for   an   answer.   This   type   of   questioning   is generally used to generate interest in a large block of  subject  matter,  usually  a  lesson  as  a  whole. 4. Focus the trainees' attention. By asking a question  about  a  particular  part  of  a  model, mock-up,  chart,  demonstration  piece,  or  chalk- board  drawing,  you  can  direct  the  trainees’ attention  to  that  immediate  area. 5. Review   the   subject   matter.   Devise questions requiring trainees to solve problems that will  provide  them  with  an  opportunity  to  apply knowledge. Again, ask questions that emphasize the ability to reason and not the ability to recall mere  facts. 6. Drill  on  the  subject  matter.  To  help trainees remember certain facts, figures, shapes, formulas,  and  so  forth,  use  preplanned  oral questions  to  reinforce  a  subject  matter  in  the trainees’  minds.  This  technique  will  eventually lead  to  the  trainees’  mastery  of  the  subject  on which  they  are  being  drilled. 7. Check for comprehension. Ask questions covering  the  main  points  of  the  lesson  to  detect and correct errors in thinking and to locate areas you  need  to  reteach. 8. Increase trainee participation. Encourage trainees to take an active part in the instruction by  allowing  them  to  both  answer  and  ask questions. 9. Increase  trainee  learning.  Encourage trainees  to  ask  questions  to  help  them  learn. Trainees  remember  information  longer  if  given in  answer  to  their  own  questions. 10. Develop communication skills. Allow trainees to ask and answer questions to improve their  speaking  skills.  Active  involvement  in  the class  discussion  increases  their  listening  skills, Asking  and  answering  questions  helps  trainees organize  their  thoughts. Training Aids To get the best results from training aids, use the  following  procedures: 1. Always preview the aid. Look at the film, listen  to  the  recording,  examine  the  chart,  and check  the  visibility  of  the  chalkboard  drawing before the instruction period. Never lose valuable instruction time and waste the time of the trainees by stopping to learn how an aid works or to adjust it.  During  your  preview,  check  for  points  that need  clarification  or  emphasis. 2. Select and prepare aids that emphasize or illustrate  points  in  the  lesson.  Rarely,  if  ever, use  aids  only  because  they  are  pretty  or  nice to  look  at.  Test  the  usefulness  of  an  aid  by asking yourself what important points it reveals or  clarifies? 3. Plan how and when you will use aids during the lesson. Mount or prepare the aid, but do not expose it in advance. Exposed aids may distract the  group’s  attention  from  other  steps  in  the lesson. 4.  Plan  how  you  will  introduce  the  aid  and what you will say about it. Provide time for the trainees  to  view,  listen  to,  examine,  handle,  or operate  the  aid.  However,  don’t  expect  them  to listen to you at the same time they are reading or studying the aid. 5. When possible, have a trainee take over as the instructor by going through the explanations and  steps  you  have  given.  That  will  help  clear misconceptions and keep the trainees’ attention. 6. Be sure every trainee can see and hear the aid  and  has  the  opportunity  to  handle  it  if required. 7.  When  using  an  aid,  stand  so  that  you  do not block the trainees’ view; use a pointer to locate parts on the aid; and above all, talk to the trainees, not  to  the  aid. UNIT  TRAINING  PROGRAM We  will  now  discuss  short-range  and  long- range training plans. We will also briefly discuss training  accomplishment  records. LONG-RANGE  TRAINING  PLAN The   long-range   training   plan   consists   of your   command’s   training   goals   and   operating schedules.   It   provides   the   framework   for   the 5-9