OVERVIEWOVERVIEW

To provide you with basic knowledge of To provide you with basic knowledge of communication and instruction techniques.communication and instruction techniques.

TERMINAL LEARNING TERMINAL LEARNING OBJECTIVESOBJECTIVES

Without the aid of references and in Without the aid of references and in accordance with CPL 0104, given a training accordance with CPL 0104, given a training site with training support equipment, site with training support equipment, conduct individual training.conduct individual training.

ENABLING LEARNING ENABLING LEARNING OBJECTIVESOBJECTIVES

Definition of a Hip Pocket Class.Definition of a Hip Pocket Class. Elements of an Individual Training Elements of an Individual Training

Standard (ITS).Standard (ITS). Definition of a Learning Objective.Definition of a Learning Objective.

EVALUATIONEVALUATION

Comp 1 Test.Comp 1 Test. Your 5 min. Presentation.Your 5 min. Presentation.

QUESTIONSQUESTIONS

Learning Objectives?Learning Objectives? How you will be evaluated?How you will be evaluated?

DEFINITIONDEFINITION

A A Hip Pocket ClassHip Pocket Class is: is:

- A short informal period of instruction.- A short informal period of instruction. -Given on the spur of the moment.-Given on the spur of the moment. -Given to a small unit (or a solitary marine).-Given to a small unit (or a solitary marine). -Corrects a deficiency.-Corrects a deficiency.

*Described as a “teachable moment”.*Described as a “teachable moment”.

INDIVIDUAL TRAINING INDIVIDUAL TRAINING STANDARDS (ITS)STANDARDS (ITS)

Establish the tasks that units and individuals Establish the tasks that units and individuals within a specific MOS are expected to within a specific MOS are expected to perform.perform.

Define proficiency in those tasks.Define proficiency in those tasks. Serve as a means of identifying training Serve as a means of identifying training

deficiencies.deficiencies. Published in MCO 1510 Individual Published in MCO 1510 Individual

Training Standard System (ITSS) series.Training Standard System (ITSS) series.

5 ELEMENTS OF AN 5 ELEMENTS OF AN ITSITS

1. TASK1. TASK 2. CONDITIONS2. CONDITIONS 3. STANDARD3. STANDARD 4. PERFORMANCE STEPS4. PERFORMANCE STEPS 5. ADMINISTRATIVE INSTRUCTIONS5. ADMINISTRATIVE INSTRUCTIONS

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1. TASK1. TASK

This is a unit of work usually performed This is a unit of work usually performed over a short period of time, has a specific over a short period of time, has a specific beginning and ending, can be measured, beginning and ending, can be measured, and is a logical and necessary unit of and is a logical and necessary unit of performance.performance.

2. CONDITIONS2. CONDITIONS

These are the equipment, manuals, These are the equipment, manuals, assistance/supervision, special physical assistance/supervision, special physical demands, environmental conditions, and demands, environmental conditions, and locations that describe the locations that describe the situation/environment under which the situation/environment under which the Marine performs the task.Marine performs the task.

3. STANDARD3. STANDARD

This is the accuracy, time limits, This is the accuracy, time limits, sequencing, quality, product, process, sequencing, quality, product, process, restrictions, etc., that indicate how well a restrictions, etc., that indicate how well a task must be performed.task must be performed.

4. PERFORMANCE STEPS4. PERFORMANCE STEPS

These are the accuracy, time limits, These are the accuracy, time limits, sequencing, quality, product, process, sequencing, quality, product, process, restrictions, etc., that indicate how well a restrictions, etc., that indicate how well a task must be performed.task must be performed.

5. ADMINISTRATIVE 5. ADMINISTRATIVE INSTRUCTIONSINSTRUCTIONS

This is the amount of simulation involved This is the amount of simulation involved with the behavior, conditions, and standards with the behavior, conditions, and standards in the training environment. Safety and in the training environment. Safety and cost factors can influence the amount of cost factors can influence the amount of simulation involved. Logistical simulation involved. Logistical considerations are also listed here.considerations are also listed here.

EXAMPLE OF AN EXAMPLE OF AN ITSITS

Figure 0104-1 in your book.Figure 0104-1 in your book. Example from an ITS taken from the MBST Example from an ITS taken from the MBST

Vol. 2.Vol. 2.

INSTRUCTIONAL METHODSINSTRUCTIONAL METHODS

LectureLecture DemonstrationDemonstration Seminar/Guided DiscussionSeminar/Guided Discussion Practical ApplicationPractical Application Paper/Computer Based Self InstructionPaper/Computer Based Self Instruction SimulatorsSimulators Video-TelecommunicationVideo-Telecommunication

LECTURELECTURE

Utilizes one or more instructors to present Utilizes one or more instructors to present information to a group of students, usually in a information to a group of students, usually in a classroom setting.classroom setting.

