ready to transition to the next.

Eye Contact. Eyes can both send and receive messages. Effective eye contact shows interest, increases instructor credibility, and is a tool for assessing feedback. You should make eye contact with each student throughout a lesson. When speaking, your eyes also function as a control device that you can use to ensure students are attentive and focused. Use eye contact as a classroom management tool. Often a stern look is all that you need to redirect a distracted student or correct potentially disruptive behavior.

Gestures. Facial expressions, affirmative nods and smiles, and hand movements that reinforce speech are non-verbal tools you can use to augment verbal communication. Students in the classroom closely watch instructor’s facial expressions. Facial expressions provide non-verbal communication cues that typically supersede verbal communication.

Non-verbal Distracters. Just as you must be aware of verbal communication distracters when communicating instruction, the same holds true for non-verbal distracters. Instructors must be mindful of non-verbal communication distracters that can hinder effective communication. Examples of non-verbal distracters include finger tapping, frowning, head nodding, rocking, or arm-crossing.



Instructor Course


Appendix EHandout #4: Active Listening

Active listening is listening with a purpose. It is more than just hearing, which is the act of perceiving sound. When you hear a sound, you are receiving aural stimuli. Listening goes beyond just registering that there is a sound in the environment. It involves receiving and interpreting the aural stimuli, and creating meaning from the sound.

Using active listening skills can help to minimize or avoid unnecessary conflict. It can bring clarity and understanding to conversations and interactions with other people. In order to work, the listener must focus on the words and the feelings of the speaker for understanding. Active listening happens when the listener hears the various messages being sent, understands their meaning, and then verifies that meaning by offering feedback.

Active listeners . . .

Spend more time listening than speaking

Let the speaker finish his or her own sentences

Are aware of their own biases

Let the other person finish speaking before responding

Allow the other person to speak and do not dominate the conversation

Ask open-ended questions

Focus on what is being said—not what their responses will be

To develop these skills and characteristics, it helps to be aware of some verbal active listening techniques, and nonverbal techniques. When engaging in active listening, or in any form of communication, it is important to remember that there is more to it than just the spoken part. There are many non-verbal behaviors to listening and communicating.

Active Listening TechniquesType of Statement

Purpose To Achieve Purpose Examples

Encouraging 1. To convey interest2. To keep the person

talking

Don’t agree or disagree.Use noncommittal words with a positive tone of voice.

1. “I see . . .”2. “Uh-huh . . .”3. “That’s interesting . . .

Restating 1. To show that you are listening and understand

2. To let the other person know you grasp the facts

Restate the other person’s basis ideas, emphasizing the facts

1. “If I understand, your idea is . . .”

2. “In other words, your decision . . .”

Reflecting 1. To show that you are listening and understand

2. To let others know you understand

Restate the other person’s basic feelings

1. “You feel that . . .”2. “You were pretty disturbed

by this . . .”

Summarizing 1. To pull important ideas, facts, etc. together

2. To establish a basis for further discussion

3. To review progress

Restate, reflect, and summarize major ideas and feelings

1. “These seem to be the key ideas you have expressed . . .”

2. “If I understand you, you feel this way about the situation . . .”

CFD-IC Lesson 7 LP AE-1


Instructor Course


Appendix FHandout #5: Effective Questioning Techniques

Types of Questions

Learning to use engaging questions is an excellent rehearsal consideration. Questioning is one strategy to enhance student engagement and participation throughout the lesson.

Questioning students during instruction is a formative way to assess student learning. Throughout the lesson, you should use questions and other formative assessment methods to assess student comprehension and application of content, and their readiness to move to deeper or more critical levels of learning.

We will look at four 4 major question types during this course: Assessment, Content, Procedure, and Open/Closed Questions. There are many other types of questions we could use during instruction, but these are the ones will be discuss and learn about in the instructor course.

Assessment Questions

Training and education developers design questions into lesson plans so instructors can assess student learning and see if students are making progress. These questions can address both the content and procedures of the lesson.

Content Questions

Content questions are used to determine student understanding of new content. Once again, the training and education developer develops these questions when he/she is planning the content of the lesson. Instructors are encouraged to add to those questions.

There are two types of content questions – they can be either specific or summary type.

A specific content question asks the Who, What, When, Where Why and How questions. For example, “What strategies can an instructor use when planning to teach difficult-to-understand material?”

