The Drill Pad

I nstructional R esource L ibrary

METHODS OF INSTRUCTION

INTRODUCTION:

Skillful instructors have no single set of techniques they follow. Instead, they select the techniques most
suited to the learning objectives, their own personality, and the nature of the subject materials. Before
selecting the most appropriate method of instruction, you must have thorough understanding of the
various tools available to support the subject matter.

LECTURE

The lecture is defined as the method of instruction in which the instructor has full responsibility for
presenting facts and principles orally. Lectures may be formal or informal.

 Formal Lectures: The formal lecture method is primarily used when presenting information to
large groups. Communication is virtually a one way communication from instructor to students.
Student participation is severely limited.

 Informal Lectures: The informal lecture includes active student participation. Learning is best
achieved if students participate actively in a relaxed atmosphere, therefore, the informal lecture
is encouraged over the formal. Active student participation can be achieved through the use of
questions and is an effective two-way communication process.

Advantages of Lecture Method

The lecture method provides for the effective use of time and manpower in that the instructor can
present many ideas to a large group in a relatively short period of time. Also, the lecture method can be
used to supplement other methods of instruction.

Disadvantages of Lecture Method

The lecture method limits the amount of student participation. A lecture is inadequate for teaching
hands-on skills and it is not an effective method for maintaining student interest.

PREPARING FOR A LECTURE PRESENTATION

First, you must become familiar with your subject. Your lesson plan is a guide for you to use during your
presentation. Review it prior to your teaching session and ensure you thoroughly understand it. If
corrections or additions have been published since you last taught the lesson, check to see that they
have been posted. Any training aids that you plan to use should be check to ensure that they are readily
available and in good condition.

Second, consider the teaching area. Do not assume that the classroom or dayroom in a dormitory is the
only place you can teach. If it is pleasant outside you may want to move your class to the outdoors. Try
to provide a comfortable, non-distracting learning environment. Ensure you have enough time to
complete your lessons, and if not, look for a logical breaking point.

Finally, take into consideration the mental and physical state of your trainees. Hunger or fatigue can
easily take precedence over anything you want your trainees to learn. Consider also that should you
reprimand your flight for an unsatisfactory dormitory inspection and then expect them to concentrate
while you teach, their thoughts are likely still to be on the unsatisfactory dorm. Do not waste time trying
to teach if you do not have the attention of your trainees.

PRESENTING THE LESSON

Besides the obvious requirements of voice, platform mannerisms, sincerity, eye contact, and other
communicative skills, the lecture, because of its unique instructor responsibilities, requires skillful choice
of support material. The strength or weakness of your lesson depends on your teaching effectiveness.
There are a number of techniques you can use to increase your effectiveness. The following types of
verbal support will make the lesson more interesting and understandable.

A specific instance is a short example.

An extended illustration is a single, rather lengthy and detailed example. A story type illustration.
An extended illustration does not have to be true or factual; it serves a useful purpose if it
creates interest and adds variety.

A comparison is used to bridge the known and the unknown. An effective instructor can clarify a
new subject idea, or situation by showing how it resembles a familiar subject. Comparison may
be factual or imaginary. An example of an imaginary comparison is called an analogy. An
analogy uses a story or incident with a point that parallels the point that the communicator wants
to make. The analogy does not prove a point, but helps to dramatize it.

Statistics can be used to clarify or amplify a point, but must be used sparingly and wisely. They
should be in terms that are easily understood, and unless there is good reason for giving exact
statistical figures, round numbers should be used. Honesty with a statistic is essential.

Testimonies can give the trainee an example of a real life situation. The testimony can relate
trainees' thoughts or ideas with what actually happened with the instructor.

In addition to verbal support, visual aids can be used to help clarify and illustrate ideas. Many things are
difficult to explain with word alone. Try finding a location in a strange city with only oral directions.
Remember, any visual aids used must be in good condition and correct. An outdated map is more
hindrance than help. Instructors may find the use of charts, graphs, pictures, slides, and models not only
reinforces their explanation or key points, but also decreases the necessary explanation time, and
increase the trainee's understanding of the subject. There are three types of visual aids: oral, visual,
and yourself. Oral visual aids are examples of something that the trainee can identify with at that
present moment. For example, their dormitory, their area where they sleep, etc. Visual aids (such as
slides, videos, Powerpoint, etc.) are aids shown to someone during the lecture. The third type is you.
One visual aid that many instructors fail to use effectively is themselves.

