METHOD OF INSTRUCTIONS

PRESENTED BY:

I.GENERAL
All officers and Non-commissioned officers of the army must know how to teach. As specialists, they may have an excellent knowledge of some phases of the mil profession; but in order to teach others, they must know the best method and procedures for effecting the desired training in shortest possible time. This summary sheet explains briefly the fundamental methods and outlines of proper training procedure to follow.

II. Learning Defined Learning is to acquire knowledge, understanding, or mastery (of) by study or experience.

LAWS OF LEARNING
The Law of Readiness people learn best when they are ready to learn. The Law of Effect learning is strengthened when it is accompanied by a pleasant or satisfying feeling. The Law of Primacy the state of being first, often creates a strong, almost unshakable impression.

LAWS OF LEARNING
The Law of Intensity it implies that student will learn more from the real thing than that from a substitute. The Law of Recency things most recently learned are best remembered.

Teaching Defined
j The process by means of which skills,

knowledge, and attitudes are developed in students. Essentially it consist of demonstrations, lectures, and applicatory exercises in which the student learns and adds to his experience in a way that increases his efficiency. The Army instructor teaches his men the principles and procedures of military science, and the measure of his teaching success is how well and how rapidly his students learn.

CRITERIA OF GOOD TEACHING/INSTRUCTION Teaching is good when it is based on the psychology of learning. Teaching is good when it is well-planned by a well-prepared instructor. Teaching is good when the students are made aware of the goals and aims of your instructions. Teaching is good when it is more on the psychological aspect rather than logical aspect. Teaching is good when it applies the LAWS OF LEARNING in teaching. Teaching is good when the students are stimulated to think and reason.

CRITERIA OF GOOD TEACHING/INSTRUCTION Teaching is good when it is governed by democratic principles. Teaching is good when there is humor that invokes laughter inside the classroom. Teaching is good when evaluation is made as an integral part of the process.Teaching is good when it is supplemented by other methods. Teaching is good when it offers the students to be creative. Teaching is good when review is made as an integral part of the process.

TRAITS THAT MAKE TEACHINGS/INSTRUCTIONS SUCCESSFUL

MAGNETISM Approachability Cheerfulness Humor Sociability Pleasing Voice

TRAITS THAT MAKE TEACHINGS/INSTRUCTIONS SUCCESSFUL

LEADERSHIP Initiative Self-confidence Self-control Calmness Dignity Poise and Reserves

TRAITS THAT MAKE TEACHINGS/INSTRUCTIONS SUCCESSFUL

GOOD DISPOSITION Tact Kindness Courtesy Enthusiastic Alertness Inspiration

TWO MAJOR CATEGORIES

PROFESSIONAL QUALITIES:
>.Mastery of the subject matter.
.Knowledgeable on the nature of students. .Understand and appreciate the teaching profession. .Has the ability to think and speak clearly and logically. .Has the right attitude towards the students.

PERSONAL QUALITIES
.Patience, sympathy and has concern for the students .Has a pleasant personality and a happy disposition. .Altruism. .Free from physical impediment.

THE EFFECTIVE TEACHER/INSTRUCTORS

QUALITIES AND EXPECTATIONS 1. Patient 2. Mastery of the subject 3. Presentable 4. Humble 5. Role Model 6. Should have a good command of the Language of Comm 7. With a sense of humor 8. Must be enthusiastic 9. Physically and Mentally fit. 10. Knows how to use the training aids 11. Well modulated voice and good diction 12. Good rapport with the students.

Stages of Instructions
Preparation by Instructors Presentation Application Examination Discussion and Critique Introduction -Explanation and or Demonstration

Individual Performance Team Performance Oral Questions Performance Tests Written Test Interviews

1. PREPARATION
a. Careful planning is always the first step in efficient training. b. In nearly every case of students failure to learn can be traced to the instructors inadequate planning. c. Mastery of the subject is only the first stage of the instructors preparation.

2. PRESENTATION This stage of Instruction, new ideas are made available to the students. (two steps)
Step 1 An Introduction to arouse interest in the subject Step 2 A presentation of the new material by mean of explanations and demonstrations.

Students learn most thoroughly by doing, and the capable instructor will have the students apply the principles of and procedure learned in each lesson. This application is one of the ways a good instructors makes a difficult subject seem simple. His students, as individuals or as teams, should apply under his supervision what they have learned, thereby proving to themselves as well as the instructor their mastery of the subject matter. Army instructions provide many opportunities for both individual an team performance.

3.

APPLICATION

4.

In this step the students mastery of the materials taught is measured. The instructors can be certain that the students have mastered the essential only after he has checked their ability to perform without assistance, In testing, he faces the problems of what to measure and how to measure. A number of different testing techniques should be used to evaluate students progress.

