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Repetition Steps
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Navy Instructional Theory - Military manual for teaching in the military
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Group  performance  repetition  step
In  deciding  how  many  and  what  kinds  of  repetition  steps  you  should  include,  consider  several elements,  the  most  important  being  the  complexity  of  the  skill.  As  a  general  rule,  the  more complex  the  skill,  the  greater  the  need  for  repetition  steps.  Also  consider  the  nature  of  the  skill. For  example,  some  skills  involve  visual  signaling  in  which  speed  is  important.  Other  skills  may involve   ease   of   manipulation,   conservation   of   materials,   and   safety.   Always   consider   the   ability of   the   students   to   acquire   the   skill   and   the   amount   of   time   available   for   training. Four   repetition   steps   used   with   good   results   in   Navy   schools   are   described   in   the   following paragraphs: Instructor   repetition   step When  using  this  step,  repeat  the  job  without  noticeable  interruptions,  restating  the  procedure and  the  important  safety  factors  as  you  perform  the  steps.  This  step  has  two  important purposes: to   show   continuity   (how   the   procedural   steps   follow   each   other   under   actual operating   conditions);   and   to   set   standards   of   ease,   speed,   and   accuracy.   Related   techniques   of instruction  are  as  follows: n  Introduce  the  step  properly.  Motivate  the  students  to  pay  close  attention  by  explaining the  nature  of  the  step  and  by  stressing  the  primary  and  secondary  values. n  Perform  the  job  with  the  proper  degree  of  ease,  speed,  and  accuracy.  Streamline  your  oral explanations  to  the  point  that  they  do  not  hinder  your  performance.  The  proper  degree of  speed  is  the  standard  speed  you  expect  the  majority  of  students  to  attain  by  the  end  of the  scheduled  practice  period.  A  lower  standard  may  fail  to  challenge  the  average  and  fast learners;  a  higher  standard  may  cause  many  students  to  feel  the  goal  is  impossible  to reach. n   Avoid   any   activity   that   might   break   the   continuity   of   your   performance.   For   example, discussion  or  questions  during  this  step  may  distract  you  as  well  as  the  students. However,  give  students  an  opportunity  to  ask  questions  at  the  conclusion  of  the  instructor repetition  step.  You  may  need  to  include  more  than  one  instructor  repetition  step. Student   repetition   step In  the  student  repetition  step,  select  a  student  to  repeat  the  job,  restating  the  procedure  and the  important  safety  factors  as  the  student  performs  the  steps.  This  step  will  motivate  the students  by  proving  that  they  can  do  the  job  with  the  instruction  given.  It  will  show  you  those areas  of  instruction  you  need  to  strengthen. One  of  the  advantages  of  this  step  over  an  instructor  repetition  step  is  the  great  amount  of student  interest  generated  when  a  student,  rather  than  the  instructor,  performs  the  job.  The other  students  will  put  themselves  in  the  selected  student’s  place  and  perform  the  job  mentally. Related  techniques  of  instruction  are  as  follows: n  Introduce  the  step  properly.  Motivate  the  students  to  pay  close  attention  by  explaining the  nature  of  the  step  and  what  the  selected  student  must  do.  In  teaching  a  mental  skill involving  computation,  set  up  the  problem  as  part  of  the  introduction.  Always  use  new values  (not  those  used  in  your  demonstration  step)  in  the  problem  the  student  will  solve. n  Call  upon  a  student  from  the  average  learner  group  to  perform  the  job. 57

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