Page 122 - NAVAL SCIENCE 3 TEXTBOOK

INTERNATIONAL LAW AND THE SEA 127

Others should normally be presented in the actual environment or
l<lboratories, in conjunction with demonstrations.
Position the students and training aids properly I f the instruc-
tor directs the students to gather around a worktable or a training
aid, he should recheck their positioning to make sure that ever},-
one has an ullobstructed view.
Show and explain the operations. Perform the operations in
step-by-step order. Wherever possible, simultaneollsly tell and do.
Do not hurry; speed in performing operi.ltions, or in moving from
one operation to another, should normally not be emphasized in the
demonstration step. The instructor should make cert<lin that the stu-
dents understand the first step before he or she proceeds to the sec-
ond, and so on. Repeat difficult operations. Pause briefly after each
operation to observe reactions <lnd to check for understanding.
Special mention should be made of skills in which a distinc-
A group of NJROTC cadets takes part in a demonstration of how to
handle a fire hose. Participation in a demonstration like this one tion between right and left is important-for eXilmple, the man-
is an excellent way for students to learn new skills. (Everett HS ual of arms, or knot-tying. For teach ing the manual of arms, or
NJROTC, Casey Jones)
skills of a similar nature, the use of an assistant instructor or a \\'e1l-
coilChed student is advisable. The assistant stands so that the class
qucntly combining explanation with the operation or handling of may see what he or she is doing and performs the activity at the
systems, equipment, or material. Thus demonstration utilizes both direction of the instructor. Meanwhile, the instructor can observe
hearing and sight to cOlllmunicate the information. the reaction of the students.
Advantages. Demonstrations are especially beneficial in skill Observe salety precautions. It takes a few Illore seconds to rig a
areas. They add to learning by giving students the opportunity to satet)' line, put on gloves, or tag an electrical cable, but the time is not
see and hear what is actually happening. They can be used to illus- wasted. The students are being shown the importance of exercising
trate ideas, principles, and concepts for which words are inade- extreme care ill dealing with potentially dangerous equipment.
quate, thus holding the student's attention. Give proper attention to terminology. The instructor must call
Demonstrations can save money, since only the instructor each part of a training aid by its proper name each time he or she
needs materials. Demonstrations can reduce hazards before stu- calls attention to it. But something more than just mentioning the
dents begin experimentation or handling of materials involved. names of parts is necessary if the students are to retain the correct
This is especially true in tabs or workshops. Demonstrations lead nomenclatl\l'e. The following suggestions will prove helpful:
to a reduction in the length of trial-and-error time.
List the names of parts on a chalkboard or chart.
Disadvantages. The demonstration cannot be properly used in
Refer students to a previously made chart that shows the parts
large classrooms or with extremely small objects because all stu-
and their terminology.
dents cannot see. Demonstrations can be ineffective if the instruc-
tor only "shows and tells" without oblaining feedback ti'OIll Conduct a terminology drill on the parts of the training aid
students. while the aid is in its assembled or disassembled condition, as
appropriate.
Demonstrations m<1y lead to imitation without understanding.
Unless given proper direction ilnd guidance, students may concen- Check student comprehension carefully. Ask questions duri ng
Irate on the <lids used and ignore the lesson itself. the demonstration that require the students to recall nomen-
Demonstrations can become time consum ing. clature, procedural steps, underlying principles, safety precau-
tions, and the like. \Vatch the class for reactions indicating lack
Demonstration Procedure of attention, confusion, or doubt, but do not depend solei),
upon visual observations.
The actual steps in a demonstration "'ill vaq' as the situation
changes. There are three basic steps, with several variations of step Stell two: repetition. Keeping in mind the definition of the
two. demonstration strateg)" the lesson plan will always call for a dem-
Step one: show and tell. Related to ever), skill, melltal or phys- onstration step and usually a performance step. But genel'<lU)' there
ical, there is a body of b<lCkground knowledge that the student is a need for the inclusion of one or more repetition steps between
must know to perform the skill properly. Some kinds of back- the demonstration step and the performance step.
ground knowledge can best be taught in a standard classroom.