278 Cormorant Air Cadet Squadron

INSTRUCTIONAL TECHNIQUES
HANDBOOK
Instructional Techniques
Table of Contents
PRINCIPLES OF INSTRUCTIONS ................................................................................................................................................ 3
Interest ......................................................................................................................................................3
Comprehension ........................................................................................................................................3
Emphasis ..................................................................................................................................................4
Participation.............................................................................................................................................4
Accomplishment ......................................................................................................................................5
Confirmation ............................................................................................................................................5
METHODS OF INSTRUCTION ...................................................................................................................................................... 6

Interactive Lecture ..................................................................................................................................6

Demonstration and Performance ...........................................................................................................7
In-Class Activity ......................................................................................................................................8
Practical Activity .....................................................................................................................................9
Game .......................................................................................................................................................10
Field Trip................................................................................................................................................11
Guided Discussion .................................................................................................................................12
Group Discussion ...................................................................................................................................13
Problem Based Learning ......................................................................................................................14
Role-Play ................................................................................................................................................14
Experiential Learning ...........................................................................................................................15
Case Study ..............................................................................................................................................16
POSITIVE LEARNING ENVIRONMENT .................................................................................................................................... 16

Physically Safe Learning Environment ...............................................................................................16

Emotional environment ........................................................................................................................16
Stress Management ...............................................................................................................................17
Techniques for creating positive stress ................................................................................................17
Techniques for controlling negative stress ..........................................................................................17
ATTENTION SIGNALS .................................................................................................................................................................. 18

Corrective Behaviour ............................................................................................................................18

Providing Positive Reinforcement .......................................................................................................19
Engaging The Cadet ..............................................................................................................................20
Managing Distractions ..........................................................................................................................20

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LEARNING STYLES....................................................................................................................................................................... 21

Learning .................................................................................................................................................21
Different Learning Styles ......................................................................................................................22
Developmental Periods..........................................................................................................................23
ASSESSMENT ................................................................................................................................................................................. 24

Assessment of Learning ........................................................................................................................24

Assessment for Learning.......................................................................................................................24
Assessment of Learning Plan................................................................................................................25
Assessment Instruments........................................................................................................................25

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PRINCIPLES OF INSTRUCTIONS
Interest
Cadets are more receptive to learning when they are curious and have an emotional connection to a topic.
The instructor must arouse, create and maintain the interest of the cadets. Without interest, the cadets will be less inclined to
listen and will not learn.

How to generate Interest:

Information
Inform the cadets why they are learning the skill or knowledge. Explain all of the
benefits of this new knowledge or skill.

Variety
Use more than one instructor.
Use verbal support to back up a statement or to clarify an idea.
Use a variety of different training aids.
Try different teaching methods.

Enthusiasm
Show enthusiasm.
Smile and have fun.
Make eye contact.
Vary the pitch, resonance, articulation, speed, volume, inflection and rhythm of your speech.

Realism
Try a different location for your class. If you are teaching meteorology, go outside and look at the clouds, etc.

Participation
Involve the cadets by asking questions.
Ensure cadets participate early in a skill lesson.
Use speed and/or ability competitions or games to reinforce learning.

Comprehension
Comprehension or understanding relates to the cadet’s ability to understand the material taught. The cadet’s readiness to learn
new material is influenced by what has previously been taught; new content should not exceed the knowledge level of the cadets.
If the cadets do not understand, they are unable to learn.

How to ensure Comprehension:

Research
Examine the Qualification Standard and Plan (QSP) to determine what material the
cadets have already been taught.

Plan
Organize lesson material in a logical order.
Proceed from the known to the unknown.
Move from simple material to the more difficult.

Question
Ask review questions at the start of the lesson to determine the level of
understanding.
Continue to ask questions throughout the lesson to ensure understanding.
Assure cadets early in the lesson that questions are welcome.

Observe
Watch for expressions of body language that may indicate difficulty with parts of the lesson.
Observe cadets when they practice a skill and correct error as they occur.

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Emphasis
During a period of instruction there will be some information, which may be of particular importance. The
instructor can emphasize this important information through the use of voice control, training aids and in-class activities.

How to ensure Emphasis:

Process
Teach the material step by step.
Re-cap each area (stress key points).
Have the cadets take notes.

In-class review
Review the key points from the past lesson.
Repeat the key points during the lesson.

Reinforcement
For a knowledge lesson, ask questions on the key points.
For a skill lesson, allow sufficient practice time for the cadets to ask questions and
receive corrective action. Do not over demonstrate.
Try saying “This is important, remember it.”
Use verbal support by giving examples, to include:
• Comparisons,
• Reasons,
• Restatement and repetition,
• Examples,
• Statistics,
• Testimonials.
Use training aids.

Post Lesson
Distribute handouts covering key points.

Participation
Cadets are more likely to retain information if they are both mentally and physically involved in learning. The
instructor should conduct activities that contain action, activity and excitement. Cadets learn by doing.

How to ensure Participation in knowledge class:

Involvement
Ask open-ended questions that will encourage individual thought and generate a
discussion.

Group work
Select teaching methods that allow the cadets to share ideas and knowledge.

