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Objectives
for Mastering the Art of Instructor-Led Training
- Given
a familiar subject, materials with which to
prepare visual aids, and at least three students,
be able to prepare and deliver a classroom presentation.
- The
presentation will follow the Organization
Model described in the Organization Module.
- The
content will be presented in a manner considered
by the students to be appropriate and clear.
- The
presenter will be considered to have been
responsive to the students' needs.
- Students
will be able to demonstrate competence in
the objective(s) being taught and/or answer
test questions on the content dealt with in
the presentation.
- The
presenter will give feedback to students on
their performance in a way that students consider
to be constructive and non-threatening.
- Eyes,
gestures, and body movements will be considered
by the students to be appropriate and not
distracting.
- Speech
will be understandable and loud enough to
be heard by all, and free of irritating speech
habits (monotone, pitch dropping, "you
know," "uhh ... uhh") or vocal
strain.
- Given
your own subject matter, be able to write an
instructional objective that satisfies the objective
formula.
- Given
a Target Population Description Worksheet and
your own audience, be able to describe that
population as required by the Worksheet.
- Given
a presentation to debug, all available feedback
on the presentation, and a Debugging Plan Worksheet,
plan the debugging of that presentation using
the Worksheet and including all feedback received.
- Given
your own classroom presentation and feedback
on that presentation, be able to diagnose and
prescribe remedies for problems in the areas
of eyes, gestures, and movement, and to prescribe
steps to take for areas needing improvement.
- Given
your own classroom presentation and feedback
on that presentation, be able to identify areas
of voice and speech which need improvement,
diagnose their causes, and prescribe remedies
for them.
- Given
an objective that your students need to achieve,
be able to choose the media mix that will best
help those students achieve the objective, within
the constraints of budget, available time, available
instructors, and training environment.
- Given
materials for making AV aids, be able to create
AV aids that are legible/audible/readily discernable
to the students and pertinent to the point being
made.
- Given
media to be used in the classroom, be able to
handle them efficiently, without distracting
students from the message or getting in their
way.
- Given
a case study or issue, be able to plan an introduction
for it as a discussion subject, list at least
five appropriate questions with which to start
and/or maintain a discussion, and describe a
plan for summarizing the discussion results
and tying them back to the discussion's instructional
purpose.
- Given
a topic, be able to lead a discussion on it
that achieves the discussion's stated purposes,
and accurately summarize the discussion's results.
- Given
your own course and job environment, be able
to describe the intended target population,
list your sources of information on whether
or not your next group of students matches the
intended t-pop, and describe means of coping
with the anticipated mismatches.
- Given
a list of mismatched students and "difficult"
students, be able to devise and state in-class
methods of coping with the problems. Methods
described should fit the realities of your job
environment, and reflect the "Benefit of
the Doubt" principle described in the Handling
Students Module.
- Given
a familiar subject, materials with which to
prepare visual aids, and at least three students,
be able to prepare and deliver a classroom presentation
which:
- Satisfies
all of the criteria of Objectives 1, 2, 7,
8, and 9 and
- Contains
an appropriate and well-conducted experiential
activity per the descriptions provided in
the Experiential Activities Module.
- Given
any classroom disaster (whether preventable
or nonpreventable), be able to devise and describe
on-the-spot remedies for it.
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