UNITED STATES MARINE CORPS
Recruiters School
Career Recruiter Course
Marine Corps Recruit Depot
San Diego, California, 92140
PRESENT A LESSON PLAN
CRC-8
LESSON PLAN
EVENT CODE-309
CAREER RECRUITER COURSE
05/25/2005
APPROVED BY:_________________________________DATE::______________
LESSON TITLE: Develop a Lesson Plan
TOTAL LESSON TIME: 2 Hours
REFERENCES: SAT MANUAL MCO 1553.2
INSTRUCTOR PREPARATION:
1. Ensure all media and student materials are staged and ready
2. Review PowerPoint presentation and Lesson Plan.
3. Ensure each student has a copy of Lesson Plan Template in their Student
Handouts
INTRODUCTION
(:3Min)
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1. GAIN ATTENTION: How many of you know how to write a lesson plan IAW
Systems Approach to Training (SAT) Guide? How many of you have ever written a
lesson plan? As you can see most of you are not familiar with the (SAT) process and not
many of you have written a lesson plan. As a Career Recruiter you will be called upon
from time to time to present a class to your peers, i.e. NCOIC Conferences, Sustainment
Training, possibly PAR Training, as well as in house RSS Training with your Recruiters.
I realize you want to do all the training that you are required to do as professionally as
you can, so we have designed this training to make you familiar with the SAT process for
developing and conducting a lesson plan. This class will begin today and end with you
presenting a lesson that you have written from a topic that I give you today.
2. OVERVIEW: To provide the Career Recruiter with an understanding of how to
identify training needs, develop objectives, receive step-by-step directions in preparing a
lesson plan, how to conduct training, get feedback/evaluate training, and revise training.
(INSTRUCTOR NOTE: HAVE STUDENTS READ LEARNING OBJECTIVES
IN THEIR HANDOUTS)
3. LEARNING OBJECTIVES:
a. Terminal Learning Objective:
1. Given a Career Recruiter billet and with the aid of references demonstrate effective
training accordance with Management for Marine Corps Formal Schools and Training
Centers, Systems Approach to Training (SAT) Guide, MCO 1553.2. (8412.2.5)
b. Enabling Learning Objectives:
1). With the aid of references identify Training Needs in accordance with Management
for Marine Corps Formal Schools and Training Centers, Systems Approach to Training
(SAT) Guide, MCO 1553.2. (8412.2.5a)
2). With the aid of references develop learning objectives in accordance with
Management for Marine Corps Formal Schools and Training Centers, Systems Approach
to Training (SAT) Guide, MCO 1553.2. (8412.2.5b)
3). With the aid of references write a lesson plan in accordance with Management for
Marine Corps Formal Schools and Training Centers, Systems Approach to Training
(SAT) Guide, MCO 1553.2. (8412.2.5c)
4). With the aid of references conduct a period of instruction in accordance with
Management for Marine Corps Formal Schools and Training Centers, Systems Approach
to Training (SAT) Guide, MCO 1553.2. (8412.2.5d)
5). With the aid of references evaluate the training in accordance with Management for
Marine Corps Formal Schools and Training Centers, Systems Approach to Training
(SAT) Guide, MCO 1553.2. (8412.2.5e)
4. METHOD/MEDIA: This lesson will be taught by lecture, practical application and
demos. I will be aided by computer-aided graphics.
(INSTRUCTOR NOTE: REMIND STUDENTS ABOUT INSTRUCTIONAL
RATING FORMS AND GIVE INSTRUCTION)
5. EVALUATION: You will be evaluated by a performance exam on T-Day _______
in ____________.
6. SAFETY: There are no safety or cease training issues with this class.
TRANSITION: Are there any questions on how you will be taught, or where, when or
how you will be evaluated? Let's move right in to how we identify our training needs
first.
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BODY
( 1:55 min)
1. IDENTIFY TRAINING NEEDS: The first step of any training is to decide what you
want as a result. Training should always be designed with a specific outcome in mind.
Some factors that you may want to consider are:
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a. Time of year- The time of year is always a key factor in training recruiters.
Develop your training to meet the seasonal changes in recruiting.
b. Recruiting Trends- Trends in recruiting, could be increased grad missions,
increased senior mission, increased need for IIIA+ contracts etc.
c. Strengths and Weakness'- This is the key. If your past results indicate that you
