1. Configuration Slide Last Reviewed:- 15 May 13 Last Amended:- 25 Jul 13
Background changed to new JFC brand (DF 03 JUL 12)
IAW CMT instructions: Timing slide has been added in the development phase and consolidation of the lesson. Quotation of timings taken from ISPEC. (DF 16 AUG 12)
Brief Slide Grammar changed to reflect ISPEC (DF 16 AUG 12)
Timings for lesson changed to reflect Ispec. (SC 15 May 13)
Background changed to new DEFAC branding (RL 25 Jul 13) 1

2. 2 TO 2.0 Deliver a Skills Lesson
EO 2.4 Describe three different methods for teaching skills; Explain – Demonstrate – Imitate – Practice, Technical Skills and Brief Monitor Debrief, (each student undertakes the one that best suits their role)
Interest
If we think of a skill such as driving a 10 ton Cargo truck (LGV), the LGV instructor confirmed the level of knowledge and experience I had driving a car.
They then used this to confirm the level at which they were to pitch the lesson. The instructor sat in the driving seat and through teaching questions and a demonstration explained the procedure for starting the much bigger and heavier vehicle and moving off. They then confirmed my understanding by swapping seats and talking me through the procedures with testing question on what I was about to do why and how this would be carried out. After this which had given me not only understanding but also built up my confidence. I was tested by running through the whole procedure. After this we had a chat about how I had done and what areas I needed to work on to improve my techniques. 2

3. Brief Monitor Debrief 3 Need:
There are some skills which dependant upon their complexity and the level of the trainees lend themselves to this technique. The main aspect of this skills format is the intimacy of the training with a very focused view on enhancing existing skills and teaching new ones.
Although very widely used by specific trades it is also a delivery style that can be adopted with individual students who are receiving remedial training..
This lesson structure will work not only for those who will be delivering it on this course but also expand the instructors’ tool kit.
Title to be displayed as a signpost. 3

4. Range Question policy Time Notes Content / Test. 4
Question policy is nomination to demonstrate
the technique advocated (Pose, Pause and Pounce)
Note: Instructors also to display correct answer handling techniques.
If you have any questions – do not hesitate to ask them
Time allocated is 45 Minutes
Notes – all relevant information is contained within the handout, however if you prefer to take notes please continue.
Ground rules for the students (for example on drinking and ventilation)
There will be a verbal test at the end of the lesson to confirm understanding 4

5. Objectives 5 By the end of this lesson you will be able to:
State the purpose of the BMD lesson
State the component parts of the BMD lesson
State the function of the elements.
Lesson objectives to be shown and stated for clarity
If unable to display they should be stated twice to give the emphasis that they require. 5

7. Purpose
The BMD lesson format is used to deliver specific detailed information on a one to one teaching platform
This gives the individual trainee detailed instruction on how and why the task is performed
It also generates a comprehensive feedback not only on their performance but also how they can improve.
The purpose of the BMD lesson
It involves the trainees in the learning process through teaching and testing questions and experiential learning as they are practicing the skill prior to being tested.
In also has an element of rote built in.
In addition it also recognises that some students have a degree of prior knowledge which can be tapped into. 7

8. Procedural Brief Monitor De-brief Lesson Structure
As the title suggests there are three distinct phases to the lesson structure
Brief
Monitor
Debrief 8

9. Procedural Brief Monitor De-brief Lesson Structure
Interest and need established -Motivate
State Objectives - PCS
Recap any previous knowledge
Outline Range - inc Safety aspects
1st full demo by instructor utilising teaching questions to develop ideas and concepts
Un-assessed student practise with instructor guides through task with testing questions
The first phase is the Brief
Questions encouraged throughout 9

11. Procedural Brief Monitor De-brief Lesson Structure
Interest and need established -Motivate
Full Brief Including Safety and Objectives
State Objectives - PCS
Student carries out the skill / task
Recap any previous knowledge
Instructor Observes
Outline Range - inc Safety aspects
Record observations for a constructive De-brief phase
1st full demo by instructor utilising teaching questions to develop ideas and concepts
Control with appropriate interventions – Only if required
The second phase is the Monitor
Un-assessed student practise with instructor guides through task with testing questions
DO NOT TAKE OVER
Questions encouraged throughout 11

