Instructional Methods in the Sea Cadet Corps

1
Instructional Methods in the Sea Cadet Corps
2
Introduction

• The Sea Cadet Corps is a training organisation
  right from the very beginning!
• It is your duty to help cadets learn.
• This training programme is designed to teach you
  the necessary skills in becoming a good
  instructor.

3
Syllabus

• What is Instructional Technique (IT)?
• The Instructors Responsibilities
• The Good Instructor
• Why do people learn?
• How do people learn?
• Barriers to Learning

4
Syllabus (Continued)

• Training Aids
• Lesson Planning
• Lesson Structure
• Question Technique
• The Voice

5
What is Instructional Technique (IT)?

• Instructional Technique is the ability to teach
  cadets in the highest possible standards so as to
  allow information to be remembered by the cadets
  for future use.

6
The Instructors Responsibilities

• The moment anyone adopts the role of an
  instructor they also automatically accept a great
  deal of responsibility.
• No matter what rank, rate or position, simply
  because you are The Instructor what you say
  will be accepted as fact and what you do will
  become a pattern for what is normal.

7
The Instructors Responsibilities (Continued)

• An instructor is able to exert a large amount of
  influence on the cadets in his/her charge.
• Make sure that the influence given to cadets is
  good.

8
The Instructors Responsibilities (Continued)

• DO
• Set a good example in respect of dress, attitude
  to authority, social responsibility and personal
  habits (e.g. good time keeping, smartness, not
  smoking, no bad language etc).

9
The Instructors Responsibilities (Continued)

• DO NOT
• Criticise your superiors or subordinates in
  front of your class.
• Comment on politics, National or Unit.
• Be racist, sexist or any other ist.
• Make fun of weakness or disability.

10
The Instructors Responsibilities (Continued)

• Above all, never make the instructional
  environment a platform for your own personal
  prejudices and grievances.
• The young mind is a blank tape.
• Be very careful what you record on it.

11
The Good Instructor

• Some people are natural instructors others
  have to put in a lot of hard work to become good
  instructors.
• Nobody will ever become a good instructor without
  working at it (even the natural instructor needs
  to study and apply technique).

12
The Good Instructor (Continued)

• What makes a good instructor?
• Enthusiasm
• The instructor must be able to show a class that
  they want the class to enjoy the learning
  process. The instructor must show enthusiasm in
  the face of boredom, poor feedback and
  ingratitude.
• Enthusiasm is highly infectious

13
The Good Instructor (Continued)

• Attitude
• The good instructor will have the right attitude
  towards his/her class. The instructor should be
• Firm The instructor must keep control of the
  class, but not be too over-bearing.
• Fair The instructor must learn to be fair at
  all times and to all cadets. Never pick on the
  less fortunate members of the class.

14
The Good Instructor (Continued)

• Approachable
• The good instructor ensures that the class knows
  that he/she is always open to questions and
  problems.
• Manner
• The good instructor uses his/her natural manner
  coupled with good technique.

15
The Good Instructor (Continued)

• Confidence
• Confidence when instructing comes through two
  things
• 1. Knowledge Knowledge is power
• Do you as the instructor know enough to
  give the lesson fluently?
• Can you answer all the likely and unlikely
  questions?
• If the answer to either one of these questions
  is No, then the lesson should not be started!

16
The Good Instructor (Continued)

• 2. Usage Confidence will increase with
  practice.
• The good instructor keeps any lack of
  confidence, or nerves, hidden from the
  class.
• Diligence
• No one will ever be a good instructor without
  hard work.
• Instructors who make it look easy have worked
  very hard at the planning and preparation stages.
• There is more perspiration behind the good
  instructor

17
Why do People Learn?

• There are many reasons for people learning
• Interest
• Nobody ever learns anything properly unless they
  are interested in it.
• Instructors Enthusiasm
• Enthusiasm is infectious the instructor should
  be enthusiastic about the topic being taught.

18
Why do People Learn? (Continued)

• Competition
• The wish to do better than others.
• Importance and Relevance
• The need to know.
• There must be a reason for learningthe
  instructor must emphasize this to the class.
• Stimulus
• The influence of reward. A desire to do well

19
How do People Learn?

• We learn by using our senses.
• The senses that should be used in a lesson are as
  follows
• Sight 60
• Hearing 20
• Touch 10
• Taste 5
• Smell 5

20
How do People Learn? (Continued)

• Of course, this is only a rough guide and can
  alter depending on the situation and the subject
  but they should be borne in mind.
• During the lesson an instructor must try and use
  as many senses as possible. A combination is best
  (e.g. Sight and Hearing).

21
How do People Learn? (Continued)

• Concentration
• Nobody can learn without concentrating.
• The instructor must keep an eye on the
  concentration level of the class.
• Instructors must try and vary the activity during
  the lesson, e.g. break up long periods of talking
  by asking questions, showing demonstrations etc.
• Learning should be an enjoyable experience.
• Make education become edujoyment!