have areas of concern in the day to day operations, training is an ideal tool to use in
correcting these problems.
TRANSITION: Now that we have learned how to identify our training needs are there
any questions? Let's look at how we develop our learning objectives.
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2. DEVELOP OBJECTIVES: To be sure that you address the specific areas that you
desire, your training should be designed around a set of objectives that contain a
Behavior(s), Condition(s), and Standard(s) that will lead to your desired outcome.
a. BEHAVIOR
1.
2.
3.
4.
Contains one action one verb - Avoids confusion
Be free of ambiguity - Should mean the same to all
Be stated in student terms - Keep it simple, clear and concise
Be realistic in instructional setting - What the student can do
b. CONDITION
1. Aided/Limiting Conditions - Resources available or not
2. Environmental Conditions – Physical or Social
3. Implied Conditions – From memory, however qualifier may be
omitted since this will be stated in the verb
c. STANDARD
1. Completeness – Indicates acceptable performance of the task
behavior
2. Accuracy – Accurate performance of a task
3. Time – Length of time required to perform a task
4. Realistic – Can be expected that the student can perform to the
standard considering the instruction provided
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LEARNING OBJECTIVES:
Broken down into 2 categories, Terminal and Enabling.
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a. Terminal Learning Objective – Duplicates the task behavior condition and standard
of the SAT. The TLO must be be directly related to the SAT because instruction must
prepare the student for the job. You DO NOT always have to have a TLO. An example
of a TLO is:
Ex. When assigned to a Recruiting Sub-Station, as an NCOIC the student will be able to
conduct the
RSS level training program in accordance with chapter 4 of the Guidebook for Recruiters.
b. Enabling Learning Objectives – Are subordinate to the TLO and are statements of
behavior condition and standard to achieve the TLO. ELOs are written to emphasize
teaching points and evaluate a students understanding and performance.
Ex. Given the responsibility for training recruiters, identify in writing the source document
for
determining minimum standards for recruiting tasks in accordance with chapter 4 of the Guidebook
for Recruiters.
c. To be effective a Learning Objective must be observable and measurable.
Classifying learning objectives according to the learning domain helps with the design of
the objective
1. Cognitive – Knowledge (ex..list, evaluate, analyze)
2. Psychomotor – Skills (ex..operate, type, load)
3. Affective – Values/Attitudes (ex..show, influence, help)
STUDENT NOTE: When selecting verbs for the learning objective behavior use
specific action words. Do not use vague verbs such as understand, believe, appreciate
etc.. since these types are neither observable nor measurable. Words such as extremely,
successfully are not to be added to the behavior statement since they will be provided in
the standards statement.
INSTRUCTOR NOTE: GIVE EXAMPLES AND THEN HAVE STUDENTS GIVE
EXAMPLES OF A LO WITH BEHAVIOR, CONDITION AND STANDARD
TRANSITION: Are there any questions about LO? Next we will take a look at your
lesson plan and things you should think about when preparing a Lesson Plan.
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3. LESSON PLAN: Primary element of instruction provides the instructor with the
detailed script and information concerning preparation and rehearsal of the lesson
content.
a. The lesson plan should include all of the information the instructor needs to
teach the lesson to avoid having to refer to other reference materials.
b. Provides instruction for alternate instructors in the event that the primary
instructor cannot teach the lesson
c. Establishes continuity and standardization in the instruction by providing a
historical document of what has been taught
d. Records changes that are made to improve instruction
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PREPARATION:
a. Securing Resources- locate and procure the resources necessary for instruction,
before proceeding with the development of instruction materials, a final review should be
made to ensure that the required resources are available.
b. Transfer of Learning- The instructional developer is responsible for developing
instruction that will maximize student transfer of learning from the instructional setting to
the job.

