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1 TRAINING HIP POCKET CPL 0104 OVERVIEW TO PROVIDE YOU WITH BASIC KNOWLEDGE OF COMMUMICATION AND INSTRUCTION TECHNIQUES TERMINAL LEARNING OBJECTIVE GIVEN A TRAINING SITE WITH TRAINING SUPPORT EQUIPMENT AND WITH THE AID OF REFERENCES CONDUCT INDIVIDUAL TRAINING ENABLING LEARNING OBJECTIVES DEFINITION OF A HIP POCKET CLASS ELEMENTS OF AN INDIVIDUAL TRAINING STANDARD (ITS) DEFINITION OF A LEARNING OBJECTIVE YOUR EVALUATION LESSON OUTLINE & PRESENTATION COMP 1 QUESTIONS ABOUT: LEARNING OBJECTIVES? EVALUATION? A HIP POCKET CLASS IS* SHORT, INFORMAL PERIOD OF INSTRUCTION GIVEN ON THE SPUR OF THE MOMENT TO A SMALL UNIT OR INDIVIDUAL CORRECTS A DEFICIENCY INDIVIDUAL TRAINING STANDARDS (ITS) ESTABLISHES TASKS FOR UNITS & INDIVIDUALS DEFINES PROFICIENCY IDENTIFIES TRAINING DEFICIENCIES 5 ELEMENTS OF AN ITS* 1. TASK 2. CONDITIONS 3. STANDARD 4. PERFORMANCE STEPS 5. ADMINISTRATIVE INSTRUCTIONS EXAMPLE 0104-1 E DIRECTING A HELICOPTER IN A LANDING ZONE INSTRUCTIONAL METHODS LECTURE DEMONSTRATION SEMINAR/GUIDED DISCUSSION PRACTICAL APPLICATION PAPER/COMPUTER BASED SELF INSTRUCTION SIMULATORS VIDEO-TELECOMMUNICATION LECTURE • Utilize one or more instructors to present information to a group of students, usually in a classroom setting. • Used to teach large amounts of information in a relatively short period of time. • Provide little feedback from the student. • The instructor cannot be sure if all the students understand the information until they take the test. • Take relatively little time to prepare. DEMONSTRATION • Extremely effective when used in conjunction with a lecture. • Students observe a sequence of events designed to teach a procedure , technique, or operation. • An example in which the student can observe directly. SEMINAR/GUIDED DISCUSSION • Instructor-led interactions which involve participation from all class members. • Encourage student participation in exchange of ideas, values, or attitudes. • Amount of information is typically far less than in other methods. PRACTICAL APPLICATION • Students apply previously learned knowledge or skills under controlled conditions with close instructor supervision. • Can involve all five of the student’s senses and therefore, has the highest degree of transfer of learning. • Great deal of feedback. • Takes a lot of preparation, more resources, more time to perform, and more instructor supervision than other types of instruction. PAPER/COMPUTER BASED, SELF-PACED INSTRUCTION • Does not rely on an instructor. • Every student receives the same amount of instruction. • Student works/learns at his own pace. • Minimum amount of supervision. • If the student has questions, he may have to communicate with the instructor over long distances. SIMULATORS • Duplicate job performance in a controlled environment on a mock-up of the equipment, or in some cases, the actual equipment. • They give detailed feedback to the instructor throughout the entire evolution. • They remove safety hazards and minimize pressures for productivity. VIDEOTELECOMMUNICATION INSTRUCTION • Uses a satellite communications link or a telephone line to simultaneously distribute instruction to students at multiple sites throughout the country or the world. • Presented via lecture when information must be delivered to many students in a standardized format. YOUR OUTLINE HAS 2 PARTS 1. THE LEARNING OBJECTIVE 2. POINTS THAT YOU WILL COVER A LEARNING OBJECTIVE IS* CLEARLY WORDED ACTION STATEMENTS THAT DESCRIBE THE PLANNED OUTCOME OF THE INSTRUCTION ( WHAT THE STUDENTS WILL DO AT THE END OF THE CLASS) DESCRIBES A TASK THAT THE STUDENT MUST BE ABLE TO COMPLETE DIFFERENCES BETWEEN: JOBS TASKS STEPS JOBS • Execute the duties of the squad leader. • Execute the duties of a sergeant of the guard. • Execute the duties of a mechanic. TASKS • Conduct a patrol. • Conduct morning colors. • Perform a tune-up on a truck. STEPS • Perform immediate action drills. • Attach the colors to the lanyard. • Drain the oil from the oil pan. BEHAVIOR IDENTIFIES AN OBSERVABLE AND MEASURABLE ACTION ONLY ONE ACTION VERB AND ONE OBJECT FOR EACH BEHAVIOR POOR ACTION VERBS GOOD ACTION VERBS MAIN POINTS NEEDED TO ACCOMPLISH YOUR LEARNING OBJECTIVE MUST BE CLEAR IN A LOGICAL SEQUENCE MINIMUM OF 2 OUTLINE SAMPLE 0104H-13 LEARNING OBJECTIVE MAIN POINTS MEDIA USED TO COMPLIMENT THE PRESENTATION ENHANCES LEARNING INCREASES MEANINGFULNESS GENERAL CONSIDERATIONS NECESSARY APPROPRIATE SIMPLE ACCURATE PORTABLE/DURABLE ATTRACTIVE/NEAT COLORS SIGNIFIES MEANINGS / SHOWS DIFFERENCE SIMILARITY VISUAL INTEREST AMOUNT OF INFORMATION SIMPLICITY USE BULLET STATEMENTS SIZE AND TYPE EASILY READ BY THE CLASS NO EYE TESTS! MEDIA DISPLAY VISABILITY DISTRACTION MEDIA TYPES CHALKBOARDS FLIP CHARTS SLIDES OVERHEAD TRANSPARANCIES AUDIO/VIDEO TAPES HOOK-AND-LOOPS ACTUAL OBJECTS MODELS FUNDAMENTALS OF ORAL COMMUNICATION COMMUNICATION SKILLS VOLUME PITCH SPEED PAUSES CLARITY VOCABULARY-**SLANG**PROFANITY** SUPPORTING MANNERISMS APPEARANCE GESTURES BODY MOVEMENT EYE CONTACT FACIAL EXPRESSIONS KEY ELEMENTS SINCERITY ENTHUSIASM RAPPORT THE SECRET TO A SUCCESSFUL PRESENTATION IS.......... PRACTICE PRACTICE PRACTICE QUESTIONS FROM THE CLASS? QUESTIONS TO THE CLASS Q: WHAT IS A HIP POCKET CLASS? A: A SHORT INFORMAL PERIOD OF INSTRUCTION THAT IS GIVEN ON THE SPUR OF THE MOMENT TO A SMALL UNIT OR INDIVIDUAL TO CORRECT A DEFICIENCY Q: WHAT IS A LEARNING OBJECTIVE? A: CLEARLY WORDED ACTION STATEMENTS THAT DESCRIBE THE PLANNED OUTCOME OF INSTRUCTION WE HAVE DISCUSSED: WHAT A HIP POCKET CLASS IS INDIVIDUAL TRAINING STANDARDS (ITS) INSTRUCTIONAL METHODS WHAT A LEARNING OBJECTIVE IS MEDIA FUNDAMENTALS OF ORAL COMMUNICATION SUPPORTING MANNERISMS KEY ELEMENTS OF ATTITUDE TAKE A 10 MINUTE BREAK