NAVMC 1553.1 SYSTEMS APPROACH TO TRAINING USER'S GUIDE, (SHORT 201553 1
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DEPARTMENT OF THE NAVY HEADQUARTERS UNITED STATES MARINE CORPS 3000 MARINE CORPS PENTAGON WASHINGTON, D.C. 20350-3000 NAVMC 1553.1 C 469 27 OCT 2010 NAVMC 155 3 .1 From: To: Commandant of the Marine Corps Distribution List SUbj: SYSTEMS APPROACH TO TRAINING USER'S GUIDE, GUIDE) Ref: (a) MCO 1553.2B (b) MCO 1553.3A (SHORT TITLE: SAT USERS 1. Purpose. Per references (a) and (b), this user's guide establishes the procedures and business rules for the application of the SAT process to formal school curriculum development and unit training management for the operating forces. The SAT User's Guide has been prepared as an extension of Marine Corps Training and Readiness Manuals . Developed in support of instructional theory and the Department of Defense MIL- STD-1 379D (Military Training Programs), the SAT is the primary source of information for instructional program development and management for Marine Corps Formal Learning Centers (FLC) and formal courses of instruction collocated at other military service schools. It is also useful in assisting in the development of unit training programs in the Operating Forces. 2. Scope. The Systems Approach to Training, based on Inst ructi onal Systems Development (ISD) , was established to manage the process of analyzing, designing, developing, implementing, and evaluating instructional programs. To illustrate the pro c ess of instructional program development from start to finish, the five phases of SAT are presented sequentially in this Guide . In actuality these phases overlap and are interrelated, and some procedures of each phase may be performed at various times throughout the life of an instructional program. The SAT is a dynamic flexible system that, when applied, provides for effective and efficient instruction . 3. Changes . As a result of the 2 009 Formal School Management Symposium , this edition of the SAT has been significantly reduced in scope. Chapters on Adult Educ ation, Formal School Administration, and Appendixes have moved to different documents. Adult Education will be captured in a higher level doctrinal pUblication and school administration and the appendixes will be located in reference (a). Recommendations for further improvements to this publication are always encouraged from commands; recommendations should be submitted to the Training Management and Evaluation Branc h, Ground Training Division, TECOM. 4. Information. CG, TECOM will update the SAT as necessary to provide c urrent and relevant procedures to commanders, and to ensure current best practices are available for use by Marine Corps FLCs. All questions pertaining to the Marine Corps Ground T&R Program, SAT process, and Unit Training Management should be directed to: Commanding General, TECOM (Ground Training Division, C 469 ) , 1019 Ellio t Road, Quantico, VA 22134. DISTRIBUTI ON STATEMENT A: unlimited. Approved for public release; distribution is NAVMC 1553.1 5. Command. This Directive is applicable to the Marine Corps Total Force. 6. Certification. Reviewed and approved this date. R. C. FOX By direction Distribution: Copy to: 10001918500· 7000260 (2) 8145001 (1) 2 NAVMC 1553.1 27 Oct 2010 LOCATOR SHEET Subj: SYSTEMS APPROACH TO TRAINING USERS GUIDE, (SHORT TITLE: GUIDE) SAT USERS Location: (Indicate location(s) of copy (ies) of this Manual.) i NAVMC 1553.1 27 Oct 2010 RECORD OF CHANGES Log completed change action as indicated. Change Number Date of Change Date Entered Signature of Person Incorporated change : . ii NAVMC 1553.1 27 Oct 2010 SAT USERS GUIDE TABLE OF CONTENTS CHAPTER 1 ·2 OVERVIEW ANALYZE PHASE 3 DESIGN PHASE 4 DEVELOP PHASE 5 IMPLEMENT PHASE 6 EVALUATE PHASE APPENDICES A SAT Verb Usage B SAT Standard Verbs C Verbs to use with Caution for T&R Task List and TLOs D . . . . . . . . . . . . . . . . . . . Verbs to use with Caution for ELO or Learqing Analysis E Verbs with Similar Definition F Verbs not to be Used iii NAVMC 1553.1 27 Oct 2010 SAT USERS·GUIDE CHAPTER 1 OVERVIEW PARAGRAPH PAGE INTRODUCTION. 1000 1-2 GOAL OF INSTRUCTION 1001 1-2 1002 1-2 1003 1-3 INTENT OF SAT , "!'~~ . BENEFIT OF SAT. 1-1 NAVMC 1553.1 27 Oct 2010 SAT USERS GUIDE CHAPTER 1 OVERVIEW INTRODUCTION. The mission of any instructional system is to determine instructional needs and priorities, develop effective and efficient solutions to meet these needs, implement these solutions in a competent manner,. and assess the degree to which the outcomes of the system meet the specified needs. To achieve this in the most effective way possible, a ;ystems approach to the process and procedures of instruction was developed. The reSUlting model, lSD, was later adopted by the Marine Corps as the Systems Approach to Training (SAT). Continued operations in Iraq and Afghanistan have caused all military services to advance their institutional approaches to training and education to better prepare Marines for the complex environment they find themselves operating in. In the future, the manual will be modified to be more inclusive of procedures that accommodate, and encourage, the cognitive and affective development of Marines, particularly as addressed in leader courses. The model, whether it is referred to as lSD, or SAT is a recognized standard governing the instructional process in the private sector and within the Department of Defense (DoD) and other government agencies. 