Used to teach large amounts of information in a Used to teach large amounts of information in a relatively short period of time.relatively short period of time.

Provides little feedback from the student.Provides little feedback from the student. The instructor cannot be sure if all the students The instructor cannot be sure if all the students

understand the information until they take the test.understand the information until they take the test. Takes relatively little time to prepare.Takes relatively little time to prepare.

DEMONSTRATIONDEMONSTRATION

Extremely effective when used in Extremely effective when used in conjunction with a lecture.conjunction with a lecture.

Students observe a sequence of events Students observe a sequence of events designed to teach procedure, technique, or designed to teach procedure, technique, or operation.operation.

An example in which the student can An example in which the student can observe directly.observe directly.

SEMINAR/GUIDED SEMINAR/GUIDED DISCUSSIONDISCUSSION

Instructor-led interactions which involve Instructor-led interactions which involve participation from all class members.participation from all class members.

Encourage student participation in Encourage student participation in exchange of ideas, values, or attitudes.exchange of ideas, values, or attitudes.

Amount of information is usually far less Amount of information is usually far less than in other methods.than in other methods.

PRACTICAL APPLICATIONPRACTICAL APPLICATION

Students apply previously learned knowledge or Students apply previously learned knowledge or skills under controlled conditions with close skills under controlled conditions with close instructor supervision.instructor supervision.

Can involve all five of the student’s senses and Can involve all five of the student’s senses and therefore, has the therefore, has the highest highest degree of transfer of degree of transfer of learning.learning.

Great deal of student feedback.Great deal of student feedback. Takes a lot of preparation, more resources, more Takes a lot of preparation, more resources, more

time to perform, and more instructor supervision time to perform, and more instructor supervision than other types of instruction.than other types of instruction.

PAPER/COMPUTER BASED, PAPER/COMPUTER BASED, SELF-PACED INSTRUCTIONSELF-PACED INSTRUCTION

Does not rely on an instructor.Does not rely on an instructor. Every student receives the same amount of Every student receives the same amount of

instruction.instruction. Student works and learns at his own pace.Student works and learns at his own pace. Minimum amount of supervision.Minimum amount of supervision. If the student has questions, he may have to If the student has questions, he may have to

communicate with the instructor over long communicate with the instructor over long distances.distances.

SIMULATORSSIMULATORS

Duplicates job performance in a controlled Duplicates job performance in a controlled environment on a mock-up of the environment on a mock-up of the equipment, or in some cases, the actual equipment, or in some cases, the actual equipment.equipment.

Gives detailed feedback to the instructor Gives detailed feedback to the instructor throughout the entire evolution.throughout the entire evolution.

They remove safety hazards and minimize They remove safety hazards and minimize pressures for productivity.pressures for productivity.

VIDEO-VIDEO-TELECOMMUNICATION TELECOMMUNICATION

INSTRUCTIONINSTRUCTION

Uses a satellite communications link or a Uses a satellite communications link or a telephone line to simultaneously distribute telephone line to simultaneously distribute instruction to students at multiple sites instruction to students at multiple sites throughout the country or world.throughout the country or world.

Presented via lecture when information Presented via lecture when information must be delivered to many students in a must be delivered to many students in a standardized format.standardized format.

OUTLINEOUTLINE

A nonformalized, unplanned hip-pocket A nonformalized, unplanned hip-pocket class outline will contain 2 parts: class outline will contain 2 parts:

1. The learning objective1. The learning objective 2. Points that you will cover 2. Points that you will cover

A A LEARNING OBJECTIVELEARNING OBJECTIVE IS:IS:

A clearly worded action statement that A clearly worded action statement that describes the planned outcome of the describes the planned outcome of the instruction. (What the students will do at the instruction. (What the students will do at the end of the class)end of the class)

Describes the task that the student must be Describes the task that the student must be able to complete.able to complete.

Differences Between:Differences Between:

JOBSJOBSTASKSTASKSSTEPSSTEPS

EXAMPLESEXAMPLES

JOBSJOBS TASKSTASKS STEPSSTEPS

Execute the Execute the duties of a squad duties of a squad leader.leader.

Conduct a Conduct a patrol.patrol.

Perform Perform immediate immediate action drills.action drills.

Execute the Execute the duties of the duties of the sergeant of the sergeant of the guard.guard.

Conduct Conduct morning colors.morning colors.

Attach the Attach the colors to the colors to the lanyard.lanyard.

Execute the Execute the duties of a duties of a mechanic.mechanic.

Perform a tune-Perform a tune-up on a truck.up on a truck.

Drain the oil Drain the oil from the oil pan.from the oil pan.

BEHAVIORBEHAVIOR

Identifies an observable and measurable Identifies an observable and measurable action.action.