Procedural Questions

Use procedural questions to determine if the student knows the correct sequence for a procedure for performing a task. The instructor may want to do this before the student actually performs the task. The instructor should have demonstration equipment and materials at hand when asking these questions.

One example of a procedure knowledge question would be, “What are the steps for digging a two-man fighting position?” Select a student, have them come forward and outline the procedural steps on the flip chart or dry erase board.

Open-ended and Closed-ended Questions

Open-ended questions require higher levels (more sophisticated) of thinking by students regarding the learned material. Answers require a more comprehensive response that may highlight multiple possibilities for addressing the question. The responder cannot answer with a Yes/No.

Closed-ended questions typically have short answers that are right or wrong (Yes/No). Answers require recall of material and a low level of knowledge. You can phrase both procedural and content questions as open or closed questions, but (in the case of closed questions) you must be careful that the students

CFD-IC Lesson 7 LP AF-1

answer accurately. In order to check on student learning sufficiently, use a mixture of questions throughout instruction.

Questioning Technique.

Ask, Pause, Call, Evaluate (APCE) is an effective and easy to remember questioning technique. It is a basic, but effective, framework for questioning that allows for the presentation of the question, a wait time or pause for the students to reflect, a method to recognize students after a question is asked, and a method for providing feedback to students. This framework is most effective when used with large groups, but can also be applied in smaller groups during direct instruction. A skilled instructor can apply this technique regardless of the types (content, procedural, etc.) or categories (Bloom’s, Socratic, Costa, etc.) of questions.

Ask. Ask the question. In order to ask effective questions, instructors must be familiar with the material, equipment, and media. Avoid misleading questions and ensure students have the capability to answer: were they provided material to read? Are they alert and “present” in the classroom? Can they hear your question?

Pause. Pause to allow all learners to think about their response. The pause serves two purposes: to prevent spontaneous “sounding off” by an individual in the class and to students time to reflect and develop an answer or response. Depending upon the difficulty of the question, the instructor should expect to wait between 5 to 15 seconds—which will seem like forever the first time you teach, but it really isn’t very long at all. Most students are more uncomfortable with long silences in the classroom, but force a minimal pause to give everyone an opportunity to reflect. The length of the pause time can be even longer if you are using distance-learning technology. New instructors must to learn to be comfortable with silence, ignore outbursts, and try to select responses from all students. Scan the room, read the students’ body language and facial expressions, then decide whether to call on someone with a hand raised or someone who didn’t raise a hand. As a last resort, be prepared to restate the question.

Call. Do not always call on someone who has raised his or her hand to answer the question. Students must learn to pay attention and think because you may call on them at any time.

Evaluate. Evaluate the response(s) you receive by applying immediate feedback. Avoid responding using a “yes” or “no.” Instead, develop the habit of reinforcing the appropriate response. If a student answers correctly, paraphrase their response. Redundancy will help all students understand the correct answer. If a student answers incorrectly, acknowledge their response, ask another student to help, or provide the correct answer after students continuously answer incorrectly. Instructors may reinforce the first student response and redirect to another student for a response, or seek other responses to the same question.

Creating Good Discussion Questions

Level. A low level question is one that requires only rote memory or simple rephrasing of materials. Such questions evoke memories of classroom drill and tend to turn adult learners off. Example: What are the main characteristics of outcomes focused instruction?In contrast, a high level question is one that requires the operations of analysis, synthesis, and evaluation. Example: Would outcomes focused instruction be as beneficial if intangibles were not involved? Why or why not?

Clarity. An unclear question either contains several questions or is interspersed with background information. This makes it unlikely that learners will feel that they know what is being asked of them or that learners will hear the question as stated. Example: What is an outcome and its significance to the contemporary operational environment as well as its significance to tangibles, intangibles, and context?


In contrast, a clear question is singular in nature allowing learners to focus on one issue at a time and increasing the likelihood that learners have heard the question as it was stated.Example: What is the significance of outcomes focused instruction?

Focus. An unfocused question is wide open and therefore requires time to organize a good answer. Example: What do you think of outcomes focused instruction?In contrast, a focused question is one that directs the learner to specific approaches or to specific areas of the subject matter as a means of arriving at an answer. This helps learners narrow their focus and arrive at an answer more quickly.Example: What are some of the outcomes from Initial Entry Training (IET)?

Response. A closed question implies that there is a single right answer to a question, making it risky to answer and requiring more time to organize an answer. Example: What is the main focus of outcomes focused instruction?In contrast, an open question indicates that there are a number of plausible answers, making it safer to venture a viewpoint and allowing for more spontaneity in offering responses to the question.Example: What are some of the benefits of outcomes focused instruction?