Learning activity
Organize teaching points to contain such things as:
• Puzzles,
• Crosswords,
• Trivia games,
• Board games,
• Word searches,
• Discussions,
• Case studies,

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 • Competitions,
• Experiments, or
• Problem solving.

Application
Allow the cadets to apply the knowledge through case studies and problem-based
learning.

How to ensure Participation in skill class:

Involvement
Ensure early involvement by cadets.
Have as many cadets as possible working on the skills at the same time.

Practice
Ensure ample practice time.
Maintain close supervision during practice

Detection and Correction

Be aware of commonly made errors while practicing a new skill.
Observe cadets closely when they practice a skill.
Correct errors as they occur.
Correct one error at a time.

Competition
Allow the cadets to practice new skills by conducting friendly competitions and
contests.

Accomplishment
The lesson must impart a sense of accomplishment to each cadet. The cadets should leave the class with the
satisfaction that they were able to achieve something in the lesson.

How to ensure Accomplishment:

Expectations
Inform cadets of the lesson objectives.
Ensure the cadets understand what will be expected of them at the end of the
lesson.

Learner satisfaction
Explain lessons clearly using simple words. The cadets will learn easily creating
fulfillment.

Learner responsibility
Keep cadets informed of their progress. Just by saying “Now that you have all
correctly created a lean-to, let’s practice erecting a tent” will indicate the cadets’ progress.

Encouragement
Reassure cadets that they will be successful.
Compliment cadets on work that is well done.

Perseverance
Encourage cadets who may be having difficulty.
Allow cadets to practice skills they have difficulty with.
Offer extra help if necessary.

Confirmation
Confirmation is an essential part of learning and instructing. It gives both the instructor and the cadet the
opportunity to see how well the information is understood.

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How to ensure Confirmation:

Practice
Observe as the cadets practice the skills.

Exercise
Have the cadets perform the skill. If you are teaching cadets how to use the phonetic alphabet, listen to each cadet perform the
letters. Anyone who cannot do it may need extra instruction.
Provide exercises or guide discussions that stress the key points of the lesson.

Questions
Ask questions at the end of the lesson to assess how well the cadets are learning.
Listen carefully to the cadets’ answers. You may be able to identify weak areas that may need to be re-taught.

Assignments
Review assignments completed outside class to determine the extent of learning.

Tests
Conduct confirmation for teaching points and enabling checks. This will also
reinforce learning.

Observations
Note and provide feedback on cadet behaviour.

METHODS OF INSTRUCTION

Interactive Lecture
Description
Interactive lecture is an instructor driven method that combines both lecture and interaction to meet lesson objectives. The lecture
portions of the lesson are offset with relevant activities such as videos with discussion, games, learning stations, brainstorming,
debating, group work or the completion of handouts.

Pre-lesson preparation
Use attention-getters such as interesting facts, statistics or rhetorical questions to begin the lecture or to introduce new teaching
points.

Prepare participatory questions to encourage cadet participation. Prepare evaluative questions for confirmation of teaching points.

Obtain or develop training aids to clarify main points.

Prepare an in-class activity to avoid lecturing too long.

Practice delivering the material.

Typical Applications
Interactive lectures can be used with different sizes of groups to:
• Introduce a subject
• Present background information
• Review previously taught material
• Give instructions on procedures
• Illustrate the application of rules, principles or concepts
• Or introduce a demonstration, discussion or performance

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Lesson Development
Begin the lesson and each new TP with an attention-getter.

Use presentation aids such as:

• flip chart,
• whiteboard, and / or
• electronic media.

Pay attention to signals of alertness, such as:

• cadets' facial expressions, and
• cadets' body language.

Deal with alertness problems by:

• asking for questions; and
• posing questions to the group.

Demonstration and Performance

Description
Demonstration and performance
During demonstration and performance, the cadets observe the instructor performing the task
in a demonstration and rehearse it under the supervision of the instructor.

Demonstration method
A method of instruction where the instructor, by actually performing an operation or doing a job, shows
the cadet what to do, how to do it and explains why, where and when it is done.

Performance method
A method in which the cadet is required to perform, under controlled conditions, the operations, skill or movement being taught.

Pre-lesson preparations
The instructor must be skilled in the task.

Gather all materials necessary to instruct the lesson.

Break the task down into smaller sequential steps.

Practice the lesson to ensure that steps are accurate and clear.

Prepare a handout outlining the steps, if necessary.

Organize the training area so that all cadets can:

• see the demonstration, and
• perform the task.

Typical Applications
Demonstration method
Demonstration can be used to:
• teach hands-on operations or procedures
• teach troubleshooting
• illustrate principles
• teach operation or functioning of equipment
• set standards of workmanship
• explain a theory or concept
• teach safety procedures.

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Performance method
Performance method can be used to:
• teach hands-on operations or procedures
• teach operation or functioning of equipment
• teach skills
• teach safety procedures.

Lesson Development
Introduce the lesson by demonstrating what the cadets will be able to do at the end.

Explain where the skill can be applied and why it is important.

Provide a handout outlining the steps if the process is complex.

Explain and demonstrate each step in a sequence.

Allow cadets maximum time to practice the steps as soon as possible.

Positively reinforce everything the cadets do correctly.

Supervise the cadets as they practice, providing assistance or re-demonstrations when necessary.

Have cadets perform the skill as confirmation.

