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A-C

R-C

CP

-120/PH

-001CHAPTER 4: LESSON SPECIFICATIONS COURSE TITLE: SILVER STAR COURSE

CTS NUMBER: A-CR-CCP-116/PC-001

ENABLING OBJECTIVE AND TEACHING POINTS TRAINING DETAILS

INSTRUCTIONAL TECHNIQUES: 409.03 5. TIME — two 30 minute periods.

1. PERFORMANCE — Prepare a lesson plan.

2. CONDITIONS:

a. Given — lesson plan format; — references; and — assistance from the instructor.

b. Denied — N/A.

3. STANDARD — Cadets must prepare a lesson plan on any classroom subject of their choice from among the subjects of the Green Star Course.

4. TEACHING POINTS:

a. the Course Training Plan;

b. the lesson plan;

(1) introduction;

(2) body;

(3) test; and

(4) conclusion.

c. hints for success.

6. METHOD/APPROACH:

a. lecture; and

b. discussion.

7. SUBSTANTIATION — A lesson plan is necessary to help instructors organise their subject material; encourage self-confidence; provide them with a sequence to follow; avoid blank-outs; and act as a guide for the instructor's presentation.

8. REFERENCES: a. Army Cadet Reference Book (pages 9-9 to 9-15); b. A-CR-CCP-913/PT-001 (chap4, arts 1-37); c. A- P9-000-009/PT-000, Chapter 4; and d. Master Lesson Plan.

9. TRAINING AIDS — A completed lesson plan to serve as an example.

10. TEST DETAILS — As a home assignment the cadet must prepare and submit a lesson plan to the instructor for correction prior to teaching their first classroom mutual. The lesson plan that the course cadets prepare for this period of instruction could be used to teach their first classroom mutual.

11. REMARKS:

a. The key to successful instruction is careful planning. The instructor must determine the key requirements of the training and develop lesson presentations to meet these requirements.

b. The instructor must refer to the course training plan and the lesson specifications contained in it before planning a lesson.

c. The lesson plan, if carefully developed, is an essential tool to guide and ensure that instruction follows a specific , well planned, goal oriented design.

d. These two periods of instruction should be scheduled back to

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pairing senior cadets with junior cadets to give guidance, instruction and behaviour modeling; and

l. on the job training – cadets are placed into real roles and supervised closely – by doing the “job” the cadet picks up the skills, knowledge and attitudes required.

EO 409.03 PREPARE A LESSON PLAN The lesson plan is a method for organizing teaching material on paper. It is personal to the instructor and particular to the lesson being taught. The lesson plan contains the information included in the Course Training Plan (CTP) along with the personal ideas and thoughts of the instructor. A lesson plan is essential to good teaching because it helps you in organizing your lesson, gives you a sense of confidence, provides a ready reference if you forget your place while instructing and it ensures that the information is presented in a logical sequence. COURSE TRAINING PLAN The key to successful instruction is careful planning. The CTP is the blueprint for the construction of a course and is typically divided into seven chapters including:

a. Chapter 1 General – overall scope and background information;

b. Chapter 2 Course Management Details – administrative aspects;

c. Chapter 3 Assessment – manner of course cadet assessment; d. Chapter 4 Performance Objectives – details each lesson; e. Chapter 5 Terminology – defines abbreviations and

terminology used; f. Chapter 6 Course Organization – diagram of the course

organization chart; and g. Chapter 7 Training Support Requirements – materials

required to conduct the course. The instructor must refer to Chapter Four, “Performance Objectives” to confirm the specific Performance Objective and Enabling Objective.

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SAMPLE CTP ENABLING OBJECTIVE STATEMENT

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THE LESSON PLAN The lesson plan is an essential tool to ensure that instruction follows a specific, well planned, goal-oriented design. The lesson plan is divided into the following parts:

a. Introduction – build cadet interest and motivation; b. Body – present each teaching point; c. End-of-lesson test – confirm cadet’s mastery of the TPs; and d. Conclusion – summarize key points and link to future lessons.

