IMO Model Course 6.

09
Training Course For
Instructors
By: Arizal Hendriawan, M.Sc
1. Identify the main planning
considerations in producing a lesson
plan.
2.Relate subject content to
instructional methods and learning
aids.
3.Produce a structured lesson plan
for a range of teaching/training
sessions.
4.Identify different types of
learning outcomes.
5.Write clearly stated learning
Recognize appropriate learning outcomes
for a lesson
Recognize factors to be considered
when planning a lesson

By Arizal Hendriawan, M.Sc -

TOT 3
GMDSS
It is a set of notes in logical order
for the instructor to follow to ensure
that the objective/s set for the lesson
are met.
It also enable checking in advance
that the sequencing of the lesson is
correct, the content relevant and the
training methods/aids suitable.
Like a road map – it show us a starting
and finishing point, all the places we
need to pass or explore along the way.
Beside giving a logical list of
information & sequence to be
covered in a session, it also indicates
the timing for the lesson.
A well designed lesson plan not only
allows the trainer to revise efficiently
but also another trainer to conduct the
same lesson effectively.
This can be confusing at
times
Aims
Statement/s of general intent
State the overall purpose(s) of a course
or session.
Do not define what individuals will be learning
Objectives
The ‘nuts and bolts’ of things
Specific action statements
It states what you expect a learner to be able
to do, or say, or think, as a result.
They provide direction.
They provide guidelines
for testing.
They convey
instructional intent to
others.
Be clear what you want learners to be
able to do after the session
Usually written in terms of behaviour
that is observable or measurable or
performance
Typically employ action verbs

Open
Taxonomy
Bloom
 Specifically worded statements of what
trainer are expected to achieve from any
part of a course of study.
 Statements that specify what learners will

know or be able to do as a result of the

course
 Should be derived from the aim of the course
 Well written learning outcomes :
 Focus on the trainee behaviour that to be changed
 Identify specifically what should be learned
Provide direction for the course and assessment
of the learner achievement
 Convey what is to be accomplished
 Specific
 Comprehensiv

e
 Consistent
 Suitable

 Attainable
 Referring to the learning process of
trainee which change of some kind in
trainee, involved one of categories:
 Knowledge
 Skills
 Attitude
Function: Navigation at the operational level
Tabel A.II/1 – STCW Code
Column 1 Column 2 Column 3 Column 4
Competence Knowledge, understanding Methods for Criteria for
and proficiency demonstrating evaluating competence
competence
Plan and conduct a Celestial navigation Examination and The information obtained
passage and assessment of from nautical charts and
determine position Ability to use celestial evidence obtained publications is relevant,
bodies to determine the from one or more of interpreted correctly and
ship’s position the following: properly applied. All
potential navigational
Terrestrial and coastal .1 approved hazards are accurately
navigation in-service identified
experience

IMC 7.03
14
The contents is subject matter and skill will
be learn by trainee
Examine the effectiveness content selection
against against criteria:
◦ Considering today’s knowledge of the particular
subject area
◦ Useful for trainee after completed the course
◦ The trainee have necessary background knowledge
and skills to learn the contents
◦ Essentiality the contents in this particular subject
◦ Should motivate the learners and will they interested
it
◦ Include in the scope of curriculum (time constrain)
 May be Could Know
desirable
but not To be able
essential Should
Know to
perform
the task
Must
Know

May be
needed to Should
gain a clear Know
understanding
Could Know

Trainer must keep in mind the students’ learning

priorities
 Prepare Course Syllabus in a subject area
Standard competency and required performance
from competency table at STCW Code A
 A.II.1 : Officer In Charge in navigational watch on ships
of 500 GT or more (ANT-III)
 A.II.2 : Master and Chief Mate on ships of 500 GT or
more (ANT-II, ANT-I)
 A.II.3 : Officer In Charge in navigational watch on
ships and master on ships less than 500 GT on NCV
(ANT-IV, ANT-V)
 A.II.4 : Ratings forming part of a navigational watch
(Deck Watchkeeping)
 A.II.5 : Ratings as able seafarer deck ( Able Seafarer
Deck)

 mmm
m
 Prepare Course Syllabus in a subject area
 Standard competency and required performance from competency
table at STCW Code A
 A.III.1 : Officer In Charge of an engineering watch in
a manned engine room (ATT-III)
 A.III.2 : Chief Eng. and Second Eng. on ships powered by
main propulsion of 3000 kW or more (ATT-II, ATT-I)
 A.III.3 : Chief Eng. and Second Eng. on ships powered by
main propulsion of between 750 kW and 3000 kW
(ATT.IV, ATT.V)
 A.III.4 : Ratings forming part of an engineering watch
 A.III.5 : Ratings as able seafarer engine
 A.III.6 : Electro Technical Officer
 A.III.7 : Electro Technical Rating

 mmm
m
 Prepare Course Syllabus in a subject area
 Standard competency and required performance from
competency table at STCW Code A
 A.IV.2 : GMDSS Radio Operator
 A.V.1 : Master, officer and rating on oil and chemical
tanker
 A.V.2 : Master, officer and rating on passenger ship
 A.VI.1 : Safety Training
 A.VI.2 : Proficiency in survival craft, rescue boats, and
fast rescue boats.
 A.VI.3 : Advance Fire Fighting
 A.VI.4 : Medical First Aid and Medical Care
 A.VI.5 : Ship Security Officer
 A.VI.6 : Security Awareness

 mmm
m
 Prepare Course Syllabus in a subject area
 IMO Model Course can be used as a
guidance
 Direct Indirect Interactive Individua
Experientia
Instructio Instructio l
l
n n Instruction Study
Lectur
s
Discover Buzz Group Paper Field
e y s Observatio
n
Simulatio
n Case Role Repor
Studies Playing t
Practice
Game
and
s
Drill Proble
Brain Essa
m
Tutoria Storming y
Solving
l
Decisio Open Distance Field
Movie n Discussio Surveys
s Making n Educatio
n
1). GAMES PLAYING