Encourage the cadets to practice beyond class time.

In-Class Activity
Description
In-class activities encompass a wide variety of activity-based learning opportunities that can be used to reinforce and practice
instructional topics or to introduce cadets to new experiences. In class activities should stimulate interest among cadets and
encourage their participation, while maintaining relevance to the performance objectives. Examples of in-class activities include
learning stations, videos, brainstorming, debating, and group work.

Pre-lesson Preparation
Create an activity that involves all cadets, which can be conducted within the time allocated.

Clearly specify the objective of the activity.

Obtain all materials necessary to complete the activity.

Write out specific instructions describing what participants are supposed to do.

Write out specific directions for conducting the activity.

Arrange for assisting staff, if necessary, to help conduct the activity.

Prepare handouts for cadets containing background information.

Organize the training area into

work / learning stations.

Typical Applications
An in-class activity can be used for both knowledge and skill lessons to:
• reinforce instructional objectives
• introduce a subject and generate interest
• present background information
• give direction on procedures

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 • introduce a demonstration, discussion or performance
• illustrate the application of rules, principles or concepts
• create interactivity during a lecture; or
• review, clarify or summarize information.

Lesson Development
Introduce the activity to the whole group.

Brief participants on what will be expected of them.

Stress timings.

Ensure all resources are available.

Begin the activity.

Supervise and assist the groups as required.

Conclude the activity.

Confirm the TP or lesson.

Debrief the cadets.

Practical Activity
Description
Practical activities encompass a wide variety of activity-based learning opportunities that can be used to reinforce and practice
skills or to introduce cadets to new experiences. Practical activities should stimulate interest among cadets and encourage their
participation, while maintaining relevance to the performance
objective.

Pre-lesson Preparation
The instructor must be skilled in the task.

Gather all materials necessary to instruct the lesson.

Organize the training area so that all cadets will have space to perform the task safely.

Ensure there is enough time to conduct the complete activity or breakdown the task into smaller stages.

Prepare a handout outlining the steps, if necessary.

Arrange for assisting staff, if necessary.

Plan for composition of groups.

Typical Applications
If it is used to teach new material, it must be combined with other methods to ensure cadets have the necessary background
information to complete the activity.

The practical activity method can be used to:

• carry out an application
• demonstrate a process
• verify an explanation
• produce a product
• introduce a subject
• teach manipulative
• operations
• teach procedures

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 • teach troubleshooting
• illustrate principles
• teach equipment operation, or
• teach safety.

Lesson Development
Review background information.

Distribute the handout, if necessary.

Introduce the activity to the group.

Stress safety.

Brief the cadets on what they will be expected to do.

Brief assisting staff on what they will be expected to do.

Begin the activity.

Supervise the cadets and provide assistance, if necessary.

Watch for safety infractions and stop the activity, if necessary.

Conclude the activity.

Debrief the cadets.

Game
Description
Games are used with one or more participants to practice skills, apply strategies and enhance teams. It is critical that the game
supports learning through a challenging activity that allows for skill practice or knowledge confirmation.

Pre-lesson Preparation
Develop a simple game with the following characteristics:
• is fast to play
• is easy and quick to organize
• has few rules
• uses minimal equipment, and
• involves maximum participation

If possible, use variations of games cadets know from childhood or television.

Determine the following when developing the rules of the game:

• individual or team play
• how to change leaders
• what the leader will do
• what the followers will do
• timings for the game
• how to signal the start and stop of the game
• how to ensure safety

Obtain the resources needed to play the game.

Organize the training area to play the game.

Typical Applications
Games create variety and arouse interest but must also support learning.

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Games can be used to:
• introduce a topic
• discover concepts and principles
• learn terminology
• recall terms
• recognize equipment parts
• develop strategies and tactics
• carry out an application
• demonstrate a process
• practice interpersonal skills; and / or
• confirm learning.

Lesson Development
Brief the cadets on the following:
• the objective of the game, and
• rules of the game.

Play the game.

Supervise closely to:

• ensure that the game is played in the manner expected
• ensure that the game is played safely, and
• ensure maximum participation.

End the game.

Debrief the cadets.

Field Trip
Description
Theoretical knowledge is reinforced through participation in an activity in a real-life setting. Prior planning helps to ensure all
pre-training and safety standards are met. Field trip activities are planned and carried out to achieve clear instructional objectives
that are understood by the cadets. Examples include trips to areas of
local interest, flying / gliding, hiking and / or sailing.

Pre-lesson Preparation
Specify the objective(s) of the field trip.

Determine the time and location of the field trip.

Obtain necessary authorizations.

Determine the timings.

Determine the activities or demonstrations needed to achieve the objectives.

Determine if trained personnel will be available to assist.

Arrange the following, if necessary:

• transportation,
• supervision, and
• meals.

Determine if the cadets will be allowed to use equipment or participate in a training activity.

Determine if all cadets can take part at once or if they need to rotate through.

Divide the cadets into groups, if necessary.

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Ensure safety.

Typical Applications
The field trip is used to:
• introduce / illustrate and confirm topics
• reinforce and clarify classroom learning
• inject variety into the training situation, or
• allow cadets to view operations or equipment that cannot easily be shown in the classroom.