Tip #1: Questions that generate good discussions are:

• high level

• clear

• focused

• open

Tip #2: Carefully choose the “level” of the question ensuring that the learner has the necessary information and skills to answer it.



Instructor Course


Appendix GHandout #6: Asking Questions to Improve Learning

When you prepare for class, office hours, and help sessions, compose specific questions to ask your students (or that you anticipate they will ask you). Doing so will help you increase student participation and encourage active learning. The strategies below may also help you formulate questions for exams and paper assignments.

Active learning extends beyond the classroom. When you ask questions in the classroom, you are modeling a process that students can and should use themselves; encourage your students to use the following questioning strategies to assess what they have learned, to develop their thinking skills, and to study for exams.

General Strategies for Asking Questions

When planning questions, keep in mind your course goals. For example, do you want students to master core concepts? To develop their critical thinking skills? The questions you ask should help them practice these skills, as well as communicate to them the facts, ideas, and ways of thinking that are important to their learning in your course.

Avoid asking “leading questions.” A leading question is phrased in such a way that it suggests its own answer and therefore discourages students from thinking on their own.

Follow a “yes or no” question with an additional question. For example, follow up by asking students to explain why they answered the way they did, to provide evidence or an example, or to respond to a yes/no answer given by another student. A yes/no response has an even chance of being correct, which is important to most students. From the instructor’s perspective, either answer will suffice now that you have the student “hooked” and has to respond to your follow-up questions.

Aim for direct, clear, specific questions. During class discussions, rather than beginning with a single question that is multilayered and complex, use a sequence of questions to build depth and complexity. Essay questions on exams or paper assignments, on other hand, often provide an appropriate opportunity to ask multi-layered questions. If your exam will include multi-layered questions, use questions during class time to walk students through the process of answering those kinds of questions.

In class discussions, do not ask more than one question at once. When you ask more than one question, students may not respond because they are unsure which question you want them to answer.

Plan your pauses. When you plan each class session, include notes of when you will pause to ask and answer questions. Asking questions throughout the class will not only make the class more interactive, but also help you measure and improve student learning. Do not save the last two minutes of class for questions. Students are unlikely to ask questions when they know that only a few minutes remain.

Ask a mix of different types of questions. You should use “closed” questions, or questions that have a limited number of correct answers, to test students’ comprehension and retention of important information. You should also ask managerial questions to ensure, for example, that your students understand an assignment or have access to necessary materials. “Open” questions, which prompt

CFD-IC Lesson 7 LP AG-1

multiple and sometimes conflicting answers, are often the most effective in encouraging discussion and active learning in the classroom. For examples of “open” questions and the purposes they can serve, see below.

Responding Effectively

Wait for students to think and formulate responses. Waiting 5-10 seconds will increase the number of students who volunteer to answer and will lead to longer, more complex answers. If students do not volunteer before 5 seconds have passed, refrain from answering your own question: doing so only communicates to students that if they do not answer, you will do their thinking for them. If the students are unable to provide a cogent response within a reasonable amount of time, consider rephrasing the question or exploring why they are having difficulty responding.

Do not interrupt students’ answers. You may find yourself wanting to interrupt because you think you know what the student is going to say, or simply because you are passionate about the material. Resist this temptation. Hearing the students’ full responses will allow you to give them credit for their ideas, ascertain what they have learned, and to determine when they have not yet understood the material.

Show that you are interested in students’ answers, whether right or wrong. Encourage students when they are offering answers by nodding, looking at them, and using facial expressions that show you are listening and engaged. Do not look down at your notes while they are speaking. Take advantage of an incorrect or not quite correct response by using it as a teaching moment, if possible: make it a launching point to explore why the response is not correct, what could make it more correct, and where the student may have gone wrong.

Develop responses that keep students thinking. For example, ask the rest of the class to respond to an idea that one student has just presented, or ask the student who answered to explain the thinking that led to his or her answer. Try to generate some lines of critical thinking, point-counterpoint, and other Applied Critical Thinking (ACT) techniques discussed earlier in the course.

If a student gives an incorrect or weak answer, point out what is incorrect or weak about the answer, but ask the student a follow-up question that will lead that student—and the class—to the correct or stronger answer. For example, note that the student’s answer overlooks the most important conclusion of the study you are discussing, then ask that same student to try to recall what that conclusion is. If he or she does not recall the conclusion, open this question up to the class to generate a collaborative correct response.

