Lesson Development

Lesson Plan Development

CONTENTS

Explanation

The Canadian Cadet Organizations is a training development program.  Overwhelmingly, the program spends time with young adults training to develop life skills, leadership, self-discipline, citizenship, physical fitness, and specific elemental training elements.

The QSP (Qualification Standard and Plan) is the primary authority governing the development, implementation, conduct and evaluation of the training and standards to qualify a cadet for each training level.

Training Levels are divided into two compulsory components that must be completed by all cadets. These components are:

  • Mandatory Training:  Mandatory training is a scheme of activities that is requisite for corps/squadron, and in some instances, specialized TEs, to conduct and for cadets to accomplish in order to complete the Phase; and
  • Complementary Training:  Complementary training is a scheme of activities that is requisite for corps/squadron, and in some instances specialized TEs, to conduct and for cadets to accomplish in order to complete the Phase/Star/Level. These activities complement mandatory activities and form an integral part of the Training Program. COs have the discretion to choose activities from a range of possibilities, thus allowing them flexibility to tailor the Training Program to match the corps’ interests and resources.

Ref:

  • CATO 11-04 – Cadet Program Outline
  • CATO 31-03 – Sea Cadet Program Outline

Types of Lessons

Knowledge Lesson

  • Select an Instructional Method
  • Research the Lesson Information thoroughly
  • Summarize the Information
  • Prepare a written lesson plan
  • Prepare Questions to Encourage Class Participation
  • Prepare questions for Confirmation
  • Prepare Training Aids
  • Rehearse the lesson to ensure that it is accurate and clear

Skill Lesson

  • Plan carefully
  • Breakdown the skill to be taught into sequential steps
  • Rehearse the sequence to ensure that it is accurate and clear
  • Prepare a written lesson plan
  • Prepare and/or obtain all material needed to demonstrate and practice the skill in advance
  • Organize the class so the demonstration can be seen

Lesson Methods and Approach

  • Group Discussion
    A method to discuss issues and share knowledge, opinions and feelings about a topic in small groups. The instructor’s questioning is flexible and minimal, and encourages reflection on personal experiences and opinions through peer interactions.

 

  • Guided Discussion
    Learners are guided in steps to reach instructional objectives by drawing out their opinions, knowledge, experience and capabilities, and by building on these to explore and develop new material. Learners discuss issues to expand their knowledge of the subject.

 

  • Role Play
    A method of interaction in which learners play out and practice realistic behaviors by assuming specific roles and circumstances.

 

  • Experimental Learning
    Knowledge and skills to meet objectives. There are four stages to this method: concrete experience, reflective observation, abstract conceptualization, and active experimentation.

 

  • Problem Based Learning
    Facilitates the learning of principles and concepts by having learners work on solving a problem drawn from the work environment. Instructors must pose thought-provoking questions and guide cadets without influencing their decisions.

 

  • Case Study
    A method using a written problem, situation or scenario to achieve a performance objective.

 

  • Interactive Lecture
    Interactive lecture is an instructor driven method that combines both lecture and interaction to meet lesson objectives. The lecture portions of the lesson are offset with relevant activities such as videos with discussion, games, learning stations, brainstorming, debating, group work or the completion of handouts.

 

  • Demonstration/Performance
    During demonstration and performance, the cadets observe the instructor performing the  ask in a demonstration, and rehearse it under the supervision of the instructor.

 

  • In-Class Activity
    In-class activities encompass a wide variety of activity-based learning opportunities that can be used to reinforce and practice instructional topics or to introduce cadets to new experiences. In-class activities should stimulate interest among cadets and encourage their participation, while maintaining relevance to the performance objectives. Examples of in-class activities include learning stations, videos, brainstorming, debating, and group work.

 

  • Practical Activity
    Practical activities encompass a wide variety of activity-based learning opportunities that can be used to reinforce and practice skills or to introduce cadets to new experiences. Practical activities should stimulate interest among cadets and encourage their participation, while maintaining relevance to the performance objective.

 

  • Game
    Games are used with one or more participants to practice skills, apply strategies and enhance teams. It is critical that the game supports learning through a challenging activity that allows for skill practice or knowledge confirmation.

 

  • Field Trip
    Theoretical knowledge is reinforced through participation in an activity in a real-life setting. Prior planning helps to ensure all pre-training and safety standards are met. Field trip activities are planned and carried out to achieve clear instructional objectives that are understood by the cadets.  Examples include trips to areas of local interest, flying / gliding, hiking and / or sailing.

Lesson Abbreviations

The following list shows the abbreviations used to identify classes and terminology

  • QSP
    Qualification Standard and Plan (The plan for the entire level/training course.  Lists all classes, resources needed, testing details, criteria and standards)

 

  • IG
    Instructors Guide (The series of lessons used to teach each class established in the QSP.  Very similar to ta Lesson Plan)

 

  • EO
    Enabling Objective (The specific class within a course (PO)

 

  • PO
    Performance Objective (The performance standard within the level/training course.  E.g. Marksmanship, Leadership, etc)

 

  • TP
    Teaching Point (An important point to be taught within the EO)

 

  • PC
    Performance Check (A test used to test knowledge of a PO)

 

  • EC
    Enabling Check (A test used to test knowledge of an EO)

Understanding Lesson Coding

Type

M – Mandatory

C – Complementary

S – Summer

X – Optional

Training Level (#1##.##)

1 – Phase 1 /Green Star /Level 1

2 – Phase 2 /Red Star /Level 2

3 – Phase 3 /Silver Star /Level 3

4 – Phase 4 /Gold Star /Level 4

5 – Phase 5 /Master Cadet /Level 5

X – All training levels

Performance Objective (###07.##)

Specific Course

  • Refer to QSP / IG

Enabling Objective (####.02)

Specific Course

  • Refer to QSP / IG

Principles of Instructions (ICEPAC)

  • Interest
    The instructor must arouse, create and maintain the interest of the trainee

 

  • Comprehension
    Comprehension or understanding relates to the trainee’s ability to understand the material taught

 

  • Emphasis
    During a period of instruction, there will be some information that may be of particular importance. The instructor can emphasize this important information through the use of voice control, training aids and in-class activities

 

  • Participation
    Trainees are more likely to retain information if they are both mentally and physically involved in learning. The instructor should conduct activities that contain action, activity and excitement

 

  • Accomplishment
    The lesson must impart a sense of accomplishment to each trainee. The trainee should leave the class with the satisfaction that they were able to accomplish something in the lesson

 

  • Confirmation
    Confirmation is an essential part of learning and instructing. It gives both the instructor and the trainee the opportunity to see how well the information is understood

Principles of Lesson Delivery

Voice Control

  • Pitch
  • Tone
  • Volume
  • Speed
  • Pause
  • Articulation

Verbal Support (CREST)

  • Comparison
  • Reasons
  • Examples
  • Statistics
  • Testimony

Types of Questions

  • Lead Off
  • Follow Up
  • Overhead
  • Direct
  • Reverse or Replay

Question Structure

  • Pose
  • Pause
  • Pounce
  • Ponder
  • Praise