2) PROJECTS

3) CASE STUDIES

4) FIELD WORK

5) GROUP WORK

6) DISCUSSIONS

7) DEMONSTRATIONS

8) LECTURES

9). READING INCREASING

LOW HIGH
 GRAPHICAL SCHEME
90%

ABILITY
TO
RECALL

10%

WHEN WE READ HEAR SEE HEAR SAY SAY &

& DO
SEE
10% OF WHAT WE READ
WE REMEMBER 20% OF WHAT WE HEAR
30% OF WHAT WE SEE
50% OF WHAT WE HEAR &
SEE
75% OF WHAT WE SAY
90% OF WHAT WE SAY & DO
 MEETINGS ARE AND HELD IN ORDER TO

INFORM

INSTRUCT

PLAN

CLARIFY

CREATE
NUMBER OF PEOPLE
SOLVE PROBLEM
MAK AT THE MEETING
E
DECISIO
N
 Importance of a variety of approaches
 No single method is superior to another in

all situations
 Consider aim and objectives of the

course and content to be covered

This does not refers to the allocation of
marks or an examination at the end of
the course.
It is the ongoing process of identifying
what and how individuals are learning.
It provides a guide for the pace and
nature of instruction.
One of the best ways to improve on any
area of performance, teaching is no
exception.
Leave some space for evaluative
comments in the lesson plan.
It is always good to take some time to
reflect on own performance, i.e. “what
went well” and “ what did not go so well”
 Measurement : involves collecting information or data
from students.
Ex: giving a written test

 Assessment: analysis of the data, interpreting

the measurement data in some way
Ex: giving 1 student 50, other 75
giving 1 student fail, other
pass

 Evaluation: involves in
making judgement
Ex: considering the assessment result and deciding how well
a student has performed
Key Questions/Criterias:
◦ Are the aims, learning objectives and
contents harmonized?
◦ Are the contents and sequence of the
course appropriate?
◦ Are the contents up to date?
◦ Are the teaching methods valid and
suitable?
◦ Are examination questions relevant with
the contents?
◦ Is the time allocation suitable for each
learning activity?

By Arizal Hendriawan, M.Sc -

TOT 30
GMDSS
 Title
Objectives
Total lesson time
Review of previous lesson
Keynotes for student to
know
Content of the lesson
Method of presentation
Resources or training aids required
🞂 the lesson
for
Timing for each ‘chunking’
Activities for student, if any
Link forward to the next
Title

Class

Time

Starting knowledge

Objectives

Content Instructor Trainee Teaching Aids Time Allocation

Introduction Asking Answerin OHP 10 minutes

questions g
Stating Listenin
objectives g
New Explanation Listening Hand-out 10 minutes
ideas
develope
d
Assisting Individu
Tutorial with al Hand-out 30 minutes
individual tutorial
tutorial work
work
32
Conclusion Questionin
Title Personal survival techniques: practical work
Class Pre-sea trainees
Time 2 hours 30min
Starting knowledge Theoretical knowledge gained during theory classes
To allow the trainees to gain the practical skills necessary to
Objectives
survive at sea. Refer to the STCW Convention and Code.
Equipment Swimming pool, liferaft, lifejackets

Activity Instructor Trainees Time

Introduction Exposition
Transferring & securing Questioning Listening
liferaft Observing, Answering 10min
Liferaft commenting Observing,
launch launching
liferaft
Revision of methods
of boarding liferaft
Questioning Answering
"dry" Group enters
Observing, Floating,
pool to float/swim 10min
swimming
Group puts on
Commentin Moving, wearing
lifejackets while in
g lifejacket
water & assesses Observing, Swimming
problems with moving Commentin
Group investigates the g,
33
 Activity Instructor Trainees Time
ability of the lifejacket in
self- righting, try
swimming
as normal and on backs

Demonstrations,
followed by trainees
trying best position
Demonstrati Observing ， listeni
to conserve heat in
ng ng Moving, 20min
water Forming
Observing swimming,
circle to aid
commenting towing
visibility/morale
Towing an
unconscious person
Layout and actions Questionin
on boarding g, Answering,
liferaft Observing 5 min
boarding
, liferaft
commentin
g
Jumping into water Demonstratin Jumping, 5 min
from a height g, observing, observing,
commenting listening

Jumping from poolside

Demonstratin
board ， Actions on Jumping,
g, observing, 15min
entering cold water, observing,
commenting
boarding raft via ramp listening

Jumping from poolside board

Demonstratin
， Actions on entering cold Jumping,
g, observing, 15min
water, Boarding raft via observing,
commenting
other access point using listening
ladder
Assisting fellow
Assistance using quoit Demonstrati
trainee to board
&line Recovery of ng 20min
using quoit and
unconscious person Observing
line Recovering
commenting
unconscious
person

Demonstrati
Performing
Righting upturned liferaft ng 35 min
correct action to
Observing
"right" liferaft
commenting
Abandoning ship
Demonstratin via high board,
Practice Exercise ： calling correct
g, observing, 10 min
abandon ship using actions, securing
commenting
high board raft, manoeuvring
raft with paddles.
At the end of the course, each trainee will
be required to conduct the micro
teaching.

Prepared the lesson plan and teaching aids

that can covered the micro teaching
activities for around 15 – 20 minutes.

Lesson plan format and teaching aid that

will be used have to collect through email
arizal.ppsdml@gmail.com
Cc : pelatihantot@gmail.com

35
By Arizal Hendriawan, M.Sc -
TOT 36
GMDSS