1000. 1001. GOAL OF INSTRUCTION a. The goal of Marine Corps instruction is to develop performance-based, criterion- referenced instruction that promotes student transfer of learning from the instructional setting to the job. For a learning objective to be achieved, instruction must be both effective and efficient. Instruction is effective when it teaches learning objectives based on job performance requirements and efficient when it makes the best use of resources. b. SAT is a comprehensive yet flexible process that identifies what is performed on the job, what should be instructed, and how this instruction should be developed, implemented, and evaluated. This systematic approach ensures that what is being instructed are those tasks that are most critical to successful job performance. It also ensures that the instructional approach chosen is the most time and cost efficient. The SAT process further identifies standards of performance and learning objectives. This ensures that students are evaluated on their ability to meet these objectives and that instructional courses are evaluated based on whether or not they allow student ;mastery of these objectives. Finally, the SAT identifies needed revisions to instruction and allows these revisions to be made to improve instructional program effectiveness and efficiency. 1002. INTENT O~ SAT a. The SAT was created to manage the instructional process for analyzing, designing, developing, implementing, and evaluating instruction. The SAT serves as a blueprint for organizing or structuring the instructional 1-2 NAVMC 1553.1 27 Oct 2010 . process. The SAT is a set of comprehensive processes, guidelines, tools, and techniques needed to close the gap between current and desired job performance through instructional intervention. b. The Marine Corps originally targeted the. SAT for initial job training in FLCs, but the comprehensive system can be applied to Managed On-the-Job , Training in the operating forces and supporting establishment. SAT although slightly modified, is also used to manage Unit Training Management Programs. Refer to MCRP 3-0A, Unit Training Management (UTM) Guide for specific guidance on applying SAT to UTM. 1003. BENEFIT OP SAT a. The Systems Approach to Training is a dynamic, flexible system for developing and implementing effective and efficient instruction to meet current and projected needs. The SAT process is flexible in that it accounts for individual differences in ability, rate of learning, motivation, and achievement to capitalize on the opportunity for increasing the effectiveness and efficiency of instruction. The SAT process reduces the number of school management decisions that have to be made subjectively and, instead, allows decisions to be made based on reasonable conclusions which are based on carefully collected and analyzed data. More than one solution to an instructional problem may be identified through the SAT; however, the selection of the best solution is the goal. I ANALYZE I ...... I .... E ~ I DESIGN ~ I r , DEVELOP .• I IMPLEMENT ,-I -... ~ V A L u ...... A T E 1-- ~ b. The SAT model allows anyone of the five phases, and their associated processes, to occur at any time. In addition, each phase within SAT further builds upon the previous phase, providing a.system of checks and balances to 1-3 NAVMC 1553.1 27 Oct 2010 ensure all instructional data is accounted for and that revisions to instructional materials are identified and made. c. It is not the intent of the SAT process to create an excessive amount of paperwork, forms, and reporting requirements that must be generated by each FLC conducting instruction. This would serve only to detract from the instructional program. The SAT process does not provide a specific procedure for every instructional situation that can be encountered. Instead, it presents a generalized approach that can be adapted to any instructional situation. (I) SAT Phases. The SAT model simplifies and standardizes the instructional process into manageable subsets. The SAT process is made up of five distinct phases, each serving a specific purpose. The five phases are Analyze, Design, Develop, Implement, and Evaluate. Each of these phases involves