Lesson Development
Inform cadets as soon as possible of the following:
• time of the field trip,
• location of the field trip, and
• timings for departure.

Brief cadets on the following prior to departure:

• objectives of the field trip,
• timings and groupings for activities and demonstrations, and
• how they will participate during the field trip.

During the field trip ensure the following:

• the safety of all cadets,
• maximum participation, and
• the objectives are met.

After the field trip:

• debrief the cadets; and
• confirm that objectives have been met.

Express appreciation to the facilitators of the field trip.

Guided Discussion
Description
A method in which learners are guided in steps to reach instructional objectives by drawing out their opinions, knowledge,
experience and capabilities, and by building on these to explore and develop new
material. Learners discuss issues to expand their knowledge of the subject.

Applications
• Develop imaginative solutions to problems (eg, through brainstorming).
• Stimulate thinking and interest and secure learner participation.
• Emphasize main teaching points.
• Supplement lectures, reading or laboratory exercises.
• Determine how well learners understand concepts and principles.
• Prepare learners to apply theory or procedure.
• Clarify or review points.
• Determine learner progress and the effectiveness of prior instruction.
• Foster attitudinal change.

Preparation and Development

Reading material should be provided to learners in advance so that learners are familiar with the concepts
that will be discussed.

To begin, an instructor should introduce the topic and scenario; outline the main discussion points; state the what, where and why
of the lesson; and create an open environment.

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During the body of the lesson, the instructor poses open lead-off questions to guide the discussion toward
the aim. The instructor concludes the lesson by reviewing all the main points contributed by both the
learner and instructor and by relating points back to the lesson aim.

Advantages:
• Increases cadet interest.
• Increases cadet acceptance and commitment.
• Uses cadet knowledge and experience.
• Results in more permanent learning because
• of the high degree of cadet participation.

Disadvantages:
• Requires highly skilled instructors to redirect
• discussion using rephrased comments or
• summaries.
• Requires preparation by cadets.
• Limits content.
• Consumes time.
• May not accomplish goals.
• Can get off topic.
• Some members may not participate.

Group Discussion
Description
A method to discuss issues and share knowledge, opinions and feelings about a topic in small groups. The
instructor's questioning is flexible and minimal, and encourages reflection on personal experiences and
opinions through peer interactions.

Applications
• Develops imaginative solutions to problems.
• Emphasizes main teaching points.
• Determines individual progress and the effectiveness of prior instruction.
• Prepares individuals for application of theory or procedure.

Preparation and Development

• Prepare an issue or problem that will interest the cadets and stimulate discussion.
• Organize cadets into small groups.
• Put groups in circles or horseshoes.
• Pose a lead-off question and encourage participation of all cadets.

Advantages:
• Increases cadet interest.
• Increases cadet acceptance and commitment.
• Uses cadet knowledge and experience.
• Results in more permanent learning because
• of the high degree of cadet participation.

Disadvantages:
• Requires highly skilled instructors.
• Requires preparation by cadets.
• Limits content.
• Consumes time.
• Restricts size of group.
• Requires selective group composition.

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Problem Based Learning
Description
A method that facilitates the learning of principles and concepts by having learners work on solving a
problem drawn from the work environment. Instructors must pose thought-provoking questions and guide
cadets without influencing their decisions.

Applications
It allows learners to:
• learn through practicing what they will have to do on the job
• learn by imitating others’ behaviour
• learn from the feedback of others, and
• learn through practice and reflection on each scenario in which they participate.

Preparation and Development

This method is usually conducted with small groups of 5–7 learners or with pre-established teams.

Instructors prepare carefully constructed problems that are realistic.

During the lesson, learners analyze the problem and work toward solving it.

Instructors facilitate learning by posing questions to get learners thinking and talking (eg, what are the
clues, facts and any guesses about the problem and its causes? What other information is needed?). The
instructor should ensure that all learners participate because discussion is key to learning, but they should
try not to influence decisions. Instructors may also challenge learners' thinking by questioning learners
without leading them to the correct answer (eg, what does this mean? What are the implications?).

Advantages
• Encourages participation by cadets.
• Maintains relevance to performance
• objectives.
• Many resources are involved.
• Problems are realistic for learners to relate to.

Disadvantages
• Critical thinking skills are required.
• Broad knowledge of the subject matter is required.
• Instructors must be experienced in facilitating learning.

Role-Play
Description
A method of interaction in which learners play out and practice realistic behaviors by assuming specific
roles and circumstances.

Applications
It allows learners to:
• practice responding to various situations that are similar to those they will encounter; and
• develop human interaction skills.

Preparation and Development

Begin the lesson by clearly explaining the objective of the lesson (what, where, when and why). It is critical
to explain that role-playing is a learning process and learners are not expected to play their roles perfectly
from the start. This will help put learners at ease.

The instructor must clearly explain each role the learners will play. This is followed by a demonstration of
the role-play either on video or through a live performance by instructional staff. Learners are paired or
grouped together and the role-plays are cycled through. The instructor does not interfere during the roleplay

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unless learners veer off topic, require cues or assistance, or a safety issue arises. Following each
role-play, the instructor debriefs the learner on their performance. Correct behaviours should be positively
reinforced, and areas requiring improvement identified.