13. Procedural Brief Monitor De-brief Lesson Structure
Interest and need established -Motivate
Establish rapport
Full Brief Including Safety and Objectives
Student self analysis
State Objectives - PCS
Student carries out the skill / task
Review Objectives
Recap any previous knowledge
State strengths
Instructor Observes
Outline Range - inc Safety aspects
Elicit areas for improvement
Record observations for a constructive De-brief phase
1st full demo by instructor utilising teaching questions to develop ideas and concepts
Re-state strengths
Elicit remedial action
Control with appropriate interventions – Only if required
The third phase is the Debrief
Un-assessed student practise with instructor guides through task with testing questions
Any questions
Encourage
DO NOT TAKE OVER
Link and Reference
Questions encouraged throughout 13

15. Timings Total time for the lesson is 30 minutes. KLP 2.4.3.2 Monitor
Although BMD is a flexible structure candidates are required to plan lessons to fit an agreed time. This should be agreed prior to delivery.
The recommended total time for the Brief and Monitor phase is 30 minutes this will allow the Effectiveness Pillar to be graded.

17. Summary
Purpose
The BMD lesson format is used to deliver specific detailed information on a one to one teaching platform
This gives the individual trainee detailed instruction on how and why the task is performed
It also generates a comprehensive feedback not only on their performance but also how they can improve. 17

18. Procedural Brief Monitor De-brief Lesson Structure
Interest and need established -Motivate
Establish rapport
Full Brief Including Safety and Objectives
Student self analysis
State Objectives - PCS
Student carries out the skill / task
Review Objectives
Recap any previous knowledge
State strengths
Instructor Observes
Outline Range - inc Safety aspects
Elicit areas for improvement
Record observations for a constructive De-brief phase
1st full demo by instructor utilising teaching questions to develop ideas and concepts
Re-state strengths
Control with appropriate interventions – Only if required
Elicit remedial action
The third phase is the Debrief
Un-assessed student practise with instructor guides through task with testing questions
Any questions
Encourage
DO NOT TAKE OVER
Questions encouraged throughout
Link and Reference 18

19. Timings Total time for the Brief and Monitor phase is 30 minutes
KLP Monitor
Although BMD is a flexible structure candidates are required to plan lessons to fit an agreed time. This should be agreed prior to delivery.
The recommended total time for the Brief and Monitor phase is 30 minutes this will allow the Effectiveness Pillar to be graded.

20. Objectives 20 By the end of this lesson you will be able to:
State the purpose of the BMD lesson
State the component parts of the BMD lesson
Name the elements of each component part of the BMD lesson.
Lesson objectives to be shown and stated for clarity
If unable to display they should be stated twice to give the emphasis that they require. 20

21. Test
Test of all the KLPs in the same order as the development and the summary
Purpose of a Brief Monitor De-Brief Lesson
The main elements of the Lesson
Introduction phase
Development
1st demonstration by the instructor using teaching questions to elicit the information and steps of the skill
2nd demonstration this one undertaken by the student with the instructor guiding and confirming with testing questions
Brief – refocusing on the subject and the objectives of the learning experience ( any H & S must also be reinforced)
Monitor phase: Use of marking guides to confirm sequence and identify specific areas. Controlled interventions if required. Positioning in order to gain full observation but also consideration given to the assessor effect.
De-Brief; Rapport, Self analysis, Objectives reviewed, Strengths stated, Areas for Improvement elicited (generating ownership), Strengths re-stated (Reverse order) Corrective action confirmed, Questions and encouragement. 21

22. Instructional Practice 2
Reference
DIT / TTT Handouts
Link
Instructional Practice 2
Reference for further reading or conformation
Link to give flow and tie lessons in to the overall course aims / picture. 22

23. Any Final Questions ?