3. OVERVIEW To provide you with basic knowledge of communication and instruction techniques. To provide you with basic knowledge of communication and instruction techniques.

4. TERMINAL LEARNING OBJECTIVES Without the aid of references and in accordance with CPL 0104, given a training site with training support equipment, conduct individual training. Without the aid of references and in accordance with CPL 0104, given a training site with training support equipment, conduct individual training.

5. ENABLING LEARNING OBJECTIVES ENABLING LEARNING OBJECTIVES Definition of a Hip Pocket Class. Definition of a Hip Pocket Class. Elements of an Individual Training Standard (ITS). Elements of an Individual Training Standard (ITS). Definition of a Learning Objective. Definition of a Learning Objective.

6. EVALUATION Comp 1 Test. Comp 1 Test. Your 5 min. Presentation. Your 5 min. Presentation.

7. QUESTIONS Learning Objectives? Learning Objectives? How you will be evaluated? How you will be evaluated?

8. DEFINITION A Hip Pocket Class is: A Hip Pocket Class is: - A short informal period of instruction. - A short informal period of instruction. -Given on the spur of the moment. -Given on the spur of the moment. -Given to a small unit (or a solitary marine). -Given to a small unit (or a solitary marine). -Corrects a deficiency. -Corrects a deficiency. *Described as a “teachable moment”. *Described as a “teachable moment”.

9. INDIVIDUAL TRAINING STANDARDS (ITS) Establish the tasks that units and individuals within a specific MOS are expected to perform. Establish the tasks that units and individuals within a specific MOS are expected to perform. Define proficiency in those tasks. Define proficiency in those tasks. Serve as a means of identifying training deficiencies. Serve as a means of identifying training deficiencies. Published in MCO 1510 Individual Training Standard System (ITSS) series. Published in MCO 1510 Individual Training Standard System (ITSS) series.

10. 5 ELEMENTS OF AN ITS 1. TASK 1. TASK 2. CONDITIONS 2. CONDITIONS 3. STANDARD 3. STANDARD 4. PERFORMANCE STEPS 4. PERFORMANCE STEPS 5. ADMINISTRATIVE INSTRUCTIONS 5. ADMINISTRATIVE INSTRUCTIONS next next

11. 1. TASK This is a unit of work usually performed over a short period of time, has a specific beginning and ending, can be measured, and is a logical and necessary unit of performance. This is a unit of work usually performed over a short period of time, has a specific beginning and ending, can be measured, and is a logical and necessary unit of performance.

12. 2. CONDITIONS These are the equipment, manuals, assistance/supervision, special physical demands, environmental conditions, and locations that describe the situation/environment under which the Marine performs the task. These are the equipment, manuals, assistance/supervision, special physical demands, environmental conditions, and locations that describe the situation/environment under which the Marine performs the task.

13. 3. STANDARD This is the accuracy, time limits, sequencing, quality, product, process, restrictions, etc., that indicate how well a task must be performed. This is the accuracy, time limits, sequencing, quality, product, process, restrictions, etc., that indicate how well a task must be performed.

14. 4. PERFORMANCE STEPS These are the accuracy, time limits, sequencing, quality, product, process, restrictions, etc., that indicate how well a task must be performed. These are the accuracy, time limits, sequencing, quality, product, process, restrictions, etc., that indicate how well a task must be performed.

15. 5. ADMINISTRATIVE INSTRUCTIONS This is the amount of simulation involved with the behavior, conditions, and standards in the training environment. Safety and cost factors can influence the amount of simulation involved. Logistical considerations are also listed here. This is the amount of simulation involved with the behavior, conditions, and standards in the training environment. Safety and cost factors can influence the amount of simulation involved. Logistical considerations are also listed here.

16. EXAMPLE OF AN ITS Figure 0104-1 in your book. Figure 0104-1 in your book. Example from an ITS taken from the MBST Vol. 2. Example from an ITS taken from the MBST Vol. 2.