Advantages
• High participation, interactive delivery.
• May lead to discussions.
• Experience is developed in a supportive
• environment.
• Can be very versatile depending on the topic.

Disadvantages
• Participants can be easily sidetracked.
• Needs a lot of preparation and controls must
• be clarified.
• Competent, experienced and prepared
• instructors are needed.
• Not always successful due to group
• composition.

Experiential Learning
Description
A method using knowledge and skills to meet objectives. There are four stages to this method: concrete
experience, reflective observation, abstract conceptualization, and active experimentation.

Applications
The method teaches:
• practical skills,
• transferable skills,
• problem solving, and
• process or principle.

Preparation and Development

Step 1: Concrete Experience. Individuals have an experience and take time to identify and define it.

Step 2: Reflective Observation. Provides time for individuals to reflect on visual, emotional, and cognitive
aspects of the experience.

Step 3: Abstract Conceptualization. Individuals work to understand and make connections between the
experience and prior experiences.

Step 4: Active Experimentation. Individuals look ahead to plan the application of skills and knowledge
acquired for future experiences

Advantages
• Knowledge is shared by the participants.
• Most participants will create new knowledge.
• Everyone is actively involved in the teaching and learning process.
• Numerous resources are used.

Disadvantages
• Expensive as it uses many resources.
• Requires a lot of planning, preparation and organization prior to the activity.
• The instructor must master the subject developed.
• May not be a good process for learning details.

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Case Study
Description
A method using a written problem, situation or scenario to achieve a performance objective.

Applications
• Used for learning principles, attitudes and concepts.
• Develops critical thinking and promotes teamwork.

Preparation and Development

Give a problem that matches the experience level of the cadets.

Provide time to analyze it.

Responses to the problem should be recorded under four headings:

1. Facts,
2. Assumptions,
3. Problems, and
4. Solutions.
Advantages
• Cadets can help each other learn.
• High energy.
• Relates to real-life applications.
• Can be used for past, present and future
• applications.

Disadvantages
• Must be well organized and facilitated to ensure learning takes place.

POSITIVE LEARNING ENVIRONMENT

Physically Safe Learning Environment
The physical environment for cadet training will most likely change from training session to training session or even from lesson
to lesson.

The first priority when considering the physical environment is safety

As a minimum standard the physical environment should have:

• Adequate lighting
• Good ventilation
• A colourful atmosphere
• Flexible seating arrangements
• Movement

Emotional environment
Instructors have a responsibility to make their classrooms as emotionally safe as possible so that learning can take place.

To maximize learning, instructors must create an emotional environment of relaxed alertness that allows the
cadets to risk saying a wrong answer or solving a problem incorrectly

There are a number of strategies that can be used to achieve an emotionally safe learning environment. It is
important for the instructor to:
• Lead with a positive attitude
• Establish a friendly leasrning environment
• Make learning fun
• Encourage supportiveness

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 • Appeal to a variety of senses
• Provide feedback
• Use encouragement
• Communicate clear expectations and routines
• Provide processing time

Stress Management
Techniques for creating positive stress
Positive stress releases a small amount of cortisol into the bloodstream which can help the cadets learn more easily by improving
their memory function. The instructor should use techniques, such as those described below, to create positive stress.

Design activities that challenge cadets

The instructor should design activities that challenge the cadets just beyond their present level of ability to encourage interest and
prevent boredom.

Use movement
Instructors should incorporate movement into every lesson because it increases oxygen flow to the brain, which helps the cadets
learn better. The movement should occur naturally during the lesson when the cadets are forced to stand up to give responses or
move around to engage in a learning or confirmation activity. It does not have to be long but should be frequent during a lesson,
which can have a cumulative effect on the brain.

Use music
Music, in addition to being enjoyable, has health benefits because it helps the body to produce cortisol. Instructors should have a
good selection of music that they regularly use during their lessons as background noise or as an attention signal to begin a lesson
or transition from one activity to another.

Breathe Properly
Breathing is how oxygen gets into the bloodstream to be delivered to the rest of the body. As automatic as it is, cadets may not be
breathing well and should practice deep breathing activities to help increase oxygen flow

Techniques for controlling negative stress

If threats, or the perception of threats, are persistent, stress will become long term or chronic. The body can handle temporary or
acute stress but not chronic stress and it may become ill. At the least, chronic stress impedes learning and must be prevented. In
addition to using some of the techniques described above to create good stress, instructors should incorporate the following in
their lessons to manage negative stress.

Inform cadets of expectations

Instructors must clarify their expectations and communicate them to the cadets. Be specific, when assigning tasks, about what
cadets will be expected to do, how they will be assessed and how they will receive extra training if necessary. Develop routines
for beginning a lesson, transitioning from one activity to another during a lesson, getting the cadets' attention, dealing with
different types of learners and ending a lesson. Routines may be repetitive, and the cadets may complain at first, but routines that
are realistically developed and consistently applied will allow the cadets to predict what will happen, which will ease
their stress

Provide necessary resources

The instructor must clearly and specifically inform the cadets what is expected of them and ensure that the cadets have all the
material they need to complete the learning activity. The cadets will have limited time to complete the activity and will become
frustrated if they have to collect material or improvise on their own. The instructor must ensure that all necessary equipment and
supplies are readily available in the learning environment.