Relevance- The more the student can see how it relates to themselves, the more
they will see why it is important for them to learn, and the more likely they will retain the
information and apply it on the job.

Sequence- If a logical order of main ideas throughout the entire lesson plan we
give the students structure or a conceptual framework to follow, which will increase
student retention

Summarizing information - Day to day, lesson to lesson, and before and after
breaks so the flow of instruction is not disrupted

Examples and Experiences - Personalizes the learning for students

Questions - Maintains rapport, creates student/instructor interaction, receive
feedback, and generates student interest. Should be challenging and placed at transitions
as this influences the main idea that was just taught.

Breaks - 10minutes after every 50 minutes of instruction. Can include activities

Practice-Give opportunities to practice what is being taught as the more practice
given the more likely that what was taught will be retained.
Mass vs. Distributed- Time constraints dictate. Distributed practice with rest
periods incorporated, permits more efficient learning of psychomotor skills than
does massed because the rest periods allows students to overcome the fatigue that
builds up when performing the same procedure continuously.
Whole vs. Part- teaching an entire task at each practice session or to teach
individual subtask and begin combining as the students master each subtask.

Realism - Students must practice the same conditions and using the same
procedures as they would on the job.
INSTRUCTOR NOTE: HAVE STUDENTS TAKE OUT THEIR LESSON PLAN
TEMPLATE FROM THEIR STUDENT HANDOUTS
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COMPONENTS: The lesson content, learning objectives, methodology, and student
testing information must be clear to the students at the outset. Organizing the lesson plan
accomplishes this. The following are found in a lesson plan and enhance the structured
format

Title Page- At a minimum the name and address of the school, agency, or
military unit, centered at the top of the page. In the middle of the page centered is the
lesson title, lesson designator, course title, date revised, and course identification
number. At the bottom of the page is the approved by signature block and the date to the
right of that.

Administrative Information – Necessary for instructors to have at their
fingertips. This information is recorded at the beginning of a lesson plan.