inputs, processes, and outputs. The successive phases'of the SAT build upon the outputs of the previous phase(s}. (a) Analyze. During the Analyze Phase of SAT, a particular job or Occupational Field/Military Occupational Specialty (OccFld/MOS) is analyzed by CG, TECOM (C46) to determine what job holders perform on the job, the order in which they perform it, and the standard of performance necessary to adequately perform the job. The result, or output, of the Analysis Phase is Individual Training Events (ITES)as part of a Training and Readiness (T&R) Manual. Training events are behavior statements that define job performance in the Marine Corps and serve as the basis for all Marine Corps instruction. The three main processes of the AnalysiS Phase are: 1. Job Analysis. Job or occupational analysis is performed to determine what the job holder must know or do on the job. Job analysis results in a verified list of all duties and tasks performed on the job. ~. Task Analysis. Task analysis (sometimes called Training Analysis) is performed to determine the job performance requirements requisite of each task performed on the job. Job performance requirements include a task statement, conditions, standard, performance steps, administrative instructions, and references. Job performance requirements in the Marine Corps are defined by ITEs. ITEs define the measures of performance that are to be 'used in diagnosing individual performance and evaluation of instruction. 3. Determine Instructional Setting. The third process in the Analysis Phase involves determining the instructional setting for each individual training standard task behavior. Instructional setting is important because it defines who is responsible for instructing the task and the level of proficiency the student must achieve when performing the task in an instructional environment. TECOM (C 469) is responsible for determining the organization responsible for conducting the instruction and the level of instruction assigned to each task. This is done after ITEs/T&R are developed. When determining instructional setting, two guiding factors must be used - effectiveness and efficiency. Seek the best program within acceptable costs while meeting the learning requirement. 1-4 NAVMC 1553.1 27 Oct 2010 J .. 1. INPUT New Doctrine New Equipment Manpower Reqs OccFld Reorg II ~I Job Analysis Task Analysis PROCESS ~ Determine Instructional Setting· ~ ITS Order or T8t.R Manual I. (b) Design. During the Design Phase of SAT, FLC instructional developers equate task performance under job conditions to task performance within the instructional setting. The goal of this phase is to simulate as closely as possible the real-world job conditions within the instructional environment. The closer the instructional conditions are to the real world, the more likely it is that the student will transfer the learning to the job. The Design Phase is made up of three separate processes, each of which has a specific purpose: 1. Write a Target Population Description (TPD). defines the student population entering a course. The TPD ~. Conduct Learning Analysis. The learning analysis is conducted to develop the learning objectives, test items, and methods/media. The learning analysis describes what the students will do during instruction, what they will be tested on, and what methods and media are appropriate to maximize student learning and transfer of knowledge and skills to the job setting. 3. Sequence Learning Objectives. Learning objectives are sequenced to allow students to make logical transitions from one subject to the next. Sequenced learning objectives provide efficient instruction and serve as a draft course structure. 1-5 NAVMC 1553.1 27 Oct 2010 .J •I~T k-T&R TPD ~ WriteTPD Conduct Lp-aming AnalVlOis SeqJence llOs Learning Objectives 10UWOT) ~ Test Items Methods/ Media Sequenced 1LOs (c) Develop. The Develop Phase of SAT builds on the outcomes of the Analyze and Design Phases. The Analyze Phase identifies those tasks to be instructed and the desired standard to which those tasks must be performed. The Design Phase outlines how to reach the instructional goals determined in the Analyze Phase by converting job tasks to tasks taught in the instructional environment, and further builds the foundation for instruction. During the Develop Phase, instructional developers from the FLC produce Course Descriptive Data (CDD) , the Program of Instruction (POI) and the Master Lesson File (MLF). The processes of the Develop Phase are: .!. Develop a Course Structure. ,The course structure is a detailed chronological document identifying the implementation plan for a course. ~. Develop Concept Cards. Academic and administrative concept cards are created to assign resources within the formal FLC to lessons, evaluation, and events. l. Conduct an operational Risk Assessment (ORA). An ORA will be' conducted on each lesson/event within a POI. The associated ORA tools will be incorporated into the Master Lesson File (MLF). 