Why Ask “Open” Questions?

Twelve Objectives, with Sample Questions

1. To assess learning.

What is the most important idea that was generated in today’s discussion?

Can you explain this concept in your own words?

Can you draw a diagram to illustrate this idea?

2. To ask a student to clarify a vague comment.

Could you elaborate on that point?

Can you explain what you mean?

3. To prompt students to explore attitudes, values, or feelings (when appropriate).

What are the values or beliefs that inform this argument?


What is your initial reaction to this argument?

4. To prompt students to see a concept from another perspective.

How do you think that this issue is viewed by those with whom you disagree?

How does that concept apply to this new problem?

5. To ask a student to refine a statement or idea.

When does that principle apply? Always? Only under certain conditions?

Would you say, then, that you disagree with the author?

6. To prompt students to support their assertions and interpretations.

How do you know that?

Which part of the text led you to that conclusion?

7. To direct students to respond to one another.

What do you think about the idea just presented by your classmate?

Do you agree or do you see the issue differently? Explain.

Can you think of another way to solve that problem?

8. To prompt students to investigate a thought process.

What are the assumptions that informed the design of this experiment?

What are the assumptions that these two arguments share?

9. To ask students to predict possible outcomes.

What might happen if this practice were to be outlawed?

What would be the result if a different set of assumptions were used to set up this experiment?

Would you get a different result?

10. To prompt students to connect and organize information.

How does this article shed light on the concept we studied last week?

Can you develop a graph or table that organizes this information in a helpful way?

11. To ask students to apply a principle or formula.

How does this principle apply to the following situation?

Who can suggest how we might use this new formula to solve the problems we examined at the start of class today?

Under what conditions is this equation not valid?

12. To ask students to illustrate a concept with an example.

Can you think of an example of this phenomenon, drawn from your research?

Can you point us to a specific part of the novel that led you to that conclusion?

Can you identify a painting or design that exemplifies that idea?

Use Bloom’s Taxonomy. Benjamin Bloom’s Taxonomy of Educational Objectives (1956) provides another useful way to think about when and how to use questions in teaching. As the following table shows, Bloom identified six types of cognitive processes and ordered these according to the level of


complexity involved. Ideally, you should combine questions that require “lower-order thinking” (often “closed” questions) to assess students’ knowledge and comprehension with questions that require “higher-order thinking” (often “open” questions) to assess students’ abilities to apply, analyze, synthesize, and evaluate.

Refine your Questions. After teaching a class session, leading a help session, collecting an assignment, or administering an exam, take brief notes on which questions were most effective at achieving the goals you had set out and which questions led to answers that you did not expect. Keep these notes with your lecture notes or lesson plan and use them to refine your questions for the next time you will teach or meet with students.

Links and References for Asking Questions to Improve Learning

Bloom, Benjamin (ed). (1956). Taxonomy of Educational Objectives. Vol. 1: Cognitive Domain. New York: McKay.

Davis, Barbara Gross. (1993). Tools for Teaching. San Francisco: Jossey-Bass Publishers.

“Questioning Strategies.” Center for Teaching Excellence. University of Illinois at Urbana-Champaign. http://cte.illinois.edu/resources/topics/methods/strateg.html.

McKeachie, Wilbert, et al. (2005). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 12th ed. Boston: Houghton Mifflin.



Instructor Course


Appendix HHandout #7: Methods of Instruction (MOI):

Lecture, Demonstraton, Drill and Practice, and Practical Exercise

This handout describes the four primary methods of direct instruction used in Army classrooms: lecture, demonstration, drill and practice, and practical exercise. Each method is defined, its uses described, advantages and disadvantages listed, and tips, suggestions, and recommendations for when each method may be used described and explained.

Lecture (LE)

Definition. An oral presentation intended to present information about a particular subject within a limited time frame. Lectures delivered by talented speakers can be highly stimulating, and have proven to be a quick, cheap, and efficient way of introducing large numbers of learners to a particular subject. Voice, gestures, movements, facial expressions, and eye contact are all influential in capturing and holding the learners interest and increasing their retention. The presenter or instructor will also use questions to engage the learners.

Uses. Lectures are used to convey critical information, history, background, theories and equations. Interactive Lectures can be used to help students learn to analyze material, formulate hypotheses and evaluate solutions to problems—essentially to learn how to think. Many people are familiar with the term “Lecture” and understand its meaning to be a technique of one-way verbal communication from the speaker to the audience for the purpose of informing or transmitting information. However, in the interactive lecture students are not allowed to be passive. They are expected to provide comments, questions, and to participate.

