THE PRINCIPLES AND PRACTICE OF GOOD INSTRUCTION

NOTES COMPILED BY MR M.L. PURI FROM A STANDARD PUBLISHED TEXT

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This book discusses the attributes of a good lesson based on the OPTRA (Object, Presentation, Transmission and Assimilation) principle from the point of view of both learner and trainer, outlining the various components that go into the making of a good, useful lesson.

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A. DEFINITIONS

1. Assimilation

The understanding and remembering of knowledge. Assimilating a lesson can be compared to digesting a meal. The food, or the subject matter of the lesson, does not do any good until it has been assimilated and has become part of the person.

2. Knowledge

The understanding and remembering of facts. Knowledge concerns storage in the mind only. Applied knowledge is a technique.

3. Motivation

A man is motivated when he WANTS to do something. A motive is not quite the same as an incentive, for whereas a man is inspired and made enthusiastic by an incentive, his motive for wanting to do something may be a fear of punishment. Motivation covers ALL the reasons which underlie the way in which a person acts.

4. Reception

The actual process of receiving new learning. It may be received through the ear by hearing, through the eye by watching or through the body by imitating, or through any combination of the three. A man will only receive learning if he WANTS to do so.

5. Self development

The quality of self development leads to the full expression of a man’s personality. A well developed personality will have:

i) Initiative

ii) Imagination

iii) Adaptability

iv) Alertness

v) Cheerfulness

vi) Maturity

6. Skill

A physical act, usually almost instinctive. When a movement of the body is not instinctive but needs constant thought, it is a technique.

7. Technique

A way of thinking or behaving. An application of knowledge, or skill, or both.

8. Transmission

The act of passing knowledge or skill from the instructor to the class. Transmission may be effected by talking or showing.

9. Character

The qualities of character centre around a man’s WILL-POWER and include:

a) Courage

b) Toughness

c) Perseverance

d) Discipline

e) Sense of Duty

f) Responsibility

B. PRINCIPLES

1. There are five principles of instruction condensed in the word

‘ O P T R A’

                  A ssimilation
              R eception
          T ransmission
      P reparation
  O bject

2. Object

The object of all training is to fit men in body, mind, and character for their predetermined place in an organization. This consideration must dominate the steps in the instructional plan, each of which must have its own clear, limited object.

3. Preparation

Items of learning which are calculated to contribute towards the attainment of the object must be reduced to their essentials and graded in their degree of importance. The standard of knowledge and receptive ability of the class must be gauged. The material to be included in each step of the instructional plan can then be decided. Whether teaching skills, knowledge, or techniques, the most practical method of instruction must be selected and that which teaches through the greatest number senses simultaneously. The individual lesson must be arranged in logical sequence, broken in to a series of easily assimilated phases, each of which must be confirmed before the next is attempted. Preparation must be thorough; all else being equal, the success of a lesson depends directly upon the quantity and quality of its preparation.

4. Transmission

The quality of the individual instructor is the greatest single factor in the successful transmission of a lesson. The good instructor is a master of his subject, purposeful, industrious, and aware of the dramatic sense and its relation to good instruction. He must have a pleasing manner of delivery and a fair, firm, and friendly attitude towards the class with the ability to see the difficulties of a subject sympathetically through their eyes.

5. Reception

Learning is a voluntary process, and before teaching can be effective the student must want to learn. He can be motivated by arousing his interest, by making him realize the importance of learning, by reward and punishment, by competition, by a sense of progress and achievement and by the active participation in the lesson. The motivation of classes and individuals is affected by their general state of morale.

6. Assimilation

To achieve the object, instruction must be assimilated and retained. A basic knowledge of the nature of learning will help the instructor to make his teaching memorable. Learning is aided by understanding, confirmed by repetition, and kept alive by progressive revision. The smaller the class, the better the assimilation. The instructor can measure and confirm assimilation by making the class give back their learning in answers or tests. The ultimate test of all training is on the actual task for which the training is imparted.

C. SUPPLEMENTARY NOTES

1. Steps in Learning

The gap between Ignorance and Proficiency is covered by the student in the following steps:

a) Wants to learn (Motivation)

b) Learns (Understanding)

c) Remembers (Revision)

2. Testing the Class

The test is another way of ‘taking the temperature’ of the class, but that is not its only function. The many uses of test may be summarized as:

a) For the instructor

i) At the beginning of instruction, it tests the foundations and shows the standard of proficiency existing

ii) During the course of instruction it shows whether or not learning is being assimilated.

iii) At the end, it can prove whether or not the object has been achieved.

iv) Later it can show how much revision is necessary.

b) For the Class

i) It provides the goal to be reached.

ii) It confirms learning.

iii) It gives the class a true picture of their ability; the too-confident is deflated and the too-fearful is heartened.

3. Question technique

a) Always keep the questions to the point

b) Ask the question first. Pause. Name the man to answer.

c) Make your meaning clear

d) Whenever it can be avoided, do not test a man’s power of expression.

e) Do not ask 50-50 questions

4. Attributes of a good lesson

a) It should be

• Practical
• Useful

b) It should contribute towards the main object of all training

c) Its immediate object should be clear and limited.

5. Sense appeal

There are five senses.

a. Touching
b. Seeing
c. Hearing
d. Smelling
e. Tasting

Of these (a), (b) and (c) are most useful in instruction. They are placed in their order of importance. For best results the following proportion is desirable.

65% - Practice (Touching)

25% - Demonstration (Seeing)

10% - Explanation (Hearing)

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100%
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6. Instruction Cycle

a. Explain

b. Demonstrate

c. Student imitates

d. Student’s imitation is corrected

e. Student practices for ease and speed

7. Object of lesson – analysis by instructor

a) What shall I select?

Decided by what the class

• Must know
• Should know
• Could know

b) How much can the class take in?

Decided by – Ability test

c) What method shall I use?

Decided by:

1. Requirements of

• Skill
• Knowledge
• Technique

2. Maximum use of sense appeal

d) How shall I set about it?

Decided by

i. Carrying out
ii. Preparation
iii. Drill

e) Am I ready to start?

Decided by the final check regarding

• The class
• The place
• Myself

f) Note: After (a) to (e), the stage is set for transmission.

8. Attitude guide

a) Set an example

b) Be

i. Fair
ii. Firm
iii.Friendly

c) See through the class eyes.

9. The twelve points of reception

a) Learning is a voluntary process.To want to learn is to be motivated
b) To have interest and attention is to be motivated
c) Sometimes the subject is interesting in itself; sometimes interest must be aroused by the art of the instructor.
d) Curiosity arouses interest.
e) Realism holds interest.
f) A man will be motivated by realising the personal importance of learning.
g) A man can be motivated by reward and punishment. Reward is a better method.
h) A man can be motivated by the competitive spirit.
i) A man can be motivated by a sense of achievement and progress.
j) Class activity is an aid to motivation.
k) Motivation is linked with morale.
l) Morale is linked with class comfort.

10. In the process of learning the first priority should be given to ACCURACY AND SECOND TO SPEED.