Introduction- Conceptual framework, Seven parts to an introduction. Gain
attention, Overview, Learning Objectives, Method/Media, Evaluation, Safety, and
Transition (G-O-L-M-E-S-T)
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1. Gain Attention - Capture the student’s attention. MUST be RELATED to
your class. Once you have gained their attention you must "sell your lesson". Tell your
students why it is important for them to listen to your lesson. The instructor must
impress upon the students their need to know the material.
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2. Overview- Must state the purpose of the lesson; identify the conceptual
framework by stating the main ideas that will be covered and relationship to other
instruction
INSTRUCTOR NOTE: Have students get up and give examples of gain attention
with an overview. Focus on relevancy to a class. Have student make up a subject.
STUDENT NOTE: If there are no learning objectives, you will replace "overview" with
"Lesson Purpose". A lesson purpose is usually begun with: "The purpose of this period
of instruction is to familiarize you with . . ."
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3. Learning Objectives- Must identify Terminal Learning Objective and
the
Enabling Learning Objective(s) and ensure the students understand what is expected of
them.
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4. Method/Media- Must identify what specific method(s) will be utilized
for
the lesson.(Lecture, Guided Discussion, Practical Application, Etc.), what type media you
plan to use (Overhead Projector, Chalkboard, Turn Charts, Etc.),
STUDENT NOTE: At this point it is best to introduce the Instructional Rating Forms
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5. Evaluation - When, how, and where they will be evaluated if applicable
(On T-Day 6, in CR A, a written evaluation etc.)
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6. Safety – Must emphasize all safety controls, and what will happen in the
event cease training occurs before and after. Lessons where no risk was identified state
that there are no safety controls or cease training briefs for this lesson.
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7. Transitions- They link the main teaching points within the lesson
together
as a unit. Otherwise, the lesson will be taught in short choppy, unrelated segments. Must
ask students if they have any questions and whether they understand the instruction.
Next the instructor must introduce the first main idea. (Review, Probe, and Introduce)
STUDENT NOTE: The following is a list of transitions, which may assist you. This list
is far from being complete, as you make up a new one, add it to the list and keep it handy
for future reference.
Another . . . .
And that brings up . . . .
As a further consideration . . . .
After you have . . . .you should . . . .
After your . . . .the next step is . . . .
After you inspect the . . . .(ensure that, examine, look at, look over, scrutinize, scan,
peruse, study, devote your attention to, inspect, see that, test) the . . . .
Another idea is . . . .
Before you . . . .you should
Closely associated with the . . . .is the . . . .known as . . . .
Conversely . . . .
Consequently . . . .
Even more important than the . . . .is the . . . .
Having done the . . . .let's . . . .
In addition to . . . .we find . . . .
Joining the . . . .is the . . . .
Keeping in mind the . . . ., let's go on to . . . .
Let us now turn our attention to . . . .
Let us now turn to . . . .
Next, we find . . . .
Next we have . . . .
Now . . . .
Not only do you have to . . . .but even more importantly, you must . . . .
On the other hand . . . .
Of greater importance is the . . . .
Since . . . .
INSTRUCTOR NOTE: Give an example of the conceptual framework and have a
few students get up and practice
TRANSITION: Are there any questions about the conceptual framework? Let’s move
into the rest of the components.
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
Body- The body of the Lesson Plan contains all the information that is required
to be taught to the student(s) in order for them to master the Learning Objectives.
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
Cues- Three types that assists the instructor in the presentation. Should be
highlighted to distinguish them from the text of the lesson. I.e.. Underlining,
capitalization, bold print etc.
a. Time Cues- Approximations for the amount of time required to present each
lesson component
b. Media Cues- Reminds the instructor what media to use and when to introduce
it
c. Practice and Provide-help Cues- Describes the student’s role in practical
application portions of a lesson
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
Summary- Is a short paragraph, which restates the main ideas (conceptual
framework) discussed during the lesson. You do not reteach material, r introduce new
material, it is concise and includes closing instructions. All questions should have been
answered in the body and within the transitions, so there should be no need for a question
and answer period before, during, or after the summary.
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WRITING A LESSON PLAN: Write a rough draft, which is based on assumption. You
assume that it is going to work well as a lesson plan and cover everything you want it to.
a. Outline the Body- First you start with the body not the Introduction in order to
establish your main ideas. Try to keep main ideas to seven or less. When preparing the
Lesson Plan, keep sentences short and simple, and use proper grammar and sentence
structure, that is, ensure that what you have written is logical and makes sense. Within
each main idea you will have sub-ideas. Sub-ideas are nothing more than a breakdown of
the main ideas. One thing must be kept in mind when using sub-ideas, if you have an "a"
you must have a "b" or if you have a "(1)" you must have a "(2)", otherwise there would
be no reason to break down your main idea. Below is an example format:
1.
a.
b.
(1)
(a)
(b)
(2)
2.
b. Write the Introduction- This is done after you have outlined the main ideas
in the body. Remember to write this as to gain attention and answer the WHIFM
c. Complete the Body- Once the intorduction is written you then go back and
fill the specific details for each main idea. You also work out you transitions, time and
media cues, instructor and student notes and ensure the material answers the intent of the
learning objectives.
d. Write the Summary - A quick recap of the main ideas that were covered.
remember do not reteach, or introduce new material
TRANSITION: Are there any questions about how to write a Lesson Plan? Let’s look
at how to conduct training.
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4. CONDUCT TRAINING: Whenever you conduct training, you must consider
several factors that will influence the success or failure of your training. You must first
decide what will be the method you will teach:
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
Lecture
1. Formal- 100 or more people
2. Informal- 100 or less
3. Briefing- Concise and straight to the point very rarely concerned with material
beyond the knowledge level and always has visual representation
4. Guest Lecture- Instructor is an expert and brings variety

Demonstration- Students observe a procedure, sequence of events, technique, or
operation

Practical Application- used to practice and reinforce a skill or task

Guided Discussion - Interactive method used to develop concepts and principles
through a group process. Leader participates only to the extent necessary to
encourage members to participate. DO NOT CONFUSE WITH LECTURE

Role-Play – Allows the student to assume active roles in a low risk simulated
situation that involves effective, realistic behavior.

