OVERVIEW

To provide you with basic knowledge of
communication and instruction techniques.
TERMINAL LEARNING
OBJECTIVES

Without the aid of references and in
accordance with CPL 0104, given a training
site with training support equipment,
conduct individual training.
ENABLING LEARNING
OBJECTIVES
Definition of a Hip Pocket Class.
 Elements of an Individual Training Standard
(ITS).
 Definition of a Learning Objective.

EVALUATION
Comp 1 Test.
 Your 5 min. Presentation.

QUESTIONS
Learning Objectives?
 How you will be evaluated?

DEFINITION

A Hip Pocket Class is:
- A short informal period of instruction.
-Given on the spur of the moment.
-Given to a small unit (or a solitary marine).
-Corrects a deficiency.
*Described as a “teachable moment”.
INDIVIDUAL TRAINING
STANDARDS (ITS)
Establish the tasks that units and individuals
within a specific MOS are expected to
perform.
 Define proficiency in those tasks.
 Serve as a means of identifying training
deficiencies.
 Published in MCO 1510 Individual Training
Standard System (ITSS) series.

5 ELEMENTS OF AN ITS
1. TASK
 2. CONDITIONS
 3. STANDARD
 4. PERFORMANCE STEPS
 5. ADMINISTRATIVE INSTRUCTIONS

next
1. TASK

This is a unit of work usually performed
over a short period of time, has a specific
beginning and ending, can be measured, and
is a logical and necessary unit of
performance.
2. CONDITIONS

These are the equipment, manuals,
assistance/supervision, special physical
demands, environmental conditions, and
locations that describe the
situation/environment under which the
Marine performs the task.
3. STANDARD

This is the accuracy, time limits,
sequencing, quality, product, process,
restrictions, etc., that indicate how well a
task must be performed.
4. PERFORMANCE STEPS

These are the accuracy, time limits,
sequencing, quality, product, process,
restrictions, etc., that indicate how well a
task must be performed.
5. ADMINISTRATIVE
INSTRUCTIONS

This is the amount of simulation involved
with the behavior, conditions, and standards
in the training environment. Safety and cost
factors can influence the amount of
simulation involved. Logistical
considerations are also listed here.
EXAMPLE OF AN ITS
Figure 0104-1 in your book.
 Example from an ITS taken from the MBST
Vol. 2.

INSTRUCTIONAL METHODS
Lecture
 Demonstration
 Seminar/Guided Discussion
 Practical Application
 Paper/Computer Based Self Instruction
 Simulators
 Video-Telecommunication

LECTURE





Utilizes one or more instructors to present
information to a group of students, usually in a
classroom setting.
Used to teach large amounts of information in a
relatively short period of time.
Provides little feedback from the student.
The instructor cannot be sure if all the students
understand the information until they take the test.
Takes relatively little time to prepare.
DEMONSTRATION
Extremely effective when used in
conjunction with a lecture.
 Students observe a sequence of events
designed to teach procedure, technique, or
operation.
 An example in which the student can
observe directly.

SEMINAR/GUIDED
DISCUSSION
Instructor-led interactions which involve
participation from all class members.
 Encourage student participation in exchange
of ideas, values, or attitudes.
 Amount of information is usually far less
than in other methods.

PRACTICAL APPLICATION




Students apply previously learned knowledge or
skills under controlled conditions with close
instructor supervision.
Can involve all five of the student’s senses and
therefore, has the highest degree of transfer of
learning.
Great deal of student feedback.
Takes a lot of preparation, more resources, more
time to perform, and more instructor supervision
than other types of instruction.
PAPER/COMPUTER BASED,
SELF-PACED INSTRUCTION
Does not rely on an instructor.
 Every student receives the same amount of
instruction.
 Student works and learns at his own pace.
 Minimum amount of supervision.
 If the student has questions, he may have to
communicate with the instructor over long
distances.

