IMO Model Course 6.

09
Training Course For Instructors
By: Arizal Hendriawan, M.Sc
1. Identify the main planning considerations
in producing a lesson plan.
2.Relate subject content to instructional
methods and learning aids.
3.Produce a structured lesson plan for a
range of teaching/training sessions.
4.Identify different types of learning
outcomes.
5.Write clearly stated learning objectives
for a range of learning outcomes.
} Recognize appropriate learning outcomes for
a lesson
} Recognize factors to be considered when
planning a lesson

By Arizal Hendriawan, M.Sc - TOT

GMDSS 3
} It is a set of notes in logical order for
the instructor to follow to ensure that
the objective/s set for the lesson are
met.
} It also enable checking in advance that
the sequencing of the lesson is correct,
the content relevant and the training
methods/aids suitable.
} Like a road map – it show us a starting
and finishing point, all the places we
need to pass or explore along the way.
} Beside giving a logical list of
information & sequence to be covered
in a session, it also indicates the timing
for the lesson.
} A well designed lesson plan not only
allows the trainer to revise efficiently
but also another trainer to conduct the
same lesson effectively.
This can be confusing at times
Aims
} Statement/s of general intent
} State the overall purpose(s) of a course or
session.
} Do not define what individuals will be learning
Objectives
} The ‘nuts and bolts’ of things
} Specific action statements
} It states what you expect a learner to be able to
do, or say, or think, as a result.
} They provide direction.
} They provide guidelines for
testing.
} They convey instructional
intent to others.
} Be clear what you want learners to be able
to do after the session
} Usually written in terms of behaviour that
is observable or measurable or
performance
} Typically employ action verbs

Open
Taxonomy Bloom
n Specifically worded statements of what trainer
are expected to achieve from any part of a
course of study.
n Statements that specify what learners will know
or be able to do as a result of the course
n Should be derived from the aim of the course
n Well written learning outcomes :
qFocus on the trainee behaviour that to be changed
qIdentify specifically what should be learned
qProvide direction for the course and assessment of
the learner achievement
qConvey what is to be accomplished
n Specific
n Comprehensive

n Consistent

n Suitable

n Attainable
n Referring to the learning process of trainee
which change of some kind in trainee,
involved one of categories:
qKnowledge
qSkills
qAttitude
 navigational watch on ships of 500 gross tonnage or more
Function: Navigation at the operational level
Column 1 Column 2
Competence Knowledge, understanding
and proficiency
Plan and conduct a Celestial navigation
passage and
determine position Ability to use celestial
bodies to determine the
ship’s position
Terrestrial and coastal
navigation
Ability to determine the
ship’s position by use of:
.1 landmarks
.2 aids to navigation,
including lighthouses,
beacons and buoys
.3 dead reckoning, taking
into account winds,
tides, currents and
estimated speed
Thorough knowledge of and
ability to use nautical charts,
and publications, such as
sailing directions, tide
tables, notices to mariners,
Tabel A.II/1 – STCW Code
Column 3 Column 4
Methods for Criteria for
demonstrating evaluating competence
competence
Examination and The information obtained
assessment of from nautical charts and
evidence obtained publications is relevant,
from one or more of interpreted correctly and
the following: properly applied. All
potential navigational
.1 approved hazards are accurately
in-service identified
experience
The primary method of
.2 approved training fixing the ship’s position is
ship experience the most appropriate to the
prevailing circumstances
.3 approved and conditions
simulator training,
where appropriate The position is determined
within the limits of
.4 approved acceptable
laboratory instrument/system errors
equipment training
The reliability of the
using chart catalogues, information obtained from
charts, nautical the primary method of
publications, radio position fixing is checked at
navigational warnings, appropriate intervals
sextant, azimuth
mirror, electronic Calculations and
navigation equipment, measurements of
echo-sounding navigational information are
equipment, compass accurate
The charts selected are the
IMC 7.03
largest scale suitable for the
area of navigation and
charts and publications are 14
corrected in accordance
} The contents is subject matter and skill will be
learn by trainee
} Examine the effectiveness content selection against
against criteria:
◦ Considering today’s knowledge of the particular subject
area
◦ Useful for trainee after completed the course
◦ The trainee have necessary background knowledge and
skills to learn the contents
◦ Essentiality the contents in this particular subject
◦ Should motivate the learners and will they interested it
◦ Include in the scope of curriculum (time constrain)
 May be Could Know
desirable but
not essential To be able
Should Know
to perform
the task