4. Develop Lesson Material. Lesson plans, student materials supplemental student materials, (optional), media, the Instructor Preparation Guide (IPG) , are all lesson materials to be used during the Implement Phase. 5. Construct Tests. Constructing a test involves selecting and placing the test i'tems from the Learning Objective Worksheet (LOW) on the appropriate test. It also involves providing ample instructions to the student, instructions, to the evaluation, and developing the grading criteria for each test given in the course. 6. validate Instruction. The goal of validation is to determine the effectiveness of instructional material prior to implementation. 2. Develop Program of Instruction (POI). The CDD as section I of the POI provides an estimate of the resources required to administer a 1-6 NAVMC 1553.1 27 Oct 2010 course, and the remainder of the POI provides a detailed description of, the course. This document records the FLC's plan for satisfying the training requirements listed in the T&R Manual. 8. Assemble A Master Lesson File. One Master Lesson File (MLF) is compiled for EVERY class taught at the FLC in order to provide continuity of instruction. ~ 'I~:Jr-- ~ Develop Course Structure ~ I Develop Concept Cards TPD . CondJctORA Learning Objectives Test Items , Metf1 The introduction of new or better weapons/support systems. '=> Organizational changes such as changes in MOS structure and career field realignments. => Doctrinal changes required by new laws, Department of Defense (000) reqUirements, and .Marine Corps needs. => Evaluations/Marine Corps Center for Lessons Learned indicating that a change In job requirements is required. . => Direction from higher headquarters, => FEAs are also conducted on a cyclical basis for most OccFlds. Task Criteria . A task is a behavior performed on the job. A task Is defined by specific criteria and must: => Be a logical and necessary unit of work. => Be observable and measurable or produce an observable and measurable result. . => Have one action verb and one object. => Be a specific act done for its own sake. => Be independent of other actions. => Have a specific beginning and ending .. => Occur over a short period of time. 2-4 NAVMC 1553.1 27 Oct 2010 Functional Areas , To facilitate survey of job incumbents and correlation of survey data, closely related tasks within a task list are grouped by functional area for the purposes of job analysis. A functional area is an organizer of data consisting of one or more tasks performed. Functional areas are generally very broad categories. One or more functional areas make up a job. A functional area may be "defined by: 1. a system (e.g., Small Arms Weapons, Mines and Demolitions, Communication Equipment). 2. a function (e.g., Administrative Functions, Patrolling FunctIons). 3. a level of responsibility (e.g., Train logistics Personnel, Supervise Intelligence Personnel). Initial Task List Development The first step In Job Analysis Is the development of an Initial task list and Is conducted by TECOM (GTD) and OccFld sponsor. This process can include the Initial Identification of functional areas in which the tasks will be organized. An initial task list is developed by a combination of the following means: , 1. Reviewing technical documentation and references pertaining to the job. This documentation might also be obtained from various sources outside the Marine Corps. These sources may address similar jobs and tasks and have generated materials that may be applicable for task list development. These sources include: j] Other Service Schools. These indude Navy, Army, Air Force, or Coast Guard FlCS, such as U.S. Army Engineer School at Ft. leonard Wood, MO, U.S. Army Signal School at Ft. Gordon, GA, and Air Force Communications Technical School at Lowry Air Force Base, CO. jjj Trade Organizations/Associations. Civilian or Industry trade organization/associations, such as Society for Applied Learning Technology (SALT) or Association of Naval AviatIon can provide additional resources and technical support. Oi Defense Technicallnformatjon Center (oTic>. OTIC offers training studies, analyses, evaluations, technical articles and publications. 2. Convening a board of subject matter experts (SME) who can detail the requirements of a specific job. 3. Conducting Interviews with SMEs. 4. Reviewing Marine Corps Center for Lessons Leamed to identify timeless (environment, enemy, and conflict non-specific) changes to job and task requirements. 5. Soliciting Input from Marine Corps FLCs, and Centers of Excellence (COE). 