SIMULATORS
Duplicates job performance in a controlled
environment on a mock-up of the
equipment, or in some cases, the actual
equipment.
 Gives detailed feedback to the instructor
throughout the entire evolution.
 They remove safety hazards and minimize
pressures for productivity.

VIDEOTELECOMMUNICATION
INSTRUCTION
Uses a satellite communications link or a
telephone line to simultaneously distribute
instruction to students at multiple sites
throughout the country or world.
 Presented via lecture when information
must be delivered to many students in a
standardized format.

OUTLINE
A nonformalized, unplanned hip-pocket
class outline will contain 2 parts:
 1. The learning objective
 2. Points that you will cover

A LEARNING OBJECTIVE
IS:
A clearly worded action statement that
describes the planned outcome of the
instruction. (What the students will do at the
end of the class)
 Describes the task that the student must be
able to complete.

Differences Between:
 JOBS
 TASKS
 STEPS
EXAMPLES
JOBS
TASKS
Execute the
duties of a squad
leader.
Execute the
duties of the
sergeant of the
guard.
Execute the
duties of a
Conduct a
patrol.
STEPS
Perform
immediate
action drills.
Conduct
Attach the
morning colors. colors to the
lanyard.
Perform a tuneup on a truck.
Drain the oil
from the oil pan.
BEHAVIOR
Identifies an observable and measurable
action.
 Only one action verb and one object for
each behavior.
 Examples of good and poor action verbs on
page 0104L-8.

MAIN POINTS YOU WILL
COVER
These are needed to accomplish your
learning objective.
 Must be clear.
 Must be in a logical sequence.
 Must have a minimum of 2.

OUTLINE SAMPLE

Page 0104H-13 in your book.
MEDIA
Why use Media?

To enhance learning

To compliment the presentation

To increase meaningfulness

GENERAL CONSIDERATIONS
WHEN CHOOSING MEDIA
Necessary
 Appropriate
 Simple
 Accurate
 Portable/Durable
 Attractive/Neat

COLORS
AMMOUNT OF
INFORMATION
Simplicity.
 Use Bullet Statements

DON’T TALK TO THE MEDIA
 Be
confident,
talk to the
students, not
the media.
MEDIA DISPLAY
Visibility
 Distraction

MEDIA TYPES
CHALKBOARDS
 FLIP CHARTS
 SLIDES
 OVERHEAD TRANSPARIENCES
 AUDIO/VIDEO TAPES
 HOOK-AND-LOOPS
 ACTUAL OBJECTS
 MODELS

FUNDAMENTALS OF
ORAL
COMMUNICATION
COMMUNICATON SKILLS
Volume
 Pitch
 Speed
 Pauses
 Clarity
 Vocabulary
 Slang
 Profanity

SUPPORTING MANNERISMS
Appearance
 Gestures
 Body Movement
 Eye Contact
 Facial Expressions

KEY ELEMENTS
Sincerity
Enthusiasm
Rapport
THE SECRET TO A
SUCCESSFUL
PRESENTATION IS…………
PRACTICE
PRACTICE
PRACTICE
QUESTIONS FROM THE
CLASS?
QUESTIONS TO THE CLASS
Q: WHAT IS A HIP POCKET
CLASS?

A: A SHORT INFORMAL PERIOD OF
INSTRUCTION THAT IS GIVEN ON THE
SPUR OF THE MOMENT TO A SMALL
UNIT OR INDIVIDUAL TO CORRECT A
DEFICIENCY.
Q: WHAT IS A LEARNING
OBJECTIVE?

A: A CLEARLY WORDED ACTION
STATEMENT THAT DESCRIBES THE
PLANNED OUTCOME OF
INSTRUCTION.
WE HAVE DISCUSSED:
Definition of a Hip Pocket Class.
 Individual Training Standards (ITS).
 Instructional Methods.
 Definition of a Learning Objective.
 Types of Media.
 Fundamentals of Oral Communication.
 Supporting Mannerisms.
 Key Elements of Attitude.

TAKE A 10 MINUTE BREAK