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Demonstration - 14300_67
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Navy Instructional Theory - Military manual for teaching in the military
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Instructor   repetition   step
To  present  background  knowledge  and  develop  proper  attitudes,  vary  your  use  of  the  learning techniques  discussed  in  earlier  chapters.  Use  the  following  techniques  when  giving  an  actual demonstration: n   Position   the   students   and   training   aids   properly.   If   you   direct   the   students   to   gather around  a  worktable  or  a  training  aid,  make  sure  every  student  has  an  unobstructed  view. n   Show   and   explain   the   operations. Perform   the   operations   in   step-by-step   order. Whenever   possible,   present   the   telling   and   doing   simultaneously.   Do   not   hurry;   you   will not   normally   emphasize   speed   in   performing   operations   or   in   moving   from   one   operation to  another  in  the  demonstration  step.  Make  certain  the  students  understand  the  first  step before  you  proceed  to  the  second,  and  so  on.  Repeat  difficult  operations.  Pause  briefly after  each  operation  to  observe  student  reaction  and  to  check  student  comprehension. n  Observe  safety  precautions.  Rigging  a  safety  line,  donning  a  safety  mask,  or  tagging  an electric  cable  may  take  a  few  more  seconds,  but  you  have  not  wasted  the  time.  Instead, you  have  impressed  the  students  with  the  importance  of  exercising  extreme  care  in  dealing with   potentially   dangerous   equipment. ~  Give  proper  attention  to  terminology.  Call  each  part  of  a  training  aid  by  its  proper  name each   time   you   call   attention   to   it.    Getting  students  to  retain  the  correct  nomenclature requires  more  than  just  mentioning  the  name.  The  following  suggestions  should  prove helpful: —  List  the  names  of  parts. —  Refer  students  to  any  available  chart  that  shows  the  parts  and  names  of  parts. —  Conduct  a  terminology  drill  on  the  parts  of  the  training  aid  while  the  aid  is  assembled or  disassembled,  as  appropriate. n   Check   student   comprehension   carefully.   Ask   questions   during   the   demonstration   step   that require  the  students  to  recall  nomenclature,  procedural  steps,  underlying  principles,  safety precautions,  and  the  like. Watch   the   class   for   reactions   indicating   lack   of   attention, confusion,   or   doubt;   but   do   not   depend   solely   upon   visual   observations. When  teaching  skills,  such  as  donning  an  oxygen  breathing  apparatus  (OBA),  in  which  a distinction  between  right  and  left  is  important;  ask  an  assistant  instructor  or  a  well-coached student  to  help  you. Ask  the  assistant  to  stand  so  that  the  class  may  see  what  he  or  she  is doing.  Then  direct  the  assistant  in  performing  the  activity  while  you  observe  the  reaction  of  the students. Remember   the   law   of   primacy   when   performing   the   demonstration   step.   Always   proceed from  simple  to  complex  in  logical  sequence;  show  the  correct  way  to  perform  the  steps  the  first time  you  demonstrate  them.  Along  with  teaching  a  skill,  develop  proper  attitudes,  such  as  the desire   to   perform   safely,   and   the   desire   to   exercise   economy   of   time   and   effort. REPETITION   STEPS When  using  the  demonstration  method,  you  will  always  provide  a  demonstration  step  and  a performance   step. Generally,  you  will  include  one  or  more  repetition  steps  between  the demonstration  step  and  the  performance  step. 56

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