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Superfactory Excellence Program Training Guide SECTION 1.0 INTRODUCTION SECTION

Superfactory Excellence Program Training Guide SECTION 1.0 INTRODUCTION SECTION 2.0 PSYCHOLOGY OF LEARNING SECTION 3.0 PREPARE THE LESSON PLAN SECTION 4.0 INSTRUCTIONAL METHODS SECTION 5.0 HOW TO CONDUCT CLASSROOM PRESENTATIONS SECTION 6.0 THE USE OF TRANSITIONS SECTION 7.0 ADVANTAGES OF QUESTIONS SECTION 8.0 QUICK LIST OF HINTS FOR GOOD INSTRUCTION Guide SECTION 1.0 INTRODUCTION Have you ever given thought to what successful men and women have in common? It doesn’t matter whether they are bankers, merchants, or oil tycoons, they have something in common besides money. They all make careful plans! Success in any field doesn’t just happen. It requires careful and detailed planning. The businessman doesn’t make hazardous or off-the-wall investments. A lawyer spends days getting ready to present a case to a jury. A minister or chaplain doesn’t make up his sermons as he goes along. Even the “railbird” at the racetrack spends a lot of time studying and planning his bets. Instruction is no different. Effective instruction, like success in any other field, requires planning. The instructor must know what he wants his students to learn. Then he will plan his materials so that the students can learn. Why are lesson plans (AKA topical outlines) important? If such things as “to insure continuity of instruction” bother you, how about the following list for being pretty sound, sensible and logical reasons for preparing lessons plans?  Shows your thinking - and organization on the subject.  A map to your objectives - without being sidetracked.  Relates to the rest of the units in the course - the “tie-in.”  Built-in interest and motivation - instead of leaving them to chance.  Assure balance of emphasis - on equally important major points.  Serves as a timetable - being at the right point at the right time.  Assists your memory, provides self-confidence - a security blanket.  Serves as an outline for back-up instructor - you may be absent tomorrow.  Eliminates the “Cutting Z’s” ZZZ, ZZZ, ZZZ, type of student participation. Before you begin writing your lesson plan, let’s take a look at the learning process. This will help you in your auxiliary job as instructor. This background information will aid you in developing a lesson plan, because it will discuss how students learn. © 2004 Superfactory™. All Rights Reserved. Page 1 of 25 Superfactory Excellence Program Causing student learning is what being an instructor is all about. Let’s take a look at a simplified version of the Psychology of Learning. SECTION 2.0 PSYCHOLOGY OF LEARNING The expert instructor must have a working knowledge of the principles of educational psychology. Only the area that deals directly with the learning process will be discussed here. First things first - what is a definition of learning? We all know that man learns from the day he is born until the day he dies. What happens to a person when he learns? What process does he go through? The individual, because of a learning experience, may change his way of thinking, feeling, doing, and seeing the world. So basically, learning is a change in behavior as the result of experience. This change, or learning, can be open to view and easy to see, or it can be in the mind or feeling and hard to see. Psychologists say that certain things must exist within the individual for learning to take place. He must go through certain logical steps to learn. The characteristics of learning, learning concepts and generalizations, the “laws” of learning, factors that affect learning, and the transfer of learning will be briefly discussed. CHARACTERISTICS OF LEARNING Learning has a purpose. Most people have a pretty definite idea of what they want to do and achieve. A student brings his goals into the classroom. Some of these goals may be very personal and some he will share with his classmates. A student will learn best what will help meet his goals. The learner’s goal or purpose is of chief importance in the act of learning. A good instructor tries to relate learning material to the student’s goal. Learning comes through experience. Learning is a very individual process and must be done by the student himself - the instructor cannot do this for him. Research has concluded that learning and knowledge are a part of a person. A person’s knowledge comes from his experience, and no two people react to experience the same. Each learns different things depending on how the situation affects their different needs. “Previous experience conditions a person to respond to some things and to ignore others.” Some experiences involve the individual as a whole, while others involve only his eyes, ears, and his memory. The instructor must provide students with experiences that are meaningful, varied and appropriate to the situation. For instance, by repetitious drill, a student can learn a “laundry list” of principles of leadership. But the list is useless if he can’t apply them correctly in real situations. He can do this if his learning experience has been both extensive and meaningful and he understands how to apply the list. The learning experience which challenges the student requires involvement with feelings, thoughts, memories of past experiences; plus physical activity is much better than just requiring the student to memorize a “laundry list.” Learning is multifaceted. An instructor who thinks his job is only to train a student’s muscle or memory is wasting his own and his student’s time. Students may learn much more than the instructor planned or intended, because, as humans, they do not leave their thinking mind or feelings at home. As an example, a student studying © 2004 Superfactory™. All Rights Reserved. Page 2 of 25 Superfactory Excellence Program engine maintenance may be learning to perform a check on a particular piece of equipment. However, in the process, he is learning new concepts and generalizations. He may also be learning new uses for the principles of electronics. He may become interested in “black boxes” and learn something about handling electronic equipment in general. This experience results in changes in the student’s way of seeing, thinking, feeling, reacting and doing, even though the instructor’s primary objective was to teach the student only how to read a multimeter. Students in a classroom may also be learning cooperation, elements of good dynamics, and good and bad attitudes about the Company, or life in general. The list is endless and is sometimes referred to as “incidental”, but it still has a great impact on the learning situation. Learning is an active process. “Never assume anything just because it is obvious to you.” All too often, after an instructor has taught a lesson many times and really knows the subject, he teaches his class strictly out of habit. Instead of watching his students, he is a robot who walks and talks at 0900 each Tuesday and Thursday. He pushes a button, and the words come out, but his mind is elsewhere. How can this be avoided? Keep everyone active in the class - the students as well as the instructor. The more actively a student is involved in the class, the greater his chances are for both learning and remembering. (If a student is to learn, he must react and respond. He is not a sponge that will soak up knowledge like water. The response may be outward or inward.) Since learning is a “change in behavior as a result of experience,” the process must be active. This action can be either answering the instructor’s questions, or working a practice exercise. The responsibility of creating active student participation lies with the instructor. LEARNING CONCEPTS AND GENERALIZATIONS Teaching people new ways to think about things is a challenge because you usually can’t see if they are really learning. There is great temptation, among instructors, to believe that a student understands what you are saying if he can recite the key ideas or objectives. This is not always true. There are still a few instructors who try to teach mostly with words without causing meaningful learning experiences. These instructors waste the student’s time as well as their own. The definition of learning stated earlier involves a concept of learning; on the other hand, the characteristics of learning are generalizations. A concept is a mental picture of a group of things that have common characteristics. A generalization is a person’s idea of the relationships between two or more concepts. Concept formation. Concepts represent a group of solid objects, such as an airplane or book, or abstract ideas such as leadership and honesty. A concept is an idea about a group of things. A concept involves thinking about what it is that makes those things belong to that one group. Look at the following example: Concepts are formed by naming and classifying things into groups. It is through experience that a person builds up his concept of the special things that make something belong to a specific group. Think for a moment of how a child forms his concept uploads/Philosophie/ training-guide-section-1-0-section-2-0-section-3-0-section-4-0-section-5-0-section-6-0-section-7-0-section-8-0.pdf