Case Study – Enables student to learn from the experiences of others. Developed
from actual events (factual) that have occurred, and the students are asked to
analyze or investigate and present findings and recommendations.
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CLASSROOM: It is important to conduct training in a professional environment.
When selecting a location be sure that you consider the following factors.

Make sure the classroom is the appropriate size.

Select an area that will be free from interruptions and distractions.

Be sure that the classroom supports your media requirements.
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INSTRUCTOR NOTE: PUT STUDENTS ON A BREAK PRIOR TO GOING
INTO COMMUNICATION SKILLS. ENSURE YOU REVIEW. REMEMBER
TO GIVE EXAMPLES THROUGHOUT THE COMMUNICATION PORTION
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COMMUNICATION SKILLS:
Speak so that you can be heard and understood. There are seven speech techniques to
remember:

Grammar. Use correct grammar. Grammar is the correct usage of the spoken
and written word.

Pronunciation. Place accent on correct syllable in accordance with appropriate
usage. Recognize major causes of error: lack of knowledge about correct pronunciation
and regional accents.

Articulation. There are two basic types of speech sound: vowels give speech
volume and beauty; and consonants give speech its clarity. Articulation is associated
with pronunciation in that the vowels and consonants should be spoken clearly and
completely. Articulate your ideas as well as your words.

Force. Force involves the rate of speech, pauses, and inflection as well as volume
or loudness. Proper regulation of loudness is key.

Inflection. Inflection is the key to expression. You will want to change your
pitch and tone to express something emotional, persuasive, or convincing

Rate. Rate involves the speed of delivery. If your speech is too slow it may put
your students to sleep. If to fast, it may not be understood. Change the rate of your
delivery to get your students' attention and to hold their interest.

Pause. Effective pauses can provide punctuation to speech. Pauses should be
silent! Be careful of some awkward verbal pauses that can distract from your class.
These "non-words" include "OK, and umm, all right, and ah, etc." Pausing serves four
basic purposes:
a. Gives the student a chance to absorb.
b. Lends emphasis and meaning to ideas.
c. Permits speaker to concentrate on next point.
d. Allows speaker to breathe.
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PLATFORM BEHAVIOR: There are seven things associated with platform, behavior:

Barriers. Instructors should not create barriers between themselves and their
students. Barriers are created when an instructor is elevated on a platform, or leans on
the lectern. Another form of creating a barrier is to stay behind the lectern.

Posture. Posture includes your platform stance. It should be comfortable without
being slouchy. Don't lean on the lectern. It's best to stay away from the lectern
completely. Remember to stand erect with confidence.

Movement. Move with a purpose. Movement can attract the attention of the
listener. Move to convey a thought or to aid in a transition.

Nervousness. Some nervousness or anxiety is natural and normal. In fact most
experienced instructors will tell you that they get concerned when they are not nervous
before a class. Accept the nervousness, and use it to your advantage. You can overcome
excessive nervousness by:
a. Focusing on student learning.
b. Being thoroughly prepared.
c. Having the proper mental attitude.
d. Slowing down.
e. Having a framework for classroom instruction.
o
Gestures. Employ natural movement/gestures to convey a thought,
emotion, or to
reinforce oral expression. Make sure your gestures are spontaneous and not planned.

Facial Expressions. Show what you are feeling and thinking on your face.
COMMUNICATE. Avoid a lack of expression or "dead-pan" face.

Eye contact. Making eye contact is extremely important because it:
a. Shows your interest in students.
b. Enhances your awareness of nonverbal feedback.
c. Increases your credibility as the instructor.
STUDENT NOTE: When making eye contact, cover all persons in the class. Make it
direct and impartial; don’t look at one person most of the time. When used correctly, eye
contact enhances your presentation by making the students feel that you are talking to
them as individuals.
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QUESTIONING TECHNIQUES:
How to ask a question:

ASK the question.

