for an answer. This type of questioning isgenerally used to generate interest in a large blockof subject matter, usually a lesson as a whole.4. Focus the trainees' attention. By asking aquestion about a particular part of a model,mock-up, chart, demonstration piece, or chalk-board drawing, you can direct the trainees’attention to that immediate area.5. Review the subject matter. Devisequestions requiring trainees to solve problems thatwill provide them with an opportunity to applyknowledge. Again, ask questions that emphasizethe ability to reason and not the ability to recallmere facts.6. Drill on the subject matter. To helptrainees remember certain facts, figures, shapes,formulas, and so forth, use preplanned oralquestions to reinforce a subject matter in thetrainees’ minds. This technique will eventuallylead to the trainees’ mastery of the subject onwhich they are being drilled.7. Check for comprehension. Ask questionscovering the main points of the lesson to detectand correct errors in thinking and to locate areasyou need to reteach.8. Increase trainee participation. Encouragetrainees to take an active part in the instructionby allowing them to both answer and askquestions.9. Increase trainee learning. Encouragetrainees to ask questions to help them learn.Trainees remember information longer if givenin answer to their own questions.10. Develop communication skills. Allowtrainees to ask and answer questions to improvetheir speaking skills. Active involvement in theclass discussion increases their listening skills,Asking and answering questions helps traineesorganize their thoughts.Training AidsTo get the best results from training aids, usethe following procedures:1. Always preview the aid. Look at the film,listen to the recording, examine the chart, andcheck the visibility of the chalkboard drawingbefore the instruction period. Never lose valuableinstruction time and waste the time of the traineesby stopping to learn how an aid works or to adjustit. During your preview, check for points thatneed clarification or emphasis.2. Select and prepare aids that emphasize orillustrate points in the lesson. Rarely, if ever,use aids only because they are pretty or niceto look at. Test the usefulness of an aid byasking yourself what important points it revealsor clarifies?3. Plan how and when you will use aids duringthe lesson. Mount or prepare the aid, but do notexpose it in advance. Exposed aids may distractthe group’s attention from other steps in thelesson.4. Plan how you will introduce the aid andwhat you will say about it. Provide time for thetrainees to view, listen to, examine, handle, oroperate the aid. However, don’t expect them tolisten to you at the same time they are reading orstudying the aid.5. When possible, have a trainee take over asthe instructor by going through the explanationsand steps you have given. That will help clearmisconceptions and keep the trainees’ attention.6. Be sure every trainee can see and hear theaid and has the opportunity to handle it ifrequired.7. When using an aid, stand so that you donot block the trainees’ view; use a pointer to locateparts on the aid; and above all, talk to the trainees,not to the aid.UNIT TRAINING PROGRAMWe will now discuss short-range and long-range training plans. We will also briefly discusstraining accomplishment records.LONG-RANGE TRAINING PLANThe long-range training plan consists ofyour command’s training goals and operatingschedules. It provides the framework for the5-9
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