Introduction (may take 10% of lesson time) and includes:

a. who – introduce yourself; b. what – they will be taught in this lesson, specifically listing the

goals for the class (TPs); c. where – they will apply this information; d. how- the cadets will be tested at the end of the lesson; and e. review – of the previous material as required.

Body (may take 75% of lesson time). The body of a lesson plan presents the TPs divided into a series of stages:

a. briefly introduce each stage; b. present each teaching point clearly; c. cadet participation in a skill stage should involve lots of

practice of the skill, while a knowledge stage should involve a lot of questions and discussion on the content; and

d. confirm each stage. End- of -lesson Test (may take 10% of lesson time) are based on the lesson objective. Guidelines for end-of-lesson test include:

a. written test – good for knowledge-based material; b. observation of skill – plan required to manage and observe the

skill; and c. combination of both – requires a plan to manage both.

Conclusion (may take 5% of lesson time) allows for summarization of key points and links them to coming lesson and “On-the-Job” use. An effective conclusion includes:

a. summary – review TPs, re-emphasize main points; b. closing statement – link class to future lesson; and c. re-motivating statement – re-state the importance of the lesson.

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LESSON PLAN – EXAMPLE Lesson: Silver Star EO 409.05 Date: Wed. 22 Nov 00 Instructor: CWO K Zygouras Time: 1930-2000 hrs Training aids: black board, chalk pens, paper INTRODUCTION 2 min Who: I am CWO Zygouras What: I will be teaching you five types of verbal support Why: You need to know these to help aid in cadet comprehension Where: You will use these principles during periods of mutual instruction. Test: There will be a verbal test at the end of the class. Review: EO 409.04 -what is the purpose of questioning?

BODY Stage One 1) Comparison * what is it?

- Bridges the gap between the known and the unknown

– must be in close connection to what you are learning

– list some comparisons * ask questions 2) Reasons * what does this mean?

- they are logical explanation's that answer the question "why?" - explains the reason behind the rule or statement i.e. why was this rule created

* ask questions 3) Examples * why use examples?

- used to clarify and simplify the idea - use an example from the cadets background so they can relate to it

* ask questions Stage one confirmation Name two forms of verbal support and there uses Stage Two 4) Statistics * what does this mean?

- used to illustrate a point

4 min write answers on the board What is comparison? 4 min What is reasons? 4 min Why use examples? 2 min 4 min

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- always round the number off. Who will remember 675.873? round to 676. It's much easier to remember.

– try to keep statistics relevant to individuals in the classroom. * ask questions 5) Testimony * why use testimony? – quote someone who is an authority on the

subject - tell a true story or experience that

happened to you on the subject. * ask questions Stage two confirmation Name two forms of verbal support and there uses

Why use statistics? 4 min Why use testimony? 2 min

END OF LESSON TEST 3 min What verbal support do the following examples refer too? 1) 347000? – statistics 2) “He fell into the water, that's why there's a rule.” – reasons 3) “Cdt's Stabile and Vanic both received the corps perfect

attendance award, because they did not miss even one day of cadets, including tag days.” – example

4) “Cdt's Bobinsky and Roberts can both tell you the importance of magnetic declination and resection.” – testimony CONCLUSION 1 min I am CWO Zygouras. We have learned about the five types of verbal support. Remember the difference between “example” and “testimony”. Congratulations to those who answered all of the questions correctly. Your next class is drill with MWO Taylor. EO 409.04 LIST FIVE TYPES OF ASK A QUESTION The use of questions is one of the most important techniques available to an instructor. How questions are asked can have a dramatic effect on the lesson. There are six purposes to asking questions:

a. stimulate mental activity – challenge and alert cadets; b. evaluate learning – validates the learning, especially knowledge

lessons; c. arouse and maintain interest – involves cadets in the lesson;

ROYAL CANADIAN ARMY CADETS

Star Program

Master Lesson Plan

2006-05-04 1/7

SILVER STAR COURSE PO: INSTRUCTIONAL TECHNIQUE ENABLING OBJECTIVE(S): 409.03: Prepare a Lesson Plan REFERENCE(S): A. A-CR-CCP-120/PH-001 Silver Star Course Training Plan; Chapter 4,

Page 4-38/4-42. B. A-CR-CCP-121/PT-001 Cadet Reference Book; Pages 9-9/9-15.

