Methods of instruction
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METHODS OF INSTRUCTION. JOHN HORNE TARGET SKYSPORTS HIBALDSTOW NOVEMBER 2002. AIM OF THIS LESSON. TO MAKE YOU THE BASIC INSTRUCTOR AWARE OF THE PRINCIPLES OF GOOD INSTRUCTION. PRINCIPLES OF GOOD INSTRUCTION. CLEAR AIM GOOD PLANNING AND PREPARATION PROMOTE INTEREST USE OF RIGHT SENSES

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METHODS OF INSTRUCTION

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METHODS OFINSTRUCTION

JOHN HORNE

TARGET SKYSPORTS

HIBALDSTOW

NOVEMBER 2002


AIM OF THIS LESSON

  • TO MAKE YOU THE BASIC INSTRUCTOR AWARE OF THE PRINCIPLES OF GOOD INSTRUCTION


PRINCIPLES OF GOODINSTRUCTION

  • CLEAR AIM

  • GOOD PLANNING AND PREPARATION

  • PROMOTE INTEREST

  • USE OF RIGHT SENSES

  • MAXIMUM ACTIVITY

  • SIMPLICITY

  • HUMAN FACTOR

  • CONFIRMATION BY STAGES


THE AIM

  • THE AIM IS POSSIBLY THE MOST IMPORTANT FACTOR WHEN PLANNING YOUR LESSON.

  • ALWAYS STATE THE AIM

  • REMEMBER TO QUALIFY IT

  • IT SHOULD BE YOUR OBJECTIVE


  • A CLEAR AIM WILL TELL YOU WHAT TO TEACH AND HOW TO TEACH IT


PLANNINGAND

PREPA

RATION


CONSIDER THE SIX P’s

PRIOR - PLANNING

& PREPARATION

PREVENTS - A POOR

PERFORMANCE


PLANNING CONSIDERATIONS :-

  • THE AREA

    • ENSURE THE AREA IS SUITABLE FOR WHAT YOU ARE TRYING TO ACHIEVE


TRAINING AIDS ?

  • LAP TOPS /OH PROJECTORS

  • TVs & VIDEOS

  • MAG AIDS

  • EQUIPMENT

  • ASSISTANTS


DO NOT ALLOW TRAINING AIDS TO TAKE OVER YOUR LESSON


SUBJECT KNOWLEDGE

  • THERE IS NO SUBSTITUTE FOR RELEVANT SUBJECT KNOWLEDGE IT WILL HELP YOU TO BE CONFIDENT AND OVERCOME STAGE FRIGHT


YOU MUST DECIDE WHAT POINTS TO TEACH

  • MUST KNOW

  • SHOULD KNOW

  • COULD KNOW


LESSON PLANS ?

  • A STRUCTURED LESSON

  • BEGINNING (INTRO-REVISE-AIM)

  • MIDDLE (SUBJECT MATTER)

  • END (SUMMARY - QUESTIONS -LOOK FORWARD)

  • DON’T FORGET TO REHEARSE


INTEREST

  • YOU AS THE INSTRUCTOR, HAVE TO LEAD THE STUDENTS THROUGH 3 STAGES OF LEARNING :-

  • WANT TO LEARN

  • LEARN

  • REMEMBER


THE DESIRE TO LEARN

  • TO MAINTAIN INTEREST CONSIDER THE FOLLOWING :-

  • REALISM

  • COMPETITIONS

  • CURIOSITY

  • VARIETY

  • INCENTIVES


THE DESIRE TO LEARN

  • SENSE OF ACHIEVEMENT

  • CLASS COMFORT

  • CLASS ACTIVITY

  • ENTHUSIASM

  • WALK BEFORE RUNNING


SIGHT

TOUCH

HEARING

USE OF RIGHT SENSES

  • THE THREE SENSES WE ARE INTERESTED IN:


A GOOD LESSON IS MADE UP OF:

70% TOUCH (DOING)

20% SIGHT

10% HEARING


MAXIMUM ACTIVITY

  • IT IS IMPORTANT THAT YOUR STUDENTS REMAIN ACTIVE MENTALLY AND PHYSICALLY

  • REMEMBER PARACHUTING IS ESSENTIALLY A PRACTICAL SKILL


  • WHEN USING EQUIPMENT, LET THE STUDENTS GET HANDS ON

  • WHEN TEACHING A DRILL, DEMONSTRATE - IMITATE - PRACTICE

  • TEACH FACTS BY USING GOOD QUESTION TECHNIQUE.


SIMPLICITY

  • GOOD INSTRUCTION MAKES A DIFFICULT SUBJECT EASY TO UNDERSTAND AND MORE IMPORTANTLY EASY TO REMEMBER

  • AVOID NEGATIVE TEACHING IF POSSIBLE

  • WORK TO SLOWER STUDENTS

  • REMEMBER NEED TO KNOW PRINCIPLE


THE HUMAN FACTOR

  • PERSONAL APPEARANCE

  • DON’T EMBARRASS OR BULLY

  • AVOID HANDLING STUDENTS

  • DON’T BLUFF

  • SEXIST, AGEIST, RACIST, SIZEIST REMARKS

  • CONFIRM BY STAGES

  • BE APPROACHABLE


  • REMEMBER THE QUALITIES OF A SPORT PARACHUTE INSTRUCTOR.

  • IN SHORT, YOUR AIM SHOULD BE TO SET A GOOD EXAMPLE, BE FIRM, HELPFUL AND TRY TO SEE THINGS THROUGH YOUR STUDENT’S EYES.


QUESTION TECHNIQUE


WHY ASK QUESTIONS ?

  • TO TEST - TO CONFIRM STUDENTS ARE LEARNING

  • TO TEACH - ASK QUESTIONS TO MAKE STUDENTS THINK FOR THEMSELVES

  • TO PROMOTE CLASS ACTIVITY - ALERT AND INTERESTED STUDENTS


HOW TO ASK QUESTIONS

  • QUESTION- PAUSE - NOMINATE - PUT THE QUESTION TO THE WHOLE CLASS, ALLOW SUFFICIENT TIME FOR EVERY STUDENT TO THINK ABOUT IT, THEN NOMINATE A STUDENT TO ANSWER. THIS STOPS STUDENTS FROM SWITCHING OFF.

    POSE-PAUSE-POUNCE


  • MAKE QUESTIONS CLEAR - STUDENTS MUST FULLY UNDERSTAND THE QUESTION IN ORDER TO GIVE THE CORRECT ANSWER

  • AVOID 50/50 QUESTIONS - STUDENTS MAY GUESS THE ANSWER. IF SUCH A QUESTION CANNOT BE AVOIDED ASK THE STUDENT TO CLARIFY.


  • TEST SKILLS BY PERFORMANCE - NEVER ASK THE STUDENT TO DESCRIBE A SKILL, A DEMONSTRATION IS ESSENTIAL

  • NEVER TEST POWERS OF EXPRESSION - IT IS UNFAIR TO A STUDENT AND WASTES TIME


QUESTIONS FROM STUDENTS

  • RELEVANT

  • DON’T KNOW

  • IRRELEVANT


TO SUMMARISE

  • HAVE GOOD SUBJECT KNOWLEDGE

  • HAVE PLENTY OF PRACTICAL EXPERIENCE

  • HAVE THE QUALITIES OF A GOOD PARACHUTE INSTRUCTOR

  • HAVE THE ABILITY TO APPLY THE PRINCIPLES OF GOOD INSTRUCTION


ANY QUESTIONS ?


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