PAUSE to allow students to think about the Question.

Allow a volunteer to respond.
STUDENT NOTE: Sometimes when you wait- the silence will put positive pressure on
the students to respond to the question. Call on someone by name as a last resort. A
better method is to lock on eye contact with the student that you want a response from
without calling on him/her by name.

EVALUATE the student's response.

FEEDBACK- Should specify clearly the action being reinforced and should be
believable
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How to receive a question:

REPEAT the Question or ask if everyone heard the questions. This is determined
by the size of the venue and class.

ANSWER the question back to the entire class. Do not ignore a question or try to
come with an acceptable answer that is not correct.

ASK for additional questions if you have time.
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MEDIA: Students learn more when you display information for them in a logical,
professional manner. There are three types of learning styles.Audio, Visual; and
kinesthetic and the different types of media help you enhance your presentations and can
accomadate the different styles of learning. Some examples are:

Overhead projector. Use transparencies to display bullets as you cover the
material. As a general rule use no more than 6 lines down and 6 words across. Turn the
machine off between TPs or flash them quickly. Never leave a blank white screen. Make
your media interesting by enhancing it with graphics. Make sure the graphic relates to
the topic.

Turn Chart. Write neatly. Use colors. Write boldly so the students can see your
points.

Chalkboard/Dry Erase board. Same as a turn chart. If you are writing as you
talk, try to avoid talking to the media.

Video. Video is an effective asset. Be sure that you introduce videos to outline
teaching points, and be sure to allow follow-up discussions.

Hand outs- Helps with visual learners and if your type of handouts have fill in
the
blanks where a student must fill in certain answers it will help with the kinesthetic
learner. However the fill in the blank is not recommended for complex classes.

Computer Aided Graphics: Must be smooth and all times flowing with your
Lesson Plan. PowerPoint is the most popular used form of CAG. Do not read off screen,
and due to being high tech try not to use too many bells and whistles as it will take away
from the learning. Use colors that are soothing to the eyes and not too hard to read.
Backgrounds should contrast with what is on screen.
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INTERIM TRANSITION: Are there any questions on conducting a period of
instruction? Now we will take a quick look at using powerpoint and some of the most
popular buttons used to create a presentation.
INSTRUCTOR NOTE: HAVE STUDENTS REFER TO POWERPOINT HELP
SHEET IN THEIR STUDENT HANDOUTS
USING
POWERPOINT:
INSTRUCTOR NOTE: Use big screen as you go step by step Have students look at
Handout
1. From the desktop Click on the start button on your computer on the lower left
hand corner.
Note: If you have a shortcut button for powerpoint on your desktop click on
that.
2. Go to the Programs button and click on the Microsoft PowerPoint. Your default
screen will always open up with the Blank Presentation button highlighted.
3. Click O.K. and a new slide with different types of Slide layouts available.
Note: On the bottom right side of that screen when you click on a slide once
it will explain what that particular slide consists of.
4. Click O.K. or Double click on slide you want.
5. On slides you click with the exception of the blank slide you will have text boxes
to allow you to add text.
6. On slides with text boxes put cursor in the box and click, once cursor begins to
blink you are now ready to add text.
Note: Move cursor around close to outline of text box, if you get a cross by
pressing left side of mouse and keeping it pressed you can move the box
anywhere you want. Put cursor on of the 8 small squares on the outline of
the text box you will get an up and down arrow keep the left side of the
mouse pressed and you can make the text box wider or taller.
7. Once you have added the text you want go to task bar on top and click on insert
and then click on new slide and start process all over again
INSTRUCTOR NOTE: BUILD THREE SLIDES
8. To add picture go to the insert button again on the task bar and click on the
picture
button.
Note: When click on this button you will have several choices to choose from
9. From the clipart button choose what picture you want and click on a small box
will appear click on the first button
Note: Follow the same instructions on bullet 6 for moving or making the box
wider or taller
10. To apply background go to format button on task bar on top and click on Apply
Design Template button
Note: You will have plenty of choices for a background go through and
choose the one you like best and click apply. The background you choose
will be applied to all slides in your presentation.
11. To add transitions click on the SlideShow on task bar on top and click on slide
transition.
12. Click on button below picture of dog and a drop down box will appear with
various choices for slide transitions.
Note: Scroll down to bottom and click on random transition and this will
allow for different transitions every time you show this presentation. Click
apply to all.
13. To view your show click on slideshow button on task bar and click on view show
button and run through presentation
Note: When running through show if you see something that needs editing
click the escape button and will go straight to that screen for editing. Follow
instructions from bullet 6. If you only want to start show from that slide
click on the screen icon on bottom left side of screen and show will start from
slide edited. If you want to start from beginning click on slideshow button
and click on view show and presentation will from beginning.
Once done click on X on top right corner of box and click appropriate box. If you
click on yes it will ask where you want to save and what name.
INSTRUCTOR NOTE: EXPLAIN TO STUDENTS THAT THESE
INSTRUCTIONS ARE JUST TO GET STARTED. IF THEY WANT
MORE GRAPHICS OR SOUNDS THEY CAN PLAY AROUND WITH
ALL BUTTONS ON THE TOP AND BOTTOM TASK BARS AND GO
THROUGH EACH BUTTON TO FAMIALIRIZE WITH.
TRANSITION: Now we looked at how to use PowerPoint are there any questions?
Moving right along, let's take a look at how to evaluate the training and what to do with
it.
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5. EVALUATE TRAINING/GET FEEDBACK: The best way to improve your
instruction is to request constructive feedback from your students. Some forms of
feedback include:

