Motivator: Nothing is worse than sitting in a classroom with a boring instructor trying to give you a lecture. Lectures have a place and time in the classroom, but it should by no means be the only method used to teach. By using the skills that we will cover during SGITC you will find that there are many other methodologies to teach. We as instructors / educators should always be looking to find ways to make learning interesting, but at the same time fun.

OBJECTIVE: Most class are delivered in a lock step manner such as a lecture. This class is designed to introduce instructors to different methodologies of delivering a block of instruction.

INSTRUCTOR SMALL GROUP INSTRUCTION STUDENTS

References needed / used: TRADOC Regulation 350-70 TRADOC Regulation 350-18 SGITC Course Manager’s Plan SGITC Instructor’s Lesson Plan SGITC Student Reference Handout SGITC Slide Presentations

Technology / Equipment needed / used: Laptop computers with internet access Printer Over head projector Electric screen Smart Boards

Material needed / used: Straws Clear tape Dry erase markers Easel Pen / Pencil Writing pad  

Main Ares of Interest / Class Lessons Orientation Experiential Learning Cycle {ELC} Group Development, Consensus, and Feedback Interventions Johari Window Small Group Theory and Practice

INSTRUCTIONAL ASSESMENT AREAS Increased awareness of issues and problems.   Insight into possible problem solutions. Cognitive learning of course content. Increased skill in problem solving. Increased awareness of diversity of viewpoints. Positive attitudes toward course content. Positive attitudes toward use of course content. Increased skill in group decision making.

INSTRUCTIONAL ASSESMENT AREAS CONTINUED Increased skill in group decision making.   Increased skill in fact finding. Increased knowledge about specific topics or problem areas.  Skill in diagnosing interpersonal situations. Skill in acting effectively in interpersonal situations

Teaching Strategy for each Lesson Orientation—Visual and Auditory (Seeing slides and Conference) Experiential Learning Cycle {ELC} -- Visual, Auditory, and Kinesthetic {Seeing slides and Conference, Role play, and Practical Exercises} Group Development, Consensus, and Feedback--{Seeing slides and Conference, Role play, and Practical Exercises} Interventions--{Seeing slides and Conference, Role play, and Practical Exercises} Johari Window--{Seeing slides and Conference, Role play, and Practical Exercises} Small Group Theory and Practice--{Seeing slides and Conference, Role play, and Practical Exercises}

Types of Classroom Communications during SGITC During SGITC I use all three methods of communications just to see if the student Is grasping the information. Verbal– I constantly as my students questions and I try to bring it in as near and Far transfer. Nonverbal- The students will let me know with the “DEER IN THE HEADLIGHT LOOK” if they don’t understand something. Written- My students my give me a copy of their lesson plan a day prior to their evaluation. I go through it with them, and together we make the required changes. Feedback- Is not technically not a method mentioned, but my feedback to my students Immediately following their presentation better prepares them for their final presentation. After the final evaluation I also provide them with feedback. That is to only make them better.

Reflection & Analysis on the Learning Content I use the ELC to get the student’s input on how the class went. *Publishing Phase- All students speak out as to how the lesson went or how they felt about the lesson *Processing Phase- I ask several students; What did you learn as a group that you might not have learned alone? What were some common themes or thoughts you heard? *Generalizing Phase- I ask several students Why was this important? What did you learn? *Applying Phase- I ask several students How will your new skills help you at home? What did you learn by participating in this process that will help you in the future? Describe a time when you might need the skills/knowledge you learned today.

Relevance SGITC allows the students to learn to teach themselves and to take responsibility in the learning process. The instructor has to be readily available to provide instruction, assistance and or guidance.