Provide adequate time to accomplish the task

When determining the amount of time for a task a good rule to follow is to assign one minute for each year of age. If an activity
is long it should be broken down into manageable tasks.

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Incorporate physical activity
The instructor should ensure that cadets move during every class either naturally as part of an activity or artificially when they
notice the cadets' attention lagging.

Provide time to process information

Give the cadets enough time during a task to interact with their peers, in some way or another, over the content to help move it
into long-term memory. This can be accomplished in a number of ways such as group interactions or some form of paired
sharing. The important thing is to prevent time from becoming a hindrance to learning.

Practice relaxation techniques

There are a number of relaxation techniques to control negative stress. The benefit of such techniques is that they trick the body
into thinking that the threat is gone, and the increased blood circulation carries more oxygen to the brain, which allows the body
to relax.

ATTENTION SIGNALS
The instructor may find it useful to use an attention signal which immediately captures the cadets' attention when beginning a
lesson, giving instructions, passing on information or transitioning from one activity to another. The attention signal should be
both auditory and visual and the cadets should be taught to stop talking, stop working and establish eye contact immediately upon
hearing and seeing the signal. Such an approach, when it becomes entrenched into the lesson's routine, will prevent the instructor
from becoming frustrated and will help establish a calm tone for the lesson. The attention signal should be used consistently
whenever there is a need to get the cadets' attention.

The following attention signals may be used:

• Raising a hand
The instructor can simply raise their hand or raise their hand and say, "high five." Immediately upon hearing the phrase
"high five" and seeing the instructor's hand go up the cadets should stop talking or moving, look at the instructor, raise
their hand and repeat the phrase "high five" and keep their hand raised until the group is ready.

• Flicking the light switch

Immediately upon seeing the lights go on and off, the cadets should stop talking or moving and look at the instructor
until the group is ready. An accompanying verbal command may include "high five" or some other phrase.

• Sounding a bell, playing a musical tone or playing part of a song

Immediately upon hearing the bell, musical tone or part of a song, the cadets should stop talking or moving and look at
the instructor until the group is ready.

• Clapping a rhythm
The instructor claps a rhythm (dut, dut, dut, dut, dut). Immediately upon hearing the clapped rhythm the cadets should
stop talking or moving, clap either a responding rhythm (dut, dut) or repeat the rhythm the instructor clapped and then
look at the instructor until the group is ready.

• Whistling
Immediately upon hearing the whistle the cadets should stop talking or moving and look at the instructor until the
group is ready.

Corrective Behaviour
Instructors must be able to resolve disagreements, draw attention to the merits of differing opinions and maintain control of the
classroom.

Instructors should prepare ahead of time and have a contingency plan for a range of behaviours similar to those listed below:

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 Quick Learner
Provide this cadet with more advanced work.
The cadet who consistently grasps concepts quickly and
finishes work first could become disruptive if they begin to Ask this cadet to help others who require help.
feel bored and unchallenged.
Have extra work prepared that reinforces the lesson.
Quiet Learner
Determine the cadet's interest and make it a topic for a group
The cadet who rarely participates because they are shy, discussion. Discreetly encourage them to speak on the topic
afraid, self-conscious or introverted. during the discussion asking questions that require short
answers but occasionally ask more detailed questions.
Helpful Learner
If the cadet is truly a generous person, explain in private that
The cadet who is eager to help and agrees with everything the their behaviour is appreciated but could be misinterpreted by
instructor says. the group.

If the cadet is trying to gain the favour of the instructor,

advise the whole group that only merit will be rewarded.
Monopolizer
Pose questions to this cadet that require only brief
The cadet who is always ready to express their views and can "yes" or "no" answers.
end up monopolizing the lesson.
Critical Learner
Listen to the cadet's problems and satisfy them, if possible. If
The cadet who consistently finds fault with the not possible, admit there are areas to be improved and ask for
content or method of instruction. suggestions and solutions. Advise the cadet that you would
be happy to discuss these issues after the lesson.
Know It All
Determine if the cadet is knowledgeable or simply trying to
The cadet who considers themselves an authority on any get attention. Allow the cadet to answer some questions but
topic being discussed and disrupts the class. allow other cadets to respond as well.
Distracter
Recognize the types of questions that appear to relate to the
The cadet who attempts to get the group off topic. The cadet lesson but will actually veer off topic.
may do this to avoid revealing that they have not completed
the assigned work or to avoid a difficult subject. Acknowledge that the question does not relate to the topic but
offer to discuss it after the lesson.

Providing Positive Reinforcement

Deal with inappropriate academic performance and / or behaviour by emphasizing what is expected of the cadet rather than
concentrating on what the cadet did wrong.

The feedback should be:

• accurate,
• age-appropriate,
• specific, and
• consistent with the instructor's personal style.

It is extremely frustrating for cadets to be advised that their performance is unsatisfactory but to not know why.

Instructors must:

• specifically and clearly identify what aspect of a performance is incorrect; and

• specifically and clearly identify what the cadet must do differently.

The cadets should also be asked to identify their own mistakes and explain why they made the error.

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In addition, the cadets should also be given the opportunity to:

• explain how to perform the task correctly; and

• practice the correct procedure.