QUESTIONING TECHNIQUES

Good questions are essential to effective communication between you and your flight. Instructors who
lack the skill to effectively question their cadet trainees create disinterest and boredom on the part of the
trainee. They also ignore a fine opportunity to open communication lines for determining the
effectiveness of the lesson. Good questions expand on central thoughts, develops the subject, and not
on minor, nice-to-know points. Let us look at some rules for asking questions.

1. Ask questions of the entire class to promote thinking in all trainees and get them involved.

2. Distribute questions at random. Do not always ask the same trainees or those sitting in a
particular area.

3. Allow enough time for the trainee to think about and give an answer. Do not waste time waiting if
the trainee clearly does not know the answer, but do not cut the trainee off before ample time is
given for the complete though process or answer period.

4. Begin questions with the words that require thoughtful answers, such as, "Why, When, How,
What," etc. Stay away from questions that can be answered with a simple yes or no. This will
help stimulate and even guide students thinking.

5. Acknowledge all answers to ensure incorrect or vague answers are clarified.

6. Avoid frequent group or choral responses. This method provides answers that are often
unintelligible and errors that are hard to pick up.

7. Do not waste time "pumping" a trainee. If the trainee does not know the answer, either offer an
explanation or ask the question of another trainee.

8. Don't use catch or trick questions. Students will not participate and you could possibly lose them
if they feel humiliated.

TYPES OF QUESTIONS

 Rhetorical: This type of question is effective as an attention getter at the beginning of the lesson
or to maintain interest throughout. It normally does not require an answer from the trainee, but
the instructor may answer it if desired.

 Overhead: This type of question is NOT directed at any particular individual, but is asked of the
entire class . . . "over their heads." ASK - PAUSE - CALL. The ask-pause-call technique used in
asking overhead questions allows every trainee in the class to profit from the thinking involved in
the formulation of an answer. The overhead questioning technique is encouraged because your
lead-off questions will start discussions.

 Direct: A direct question is asked of one person whom you call by name BEFORE asking the
question. CALL - ASK - PAUSE for the answer. Direct questions are especially effective when
 you suspect an individual's attention is wandering.

 Relay: The relay technique places the instructor in the position of a moderator. The instructor
accepts a question from a trainee, and then turns it over to another trainee to answer. This
technique is very effective in promoting trainee participation and class discussion. Before doing
this, bear in mind that you must be able to answer the question.

 Reverse: This type of question involves an instructor who accepts a question from a trainee,
rewords it or adds an additional statement, and then turns it over to the SAME TRAINEE who
asked the original question. It "reverses" and goes back to the server. For example: "Trainee
Smith, you asked me why we have to keep a list of serial numbers of our money. If I took your
money and put it in my wallet, how would you know the money was really yours and not mine?"
Once again, you must ensure you know the answer.

CLOSING THE LECTURE

Ensure all answers have been given and offer an outlet to clarify questions that may occur at a later
date. Ask for additional questions. Some trainees may have questions, but are too hesitant to raise their
hands to ask while you are talking. Finally, close on a positive note. It give your trainees encouragement,
expresses confidence in their abilities, and motivates them.

DEMONSTRATION-PERFORMANCE
The demonstration method of instruction provides a "clear picture" of a task that must be learned.

The performance method of instruction is bases on the principle that one learns best by doing. Trainees
learn physical or mental skills by performing these skills under supervision. An individual learns to write
by writing, to swim by swimming, and to drive by driving. This method may be used to teach something
as simple as folding a wash cloth or a more complex task such as performing a drill movement. This
show-and-tell method has certain advantages, as well as disadvantages, over the lecture method.

Advantages of the Demonstration/Performance Method

Appeals to More than One Sense. Two of the greatest gifts of communication are the senses of sight
and hearing. The sense of sight accounts for approximately 75 percent of what we absorb mentally and
hearing accounts for 13 percent. The demonstration method makes explanations concrete by showing
visually what the instructor is saying. The trainee sees the skill being performed and hears the
explanation at the same time. This allows the trainee to relate the principles and theories to a practical
situation.

