the important subject matter into a form more easily learned. Review the actual subject matter, not just the topic, thoroughly enough for the trainees to gain an adequate understanding of the subject. Having the trainees review the topics (class notes) will aid them in understanding the subject. Avoid   a   strictly   oral   summary,   if   possible. Remember, if you need training aids to make the right kind of lesson presentation, then you also need them for the right kind of summary. Summarize at appropriate intervals. If the lesson is long, for example, 2 or 3 hours in duration, you would be wise to summarize at the end of each period or at the end of each significant area of subject matter. Trainees will absorb short summaries better than an unduly long summary at the end of the complete lesson. Oral Questioning Enough   emphasis   cannot   be   placed   on   the importance  of  questioning  in  any  teaching  situation. Often the difference between a dull, boring lecture and a   lively   discussion   is   only   a   matter   of   some well-planned, well-directed oral questions. The ability to direct thought-through questioning is recognized as one of the most valid proofs of teaching skill. A direct relationship   exists   between   your   success   as   an instructor   and   the   quality   and   quantity   of   oral questioning  you  use  in  teaching.  Therefore,  you  will find the following techniques of invaluable use to you, as an instructor: Stimulate  trainee  thought.  Ask  questions  that call  for  the  application  of  facts,  rather  than  just  facts alone.  Facts  easily  can  be  committed  to  memory  and require little or no thought on the part of the trainee. Establish  a  level  of  instruction.  Ask  questions that require trainees to comment on previous experience in the subject matter you are going to teach. By asking a series of oral questions, you can determine the trainees’ level of knowledge in a particular subject matter. That information  will  enable  you  to  determine  the  level  at which you should begin instruction. Arouse interest. Asking a general question, such as “How many of you have fired a .50-caliber machine gun?” or “How many persons died on the highways last year?”   will   serve   to   clear   trainees’  minds   of   any extraneous  thoughts.  Such  questions  aid  in  motivating trainees,  as  they  mentally  search  for  an  answer.  This type of questioning usually is used to generate interest in a large block of subject matter, usually a lesson as a whole. Focus   the   trainees’  attention.   By   asking   a question  about  a  particular  part  of  a  model,  mock-up, chart, demonstration piece, or chalkboard drawing, you can direct the trainees’attention to that immediate area. 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. 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 eventually   will   lead   to   the   trainees’  mastery   of   the subject on which they are being drilled. 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. Increase   trainee   participation.   Encourage trainees  to  take  an  active  part  in  the  instruction  by allowing them to both answer and ask questions. Increase trainee learning. Encourage trainees to ask  questions  to  help  them  learn.  Trainees  remember information longer if the material is given as answers to their own questions. 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. 1-18 Q15. During a class discussion, what questioning technique should be used? 1. Yes or no 2. Thought provoking 3. Closed ended 4. Intimidating REVIEW QUESTIONS