Engaging The Cadet

Cadets are engaged when they are moving around or working in groups to manipulate information physically and mentally.
Instructors can enhance learning by engaging in activities such as those described below.

Jigsaw worksheets
Instead of having cadets complete a worksheet individually, break them into small groups and assign a portion of the worksheet
to each group. Each group must complete its assigned portion of the worksheet and use a poster or some other presentation aid to
present the information to the whole group.

Graphics
Have the cadets create graphic organizers such as webs or mobiles to summarize information.

Creative writing
Have the cadets create rhymes, poems or songs to summarize information. If you are teaching terminology, symbols or similar
information, have the cadets write a fairy tale or children's story using the information.

Create a chart
The instructor should type chronological information using a large font and cut it up into strips. Organize the cadets into pairs or
small groups and give each pair or group an envelope with the strips of information and have them work together to place the
information in the correct order and paste it on a sheet of chart paper or bristol board. Time the activity for fun.

Information chain
Have each cadet write one fact that they have learned during the class on a piece of coloured paper if possible. Have the class line
up in front of the room and invite the first cadet to read their slip then fold it into a link and staple it. Invite the next student to
read a fact and attach it to the chain and continue in this fashion until all cadets have created a link.

Scavenger hunt
Teach identification lessons such as parts of a rifle or parts of an airplane by planting clues around the room and having cadets
engage in a scavenger hunt. The clues may be actual items or pictures of items. When cadets find an actual item or some
representation of it, they must describe the item to the group.

Road trip
Create a road trip. Place stop signs around the room containing information describing what the cadet must do. The cadets will
travel to each place, complete the activity and have their passport stamped.

Managing Distractions
The best way for instructors to manage distractions is to prevent them from occurring by engaging the cadets in learning. Use
attention signals to get the cadets' attention at the beginning of a lesson, while conducting an activity during a lesson and when
transitioning from one activity to another. Instructors can prevent distractions by developing and consistently using routines that
help cadets to predict the instructor's behaviour. Disruptions often occur when the cadets move from one activity to another
during a lesson.

Instructors should structure transitions by answering the following questions:

• Can the cadets talk during transitions?

• How can the cadets get the instructor's attention during a transition?
• What is the purpose of the transition?
• Can the cadets move during the transition?
• What is the desired behaviour during a transition?

Once a procedure has been established, the instructor should teach the cadets the structure through direct instruction and patient
practice until the group responds appropriately.

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A possible approach to teaching transitions could include:

• calling the cadets to attention with the attention signal.

• numbering the cadets and assigning each number a specific task.
• informing the cadets of the rules regarding talking and moving around the room.
• informing the cadets of the procedure for getting the instructor's attention; and
• informing the cadets of the time permitted for the transition.

LEARNING STYLES
Learning is a complex process. There are many theories about how learning occurs. Determining what is relevant is the first step
to ensure that the learning is meaningful. Understanding the age-appropriate learning categories provides some insight into how
the brain is working to process information.

Learning
RELEVANT LEARNING

Relevant
Determining why and if the material is necessary to know. Once this is determined the learner decides whether or not they engage
in committing the information to memory.

In other words, teach to the level of the cadets. The level of difficulty determines whether or not the cadets engage in the lesson.
Essentially, less is more when it comes to new material.

MEANINGFUL LEARNING
Providing meaningful and relevant material results in greater overall retention.

Learning becomes meaningful when cadets understand material and store it in the brain. A learning experience is meaningful
when the learners engage in three processes:

1. reflecting upon prior knowledge;

2. relating to real-life experiences; and

3. applying knowledge in future experiences.

Retention is the ability to remember material after the material is presented. The more information is repeated, the better the
retention. Most scientists believe that the pruning is guided both by genetics and by a use-it-or-lose-it principle.

Information is stored in different places in the brain depending on the type of information. Emotions have a great influence on
learning. The stronger the emotions connected with an experience, the stronger the memory.

Various types of information are associated with a specific type of memory.

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PROCESSING TIME

Attention span
The average attention span is about one minute per year of age to a maximum of 15 years.

Allowing time for cadets to apply their learning is important so they can move information from their working memory to their
long-term memory. The processing time is known as "thinking about thinking", where cadets can reflect on the lesson and plan,
monitor, and evaluate their own thinking and learning.

Different Learning Styles

Understanding the different learning styles can help make a more effective instructor. For example, being aware of how cadets
process information allows the instructor to design lessons and activities that present information in a variety of ways to address
as many learning styles as possible. Learning occurs using the senses. The three learning styles use seeing, hearing and touching.
Seeing corresponds to visual learners, hearing corresponds to auditory learners and touching corresponds to kinesthetic learners.

Visual Learners: Auditory Learners: Kinesthetic Learners:

• are described as readers and • are described as listeners and • are described as doers
observers talkers • learn through moving,
• learn through seeing • process information through touching and doing
• think in pictures their ears • process information through
• benefit from and enjoy visual • are good working in louder their muscles and
aids and environments • learn best when combining
• are better at reading than • are great socializers and muscles with reading or
listening. • need to ask questions to talking.
confirm learning.

