Principles of Learning Motor Activities
Written by Dr.ChrisSome principles of learning motor activities:
1. Learn through doing.
2. Teach correct form, but not insist on it initially.
3. Aim at unconscious habit.
4. Use trial and error and selection.
5. Try to reduce individual variation in responses.
Steps in skill transfer:
1. Give the learner a clear understanding of the objective.
2. Supply examples of the performance.
3. Give frequent explanations of the techniques in shop talk.
4. Properly guided practice […]
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TRAINING AND MANAGERIAL RESPONSIBILITIES
Written by Dr.ChrisTRAINING AND MANAGERIAL RESPONSIBILITIES: Training is a complex activity involving knowledge, skill and techniques of instruction of a high order. Teaching has its specialised techniques that are not characteristic of other professions. As the act of teaching goes
on, teachers are found planning, organising and preparing for teaching, managing the classroom, shop floor and the trainees; […]
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PLANNED SHOP INSTRUCTION
Written by Dr.ChrisPLANNED SHOP INSTRUCTION
One of the most common beliefs (misbeliefs) in regard to teaching is that anyone who is skilled in a particular trade can readily impart his knowledge and techniques to others. Understanding the job is just one part of instruction. Equally important is understanding the way in which people learn. Even those who have […]
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HOUSE KEEPING
Written by Dr.ChrisHOUSE KEEPING: House keeping is as much important as other aspects of organisational management. Cleanliness and orderliness is considered conducive for better learning conditions. There must be a place for everything and everything must be in its place. It is necessary to involve the trainees in the upkeep of the shop floor, equipment and tools. […]
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SHOP ORGANISATION AND MAINTENANCE
Written by Dr.ChrisSHOP ORGANISATION AND MAINTENANCE
All equipment, and tools must be properly arranged, as per classification. They must be entered in the sectional records and periodically checked. It is highly desirable to keep a cupboard by the side of a machine, in case special attachments and tools belonging to the machine are considerable and stored. A list […]
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INSTRUCTIONAL SYSTEMS DESIGN: TRAINING
Written by Dr.ChrisINSTRUCTIONAL SYSTEMS DESIGN (BRIGGS)
It is the thesis of Briggs (1977) that instruction can be planned and designed more systematically than the traditional ones. The crux of the instructional design or planning, is the change of behaviour of the trainees/students. Whoever does this, the objectives are stated first, then the learning activities are designed and lastly […]
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EDUCATIONAL TECHNOLOGY APPROACH
Written by Dr.ChrisEDUCATIONAL TECHNOLOGY APPROACH
According to Rowntree (1974) the systems approach and instructional technology approach are synonymous. Any systematic approach, would be more apt and less pretentious. Rowntree has given a four phase problem solving approach to design and implement instruction.
The four phases of problem solving, used for the planning and development of instruction. He starts […]
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PLANNED AND UNPLANNED TRAINING
Written by Dr.ChrisPLANNED AND UNPLANNED TRAINING
Vocational Training, from times immemorial, takes place in various ways. Different historical and social factors have expressed themselves in different forms of training, and distinguish clearing two groups of training activities. They are (i) Non formal learning process, (ii) Formal learning process. In the case of the former, the training proceeds generally […]
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Steps in Construction of a Test.
Written by Dr.ChrisPlanning and preparing are the two important steps involved in the construction of a test.
(a) Planning - The ‘test must be planned well ahead considering the following points.
1. the class for which the test is to be prepared
2. the subject and the units for which the test is intended
3. the purposes of the test
4. the time available for the […]
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CHARACTERISTICS OF A GOOD TEST
Written by Dr.ChrisCharacteristics of a good test are enumerated below:
1. Statement of problems used in questions must be clear and has a definite meaning - only one interpretation.
2. Tests should be constructed to measure the application ability of facts and principles of the trainee, rather than his ability to memorize and recall.
3. Tests should be valid and reliable in nature. […]
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Construction of Completion Type Tests
Written by Dr.ChrisSuggestions for construction of completion type tests:
The following points may be kept in mind while constructing completion type tests:
1. The completion tests are similar to true false tests except that they contain all true statements.
2. Use correct sentence structure.
3. Use simple language of your own.
4. Include only one answer to be given as far as possible.
5. Be prepared to accept […]
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TYPES AND KINDS OF TESTS
Written by Dr.ChrisTYPES AND KINDS OF TESTS: The tests we use in the class-room and examinations to measure the know¬ledge and skills attained are generally called achievement tests. We may divide the tests into three categories, namely oral, written and practical (performance) tests, although in actual use these tests may overlap, when oral questions are given in […]
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Principal Factors in Training
Written by Dr.Chris There are three principal factors. They are :
- Time in the system,
- The individual trainee’s needs, and
The mastery of the content/objectives.
Time in the system:
Normally the course details define the number of hours to be devoted to a given subject, topic or task. The learners, should keep with the […]
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THE CONTROL SYSTEM
Written by Dr.ChrisTHE CONTROL SYSTEM: The controller could be either the teacher or the student. It could be the system in certain cases (the teacher or the learner may have very little options open to them). Most commonly control of learning is exercised by a combination of two or even all the three. Most important is not […]
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EVALUATION STRATEGIES
Written by Dr.ChrisEVALUATION STRATEGIES: Evaluation is closely interlinked with the question of control. Control is concerned with how we should measure the results of the instruction (and the system), whereas the evaluation strategies define what we shall measure and why This is not decided at the end of the instruction, but early in the instructional design or planning […]
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