Sets the Standards of Performance. Your demonstration set the standard of performance expected of
the trainee. Trainees have the tendency and desire to imitate you, therefore, it is essential that you have
a thorough knowledge of the skill so you can demonstrate it without hesitation or error. Also since the
members of your flight will imitate your methods and techniques, there will be a reduction in trainee error
in their performance.

Emphasizes Proper Sequence. The procedures for a motor skill are usually a series of steps that must
be accomplished in a particular order. An important step in acquiring a new skill is learning the required
steps in proper sequence. The demonstration method is very effective in identifying the precise steps
and fixing the exact sequence.

Provides for Individual Guidance and Evaluation. It is more student-centered and results in a higher
level of student participation and involvement than any other method of instruction.

Permits Reinforcement. Knowledge acquired through a lecture can be made more meaningful through
a demonstration, and the highest level of understanding is achieved and reinforced through actual
performance of the task.

Disadvantages of the Demonstration/Performance Method

Requires a High Degree of Instructor Skill. Your demonstration must be flawless and made to appear
easy so that all trainees will be confident of their ability to perform in a similar manner. There may be
times when you have to perform the demonstration from a position other than normal, that is, standing
behind your equipment. This may require many hours of practice on your part before you are able to give
a flawless lesson. Remember, your demonstration sets the standard.

Restricted to Small Groups. Remember, the effectiveness of your presentation depends on the student
being able to see what you are working on. This requires arrangement of trainees and equipment. When
you are teaching a flight of trainees, this will require placing them in proper positions that allow an
unobstructed view. The size of equipment, whether small or large, and the materials used is a big factor.
For example, the instructor could not get an airplane into a dayroom due to its size and the fact it is too
expensive for use.

Time Consuming. This method consumes more time than the lecture method because of the
demonstration time and the practice time the trainees must be given if they are going to reach the skill
level desired.

Requires Higher Instructor/student Ratio. The number of instructors assigned to a class should be
increased when individual personal attention is to be provided for trainees during their performance. If
this is not possible, the flight will be divided into small groups for adequate evaluation of performance.

Techniques for Demonstration/Performance

There are certain techniques that you should use to make this method effective. Let us look at some of
them.

1. To get maximum benefit from the demonstration, use the actual equipment whenever it is
practical. The trainees get to see the process performed on the actual equipment they will be
using. Check your equipment prior to demonstration to discover that you do not have everything
you need or that your equipment does not function properly. The greatest impact, however, is on
the learning environment of the trainees.

2. Use the WHOLE-PART-WHOLE concept. That is, show them what the finished product looks
like then break it down into small parts, thus giving a step-by-step detailed explanation of how
to achieve the task in logical sequence. Now put it all back together and, again, let them see the
finished product.

3. Evaluate procedures. While the trainees are performing, evaluate their procedures as well as the
end product. The trainees must use the procedures and steps you taught in the demonstration.
 This is the standard you have set for attainment, so evaluate the performance in terms of time,
quantity, and quality.

4. Provide instruction and guidance only as required. Trainees should be allowed to work on their
own as much as possible without unnecessary interruption, interference or assistance.
Interrupting the trainee while he or she is working or standing too close can cause a loss in
concentration. Even if the trainee is hesitant or pauses, leave him or her alone as long as the
performance is correct. Proficiency comes with time. Do not hesitate, however, to interrupt if you
see mistakes being made.

5. Consider using trainee assistance. The need for a higher instructor/trainee ratio during the
performance may be met by designating advanced trainees as instructor assistants. This
technique serves several purposes. It challenges the better trainees and provides additional
assistance for trainees who require more help. Exercise caution when using this technique,
since it is essential that the trainee assistant be completely knowledgeable and capable.

6. Remember this, it is still your responsibility to critique each trainee's performance. Constructively
critique the trainee's performance to point out problem areas as well as items being completed
satisfactorily.

SUMMARY

Using good lecture techniques can make your presentations much more effective and worthwhile.
Prepare your lessons by making all materials and equipment you plan to use readily available and in
good condition. Carefully select the time and place you plan to present your lesson, taking into
consideration outside distractions and the mental state as well as the physical state of your trainees.
Practice good communications skills and questioning techniques, answering all questions before closing
your lesson and leaving an open door for answers to questions that may come up at a later date.