Differences between learning styles

Visual Auditory Kinesthetic
Decision making Create a chart of the possible Talk over options with a Try out options—go with the
alternatives; write out pros / friend. path that seems best.
con.
Asking Directions Prefer a map / written Prefer verbal instructions. Prefer to have someone take
direction. them the first time.
Learning a New Skill Watch someone else do it, Attend a lecture; have Try this and that until it
follow a diagram in a someone talk them through works.
manual. the steps.
To process information, a combination of the three senses are used, signifying that no learning style is completely
independent. Each individual has a dominant learning style that represents how they process information most /
how they learn best. Most of the population learn best by seeing and are therefore visual learners. When preparing
a lesson, the instructor must keep in mind that it is best to provide multiple opportunities for all three styles of
learning.

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Developmental Periods
The mental, physical, emotional and social development of a cadet are considered when determining a DP. They are age-based
and focus on refining higher-level thinking skills such as reasoning, reflective thinking, and problem solving. The three are also
known as age-appropriate learning categories

An instructor must plan their lessons based on the DP of the cadets. When planning a lesson it is important to consider what type
of activities and questions to ask. For example, each DP indicates how long an activity should last:

• DP 1. Activities in a lesson should end in that same lesson.

• DP 2. Activities started in a lesson may extend over two to three lessons.

• DP 3. Activities started in a lesson may extend over four or more lessons.

Needs of DPs

Experienced-based DP 1 (12–14 years): Developmental DP 2 (15-16 years):

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ASSESSMENT
Assessment of Learning
Assessment of learning is the main type of assessment used following instruction / learning. It is a summative type of
assessment that is used to report on progress made by cadets, usually by showing the instructor a cadet's relative position
compared to other cadets.

Assessment of learning usually takes the form of questions and answers made up into a test or quiz. The questions are from the
lesson that was taught and typically performed during or after the class.

Tests are used to measure quantity and accuracy of student progress and advice for improvement. This type of testing shows
which students are doing well and which are doing poorly.

Although these testing techniques are simplistic, they can be a good indication of a cadet's mastery of skills and knowledge. They
are not always a good indication of the ideas or concepts covered.

Every opportunity should be given to cadets to be successful in their assessment, even if multiple challenges are required.

Assessment for Learning

Assessment for learning is ongoing assessment used during instruction. It is a formative type of assessment
and is used to create descriptions of the cadet's knowledge on the subject matter.

These descriptions are used to determine if the instructor needs to review information and where the weak areas are in the lesson.

This information can also be used to provide feedback to the cadet regarding their strengths and areas for improvement.

Some tools instructors can use during an assessment for learning are:
• Worksheets
• Checklists
• In-class activities
• Questions and observations

In assessment for learning, the instructor will use the information obtained to design and develop the next stage of instruction.

Through assessment for learning, the instructor can:

• Identify when corrective or remedial action is required
• plan the next steps in instruction
• provide cadets with feedback so they can improve
• reinforce learning to aid the cadet in retaining information

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Assessment of Learning Plan
The Assessment of Learning Plan located at Chapter 3, Annex B of the QSP, provides an overall strategy for using assessment
activities to determine if the cadet has met the requirements for qualification.

The assessment of learning plan will:

1. Provide an outline of each assessment of learning activity including its purpose, when it will occur and details the
assessment instrument(s) used to support cadet evaluation

2. Identify the learning target(s) associated with the PO and / or EO being assessed, to include:

a. Knowledge Mastery. The facts, concepts and theory a cadet needs to know

b. Reasoning Proficiency. A cadet uses what they know to solve a problem, make a decision, make a plan,
think critically, set goals, or self-assess

c. Skills. Performance demonstration where the cadet demonstrates their ability to perform a skill. To be
assessed, these performances must be demonstrated by the cadet and observed by an assessor

d. Ability to Create Products. A cadet uses their knowledge, reasoning and skills to create a concrete product,
and or

e. Attitudinal / Dispositional Changes. A cadet’s attitude about learning, safety, conduct, etc. Targets in this
realm reflect attitude and feeling.

3. Identify the assessment method(s) that best matches PO and / or EO learning targets, to include:

f. Selected Response. A cadet selects the correct or best response from a list provided. Formats include
multiple choice, true / false, matching, short answer, and fill-in-the-blank questions. Although short answer
and fill-in-the-blank questions do require cadets to generate an answer, they call for a very brief answer that
is counted as right or wrong, so these have been included in the selected response category

g. Extended Written Response. A cadet is required to construct a written answer in response to a question or
task rather than select one from a list. An extended written response is one that is at least several sentences in
length

h. Performance Assessment. This assessment method is based on observation and judgment; the quality of the
performance/product is determined by the instructor, and / or

i. Personal Communication. Gathering information about a cadet through personal communication; learning
is assessed through interpersonal interaction with the cadet.

Assessment Instruments
Specific assessment instruments are designed to support each assessment activity within the assessment of learning plan.
Assessment instruments are located at the appendices to Chapter 3, Annex B of the QSP.

The most common assessment instruments used in the CCO are rubrics, individual checklists, and group checklists.

Rubric. A scoring tool that lists criteria to be considered for assessment. It is designed to guide the individual assessor's
interpretation by providing a description of what should be observed for each level of proficiency and should be as clear and
concise as practical.

Checklists. A simple checkbox type of worksheet that shows success in given tasks. Checklists can be designed to assess both
individuals and groups.

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