17. INSTRUCTIONAL METHODS Lecture Lecture Demonstration Demonstration Seminar/Guided Discussion Seminar/Guided Discussion Practical Application Practical Application Paper/Computer Based Self Instruction Paper/Computer Based Self Instruction Simulators Simulators Video-Telecommunication Video-Telecommunication

18. LECTURE Utilizes one or more instructors to present information to a group of students, usually in a classroom setting. Utilizes one or more instructors to present information to a group of students, usually in a classroom setting. Used to teach large amounts of information in a relatively short period of time. Used to teach large amounts of information in a relatively short period of time. Provides little feedback from the student. Provides little feedback from the student. The instructor cannot be sure if all the students understand the information until they take the test. The instructor cannot be sure if all the students understand the information until they take the test. Takes relatively little time to prepare. Takes relatively little time to prepare.

19. DEMONSTRATION Extremely effective when used in conjunction with a lecture. Extremely effective when used in conjunction with a lecture. Students observe a sequence of events designed to teach procedure, technique, or operation. Students observe a sequence of events designed to teach procedure, technique, or operation. An example in which the student can observe directly. An example in which the student can observe directly.

20. SEMINAR/GUIDED DISCUSSION Instructor-led interactions which involve participation from all class members. Instructor-led interactions which involve participation from all class members. Encourage student participation in exchange of ideas, values, or attitudes. Encourage student participation in exchange of ideas, values, or attitudes. Amount of information is usually far less than in other methods. Amount of information is usually far less than in other methods.

21. PRACTICAL APPLICATION Students apply previously learned knowledge or skills under controlled conditions with close instructor supervision. Students apply previously learned knowledge or skills under controlled conditions with close instructor supervision. Can involve all five of the student’s senses and therefore, has the highest degree of transfer of learning. Can involve all five of the student’s senses and therefore, has the highest degree of transfer of learning. Great deal of student feedback. Great deal of student feedback. Takes a lot of preparation, more resources, more time to perform, and more instructor supervision than other types of instruction. Takes a lot of preparation, more resources, more time to perform, and more instructor supervision than other types of instruction.

22. PAPER/COMPUTER BASED, SELF-PACED INSTRUCTION Does not rely on an instructor. Does not rely on an instructor. Every student receives the same amount of instruction. Every student receives the same amount of instruction. Student works and learns at his own pace. Student works and learns at his own pace. Minimum amount of supervision. Minimum amount of supervision. If the student has questions, he may have to communicate with the instructor over long distances. If the student has questions, he may have to communicate with the instructor over long distances.

23. SIMULATORS Duplicates job performance in a controlled environment on a mock-up of the equipment, or in some cases, the actual equipment. Duplicates job performance in a controlled environment on a mock-up of the equipment, or in some cases, the actual equipment. Gives detailed feedback to the instructor throughout the entire evolution. Gives detailed feedback to the instructor throughout the entire evolution. They remove safety hazards and minimize pressures for productivity. They remove safety hazards and minimize pressures for productivity.

24. VIDEO- TELECOMMUNICATION INSTRUCTION Uses a satellite communications link or a telephone line to simultaneously distribute instruction to students at multiple sites throughout the country or world. Uses a satellite communications link or a telephone line to simultaneously distribute instruction to students at multiple sites throughout the country or world. Presented via lecture when information must be delivered to many students in a standardized format. Presented via lecture when information must be delivered to many students in a standardized format.

25. OUTLINE A nonformalized, unplanned hip-pocket class outline will contain 2 parts: A nonformalized, unplanned hip-pocket class outline will contain 2 parts: 1. The learning objective 1. The learning objective 2. Points that you will cover 2. Points that you will cover

26. A LEARNING OBJECTIVE IS: A clearly worded action statement that describes the planned outcome of the instruction. (What the students will do at the end of the class) A clearly worded action statement that describes the planned outcome of the instruction. (What the students will do at the end of the class) Describes the task that the student must be able to complete. Describes the task that the student must be able to complete.

27. Differences Between: JOBS JOBS TASKS TASKS STEPS STEPS

28. EXAMPLES JOBSTASKSSTEPS Execute the duties of a squad leader. Conduct a patrol. Perform immediate action drills. Execute the duties of the sergeant of the guard. Conduct morning colors. Attach the colors to the lanyard. Execute the duties of a mechanic. Perform a tune- up on a truck. Drain the oil from the oil pan.

