CHIEFS OF STATION SEMINAR SPEAKER GUIDANCE SHEET

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-05795A000300040028-0
• Release Decision: RIFPUB
• Original Classification: S
• Document Page Count: 2
• Document Creation Date: December 9, 2016
• Document Release Date: June 6, 2001
• Sequence Number: 28
• Publication Date: January 1, 1967
• Content Type: BRIEF

Approved For_`Release 2001L&-8 02GQy?-D~78-05795,,~00300040028-0
CHIEFS OF STATION SENIN.F>R
Speaker Guidance Sheet
Following are a few suggestions which may enable you to bring about
more effectively the learning outcomes you desire:
1. Try to define in one or two succinct sentences in what
way your students will behave differently after the session from
the way they had been behaving heretofore. If no behavior
change is anticipated, then there is no need for the lecture,
discussion, or whatever the session may be called. Discuss
these objectives with the Chief Instructor, and let him include
them in the text of the course schedule.
2. Draw up a brief, no more than one page, outline of your
presentation, and make it available to the Chief Instructor, so
that he can have it reproduced and handed out to the students.
By this means, the students will be able to focus their atten-
tion on the points you wish to make with less slippage.
3. In all cases where the bulk of your proposed presen-
tation exists in written form already, say in Book Dispatch
form, consider making it available to the Chief Instructor
beforehand, so that he can obtain enough copies for all stu-
dents. The students can then be given time to study the screed
in advance, and thus use limited class time to discuss it with
you. Even when the complete presentation does not exist in
finished written form, it is strongly urged that the portion
having to do with organization, roles, and missions, etc.,
be made available for prior study, leaving class time free
for discussion of the more vital dynamics of the problem.
4. Observe the three rules and eight remarks of good
teaching:
Be (1) articulate
(2) approachable
(3) enthusiastic
Jan 1967
S -E -C -R -E - T
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and avoid (1) condescension
(2) sarcasm
(3) personal cross-examination
(4) discourtesy
(5) self-approval
(6) self-consciousness
(7) talkativene s s
(8) ill-humor.
5. One of the best ways to facilitate learning is to invite
interruptions by the students. An even better way is to provoke
interruptions.
Jan 1967
S-E-C-R-E-T
Approved For Release 2001/08/09 : CIA-RDP78-05795A000300040028-0