OBJECTIVE

Develop the student’s ability in

preparing lesson material and
organizing it in the best possible
fashion.
SCOPE OF PRESENTATION
• Lesson Plan Format
• Six Step Approach in Organizing a
Lesson
• Summary
 THE INTELLIGENCE SCHOOL
INTELLIGENCE AND SECURITY GROUP, PA
Fort Bonifacio, Makati City

I. LESSON TITLE: Method Of Instruction

II. LESSON OBJ:
ACTION: to prepare lesson material

CONDITION: given a lecture/ one pd classroom

instruction
STANDARD: produce a good IP
III. TIME ALLOTED: 1 Hour
IV. TYPE OF INSTRUCTION: Lecture
V. UNIFORM: Uniform of the Day
VI. EQUIPMENT/MATERIALS:
VII. ISSUED MATERIALS: Handout
VIII. REFERENCE/S: Instructor’s Handbook
USAJFKSWCS
IX. TRNG EQUIPMT: Computer, multi-media projector,
viewgraph,
transparencies
 HEADING
Includes the installation name for
which the lesson was developed and
the title of the topic addressed by the
lesson
 LEARNING OBJECTIVE
• Includes action statement,
conditions and standards.
• Action statements tells what
students will be able to do.
• Condition establish the environment.
• Standard is the degree to which
action must be accomplished.
 Good Objectives Are…
• Meaningful
– Does it make a difference?
• Meaningless: “list all the intel disciplines”
• Meaningful: “choose the best suited discipline to answer
this question”
• Simple
– One behavior per objective
– Clear and to the point
• Observable
– You have to be able to measure success
– “Hey dad” test
– Must identify “indicator behaviors” for cognitive tasks
 The Perfect Objective
in a perfect world has 3 parts

• Action – behavior you wish to change

• Condition
– Under what conditions will students be measured
while performing task? References? Rain?
Classroom or field?
• Standard
– Qualitative or quantitative
– Examples
• Will the action be timed?
• What is percentage of behavior you expect to be
correct?
 Action Statement
• Most important part of objective!
• Must be accurate, measurable, relevant
• ACTION verbs only, please
• Bad example – “Student will know how
to tie his shoe” (How do you measure if
they KNOW something?)
• Good example – “Student will be able to
tie his shoe”
 Measurable Action Verbs
• Write
• Choose
• Identify
• Sort
• Solve
• Construct
• Compare
 Vague (BAD) Verbs
• Know
• Understand, really understand
• Appreciate, fully appreciate
• Grasp the significance of
• Enjoy
• Believe
• Internalize
 Test the Action Statement

• Use the “Hey Dad…” test

• Example “Hey dad, watch me
know how to tie my shoe” - BAD
action statement
• Try “Hey dad, watch me tie my
shoe” is a GOOD action statement
 Test These Action Statements
• Is this a good action statement or not?
– Understand the principles of power grids
– Identify (Circle) objectives that include a
statement of desired performance
– Be able to describe the log-on procedure for
your computer
– Internalize the meaning of Ohm’s Law
– Demonstrate a deep appreciation of
Shakespeare’s plays
– Name the bones of the body
 Condition Statement
• Valid conditions only!
• “After completing this class…” or
“After receiving this lecture” are not
valid conditions!
• Condition cannot reflect instruction or
methods – has to be externally driven
• Examples – “from memory” or “with a
job aid”
 Standards Statement
• State the degree of proficiency the student must
attain to meet objective
• If no standard, 100% accuracy is assumed standard
• Types of standards
– External authority (Regulations, Policies)
– Percentage or ratio
– Measurement and tolerance time
– Rate
– Quality
 Identify the Parts
Condition
• Given a shoelace on a shoe, the
Action
student will be able to tie a bow as
demonstrated in class within 5
Standard
minutes.
• Given a medical reference guide and
a set of disease symptoms, the
medical student will be able to
perform an initial diagnosis of the
illness correctly nine times out of ten.
 Identify the Parts
Continued
• From memory, name at least one
advantage and disadvantage of
each of the intelligence disciplines
as discussed during lecture in
class.
• The fair attendee must strike the
pressure pad so that the bell rings
within two tries. The user will be
supplied with a ten-pound mallet.
 Task to Objective
• Remember the learning task from earlier?
– “Pick the best intelligence discipline to fill an
intelligence gap”
• Let’s make it into an objective!
• First, what is the condition? Do you want them to
perform this from memory, using a reference, using
the computer, and do you want to give them a
scenario?
• Second, what is the standard – is there a time limit?
Do they need to be 100 percent accurate
according to a reference, or do they just need to be
able to defend their answer?
 Example Objective
• Given an intelligence scenario and
a reference guide, student will be
able to pick the best intelligence
discipline to answer an intelligence
gap within 10 minutes. Student
must be able to explain his
answer.
• Now, test it!
Given an intelligence scenario and a reference guide, student will be able to pick
the best intelligence discipline to answer an intelligence gap within 10 minutes.
Student must be able to explain his answer.

• Is it
– Meaningful?
– Simple?
– Observable?
• Is the action statement valid?
• Do the standard and condition statements
make sense?
 TIME
Duration allotted to impart the
subject
 METHODS OF INSTRUCTION

• Lecture
• Conference
• Demonstration
• Automated Instruction
• Practical Exercise
• Performance-oriented Training
 REFERENCES
Equipments and publications use
as basis on the subject.
 THE INTELLIGENCE SCHOOL
INTELLIGENCE AND SECURITY GROUP, PA
Fort Bonifacio, Makati City

LESSON OUTLINE

I. INTRODUCTION: 5 minutes
II. BODY/LESSON PROPER: 45 minutes
a. Main points
1. subpoints
III. SUMMARY: 5 minutes
IV. EVALUATION: 5 minutes
 INTRODUCTION
• Usually given verbatimly, serves to
gain attention
• Includes interest device, tie-ins
 ELAPSED TIME
Cumulative time placed at intervals
throughout the lesson plan listed
after each main point
 BODY
• Lesson Body is divided into topics
called Main points
• Main points are key information of
the subject
• Main points are further subdivided
into subpoints
• Subpoints support/explain fully
each main point
 SUMMARY
• Recapitulation of main topics
discuss
• Reemphasize the learning
objective
 STEP 1
• Obtain a copy of lesson plan
• Think of the main points and
subpoints
• Consider what you know on the
subject
 STEP 2
• Obtain additional information for
your lesson
• Check if you have enough
technical expertise on subject
• Check resources available
 STEP 3
Develop each point
 STEP 4
• Maintain clarity
• Use of transitional devices
• Logical sequencing of subpoints
– Chronological
– Positional
– Order of importance
 STEP 5
• Reviewing frequently
• Reviews after main point
• QRT-question, review & ask test
question
 STEP 6
• Make notes base on lesson plan
• Main points should usually be
between five to ten minutes
• Application of all preceding steps
 Education, or Training?
• Education
– Includes “nice to know” information
– Builds the “scaffolding” of knowledge
– Usually takes more time than training
• Training
– Skills or knowledge to do something
specific (usually a job) more effectively
– Usually shorter in duration than
education
 Classification
• Overall “high water mark”
classification on first and last slide
(or other visual)
• Each slide has its own
classification marking
 n s ?
es tio
y q u
A n

Clarifications?

Boodles?

Wis
e or
othe
rwis
e?