Critiques- The best written critiques ask for evaluation of the training as well as
recommendations for improvement. During each class, you should request critiques from
your students- not necessarily all students, but at least a sampling.

Practical Evaluations- This is the most effective form of evaluation. In this
method, the student is evaluated in the performance of the new skill.

Written Evaluations- Not as effective as a practical evaluation, this is still an
effective way of evaluating the strengths and weaknesses of your training.
VS 30OFF/VS 31ON
REVISE TRAINING: This is where you close the loop on the evaluation process.

Consolidate the feedback you have received on your training to identify trends in
the comment that your students provide. If a trend exists in an area that needs
improvement-improve it! This will make your presentation more effective.

If you conduct practical or written evaluations after you provide training, check to
see which areas your students did poorly in. If a trend exists, you might consider
redesigning the training to better address the problem area.
TRANSITION: We’ve talked about revising training, are there any questions?
VS 31OFF/VS 32ON
SUMMARY:
(:2 MIN)
Today we talked about how to identify training needs, how to develop your objectives,
how to develop a lesson plan step-by step, how to conduct your training, and how to
evaluate your training. Complete the student IRF's and pick up your area and take a 10
min. break. Your next class begins at ________.
UNITED STATES MARINE CORPS
Recruiters School
Career Recruiter Course
Marine Corps Recruit Depot
San Diego, California, 92140
____________________________________________
______
LESSON PLAN
CAREER RECRUITER COURSE
__/__/___
APPROVED BY: _______________________________________DATE: ______________
INSTRUCTOR PREPARATION:
1.
2.
3.
INTRODUCTIONS:
(MIN)
1.GAIN ATTENTION:
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2.OVERVIEW:
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3. INTRODUCE LEARNING OBJECTIVES:
a. TERMINAL LEARNING OBJECTIVE:
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b. ENABLING LEARNING OBJECTIVES:
1.
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3.
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4. METHOD/MEDIA:
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5. EVALUATION:
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6. SAFETY:
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(MEDIA CUE)
TRANSISTION:
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BODY:
( MIN)
1.
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(MEDIA CUE)
TRANSITION
2.
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(MEDIA CUE)
TRANSITION
3.
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INTERIM TRANSITION FRO PRACTICAL APPLICATION:
(MEDIA CUE)
SUMMARY
(MIN)
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