Chapter 4: ACADEMIC INSTRUCTION

    1. Curriculum. The academic training program at encampment is designed to provide the basic cadet with a broad base of information on the United States Air Force, the Civil Air Patrol and particularly the CAP Cadet program. Reference CAPM 52-16 for the list of required instruction. Upon completion of this instruction, the cadet will have a standardized foundation upon which to build his later experience.

    2. Learning and Teaching. Instruction is best accomplished by involving cadets in the learning process, rather than just presenting the material. The following system is suggested for use by personnel responsible for instruction at encampment:

      1. Preparation.

        1. The first stage in the system, preparation, involves two steps. The first of these is complete mastery of the material you intend to cover. You should become so familiar with the material being covered that you are capable of expressing its intent and content in clear, simple language without having to resort to technical terms and confusing or complicated explanations. You should be able to answer almost all questions from the cadets concerning the topic you are instructing as well as related subjects.

        2. The second step in the preparation stage is preparing the cadets to learn. This requires you to arouse the interest of the cadets in the material to be covered. Find something in the material that will grab their attention and keep it. With highly motivated cadets, it is a simple matter to get their attention, because there is already a high level of interest. Others, however, may not be so motivated. With these cadets, you must generate or enhance a desire to learn. Telling a joke, providing a challenge, or showing a video are some examples. This can also be accomplished with positive incentives.

Examples of such incentives include:

        1. Preparation should include each of the following:

        1. You must remember that motivation (the desire to learn) must be present before the beginning of the learning process.

      1. Explanation. After arousing the interest of the cadets, the instructor will probably use the early part of the period to explain the essential facts, principles, or maneuvers to be mastered. The characteristics of a good explanation are:

The good explanation then, includes clear, simple, and emphatic presentation of the facts, and uses demonstration materials. During the explanation stage, the effective instructor will guard against assuming that all the cadets are aware of why the presented subject should be mastered, or assuming that just repeating the facts will make an effective instructional presentation. Careful attention to voice control and presentation skills is important during the explanation, and clarity is critical.

      1. Demonstration. The third stage is frequently combined with the explanation stage. To make the principles of demonstration clear, however, it has been isolated to a discussion of its own. Demonstration reinforces and strengthens explanation, and is a sound procedure in teaching and learning. An effective demonstration is timely; it relates specifically to the point just covered by the instructor. It is so clear that the cadets are able to grasp its significance as an illustration of what has gone on before. The demonstration must be presented at a sufficiently slow pace to allow each cadet to observe the procedures involved. However, it must remain lively enough to prevent boredom or apathy. Lastly, the demonstration must be well executed. To summarize, the instructor must plan and rehearse his demonstrations. By so doing, he will never demonstrate too rapidly and will always know how to demonstrate what he has explained. He will always exhibit a positive, patient, and helpful attitude toward cadets who are learning for the first time what he learned long ago. The effective instructor may also make use of assistants to aid in his demonstrations.

      2. Performance.

        1. The fourth stage in the system is called Performance. Each cadet is required to practice what has been explained and demonstrated to him. In certain training situations, each cadet will perform a particular skill, maneuver, or technique individually and in rotation. In others, all the cadets at one time will be engaged in the "trial-performance" of the skilled movements or problem-solving techniques related to the topic under discussion. Flash cards for memorization, or situational examples are good tools to put the cadets into the performance role. There are three characteristics of a well-executed performance period: First, it directly follows the instructor’s demonstration. Second, the well-planned performance requires every cadet to practice what he has been taught. Third, the performance period requires that the individual cadet achieve an acceptable level of ability. Thus, the performance period has the greatest potential for real learning. In drill, the cadet will go out and physically practice the movements taught; in a more academic class, practice may consist of discussion that allows the cadets to really understand the concepts presented. A performance period characterized by rapid learning means that previous instruction has been effective. Fourth, the properly controlled performance period provides each cadet with a feeling of accomplishment. Repetition is the key for the retention of the skills or facts presented.

        2. The cadet must leave the first performance period with a feeling that he is progressing. The performance step should not be started until the class as a whole has a basic understanding of the material to be practiced at a particular session. The performance period is one of mastery and improvement, not of basic instruction. Cadets should be well versed in the material before attempting it. The instructor should avoid putting himself in a position to have to backtrack or consistently repeat basic instructions during practice periods.

        3. To execute the performance step properly, there are certain "pitfalls" to avoid. An instructor, familiar with the way in which drill, for example, should be skillfully performed, is often inclined to be "too helpful" when a cadet first performs a particular movement. To correct this tendency, the instructor must remember that improved discipline, morale, and self-reliance are all by-products of learning by doing. The instructor also must be careful to withhold some of his criticism early in the performance stage. The instructor who impatiently offers corrections (rather than suggestions) to his cadets when mistakes happen early in practice is robbing his cadets of the feeling of progress so essential in enhancing their desire to learn. The best course of action is to recognize and emphasize the parts that the cadet executes correctly and coach the parts that need improvement. Also, early interference is likely to create a sense of dependency upon the instructor by the cadets in his charge.

      3. Evaluation.

        1. The fifth, and last stage in the instruction system is Evaluation. The process is not complete until the instructor has determined if the objectives for the instruction have been met. As with the other stages, this stage must be planned for and executed in a timely manner. The format for this stage can be critique, discussion or oral or written examination. The quality and effectiveness of the evaluation will be dependent in a large part on how well the goals and objectives for instruction were originally defined.

        2. A common misconception among those who have never instructed is that telling is teaching. This is not true. The instructor is always more than a teller of tales. He teaches his cadets what to do, why they should know a particular fact or movement, and how to acquire the information or skills. This means the process of instructing goes far beyond simple telling. First, as we have outlined here, he must apply a methodical system to his instruction. Second, he should apply the principle of progressive training, arranging his subject matter from the simple to the complex, and following a carefully planned pattern of achievements in his instruction. Third, he should ensure that he himself is thoroughly knowledgeable in the topic. He should be completely familiar with all parts of the material he intends to cover, and he should have some background in related fields.

    1. Examinations. The purpose of examinations is to evaluate the training program: to check each cadet’s mastery of the academic material presented, and to assess the quality and effectiveness of the training offered. Testing should be questioned to gauge understanding more than rote memorization. Two tests may be administered during the encampment:

      1. Pre-Test. A pretest can be given to every basic cadet upon arrival at encampment. This test, when compared to a final exam, will measure the cadet’s academic (and test-taking ability) improvement at encampment. The flight staff and knowledge officers can also use it to gauge what materials need to be covered.

      2. Final. The final exam should generally contain questions covering the same material as the pretest. The purpose of this exam is to measure the academic achievement of the students (basic cadets) from the beginning of encampment. In addition, the effectiveness of the instruction program (the flight knowledge officers and how the flight staff trained them) can be assessed from the test result patterns of the final exam. This exam can be used in determining any encampment academic awards.

 

INSTRUCTION PLAN

        1. Preparation Stage: Prepare yourself and your cadets for instruction and learning.

        2. Explanation Stage: Explain the "what," "why," and "how" of the subject matter to your cadets.

        3. Demonstration Stage: Show your cadets how to do what you have just explained.

        4. Performance Stage: Every cadet must have an opportunity to actually DO and practice what has been explained and demonstrated.

        5. Evaluation Stage: Encourage correct performance and offer suggestions for improvement based on your cadets' practice.

 

 

 
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