Advantages

Good way of reaching a large group at one time with a condensed, organized body of information.

Best way to teach when faced with a very low instructor to student ratio.

Can be used to supplement other methods of instruction.

Can bring in guest speakers to serve as subject matter experts

Disadvantages

It’s a one-way “conversation.” If used excessively, the lecture encourages “tuning out” rather than becoming engaged in the learning.

It does not provide for the student’s direct experience with the body of knowledge. Students are not actively involved with the learning activity.

It’s not the best way to ensure students retain information.

CFDP-IC Lesson 5 AB-1

Tips for using the Lecture method of instruction

When planning and developing a lecture, focus on the content you want to teach, your target audience, and the context in which you plan to conduct it.

Content Audience Context

What is your message?

What do you want them to remember?

Who are you speaking to?

Why are they there?

What do they need to understand?

Are they familiar with the topic?

Why are you speaking to this group at this time?

How large is your audience be?

How large is the room?

What audiovisual support will you have (or need)?

How much time are you allotted?

When lecturing, remember the following:

Maintain good eye contact.

Maintain a high degree of enthusiasm.

Speak in a natural, conversational voice. Enunciate your words clearly.

Emphasize important points by the use of gestures, repetition, and variation in voice inflection.

Check student comprehension carefully throughout the presentation by watching the faces of the students and asking them questions.

Use words, explanations, and visual illustrations the audience will understand. Speak to the level of your audience.

Stimulate students to think. Think, as used here, refers to creative thinking, rather than to merely recalling of facts previously learned.

Demonstration (DM)Definition. Performing an activity so that learners can observe how it is done in order to help prepare learner to transfer instruction and theory to practical application.

Uses. Helps people who learn by modeling others. Provides an opportunity for targeted questions and answers. Allows attention to be focused on specific details. This method of instruction shows how something is done. Some of its more important uses are to teach the following:

Manipulative operations and procedures, e.g., how something is done;

Equipment operations or functions, e.g., how something works;

Safety procedures;

Teamwork, e.g., how people work together to do something as a team;

Principles, e.g., why something works;

Workmanship standards.

C###AB-2document.docx 5/24/2023

Advantages

The demonstration method makes explanations concrete by showing visually what the instructor is saying. The student sees the skill being performed and hears the explanation at the same time. This allows the student to relate the principles and theories to practical application.

Students get to see how the task is performed to a standard. They see what “right” looks like.

An important step in acquiring a new skill is learning the required steps in their proper sequence. The demonstration method is very effective in identifying the precise steps and fixing the exact sequence.

Knowledge acquired through a lecture can be made more meaningful through a demonstration, and the highest level of understanding is achieved and reinforced through actual performance of the task.

Disadvantages

Your demonstration must be flawless and made to appear easy so that all students will be confident of their ability to perform in a similar manner. This may require many hours of practice on your part before you are able to give a flawless lesson. Remember, your demonstration sets the standard.

The effectiveness of your presentation depends on the student being able to see what you are working on. Demonstration may not be the optimal method of instruction for large groups or large pieces of equipment.

This method consumes more time than the lecture method because of the time required to complete the demonstration itself and the time required for the students to practice, make mistakes, receive corrective guidance, and ultimately reach the skill level desired.

The demonstration method requires a higher instructor/student ratio than other methods of instruction—not for the initial demonstration itself, but for the individual coaching and feedback required during the students’ practice and execution of the task.

Tips for using the Demonstration method of instruction

Learn the steps. If needed, refer to the appropriate task manual for the performance steps.

Rehearse until the demonstration is smooth and flawless. If using a demonstrator, rehearse together so that you both remain in sync.

Lay out the demonstration area so that it is efficient. Ensure students can see the demonstration regardless of where they are sitting. Move students so everyone has a clear line of sight, if necessary.

Use the actual equipment whenever it is practical. It is best for the students to see the process performed on the actual equipment they will use. Check your equipment prior to the demonstration to ensure you have everything you need and that your equipment will function properly.

Use the WHOLE-PART-WHOLE concept. First show them what the finished product looks like. Then break it down into smaller parts, thus giving a step-by-step detailed explanation of how to achieve the task in a logical sequence. Now put it all back together and, again, let them see the finished product.

