SAL 4.3 Designing Instruction

Introduction

Most projects are only as good as the planning that goes into them, and this applies with particular force to instruction. A good instructor devotes a good deal of time and thought to their lesson before they enter the classroom. This chapter describes the steps that apply to the preparation of all methods of instruction; practical, theoretical or otherwise. These help ensure that instruction is based on the sequence that will best promote learning and it will be delivered in the most effective and efficient manner.

Lesson Objective

The Objective for this lesson is for you to be able to demonstrate using ORBITRAR to plan effective training.

The Scope of the lesson is

• Introduction

• ORBITRAR

• Objective

• Research

• BIT

• RAR

Development of Instruction

a. Establish the Objectives of the lesson;

b. Conduct Research on the subject;

c. Establish the Best learning sequence;

d. Choose the Instructional method;

e. Develop the Training aids and Student Activities.

f. Run the lesson;

g. Assess the lesson;

h. Revise the plan.

Objective

Establishing the Objectives of the Lesson 4.3 It is absolutely essential that the lesson has a clearly defined objective. Without it the lesson would be literally aimless. Remember that the objective states what the cadet has to be able to do at the end of the lesson, NOT what the instructor will do during it. The objective for a particular lesson can be obtained from the course syllabus. All syllabus items in NZCF are on the website and for the most part directly relate to the relevant NZQA unit standards. Objectives can also be found on the Instructor Guides, which are issued by the training office to the instructor. This standardisation of objectives ensures a standardisation of training throughout NZCF units.

Research

If you are developing a lesson plan for the first time it will be necessary for you to conduct a detailed research into the subject. During this research you will refresh your own understanding of the subject and gather together information that may be included in your lesson. Some of the material will be useful, but not all. Suggested sources of information;

a. Candidate and Assessor Guides

b. References listed on the Instructor Guides – Usually the relevant NZCF Manual

c. Prior lesson plans – ensure that if you are using other lesson plans to help gain an understanding of the topic, that you do not just copy or rely solely on this, as this will set you up for failure.

d. Using resources e.g books, reputable websites, other staff/NCO's

Best Learning Sequence

Now that you have all this material it must be put into a correct sequence. A simple yet effective method of sequencing a topic is as follows:

a. Look at the objective first and ask, “What does the cadet need to be able to know/do before they can perform this task?”

b. The list that you end up with will most likely cover the objective, but it will not necessarily be arranged in the best sequence. This sequencing is best done by considering the principles of:

Operating Order

Simple

Known

Theory

Concrete

Front

Top

Inside

Chronological Order

Complex

Unknown

Involvement

Abstract

Back

Bottom

Outside

It follows that for any topic, one factor should be taught first, and then other factors built upon it. Subsequent revisions in planning (through experience) can improve the original sequence.

The factual material will arrange itself into various ‘teaching points’ of the lesson. These represent a breakdown of enabling objectives, just as the enabling objectives represent a breakdown of the lesson objective.

Instructional Method

Once the material has been arranged the method of instruction is decided upon. Does this topic need to follow the theory or practical lesson structures? Does it have elements of both?

Training Aid and Student Activities

Once you have completed the above steps reflect on the material you are teaching and consider what aids may help your students understand your teaching points, and what activities could you include to ensure all class members are involved and understanding the material at hand. The aids should be selected bearing in mind the following:

a. What preparation time is available?

b. What resources are available?

c. What is the ability of the class?

d. What environment will they be used in?

e. Do they help the cadet reach the objective?

f. Do they cater for all learning styles?

g. What are the pro’s and con’s of using this aid?

Run the lesson

The lesson can now be presented. Ensure that you take the time to set up your teaching space in a way that suits you, your plan and your students. Ensure to have all your resources at hand, and have a copy of your lesson plan with you.

Assess the lesson

After the lesson is over ask yourself the following questions:

a. Was my instruction successful, partly successful or not? Why?

b. Was the sequencing logical or could it be improved?

c. Were there some things that the class did not follow or struggled with?

d. Did the questions I ask encourage reflection? What other questions could I ask?

e. Was my student activity appropriate and effective? How could I change it? Did I need more or less?

f. Was the subject made interesting? Could it be made more interesting?

g. Were the aids suitable? Did I have all I wanted? Was the timing of them good?

h. Were the class kept busy and active? (Mentally at least).

i. Did I run out of time? Did I have too much? Did I have time to deal with their questions?

Revise the Plan

Once you have self-assessed your lesson (and ideally received peer assessment/critique on your lesson), return to your lesson plan and revise it to reflect how you would do it next time. That way if you teach this lesson again you will have a starting point that may assist you in being able to more quickly prepare your lesson. By doing this it also enables you to help others who may be assigned to teach this lesson subsequently.