for  an  answer.  This  type  of  questioning  is generally used to generate interest in a large block of subject matter, usually a lesson as a whole. 4. Focus the trainees' attention. By asking a question 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.  Devise questions requiring trainees to solve problems that will provide them with an opportunity to apply knowledge. Again, ask questions that emphasize the ability to reason and not the ability to recall mere facts. 6. Drill on the subject matter. To help trainees remember certain facts, figures, shapes, formulas, and so forth, use preplanned oral questions to reinforce a subject matter in the trainees’ minds. This technique will eventually lead to the trainees’ mastery of the subject on which they are being drilled. 7. Check for comprehension. Ask questions covering the main points of the lesson to detect and correct errors in thinking and to locate areas you need to reteach. 8. Increase trainee participation. Encourage trainees to take an active part in the instruction by allowing them to both answer and ask questions. 9. Increase trainee learning. Encourage trainees to ask questions to help them learn. Trainees remember information longer if given in answer to their own questions. 10. Develop communication skills. Allow trainees to ask and answer questions to improve their speaking skills. Active involvement in the class discussion increases their listening skills, Asking and answering questions helps trainees organize their thoughts. Training Aids To get the best results from training aids, use the following procedures: 1. Always preview the aid. Look at the film, listen to the recording, examine the chart, and check the visibility of the chalkboard drawing before the instruction period. Never lose valuable instruction time and waste the time of the trainees by stopping to learn how an aid works or to adjust it. During your preview, check for points that need clarification or emphasis. 2. Select and prepare aids that emphasize or illustrate points in the lesson. Rarely, if ever, use aids only because they are pretty or nice to look at. Test the usefulness of an aid by asking yourself what important points it reveals or clarifies? 3. Plan how and when you will use aids during the lesson. Mount or prepare the aid, but do not expose it in advance. Exposed aids may distract the group’s attention from other steps in the lesson. 4. Plan how you will introduce the aid and what you will say about it. Provide time for the trainees to view, listen to, examine, handle, or operate the aid. However, don’t expect them to listen to you at the same time they are reading or studying the aid. 5. When possible, have a trainee take over as the instructor by going through the explanations and steps you have given. That will help clear misconceptions and keep the trainees’ attention. 6. Be sure every trainee can see and hear the aid and has the opportunity to handle it if required. 7. When using an aid, stand so that you do not block the trainees’ view; use a pointer to locate parts on the aid; and above all, talk to the trainees, not to the aid. UNIT TRAINING PROGRAM We will now discuss short-range and long- range training plans. We will also briefly discuss training accomplishment records. LONG-RANGE TRAINING PLAN The  long-range  training  plan  consists  of your  command’s  training  goals  and  operating schedules.  It  provides  the  framework  for  the 5-9