Must Know

May be needed
to gain a clear Should Know
understanding

Could Know

Trainer must keep in mind the students’ learning priorities

n Prepare Course Syllabus in a subject area
qStandard competency and required performance from
competency table at STCW Code A
n A.II.1 : Officer In Charge in navigational watch on ships of
500 GT or more (ANT-III)
n A.II.2 : Master and Chief Mate on ships of 500 GT or more
(ANT-II, ANT-I)
n A.II.3 : Officer In Charge in navigational watch on ships
and master on ships less than 500 GT on NCV
(ANT-IV, ANT-V)
n A.II.4 : Ratings forming part of a navigational watch (Deck
Watchkeeping)
n A.II.5 : Ratings as able seafarer deck ( Able Seafarer Deck)

qmmmm
n Prepare Course Syllabus in a subject area
q Standard competency and required performance from competency table at
STCW Code A
n A.III.1 : Officer In Charge of an engineering watch in a
manned engine room (ATT-III)
n A.III.2 : Chief Eng. and Second Eng. on ships powered by
main propulsion of 3000 kW or more (ATT-II, ATT-I)
n A.III.3 : Chief Eng. and Second Eng. on ships powered by
main propulsion of between 750 kW and 3000 kW
(ATT.IV, ATT.V)
n A.III.4 : Ratings forming part of an engineering watch
n A.III.5 : Ratings as able seafarer engine
n A.III.6 : Electro Technical Officer
n A.III.7 : Electro Technical Rating

qmmmm
n Prepare Course Syllabus in a subject area
qStandard competency and required performance from competency
table at STCW Code A
n A.IV.2 : GMDSS Radio Operator
n A.V.1 : Master, officer and rating on oil and chemical tanker
n A.V.2 : Master, officer and rating on passenger ship
n A.VI.1 : Safety Training
n A.VI.2 : Proficiency in survival craft, rescue boats, and fast
rescue boats.
n A.VI.3 : Advance Fire Fighting
n A.VI.4 : Medical First Aid and Medical Care
n A.VI.5 : Ship Security Officer
n A.VI.6 : Security Awareness

qmmmm
n Prepare Course Syllabus in a subject area
n IMO Model Course can be used as a guidance
 Direct Indirect Interactive Individual
Experiential
Instruction Instruction Instructions Study

Lecture Discovery Buzz Group Papers Field

Observation

Simulation
Case Studies Role Playing Report
Practice and
Games
Drill
Problem
Brain Storming Essay
Solving
Tutorial

Decision Open Distance Field Surveys

Movies Making Discussion Education
1). GAMES PLAYING

2). PROJECTS

3). CASE STUDIES

4). FIELD WORK

5). GROUP WORK

6). DISCUSSIONS

7). DEMONSTRATIONS

8). LECTURES

9). READING INCREASING

LOW HIGH
 GRAPHICAL SCHEME
90%

ABILITY
TO
RECALL

10%

WHEN WE READ HEAR SEE HEAR SAY SAY & DO

&
SEE
10% OF WHAT WE READ
WE REMEMBER 20% OF WHAT WE HEAR
30% OF WHAT WE SEE
50% OF WHAT WE HEAR & SEE
75% OF WHAT WE SAY
90% OF WHAT WE SAY & DO
 MEETINGS ARE AND HELD IN ORDER TO

INFORM

INSTRUCT

PLAN

CLARIFY

CREATE

MAKE DECISION
NUMBER OF PEOPLE
SOLVE PROBLEM AT THE MEETING
n Importance of a variety of approaches
n No single method is superior to another in all
situations
n Consider aim and objectives of the course
and content to be covered
} This does not refers to the allocation of
marks or an examination at the end of
the course.
} It is the ongoing process of identifying
what and how individuals are learning.
} It provides a guide for the pace and
nature of instruction.
} One of the best ways to improve on any
area of performance, teaching is no
exception.
} Leave some space for evaluative comments
in the lesson plan.
} It is always good to take some time to
reflect on own performance, i.e. “what went
well” and “ what did not go so well”
n Measurement : involves collecting information or data from
students.
Ex: giving a written test

n Assessment: analysis of the data, interpreting the

measurement data in some way
Ex: giving 1 student 50, other 75
giving 1 student fail, other pass

n Evaluation: involves in making judgement

Ex: considering the assessment result and deciding how well a
student has performed
} Key Questions/Criterias:
◦ Are the aims, learning objectives and contents
harmonized?
◦ Are the contents and sequence of the course
appropriate?
◦ Are the contents up to date?
◦ Are the teaching methods valid and suitable?
◦ Are examination questions relevant with the
contents?
◦ Is the time allocation suitable for each learning
activity?