22
Barriers to Learning

• To be effective, instructors need to know why
  people learn.
• To be effective, instructors also need to know
  why people do not or will not learn.
• The barriers to learning are too numerous to
  cover in detail but listed below are a few very
  common examples.
• It is one of the instructors prime functions to
  manage the instructional environment to the
  greatest advantage within the resources available.

23
Barriers to Learning (Continued)

• Temperature
• A persons ability to learn can be drastically
  affected by extremes of temperature (too cold in
  Winter too hot in Summer). Try to create a
  comfortable temperature in the classroom by e.g.
  ventilation.
• Space
• Do not have large classes in small spaces
  class management will become virtually impossible.

24
Barriers to Learning (Continued)

• Distractions
• These are wide ranging and often difficult to
  deal with
• Noise This will distract the class and make
  concentration almost impossible try and reduce
  the noise level, cutting it right out if
  possible.
• Visual Do not have posters etc. on the walls
  when instructing use a handout and put it out
  of sightthe class will be bound to find them
  more interesting than the instructor! (The grass
  is always greener on the other side of the fence
  to a thirteen year old!)

25
Barriers to Learning (Continued)

• Numbers Aim not to have more than fifteen
  cadets in a class. Once over this figure barriers
  to learning increase steeply.
• Light and Air
• The classroom should be light enough for
  everybody to see. The classroom should also have
  enough fresh air to prevent cadets from falling
  asleep!

26
Barriers to Learning (Continued)

• Ability
• There will always be those who do not learn as
  quickly as the remainder of the class.
• The instructor has to be careful to distinguish
  between those who dont want to learn and those
  who cant.
• Slow learners may be that way because they are
  not intellectually bright although they are
  often talented in many other ways (there might
  also be other problems, e.g. domestic/family
  problems).

27
Barriers to Learning (Continued)

• The instructor should try and arrange extra
  tuition for these cadets (this should be handled
  sensitively to prevent the cadet from being
  singled out in front of the class).
• It should also be remembered that praise for
  small success with these cadets works wonders.
  They should never be reprimanded for getting
  things wrong.
• The instructor should, however, remember that
  spending too much time with the slow cadet can
  result in the remainder of the class becoming
  bored and so their learning may also suffer.

28
Barriers to Learning (Continued)

• Comfort
• The instructor should try and make the overall
  environment as comfortable as possible for
  his/her class.
• Lack of Incentive
• The instructor should know that nobody does
  anything without incentive.
• The cadet should be made to know what is in it
  for him/her if the learning is achieved.

29
Training Aids

• Training aids can take many forms.
• Remember, there is nothing like a practical
  lesson using the real thing!

30
Training Aids (Continued)

• Before using any Training Aid the Instructor
  should consider
• Is it needed?
• Do not use a training aid simply because it is
  the done thing. Any training aid must serve a
  purpose and be applicable to what is being taught.

31
Training Aids (Continued)

• Is it simple?
• The more complicated a training aid the more
  chance there is that it will either go wrong or
  that this Instructor will make mistakes using it.
• Make it re-usable
• If time and effort is going to be put into
  making training aids, they should be able to be
  used more that once.

32
Training Aids (Continued)

• Practice
• Practice with training aids before you use them
  for the first time.
• Do not trust technology
• If using a TV, projector or computer the
  instructor should check, check and check again to
  see that it is working properly.

33
Training Aids (Continued)

• Do not waste Unit money
• Durable and well made training aids will last
  and save money in the long run.
• A picture is work a thousand words
• But one practical experience is worth a thousand
  pictures!

34
Lesson Planning

• All lessons require a plan. Without a plan a
  lesson becomes a disjointed rambling chat.
• Making a Lesson Plan
• Establish what must be taught (use the TIs or
  the relevant Task Books).
• Having established what must be taught, the
  instructor must consider his/her own knowledge.

35
Lesson Planning (Continued)

• Is it sufficient to give the subject justice? If
  not, can that knowledge be gained before the
  lesson?
• If the answers to those two questions is No,
  the lesson should not be given.
• To whom does the lesson have to be given?
  Instructors should know their cadets and their
  level of knowledge and learning abilities.

36
Lesson Planning (Continued)

• Is there sufficient time for the subject matter
  to be taught thoroughly without rushing? It is
  vital that the key points of the lesson are
  reached before the lesson is over.
• Where does the lesson have to be given it must
  be free from interference from other classes.

37
Lesson Planning (Continued)

• Once the instructor has considered these things
  the material should be assessed.
• The material should be examined carefully and
  memory not relied upon.
• The material should be put into a logical
  sequence and divided into sections.
• Equipment needed for the lesson should be listed.

38
Lesson Planning (Continued)

• Having completed the above, the instructor must
  prepare the lesson plan.
• Lesson plans take many forms from complex
  speaking notes to simple prompt cards (use what
  is best for you).
• Once the lesson is written the good instructor
  will practice.