Only one action verb and one object for Only one action verb and one object for each behavior.each behavior.

Examples of good and poor action verbs on Examples of good and poor action verbs on page 0104L-8.page 0104L-8.

MAIN POINTS YOU WILL MAIN POINTS YOU WILL COVERCOVER

These are needed to accomplish your These are needed to accomplish your learning objective.learning objective.

Must be clear.Must be clear. Must be in a logical sequence.Must be in a logical sequence. Must have a minimum of Must have a minimum of 22..

OUTLINE SAMPLEOUTLINE SAMPLE

Page 0104H-13 in your book.Page 0104H-13 in your book.

MEDIAMEDIA

Why use Media?Why use Media? To enhance learningTo enhance learning To compliment the presentationTo compliment the presentation To increase meaningfulness To increase meaningfulness

GENERAL GENERAL CONSIDERATIONS WHEN CONSIDERATIONS WHEN

CHOOSING MEDIACHOOSING MEDIA NecessaryNecessary AppropriateAppropriate SimpleSimple AccurateAccurate Portable/DurablePortable/Durable Attractive/NeatAttractive/Neat

COLORSCOLORS

AMMOUNT OF AMMOUNT OF INFORMATIONINFORMATION

Simplicity.Simplicity. Use Bullet StatementsUse Bullet Statements

DON’T TALK TO THE MEDIADON’T TALK TO THE MEDIA

Be confident, Be confident, talk to the talk to the students, not students, not the media.the media.

MEDIA DISPLAYMEDIA DISPLAY

VisibilityVisibility DistractionDistraction

MEDIA TYPESMEDIA TYPES

CHALKBOARDSCHALKBOARDS FLIP CHARTSFLIP CHARTS SLIDESSLIDES OVERHEAD TRANSPARIENCESOVERHEAD TRANSPARIENCES AUDIO/VIDEO TAPESAUDIO/VIDEO TAPES HOOK-AND-LOOPSHOOK-AND-LOOPS ACTUAL OBJECTSACTUAL OBJECTS MODELSMODELS

FUNDAMENTALS FUNDAMENTALS OF ORAL OF ORAL

COMMUNICATIONCOMMUNICATION

COMMUNICATON SKILLSCOMMUNICATON SKILLS

VolumeVolume PitchPitch SpeedSpeed PausesPauses ClarityClarity VocabularyVocabulary SlangSlang ProfanityProfanity

SUPPORTING MANNERISMSSUPPORTING MANNERISMS

AppearanceAppearance GesturesGestures Body MovementBody Movement Eye ContactEye Contact Facial ExpressionsFacial Expressions

KEY ELEMENTSKEY ELEMENTS

SinceritySincerityEnthusiasmEnthusiasmRapportRapport

THE SECRET TO A THE SECRET TO A SUCCESSFUL SUCCESSFUL

PRESENTATION PRESENTATION IS…………IS…………

PRACTICEPRACTICEPRACTICEPRACTICEPRACTICEPRACTICE

QUESTIONS FROM THE QUESTIONS FROM THE CLASS?CLASS?

QUESTIONS TO THE CLASSQUESTIONS TO THE CLASS

Q: WHAT IS A HIP POCKET Q: WHAT IS A HIP POCKET CLASS?CLASS?

A: A A: A SHORT SHORT INFORMAL PERIOD OF INFORMAL PERIOD OF INSTRUCTION THAT INSTRUCTION THAT IS GIVEN ON THE SPUR OF THE IS GIVEN ON THE SPUR OF THE MOMENT TO A SMALL UNIT OR MOMENT TO A SMALL UNIT OR INDIVIDUAL TO CORRECT A INDIVIDUAL TO CORRECT A DEFICIENCY.DEFICIENCY.

Q: WHAT IS A LEARNING Q: WHAT IS A LEARNING OBJECTIVE?OBJECTIVE?

A: A CLEARLY WORDED ACTION A: A CLEARLY WORDED ACTION STATEMENT THAT DESCRIBES THE STATEMENT THAT DESCRIBES THE PLANNED OUTCOME OF PLANNED OUTCOME OF INSTRUCTION.INSTRUCTION.

WE HAVE DISCUSSED:WE HAVE DISCUSSED:

Definition of a Hip Pocket Class.Definition of a Hip Pocket Class. Individual Training Standards (ITS).Individual Training Standards (ITS). Instructional Methods.Instructional Methods. Definition of a Learning Objective.Definition of a Learning Objective. Types of Media.Types of Media. Fundamentals of Oral Communication.Fundamentals of Oral Communication. Supporting Mannerisms.Supporting Mannerisms. Key Elements of Attitude.Key Elements of Attitude.

TAKE A 10 MINUTE BREAKTAKE A 10 MINUTE BREAK