Drill and Practice (DaP)Definition. Drill and practice, like memorization, involves repetition of specific psychomotor or cognitive skills (e.g., addition and subtraction, spelling, marksmanship). The skills built through drill and practice should become the building blocks for more meaningful learning. Drill and practice may also be


found in more sophisticated learning tasks that involve more than one learner (e.g., close order drill, movement formations, battle drills).

Uses. Drill and practice helps learners master materials at their own pace and can be used as a reinforcement tool. Effective use of drill and practice depends on the recognition of the type of skill being developed, and the use of the appropriate techniques to develop competency in that skill. This method allows for transfer of knowledge from working memory to long-term memory.

Advantages

Students apply their knowledge and learn by doing. Excellent for developing foundational or procedural skills.

Multiple (correct) repetitions allow students to develop precision (smoothness) in physical skills (psychomotor domain).

Enhances retention and transfer of knowledge.

Disadvantages

Requires more time to conduct than other methods of instruction. Insufficient time for practice is almost as bad as no time. More complex tasks require more repetitions for proficiency or mastery. Lack of equipment may adversely impact the learning.

Requires close supervision. Incorrectly done repetitions require time to correct, and additional time to repeat until the standard is met. Instructors must correct sub-standard performance immediately.

Pre-training (lectures, demonstrations) must be as clear as possible. Under-prepared students will have difficulty with the drill and practice.

Drill and practice can be overdone, resulting in “burn out.” Instructors must observe their students, and end the drill when students have “got it” or when it becomes apparent that they aren’t going to achieve the standard in the available time.

Tips for using Drill and Practice

Prepare students well. Make your explanations and demonstrations very clear. Check student understanding before moving to drill and practice. Correct misunderstandings early.

If drilling procedures, begin step-by-step. Have students perform step 1, then stop to check their work. If a student does the step incorrectly, make corrections, and have him or her do it again. When all students have performed step 1 correctly, then move to step 2. (Another example of why Drill and Practice takes more time than other methods of instruction.) For follow-on repetitions, connect multiple steps (e.g., steps 1 and 2, then 3 and 4), and end with the full procedure.

If possible, conduct drill and practice under job-like conditions. Doing so will increase the probability of retention and transfer. Ideally, the instruction should occur in an environment as close to the Operational Environment where the task or procedure will actually take place.


Practical Exercise (hands-on) (PE) Definition. An activity in which the learner practices a new concept or process, usually following the observation of a demonstration from the instructor/facilitator, in order to master this process or concept.

Uses. Permits the learner to reinforce new learning. Contributes to physical independence or ability to acquire new skills. The most efficient way to learn to do something is to actually do it. This method of instruction is the best way for students to learn to perform the required action to the established standard in as close to the Operational Environment as possible.

Advantages

As students work through the exercise, they learn the what, how, when, and why, of things with which they interact.

Students will remember the material better, feel a greater sense of accomplishment when the task is completed, and be able to more easily transfer that experience to other learning situations.

Students who have difficulty in the learning arena (classroom, training site, lab, simulator) may be more on task and engaged with the learning because they are part of the learning process and not just spectators.

A hands-on approach requires students to become active participants instead of passive learners, thereby increasing the level and degree of learning.

Disadvantages

Time consuming.

Can be difficult if proper equipment and material are either expensive or unavailable.

Tips for using the Practical Exercise method of instruction

Provide additional instruction and guidance only as required. Students should be allowed to work on their own as much as possible without unnecessary interruption, interference, or assistance. Interrupting students while they are working, or standing too close to them, can cause a loss in concentration. Even if the student is hesitant or pauses, leave him or her alone as long as the performance is correct. Proficiency comes with time. Do not hesitate, however, to interrupt if you see mistakes being made or a safety violation. Be sensitive to and aware of any potential risks associated with the practical exercise.

Consider using student assistance. The need for a higher instructor/student ratio during the PE may be met by designating advanced students as assistant instructors. This technique challenges students who have already achieved the learning objective and provides additional assistance for students who need it. Exercise caution when using this technique, since it is essential that the students assisting are, in fact, knowledgeable and capable at the designated task or operation.

Evaluate procedures. While the students are performing the practical exercise, evaluate their procedures as well as the end product. The students must use the procedures and steps you taught in the demonstration. This is the standard you have set for achieving the learning objective, so evaluate the performance in terms of time, quantity, and quality.

It is the instructor’s responsibility to critique each student’s performance. Constructively critique the student’s performance to point out problem areas as well a


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