39
Lesson Planning (Continued)

• A lesson that has not been practiced is likely to
  go wrong on its first delivery.
• Failing to plan is planning to fail.
• Prior
• Preparation
• Planning
• Prevents
• Poor
• Performance

40
Lesson Structure

• All lessons must be structured properly and where
  possible should be practical.
• A good lesson has three parts an Introduction,
  Development and Consolidation.

41
Lesson Structure - Introduction

• Should take no more than 10 of the lesson time.
• Should start with class awareness of Fire
  Drill/Safety Precautions.
• Introductions to the class should be made.
• Ensure that class can see instructor.

42
Lesson Structure - Introduction

• The introduction is divided into five main parts
  corresponding to the initials INTRO.
• I Interest An instructor must gain the
  interest of the class from the start.
• N Need to Know WHY does the class need to know
  this subject, and WHAT will they get out of it?

43
Lesson Structure - Introduction

• T Title Ensure that it is visible to the whole
  class (e.g. on centre of board).
• R Range Tell class what is to be covered
  whether notes need to be taken.
• O Objective By the end of the lesson you will
  be able to

44
Lesson Structure - Development

• Main body of lesson. Contains material to be
  learned.
• Should take 80 of lesson time.
• Where possible it should be practical and
  include

45
Lesson Structure - Development

• Explanation
• What we are going to do
• What we are going to do with it
• Why we are doing it
• What is the relevance of what we are doing
• Safety considerations

46
Lesson Structure - Development

• Demonstration
• This is how its done
• Reiterate your previous explanations as you go
• Imitation
• Get the class to imitate what you have
  demonstrated as you talk them through the exercise

47
Lesson Structure - Development

• Practice
• Allow time for the class to practice their new
  skills either as a group or individually
  depending on the lesson. Go round and coach
  individuals to ensure that they are practicing
  correctly
• Practice does not make perfect, it reinforces
  errors

48
Lesson Structure - Development

• Whether the lesson was theoretical or practical,
  the material is presented logically, progressing
  from what the class already knows step by step
  through the new material to the goal of the
  lesson in an understandable manner.
• The key points which were selected when planning
  should be stressed.

49
Lesson Structure - Consolidation

• The final part of the lesson, it should take the
  remaining 10 of available time.
• It should consist of

50
Lesson Structure - Consolidation

• Summary
• A short summary and recap of the material
  covered, emphasising the key points. It must be
  brief and not contain new material.
• Questions
• From the class to clarify points and to the
  class to test their understanding.

51
Lesson Structure - Consolidation

• Link
• Links to any subsequent lesson on the same
  subject.
• Give the class something to look forward to.
• Will they want to come back to learn more?
• If not, why not?

52
Question Technique

• The golden rules of question technique are
• Phrase Get the questions ready beforehand.
• Pose - Pose the question to the whole class.
• Pause Pause to allow class to think.
• Pounce Nominate one of the class to answer.

53
Question Technique

• Do Not
• Ask questions with more than one answer.
• Ask questions that can be answered by a simple
  yes or no.
• Ask questions that strain the cadets power of
  expression.
• Ask questions to test a skill.

54
Question Technique

• If an answer is not forthcoming in a few
  seconds, the instructor should move on and ask
  the same question to another member of the class.
• The instructor MUST make it clear that they will
  nominate the person they wish to answer at the
  beginning of the lesson.

55
Question Technique

• Taking Questions
• The instructor must decide if the question is
  relevant or not. If not the cadet should be told
  so, and told to see the instructor at the end of
  the lesson.
• If the question is relevant it should be posed
  to the rest of the class to answer.

56
Question Technique

• If no one can, the instructor must consider if
  it has been taught properly. If the question
  reveals an omission on the part of the
  instructor, it should be but right immediately.
• If the instructor cannot answer a question the
  class should be told that the answer will be
  obtained and them informed as soon as possible.

57
Question Technique

• Information questioned is information not
  understood

58
The Voice

• The voice is vitally important to an instructor.
  It is probably his/her most precious
  instructional asset.
• Force
• The force of the voice is important can the
  class hear me clearly?

59
The Voice

• It is not simply a matter of shouting it is a
  matter of projecting your voice to where it needs
  to be heard.
• Pitch
• Everyone has a natural pitch to his/her voice.
  If you try to talk outside of this natural pitch
  then your throat will become sore quickly.

60
The Voice

• Tone
• The correct tone of voice is important. An
  instructor can give a totally wrong impression of
  himself or herself by using the wrong tone of
  voice angry, sarcastic, critical, dogmatic.
• A tone of voice may quickly put peoples backs
  up, and they may simply not listen to the
  instructor.

61
The Voice

• Accent
• Do not worry if you have an accident it is
  part of what makes you, yourself. It is only when
  your accent is so Local that no-one from
  outside your immediate area can understand you
  that it causes a problem.

62
The Voice

• Vocal Habits
• Vocal habits are a problem with a lot of people.
• Constant use of such phrases as Okay, Right,
  Basically, Um, Er will prove extremely
  distracting. It is generally the person using
  such terms who is the last person to be aware of
  it.