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Instructional Methods and Techniques
Demonstration Method - 14504_27

Military Requirements for Petty Officers Third and Second Class
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6.  Instruct  on  the  class  level.  Use  words, explanations, visual illustrations, questions, and the like, directed to the needs of the average trainee in the class. 7.  Stimulate trainees to think. Think, as used here, refers to creative thinking, rather than a mere recall of facts previously learned. You can use a number of instructional devices for stimulating trainee thinking. Among those devices are thought-provoking questions, class discussions, problem situations, challenging statements, and rhetorical questions (a question to which no answer is expected). Another device is the use of suggestions, such as “I want you to think along with me” and “Consider your reaction to this situation.” Discussion Method Discussion  methods  are  effective  in  getting  the trainees to think constructively while interacting with the rest of the group. Conduct discussions with large or small   groups;   however,   small   groups   are   more desirable.  You  can  control  and  direct  a  small  group more easily than you can larger groups of 10 or more trainees.  If  a  group  is  extremely  large,  break  it  into smaller  groups  or  teams  with  a  discussion  leader  for each team. The use of the terms class discussion and directed discussion in this text refers to methods in which you facilitate  verbal  exchange  in  the  class.  To  use  these methods,   first   lay   a   suitable   foundation   for   the discussion   by   asking   one   or   more   challenging questions.  Then  stimulate  the  trainees  to  discuss  the basic   questions;   finally,   guide   the   discussion   to   a logical conclusion. In the directed discussion, you act as the chairman or   moderator.   As   a   result   of   your   questions, suggestions, and redirection of ideas, the trainees in the class  become  genuinely  interested  in  exploiting  all angles of the central problem. They forget the normal classroom restraints and begin to talk to each other as they would when carrying on an ordinary conversation. A  true  class  discussion  requires  a  trainee-to-trainee interchange   of   ideas.   An   instructor-to-trainee interchange of ideas during a typical question-and-answer period is not a class discussion. To   conduct   a   class   discussion,   you   must   make more  extensive  and  more  thorough  preparations  than you would for a lecture. Although the trainees supply the ideas, you must have a thorough knowledge of the subject matter to be able to sift out pertinent ideas. Be aware  of  ideas  that  may  lead  the  trainees  off  on  a tangent;  steer  the  discussion  away  from  those  ideas. Guide   the   trainees   away   from   irrelevant   ideas   and toward   the   desired   goals   without   dominating   the discussion. You  can  adapt  some  ideas  to  discussions  more easily than other ideas. The most easily adaptable areas require trainees to compare, contrast, and weigh facts, concepts, and ideas. They also require trainees to solve problems,   particularly   those   dealing   with   human relations,  and  to  glean  hidden  or  obscure  information from scattered sources. To receive full benefit from the discussion,  the  trainees  should  have  some  previous familiarity   with   the   subject   matter.   They   could   be familiar  with  the  subject  matter  as  a  result  of  outside reading, prior Navy training and experience, or civilian training and experience. To help make the class discussion a success, arrange the classroom in such a manner that you are a part of the group. If possible, arrange for the group to sit around a table  so  that  all  of  the  trainees  can  see  each  other  and you. Use the discussion method only when classes are small enough to allow everyone a chance to take part. Use   the   following   techniques   in   conducting   a classroom discussion: Build   a   background   for   the   discussion.   The development  of  an  appropriate  background  tends  to focus  the  trainees’ attention  upon  the  central  problem and limits the problem to an area that can be covered in a reasonable length of time. An appropriate background also creates interest in the solution of the problem. Ask thought-provoking discussion questions. Ask questions to keep the discussion in bounds, to bring out the desired aspects of the main problem, and to guide the discussion toward the desired conclusion. Encourage  the  timid,  restrain  the  talkative,  and maintain  a  standard  of  discipline  in  keeping  with  the maturity level of the trainees. Be  willing  to  accept,  temporarily,  an  incorrect idea.   A   hasty   “No!”   or   “You’re   wrong!”   can   bring sudden death to any discussion. Avoid   expressing   your   own   ideas   until   the trainees  have  had  ample  opportunity  to  express  their ideas. Summarize  the  discussion  at  intervals.  Use  the chalkboard  for  this  purpose.  Give  due  credit  to  the trainees for their contributions. Clear up misunderstandings and emphasize correct ideas. 1-16







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