THE INTRODUCTORY CHAPTERS CONSIDER THE ROLE OF THE STUDENT AND THE INSTRUCTOR AS WELL AS THEIR INTERRELATIONSHIP. THE DEVELOPMENT PROCESS FOR PREPARING AND PLANNING INSTRUCTION AND THE LEARNING CLIMATE ARE DISCUSSED. LEARNING AND INSTRUCTION ARE DEFINED, AND THE CHANNELS, TYPES, AND PRINCIPLES OF EFFECTIVE LEARNING ARE REVIEWED. STEPS FOR PLANNING LEARNING ACTIVITIES ARE PRESENTED, ALONG WITH A PLANNING CHECKLIST. A DISCUSSION OF THE VARIOUS PHASES OF ORAL INSTRUCTION IS FOLLOWED BY A REVIEW OF INSTRUCTIONAL METHODS, INCLUDING THE LECTURE AND THE CONFERENCE METHOD, AND THE USE OF QUESTIONS AND DEMONSTRATIONS. THE IMPORTANCE OF LEARNING BY APPLICATION IS STRESSED AND OPPORTUNITIES FOR APPLICATION IN TRAINING ARE REVIEWED, ALONG WITH BASIC METHODS OF STUDENT APPLICATION, PERFORMANCE TECHNIQUES, AND LEARNING SKILLS. EVALUATION DEVICES AND OBJECTIVES ARE EXAMINED, AND GUIDELINES FOR SELECTING AND PREPARING WRITTEN EXAMINATIONS, PERFORMANCE TESTS, AND OBSERVATION EVALUATION ARE INCLUDED. SUGGESTIONS FOR INTERPRETING RESULTS ARE OFFERED. THE VALUE AND USES OF INSTRUCTIONAL AIDS ARE HIGHLIGHTED; SPECIFIC AIDS AND THEIR SELECTION AND USE ARE DESCRIBED. A SAMPLE LESSON PLAN ACCOMPANIES AN OUTLINE OF THE PRIMARY STEPS IN LESSON PLAN DEVELOPMENT AND USE. IT IS STRESSED THAT SUPERVISION OF INSTRUCTION NEEDS TO BE UNIFORM AND CONSTRUCTIVE, AND APPROPRIATE SUPERVISION GUIDELINES ARE PROVIDED, IN ADDITION TO SUGGESTIONS FOR DEPARTMENTAL TRAINING PROGRAM CONTENT AND OBJECTIVES. ALTHOUGH AN INDEX IS INCLUDED, REFERENCE SOURCES ARE NOT IDENTIFIED. (DAG)