step. To be effective, plan the demonstration in advance so that you will be sure to show the steps in the proper sequence and to include all steps. If you must give the demonstration before a large group or if the trainees might have trouble seeing  because  of  the  size  of  the  equipment involved, use enlarged devices or training aids. When  practical,  allow  trainees  to  repeat  the procedure in a  “hands on” practice session to reinforce the learning process. By immediately correcting the trainees’ mistakes and reinforcing proper procedures, you can help them learn the task  more  quickly.  The  direct  demonstration approach is a very effective method of instruction, especially when trainees have the opportunity to repeat the procedures. Techniques Used in the Demonstration Method The basic method of instruction for teaching skill-type subject matter is the demonstration- performance method of instruction. This method is recommended for teaching a skill because it covers all the necessary steps in an effective learning order. The demonstration step gives trainees the opportunity to see and hear the details related to the skill being taught. Those details include the necessary background knowledge, the steps or procedure, the nomenclature, and the safety precautions. The repetition step helps the average and slow learners and gives the trainees an additional opportunity to see and hear the skill being taught. The performance step gives all trainees the opportunity to become proficient. In short, this method is recommended because it leaves nothing to chance. For convenience, we discuss the techniques for imparting skills in steps, rather than activities. When setting up an instructional plan, understand that, you don’t have to follow these steps in the sequence given below; instead choose the steps in the sequence best suited to the needs of the trainees. Although you will always include a demonstration step and a performance step, you must use judgment in selecting techniques to make the  various  steps  effective. DEMONSTRATION STEP.  —Every Navy skill,  mental  or  physical,  has  a  body  of background knowledge the trainees must know to perform the skill properly. You can best teach some kinds of background knowledge in a standard classroom with adequate, comfortable seating and the display of training aids. You will present other kinds of knowledge in ships or laboratories  in  conjunction  with  actual demonstrations. Develop proper attitudes while teaching the skill. Developing the desire to do a perfect job, the desire to exercise economy of time and effort, and the desire to protect the lives of others are all important attitudes. Use a variety of techniques in presenting background knowledge and in developing proper attitudes. The following techniques relate more to the actual demonstration: 1. Position the trainees and training aids properly. If you direct trainees to gather around a worktable or a training aid, make sure every trainee has an unobstructed view. 2. Show and explain each operation. Perform each operation in step-by-step order. Whenever possible, give the instructions while you demonstrate. Do not hurry; don’t emphasize speed in performing operations or in moving from one operation to another during the demonstra- tion step. Make certain the trainees understand the first step before you proceed to the second step, and so on. Repeat difficult operations. Pause briefly after each operation to observe trainee reactions and to check trainee comprehension. In certain skills a distinction between right and left is important; for example, the manual of arms or knot tying. When teaching the manual of arms, or skills of a similar nature, use an assistant instructor or a well-coached trainee to demon- strate the skill while you give instructions. This method of instruction allows you to observe the reaction of the trainees. 3. Observe safety precautions. By observing safety precautions, you may take a few more seconds to rig a safety line, don a safety mask, or tag an electric cable; but the time is not wasted. You are impressing the trainees with the impor- tance of exercising extreme care in dealing with potentially dangerous equipment. 4. Give proper attention to terminology. Call each part of a training aid by its proper name each time you call attention to it. For trainees to remember the correct nomenclature, however, requires more than your use of the proper names 5-6