SUPPLEMENTARY REFERENCE(S): A-CR-CCP-913/PT-001 Techniques of Instruction; Chapter 4, Arts 1-37. TRG AID(S): A. OHP

B. OHP Slides C. Copy of Lesson Plan for EO 409.03 (1 per cadet) D. Copy of Lesson Specification for EO 409.02 (1 per cadet)

STUDENT AID(S): A. Silver Star Handbook B. Pencil and notebook

METHOD: Lecture and Discussion TIME: 2 x 30 Minutes

REVIEW TIME: 2 Minutes I EO 409.02: THE PRINCIPLES OF INSTRUCTION

1. What are the two most commonly used methods of delivering a lesson?

Answer: (i) Lecture method; and (ii) Demonstration-Performance method.

2. What are some other methods of instruction?

Answer: various correct answers.

INTRODUCTION TIME: 2 Minutes WHAT: During this period of instruction cadets will learn how to Prepare a Lesson Plan. WHY: A lesson plan is necessary to help instructors organize their subject material, encourage

self-confidence, provide them with a sequence to follow, avoid blank-outs and act as a guide for the instructor’s presentation.

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WHERE: During the Silver Star course cadets will be required to present two periods of instruction

to their peers. Preparation of a lesson plan is one of the steps in the presentation of a period of instruction.

BODY INSTR NOTES

I STAGE 1: COURSE TRAINING PLAN

1. Purpose of a Course Training Plan (CTP): The CTP is a key

reference for instructors in the preparation of a lesson plan. The CTP is a blueprint for the conduct of a course, and contains the necessary information required to assemble the training for each star level.

2. How to use the CTP: There are six chapters in the Star

Program’s CTPs and each chapter contains the same type of information. The following outlines the contents of each chapter: a. Chapter 1 - General: This chapter deals with the scope

of the course, outline of training, use of the CTP and conduct of training.

b. Chapter 2 – Course Management Details: This chapter

details the aim, critical requirements, related agencies, course programming and loading, prerequisites and qualifications received, and mandatory support requirements.

c. Chapter 3 - Assessment: This chapter describes the

manner of the course cadet assessment including criteria for Pass/Fail, progress monitoring, and how each PO will be assessed along with the applicable Performance Checks.

d. Chapter 4 - Performance Objectives: This chapter

details the specifications each lesson. Chapters 3 and 4 are the heart of the CTP.

e. Chapter 5 – Abbreviations and Terminology: This

chapter defines the abbreviations and terminology used in the CTP.

f. Chapter 6 - Training Support Requirements: This

chapter lists the resources required to run the course.

2. Lesson Specifications: The most important information for the instructor is the material outlined in Chapter 4 - Performance Objectives (PO’s). In Chapter 4, each PO is divided into

TIME: 10 Minutes OHP 1 and 2.

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Enabling Objectives (EO), each of which are allocated one or more 30-minute lessons. Each EO represents a skill, knowledge or attitude cadets require in order to achieve the PO. For each EO there is a lesson specification sheet that provides the details for the lesson: a. Performance – identifies the desired activity to be

observed; b. Conditions (given and denied) – include when, where and

with what; c. Standard – how, or how well, the performance must be

completed: the minimum acceptable level of performance; d. Teaching Points; e. Time; f. Method/Approach – lesson, performance, demonstration,

etc.; g. Substantiation; h. References; i. Training Aids; j. Test Details; and l. Remarks – including additional comments for the

instructor or course officer. II CONFIRMATION STAGE 1

1. What is a Course Training Plan or CTP? (Stage 1, para 1) 2. What information is contained in the seven chapters of a CTP?