29. BEHAVIOR Identifies an observable and measurable action. Identifies an observable and measurable action. Only one action verb and one object for each behavior. Only one action verb and one object for each behavior. Examples of good and poor action verbs on page 0104L-8. Examples of good and poor action verbs on page 0104L-8.

30. MAIN POINTS YOU WILL COVER These are needed to accomplish your learning objective. These are needed to accomplish your learning objective. Must be clear. Must be clear. Must be in a logical sequence. Must be in a logical sequence. Must have a minimum of 2. Must have a minimum of 2.

31. OUTLINE SAMPLE Page 0104H-13 in your book. Page 0104H-13 in your book.

32. MEDIA Why use Media? Why use Media? To enhance learning To enhance learning To compliment the presentation To compliment the presentation To increase meaningfulness To increase meaningfulness

33. GENERAL CONSIDERATIONS WHEN CHOOSING MEDIA Necessary Necessary Appropriate Appropriate Simple Simple Accurate Accurate Portable/Durable Portable/Durable Attractive/Neat Attractive/Neat

34. COLORS

35. AMMOUNT OF INFORMATION Simplicity. Simplicity. Use Bullet Statements Use Bullet Statements

36. DON’T TALK TO THE MEDIA Be confident, talk to the students, not the media. Be confident, talk to the students, not the media.

38. MEDIA DISPLAY Visibility Visibility Distraction Distraction

39. MEDIA TYPES CHALKBOARDS CHALKBOARDS FLIP CHARTS FLIP CHARTS SLIDES SLIDES OVERHEAD TRANSPARIENCES OVERHEAD TRANSPARIENCES AUDIO/VIDEO TAPES AUDIO/VIDEO TAPES HOOK-AND-LOOPS HOOK-AND-LOOPS ACTUAL OBJECTS ACTUAL OBJECTS MODELS MODELS

40. FUNDAMENTALS OF ORAL COMMUNICATION

41. COMMUNICATON SKILLS Volume Volume Pitch Pitch Speed Speed Pauses Pauses Clarity Clarity Vocabulary Vocabulary Slang Slang Profanity Profanity

42. SUPPORTING MANNERISMS Appearance Appearance Gestures Gestures Body Movement Body Movement Eye Contact Eye Contact Facial Expressions Facial Expressions

43. KEY ELEMENTS Sincerity Sincerity Enthusiasm Enthusiasm Rapport Rapport

44. THE SECRET TO A SUCCESSFUL PRESENTATION IS…………

45. PRACTICE

46. QUESTIONS FROM THE CLASS?

47. QUESTIONS TO THE CLASS

48. Q: WHAT IS A HIP POCKET CLASS? A: A SHORT INFORMAL PERIOD OF INSTRUCTION THAT IS GIVEN ON THE SPUR OF THE MOMENT TO A SMALL UNIT OR INDIVIDUAL TO CORRECT A DEFICIENCY. A: A SHORT INFORMAL PERIOD OF INSTRUCTION THAT IS GIVEN ON THE SPUR OF THE MOMENT TO A SMALL UNIT OR INDIVIDUAL TO CORRECT A DEFICIENCY.

49. Q: WHAT IS A LEARNING OBJECTIVE? A: A CLEARLY WORDED ACTION STATEMENT THAT DESCRIBES THE PLANNED OUTCOME OF INSTRUCTION. A: A CLEARLY WORDED ACTION STATEMENT THAT DESCRIBES THE PLANNED OUTCOME OF INSTRUCTION.

50. WE HAVE DISCUSSED: Definition of a Hip Pocket Class. Definition of a Hip Pocket Class. Individual Training Standards (ITS). Individual Training Standards (ITS). Instructional Methods. Instructional Methods. Definition of a Learning Objective. Definition of a Learning Objective. Types of Media. Types of Media. Fundamentals of Oral Communication. Fundamentals of Oral Communication. Supporting Mannerisms. Supporting Mannerisms. Key Elements of Attitude. Key Elements of Attitude.

51. TAKE A 10 MINUTE BREAK