Page 121 - NAVAL SCIENCE 3 TEXTBOOK

126 LE,\J)EltSHIP

monotonous instructing by varying voice stress and intcnsity. lor should help students grnsp whole concepts where word expla-
\Vatch the class actions (attentiveness) to determine the eftcctivc- nntions are often inadequate.
ness of the instructioll. The student's imagination, while necessary to learning, can-
not be expected to form completely accurate mentnl pictures of the
Lecture with Audiovisuals concept ,lboLlI which he or she has been hearing. Thus it is impor-
tant that the instrLlctor use some kind of audiovisual material to
The addition of audiovisual aids, such as the chalkboard, the
relate concepts being discLlssed to reality. As soon as the object or
movie i.mel slide projector, and the overhead projector or presenter,
picture is presented, the word descriptions come into focus with
is the most common Vi.lricltion of the lecture instructional tech-
new meaning and lasting effect. The drill instructor, tor example,
nique. This strategy encourages comments and questions frolll
would find it very difficult to communicate drill procedures with-
students. Although audiovisual aids arc both appropriate and use-
out the use of charts, drawings, and diagrams. This, in turn, permits
ful with all instructional techniques, the)' are especially important
the student to translate the content into logical nnd meaningful
with the lecture. A Illultiple approach through several senses makes
knowledge . . Man)' students are visual learners, and cnnnot absorb
tor more complete understanding and greater retention.
material well if it is just presented orally with no visual links.
Instructors who rely only on oral presentation find that their
Advantages. The lecture with audiovisuals is an efficient
students frequently arc unable to relate the new learning to any
instructional method for presenting man}' t~lCtS or ideas in a rela-
previous experience. The background of the group may be so var-
tively short time. Materinl that has been logically orgi.lI1ized can be
ied that the new learning does not result in a clear concept com-
presented concisely in rapid sequence.
mon to all, but rather emerges in as many shades of meaning as
The lecture with audiovisuals is particularly suitable for intro-
there are students. Frequent use of visual materials by the instruc-
ducing a subject, to ensure that all students have the necessary
bnckground.
The lecture with nudiovisuals is often useful to supplement,
summarize, or emphasize material from other sources or to pro-
vide information difficult to obtain in other ways. This is especially
true when complex material is being presented. The audiovisuals
will help to focus the student's attention on the specific concept
being presented.
Disadvantages. The lecture with audiovisuals is not good for
de\'eiopment of 1110tor skills. Although the use of audiovisuals will
help to hold the attention of the student, it still requires consid-
erable skill in speaking 011 the instructor's part. This strategy also
assumes active listening and adequate note-taking skills on the
part of the student.

Procedure for Lecture with Audiovisuals

The first task tor the instructor is the gathering of the required
audiovisual aids to r presenting the desired topic. The instructor
should determine the point of view from which the subject is to
be presented. After this prelimillnry preparation, the delivery tech-
nique for a lecture using nudiovisuals is similar to the basic lecture
method discussed earlier.

Demonstration
Demonstration is thc process wherein one person docs somc-
thing in the presence of others to show them how to do it or to illus-
trate a principle. The demonstration is the 1110St commonly llsed
small-group teaching technique done in a classroom or laboratory
A lecture with audiovisuals, as this senior chief damage control man to develop students' ability to operate equipment or acquire phys-
is giving to a group from the Royal Thai Navy, helps students grasp ical skills. It involves the presentation or portrayal of a sequence
whole concepts in situations \-vhere word explanations alone are of events to show n procedure, a technique, or an operation, fre-
inadequate. (Matthew White)