EXAMINATION

DISCUSSION AND CRITIQUE

The

purpose of discussion is to clarify the important points of lesson or applicatory exercises which have been covered during the previous stages of instruction. When it is apparent during the application stage that additional explanation of of a topic is required by the students, discussion may be held immediately after the application and before the examination. A critique is a discussion held at the conclusion of applicatory tactical exercise and must include a brief review of the tactical principles involve

THE LESSON PLAN

1. PURPOSE The purpose of a lesson plan is to insure that each lesson is well taught. It shows what material is to be taught, in what order it is to be taught, and exactly what procedure will be used. Each lesson plan is an outline of one small segment of a course showing the manner in which the teaching of a specific objective will be accomplished. A well-written lesson plan will fulfill these functions:

a. Insure wise selection of material and elimination of unimportant details b. Make certain that proper consideration s given each part of the lesson c. Aid the instructors in presenting the material in the proper sequence for efficient learning. d. Provide an outline of the teaching procedures to be used in the classroom or in the field. e. Serve as a means of relating each lesson to the objectives of the whole course. f. Give the inexperience instructor a feeling of self-confidence.

2. CHARACTERISTICS OF A GOOD LESSON PLAN: a. Unity Each lesson should be unified segment of instructions. A lesson is concerned with one objective and all teaching materials and procedures are selected to attain that objective. b. Content Each lesson should contain some new materials. These new facts, principles, or procedures should be related, however, to the lessons or subject already presented, short review of the earlier is often necessary. c. Scope Each lesson should be reasonable in scope. Men can master only a few skills or principles at one time, the number depending on the complexity. Presenting too much material in one lesson results in confusion; too little inefficiency.

d. Practically Each lesson should be planned in terms of training conditions. The indoor and outdoor teaching locations will determine in part the way in which each lesson can be taught. Similarly, the types and quantities of training aids available will influence the lesson planning and instructional procedures. e. Relation to Course Each lesson should be planed and taught that its relation to the course mission is clear to every student.

INSTRUCTIONAL PACKAGE

COVER
INSTRUCTIONAL PACKAGE ON NAME OF THE SUBJECT Prepared by: Name of Students Presented to: Name of Instructor

TABLE OF CONTENTS
LESSON PLAN LESSON OUTLINE LESSON MANUSCRIPTLESSON HANDOUT QUESTIONNAIRE ANSWER KEY SLIDES/TRANSPARENCIES A B C D E F G

A. LESSON PLAN
LESSON TITLE LESSON OBJECTIVE Task Condition Standard 3. PRESENTED TO 4. TIME ALLOTED 5. TYPE OF INSTRUCTION 6. UNIFORM 7. ISSUE MATERIALS 8. REFERENCES 9. TRAINING REQUIREMENT A. Additional Personnel B. Classroom Requirement C. Instructional Aide 10. TRAINING EQUIPMENT 1. 2.

B. LESSON OUTLINE
1. LESSON TITLE 2. INTRODUCTION (5 min) a. Appropriate Greetings b. Objectives c. Scope of the Lesson 3. BODY of the LESSON a. Explanation (30 min) b. Application (15 min) c. Examination (5 min) 4. SUMMARY/CONCLUSION (5 min) a. Review b. Clarification of doubts c. Concluding Statement

C. LESSON MANUSCRIPT
1. LESSON TITLE 2. INTRODUCTION (5 min) a. Appropriate Greetings (states the instructor profile) b. Objectives (instructor expectation after the discussion of the lesson) c. Scope of the Lesson (instructors topic to tackle)

C. LESSON MANUSCRIPT
3. BODY of the LESSON a. Explanation (30 min) (topic to be discussed on the subject matter) b. Application (15 min) (discussion or oral recitation) c. Examination (5 min) (given written exam after the lesson) 4. SUMMARY/CONCLUSION (5 min) a. Review b. Clarification of doubts c. Concluding Statement

D. LESSON HANDOUT
ALL DETAILED DATA ABOUT YOUR SUBJECT MATTER. DEFINITION OF TERMS TYPES CLASSIFICATION ENUMERATION EXPLANATION

E. QUESTIONAIRE
PREPARED EXAMINATION SHEET OF THE SUBJECT a. Single response b. Multiple choice c. True or false d. Enumeration e. Essay

F. ANSWER KEY
PREPARED ANSWER KEY OF THE PREPARED QUESTIONAIRE

G. SLIDES/TRANSPARENCIES
ATTACHED DISK SLIDES PRESENTATION OR TRANSPARENCIES SHEETS