By Arizal Hendriawan, M.Sc - TOT

GMDSS 30
} Title
} Objectives
} Total lesson time
} Review of previous lesson
} Keynotes for student to know
} Content of the lesson
} Method of presentation
} Resources or training aids required for
the lesson
} Timing for each ‘chunking’
} Activities for student, if any
} Link forward to the next session.
Table3 A sample lesson plan for a lesson involving numerical work

Title

Class

Time

Starting knowledge

Objectives

Content Instructor Trainee Teaching Aids Time Allocation

Asking questions Answering

Introduction OHP 10 minutes
Stating objectives Listening

New ideas
Explanation Listening Hand-out 10 minutes
developed
Assisting with Individual
Tutorial individual tutorial Hand-out 30 minutes
tutorial work work
Conclusion and Questioning
Answering OHP/Chalkboard 10 minutes
review Summarizing

32
 Summarising Listening 5 minutes
and review

Table 5A practical lesson: Personal survival techniques

Title Personal survival techniques: practical work
Class Pre-sea trainees
Time 2 hours 30min
Starting knowledge Theoretical knowledge gained during theory classes
To allow the trainees to gain the practical skills necessary to survive at
Objectives
sea. Refer to the STCW Convention and Code.
Equipment Swimming pool, liferaft, lifejackets

Activity Instructor Trainees Time

Introduction Exposition Questioning
Transferring & securing liferaft Observing, Listening
Liferaft launch commenting Answering Observing, 10min
launching liferaft

Revision of methods of
boarding liferaft "dry"
Questioning Answering
Group enters pool to
Observing, Floating, swimming
float/swim
Commenting Moving, wearing 10min
Group puts on lifejackets
Observing, lifejacket
while in water & assesses
Commenting, Swimming
problems with moving
Group investigates the

33
 Activity Instructor Trainees Time
ability of the lifejacket in self-
righting, try swimming
as normal and on backs

Demonstrations,
followed by trainees
trying best position to
Demonstrating Observing，listening
conserve heat in water
Observing Moving, swimming, 20min
Forming circle to aid
commenting towing
visibility/morale
Towing an unconscious
person
Layout and actions on Questioning,
boarding liferaft Observing,
Answering,
commenting 5 min
boarding liferaft

Jumping into water from a Demonstrating, Jumping, observing, 5 min

height observing, listening
commenting

Jumping from poolside

Demonstrating,
board，Actions on entering Jumping, observing,
observing, 15min
cold water, boarding raft via listening
commenting
ramp

Jumping from poolside board

Demonstrating,
，Actions on entering cold Jumping, observing,
observing, 15min
water, Boarding raft via other listening
commenting
access point using ladder

Assisting fellow trainee

Assistance using quoit &line Demonstrating
to board using quoit
Recovery of unconscious Observing 20min
and line Recovering
person commenting
unconscious person

Demonstrating
Performing correct
Righting upturned liferaft Observing 35 min
action to "right" liferaft
commenting

Abandoning ship via

high board, calling
Demonstrating,
Practice Exercise：abandon correct actions,
observing, 10 min
ship using high board securing raft,
commenting
manoeuvring raft with
paddles.

Questioning，
Conclusion Answering, listening 5 min
summarising
34
} At the end of the course, each trainee will be
required to conduct the micro teaching.

} Prepared the lesson plan and teaching aids

that can covered the micro teaching activities
for around 15 – 20 minutes.

} Lesson plan format and teaching aid that will

be used have to collect through email
arizal.ppsdml@gmail.com
} Cc : pelatihantot@gmail.com

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By Arizal Hendriawan, M.Sc - TOT
GMDSS 36