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TEACHING  PROCEDURE

Religious Program Specialist 3 & 2, Module 01-Personnel Support
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CHAPTER 7 PRESENTATIONS Presentations  are  an  important  tool  within the   Command   Religious   Program.   They   are used  by  chaplains  and  religious  education  (RE) instructors  to  entertain,  to  persuade,  to  inform, and  to  instruct  an  audience  or  a  class.  Quite often, the chaplain or the RE instructor will use audiovisuals  in  a  presentation  to  reinforce  the message  or  idea  to  be  communicated.  Religious Program Specialists (RPs) provide chaplains and volunteer   RE   instructors   the   audiovisual   and presentation support they need in order to make their presentations. This chapter will provide the RP with the basic information necessary to per- form these and other related tasks. RELIGIOUS  EDUCATION PRESENTATIONS In  addition  to  providing  audiovisual  and presentation   support   to   chaplains   and   RE instructors,   Religious   Program   Specialists   are required to instruct and assist volunteer person- nel in religious education methods and in the use of religious educational material. RE instructors must have certain fundamental skills in order to make   their   presentations   and   to   teach   effec- tively.   The   degree   of   audiovisual   support required   by   RE   instructors   will   depend   upon their  knowledge  of  the  learning  process  and  of basic  instructional  techniques. Religious  Program  Specialists  must  be  able to instruct volunteer personnel as to the learning process, use of instructional techniques, types of audiovisual  aids,  selection  of  audiovisual  aids, and basic presentation support. These areas will be discussed in this chapter, THE  LEARNING  PROCESS Learning  is  defined  by  Webster  as  the “acquisition   of   knowledge   or   skill”   but   few instructors  have  actually  analyzed  the  learning process  to  determine  just  how  this  “acquisition of   knowledge   or   skill”   occurs.   It   is   generally accepted,   however, that   learning   occurs   in response   to   sensory   stimuli—seeing,   hearing, feeling,  tasting,  and  smelling. The  stimulation  of  one  or  more  of  the  five senses  is  the  first  step  in  the  learning  process. Volunteer  RE  instructors  must  provide  the  sen- sory  stimulus  necessary  for  RE  students  to receive  new  information.  This  new  information must  be  relevant  and  help  achieve  the  learning objectives  of  the  lesson. The second step in the learning process is the student’s, response to the sensory stimulus of the instructor.  The  change  that  takes  place  in  the student  as  a  result  of  sensory  stimulus  represents the  “acquisition  of  knowledge  or  skill”  or  more simply—learning.   The   RE   instructor   can   be guided  by  two  factors.  First,  the  more  well- placed,  timely  sensory  stimuli  the  student receives, the better the chance that learning will occur.  Second,  the  more  vivid  the  stimuli,  the better the chance that learning will occur. The  stimulation  of  two  senses,  sight  and hearing,  can  make  a  far  more  vivid  impression upon the student than the stimulation that only one sense could make. Experiments have shown that  about  75%  of  what  a  person  learns  is acquired  through  the  sense  of  sight,  whereas only about 13% is acquired through the sense of hearing.   The   phrase,   “a  picture  is  worth  ten thousand  words,  ”  does,  in  fact,  contain  an  ele- ment of truth. It is important to remember that the senses are most effective in combination with 7-1







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