(Stage 1, 2 a-g) 3. Which chapter provides the specific information to prepare a

lesson plan? (Stage 1, para 2) 4. What necessary information is found in this chapter? (Stage 1,

para 2 a-m)

III STAGE 2: THE LESSON PLAN

1. General: The lesson plan is a method for organizing teaching

Instructors will point out the categories on the lesson specifications for discussion. TIME: 15 Minutes

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material on paper. It contains the pertinent information included in the CTP along with the personal thoughts and ideas of the instructor. The lesson plan serves the purpose of: a. organizing the material; b. giving the instructor a sense of confidence; c. providing a ready reference if you forget your place while

instructing; and d. enabling a logical flow of information.

2. Format: There are numerous formats that can be used in the preparation of a lesson plan. It is not necessary that the lesson plan follow an exact format. However, it must contain the following four major headings: a. introduction; b. body; c. test; and d. conclusion.

3. Introduction: The introduction should contain about 10 % of the time allotted for the period. For example, a 30 minute lesson should have an introduction lasting 3 minutes. a. Purpose: The introduction is designed to stimulate

interest in the class for the subject at hand. b. How to accomplish: The purpose of the introduction can

be accomplished by answering the following questions:

i. What will they learn and how will they be tested at the end of the period?

ii. Why is the lesson important to learn?

iii. Where will the material be used?

c. Review: It is necessary to conduct a review of the class

previously taught in that Performance Objective. d. Hint: Your introduction must be catchy and snappy and

grab the attention of the cadets immediately. Incorporate your personal introduction and a review of the previous

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lesson at this point.

4. Body: The body of the lesson plan should take up no more than about 75 % of the period of instruction. For example, a 30-minute lesson should have a body about 22 minutes in duration. a. Purpose: The body of the lesson is designed to instruct

and practice the required teaching points. b. How to accomplish: Each main teaching point is covered

in a logical sequence. To do this, the body must be broken down into stages. The body should include enough explanation to teach the point and as much practice as possible for the cadets to learn. Each stage is confirmed before moving on to the next one.

c. Hint: The body should not be an outline but rather a

complete plan. It should have stimulating questions, diagrams, highlight important points and have instructor notes.

IV CONFIRMATION STAGE 2

1. What purpose does the lesson plan serve? (Stage 2, para 1 a-d) 2. How long should the introduction be? What is the purpose of the

introduction? What questions must be answered in the introduction? (Stage 2, para 3a-d)

3. What information is contained in the body of a lesson plan?

(Stage 2, para 3 a-c) V STAGE 3: THE LESSON PLAN (Continued)

1. Test: The test should take up no more than 10 % of the lesson. For example, a 30 minute lesson should contain a test that is 3 minutes long. a. Purpose: The test is designed to act as a final

confirmation of the cadet’s understanding (performance check). It checks the trainee’s progress and determines completion of the objectives.

b. How to accomplish: The test must be simple and straight

forward and test only the MTPs. Examples of tests include word searches, crossword puzzles, short multiple choice answers, game shows, competitions etc.

2. Conclusion: The conclusion should account for about 5 % of the

OHP 4 TIME: 15 Minutes OHP 5 OHP 6

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lesson. For example, the conclusion for a 30 minute lesson should be 1.5 minutes in length. The purpose of the conclusion is to accomplish the following three different functions: a. summarize the main teaching points; b. motivate the students; and c. introduce the next topic.

3. Hints For Success (Do’s and Do Not’s): a. Do master the ideas and operations in the lesson plan.

Know them thoroughly. b. Do not get into the habit of using the lesson plan as a

crutch. c. Do use the lesson plan as a guide to keep on track. d. Do not be a slave to the lesson plan. e. Do be flexible in using the lesson plan. f. Do review the lesson plan before teaching. g. Do not assume the students were unsuccessful when the

fault may be in the way the lesson was taught. h. Do revise the plan as often as necessary. j. Do not let the lesson plan get out of date or stale.

IV CONFIRMATION STAGE 3

1. What is the purpose of the test and how is it best accomplished? (Stage 3, para 1 a-b)

2. What are the three functions of the conclusion of a lesson? (Stage

3, para 2a) 3. List some of the Do’s and Don’ts of lesson plan preparation.

