Page 119 - NAVAL SCIENCE 3 TEXTBOOK

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<lppreci<lte the tiKt that every classroom interaction is a potentinl If audiovisual equipment will be required, is it available,
teachable mOlllent. hooked up, tested, and ready to run?
Are sufficient numbers of any instructional materials such as
books, h<lndollts, paper, pencils, and the like present?
Preparation for Instruction
Is any necessary equipment/llilrdwarelcomputers on hand in
Every instructor, no matter how competent and experienced,
adequate !lumbers and properly set up?
needs to prepare before trying to present instruction. How well a
lesson "'<lS prepared has a direct bearing on the amollnt of learn- Similar checklists can be made up for exterior sites such as the drill
ing that cnn t<lke place. Adequate preparation is a must for efficient hall or field, basketball court, or other places of instruction.
and effective instruction.
Personal Preparation
The Lesson Plan Along with readying the lesson plan, you should ha\re decided

The first step in prep<lring to instruct is to prepare a lesson on the best method of instruction to use for the occasion, based
plan. Sometimes a lesson plan will ,llready be prepared for YOll, in on the students nnd their level of knowledge or prior exposure to
the case of lessons presented in conjunction with a formal course the subject matter. Depending on the method used, you may want
of instruction. ]\·10st Navy educational programs fall into this cate- to rehearse your delivery, techniques tor chalkboard work, equip-
gory. The instructor need only become tamiliar with the plan, and ment handling, and the like. You may \\, .. \I1t to review the names of
perhaps personalize it with a few notes. In other cases, however, no the students, in order to be able to ask questions and respond to
plan exists, and so you must make one lip. students by name. Just before entering the area where the students
Format of a lesson plan. A lesson plan, as a minimum, should are, you may want to check the personal appe<lrance of hair, cloth-
contain the following items: ing or unitorm, <lnd shoes.
The objec/il'e or ol/tcome of the lesson, including some specific
criteria that should be achieved by the trainees. Techniques for Instruction
The illtelu/ed (ll/diellce for the lesson. No one technique of instruction is ideal for all occasions on which
Identification of any tmilling aids/eqlliplllellt needed for the instruction will be given. The technique you choose should fit the
lesson. type of material to be presented, the objective of the instruction,
the nahlre of the students who will receive the instruction, and
The teclllliql/e(s) of illStrtlctiol1 you will use.
your experience and personality.
An olltlinc oIthe II/aterial to be prescllten, with enough detail to
There are seveml main methods of instruction that have been
meet the needs of the instructor.
widely used by those invoked in education both in the military
The /IImllS the il/stl/etor willl/se to assess the effectiveness of the and in civilian life, over the years. These are the lecture method, the
instruction. lecture with audiovisual support, the demonstration. role playing,
A closing or SIl II1I1WI')' of the lesson. case study, the discussion method, and coopemtive learning. E;1(h
of these will be described in the following sections, along with the
The length of the lesson plan can run ti'om i1 page or less to sev-
particular ad\'antages, disadvantages, and procedures for the more
eral pages or more, depending on the materi<ll to be presented and
commonly llsed methods.
your experience.
Lecture
Site Preparation
A lecture is a presentation of information, concepts, or prin-
Before instruction begins, you should ensure that the site of
ciples by a single individual to a group of listeners. It is one-way
the instruction is adeqll<ltely prepared. If the instruction is to take
communication. The lecture <lssumes the instructor knows all
place in a classroom, for example, ),ou might check the following:
and the student is ignorant of the subject matter. In this form of
Is there an adequ<lte nllmber of seats/desks/tables for the instruction, the students have little opportunity to ask questions or
expected Ill1111ber of students? offer comments during the lecture.
If lighting, ventilation, heating, cooling, electric power, or Advantages. The lecture is the most efficient instructiOlwl
other services will be required, are the), sufficient and in good method tor presenting l11ill1y fiKtS or ideas in a relatively short time.
working order? Material that has been logically org,lIlized can be presented rapidly
and concisely. The lecture is particularly suitable for introducing a
Is adequate demonstration/board space and markers/chalk!
subject. To ensure thM all students have the necessary background
erasers availnble?