| |
Coach-Pupil repetition step
The Coach-pupil repetition step requires you to divide students into small groups. If a group
consists of two students, one (as the pupil) performs the job while the other (as the coach)
checks the “pupil’s” performance. After the pupil has acquired a certain degree of proficiency,
they reverse positions. This step is particularly useful in imparting skills in which performance
involves potential danger to personnel or equipment; for example, firing small arms or
troubleshooting electronics equipment.
You use a job sheet with this repetition step. The
following are related techniques of instruction:
n Introduce the step properly. Assemble the students in one group, and give all necessary
preliminary instructions.
Include the location of each coach and pupil group in the
training area, the time allowed each pupil to practice, and the specific duties of the coach
and pupil.
n Position the small groups properly. Make a preliminary check to ensure that all groups
are in their assigned positions and that the coach and pupil relationship is being observed.
n Maintain adequate supervision.
Although theoretically the coaches are acting in the
capacity of assistant instructors, they are still students. Maintain close supervision over
all groups to ensure the students are observing safety rules and regulations and are making
good use of the available time.
PERFORMANCE STEP
The performance step is the step in which the students practice under supervision until they
have attained the required proficiency.
During this step, the students apply what they have
previously learned as a result of the preceding demonstrations. Consequently, the term
application or supervised application may be used to identify the activity in which the students
are engaged.
The performance step involves many kinds of application. Some skills (knot tying, welding,
machinery repair) result in a finished product. The application of such skills consists of students
practicing a procedure until they reach the required standards of ease and precision. Normally,
speed is not important. Other skills (typing, visual signaling, radio code receiving) involve speed
and accuracy. The application of these skills consists of students practicing until they reach the
required proficiency in speed and accuracy.
Broadly speaking, the performance step involves several instructor duties. You must brief the
students on the application activity, organize the students into working groups, supervise the
activity, reteach as necessary, evaluate the results, and keep records. The following instructional
techniques elaborate on these duties:
n Give the students a clear understanding of the work required of them. That includes
definite answers to questions of what they must do and when, where, how, and why they
will perform the required work.
- WHAT must be made, done, or practiced? Tell the students exactly what they must do.
For complex skills, supplement oral instructions with instruction sheets--job sheets for
physical skills and problem sheets for mental skills.
59
|