(Stage 3, para 3 a-j)

OHP 7

PERFORMANCE CHECK TIME: 14 Minutes I Cadets must prepare a lesson plan on any classroom subject of their choice as a homework

assignment

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1. Provide each cadet with a blank lesson plan and reference material. From a list have

them choose a subject for a classroom lesson. The lesson plan that they will be preparing can be used to teach their mutuals.

2. Once the cadets have chosen their subject, provide them with the lesson specifications

from the CTP. Cadets may be required to put extra time into their lesson plans in preparation for the mutuals.

3. Have the cadets prepare a lesson plan using the four major headings discussed. Ensure

that the MTPs are covered. 4.

CONCLUSION TIME: 2 Minutes SUMMARY: A. During this period of instruction cadets have learned how to Prepare a

Lesson Plan: 1. The Course Training Plan; 2. introduction; 3. Body; 4. Test; and 5. Conclusion.

RE-MOTIVATE: A. Comment on student progress. B. In the end, it is the instructor who will develop their lesson plan, its style,

its format and its content; all of which suit the needs of the individual instructor and the teaching situation. This lesson plan will be used in the presentation of the period of instruction.

C. Your next lesson in Instructional Techniques will be Ask a Question.

Lesson SpecificationsCHAPTER 4

PERFORMANCE OBJECTIVE TRAINING SUMMARYGREEN STAR COURSE

A-CR-CCP-118/PH-001402 FUNDAMENTAL TRAININGPERFORMANCE — DEMONSTRATE PRIDE AND LOYALTY IN THE LOCAL CADET CORPS AND THE ROYAL CANADIAN ARMY CADETS.

EO PERFORMANCE STATEMENT NO. OF PERIODS

010203040506

Observe dress regulations for the Royal Canadian Army Cadets.Discuss army cadet trainingIdentify the officer and NCM rank structure in the Canadian Army.Observe all rules and procedures for addressing an officer and a NCO.Respond to questioning on the cadet corps and the affiliated unit history.Identify the badges and medals of the Royal Canadian Army Cadets.Testing

2111111

TOTAL 8

Lesson SpecificationsCHAPTER 4: LESSON SPECIFICATIONSCOURSE TITLE: GREEN STAR COURSE

CTS NUMBER: A-CR-CCP-116/PC-001

ENABLING OBJECTIVE AND TEACHING POINTS TRAINING DETAILS

FUNDAMENTAL TRAINING: 402.02 5. TIME: One 30 minute period.

1. PERFORMANCE — Discuss army cadet training.

2. CONDITIONS:

a. a. Given — situation where a cadet can b. demonstrate knowledge of the subject matter; and

b. b. Denied — assistance.

3. STANDARD — The cadet will discuss the army cadet training program.

a.a. aims;

b. b. training objectives;c. c. 4 components;d. d. the star program;e. e. description of summer training and their prerequisites; f. f. directed optional activities; andg. g. optional training activities.

4. TEACHING POINTS- Same as standard.

6. METHOD/APPROACH:

a. lecture; and

b. Discussion.

7. SUBSTANTIATION — The cadet should know what training options are available to him/her so that he/she can visualize his/her future participation in the organization.

8. REFERENCES:

a. Cadet Reference Book (pages 2-8 & 2-9); and

b. CATO 41-01, 42-01 and 42-05.

9. TRAINING AIDS —

10. TEST DETAILS

11. REMARKS

INTRODUCTION:10% of the lesson time

Stimulates interest

Answers WHAT, WHY and WHERE

409.02 Silver Star OHP - 3

BODY:75% of the lesson time

Instruct and practice the teaching points

Broken into stages

409.02 Silver Star OHP - 4

TEST:10% of the lesson time

Final confirmation of cadet’s understanding

Simple and straightforward

409.02 Silver Star OHP - 5

CONCLUSION:5% of the lesson time

Summarize MTPs, motivate cadets, and introduce next topic

409.02 Silver Star OHP - 6

DO’S AND DON’TS:Do master the information.

Do not use the plan as a crutch.

Do use plan as a guide.

Do not be a slave.

Do be flexible.

Do review the lesson plan.

Do not fault the class because of the plan.

Do revise the lesson plan.

Do not let the lesson plan get out of date.409.02 Silver Star OHP - 7