2-5 Develop an Initial task. NAVMC 1553.1 27 Oct 2010 Task List Verification , The next step In Job Analysis involves verifying the task list in terms of accuracy and completeness. Verification ensures that the tasks on the list are Verify thet:askllsffor actually those performed by members of the OccFld or MOS. Task list accuraCy andcOmpleteness~ verification is normally conducted by TECOM (GTD) during the FEA by one or more of the following methods: ~ Administering survey questionnaires to job Incumbents. ~ Conducting Interviews with SMEs. ltJ Observing actual job performance of tasks at the job site. ~ Convening a board of SMEs to review the task list. Refining the Task List Refine and Consolidate the task list. After the data in the previous two steps have been collected, the task list Is refined and consolidated. A final review of the task list should be made to ensure all tasks meetthe criteria for a task discussed preciously in this Section. Identifying Tasks for Instruction Task recommendations are accomplished through administration of a survey questionnaire sent to job incumbents and SMEs. The data collected represent the judgments of a statistically-valid sample of job incumbents and SMEs who are familiar with the job. The responses to the survey are analyzed using statistical analysis procedures.. The following criteria may be conSidered when selecting tasks for Instruction and are included in the survey questionnaire administered by TECOM (GTD). r···-·· .........--_. - . •..-.----...-...-.--- ,.. _. . ~___ PE!r.<:E!m_QUCl..!2.._t}9Jg~!:..~Q..e~ormjD9Jb~!..~_~~·.........______...__. . _____._ _ .~ Percentage of time spent performing the task. ~ Task difficulty. _~.~!!lount of training r~l!:ed tQ.'p'erf.g!.m .tt!~J~K...... J __ ~ Survey responses to each of these criteria are then analyzed and a Front End Analysis Report (FEAR) Is produced that will assist the task analyst in creation/revision of the T&R Manual 2-6 I I NAVMC 1553.1 27 Oct 2010 2003. SECTION TASK ANALYSIS The second step In the Analyze Phase is to conduct a Task Analysis that sequences and describes observable, measurable behaviors Involved in the performance of a task or job. Task analysis Is conducted by a T&R conference. It involves the systematic process of identifying specific tasks to be trained, and a detailed analysis of each of those tasks In terms of frequency, difficulty, and importance. The purpose of task analysis Is to: => Refine the task list based on SME input. => Develop T&R events that Identify the conditions, standards, and performance steps necessary for the successful completion of a task. • __ •. _.,._._._.__ ,._.,. __ J => Determine where the tasks will be instructed (FlC or via MOrr at the unit level). => Produce a target population description that will guide the ,FlC or unit In i 1__. the preparation of instruction/tralnlllik...______________.____ ,_____.____-' --_--!..._-----------------_. ,----' Below are questions to ask when performing a Task Analysis: 2-7 3 NAVMC 1553.1 27 Oct 2010 iii !tI !tI rtf iii o It! It! It! It! !tI !tI iii [?J It! iii [?J iii iii iii iii .How difficult or complex is the task? What behaviors are used in the performance of the job? How frequently is the task performed? How critical is the task to the performance of the job? To what degree is the task performed individually, or to what degree is the task part of a set of collective tasks? . If a subset of a set of collective tasks, what is the relationship between the various tasks? What Is the consequence if the task is performed incorrecttyor is not performed at all? . To what extent can the task be trained on the job? What level of task proficiency is expected following training? How critical is the task? What information Is needed to perform the task? What is the source of information? What are the performance requirements? .. Does execution of the task require coordination between other personnel or with other tasks? Are the demands (perceptual, cognitive, psychomotor or physical) imposed by the task excessive? How often Is the task performed during a specified time-frame (i.e., daily, weekly, monthly, yearly)? How much time is needed to perform this task? What prerequisite skills, knowledge, and abilities are required to perform the task? What are the current criteria for acceptable performance? What are the desired criteria? What behaviors distinguish good performers from poor performers? What behaviors are critical to the performance of the task? 2-8 ' NAVMC 1553.1 27 Oct 2010 Deyelopment of T&R Events Once tasks are verified and the task lists are refined, T&R events are developed. Refer to MCO P3SOO.72_ (Ground Training and Readiness Program) for conduct of a T&R conference. Often, many elements of the ITE (e.g., performance steps, conditions, standards) are collected while the task list Is being refined. This enables a better understanding of the task and can serve as a check to ensure the tasks are actually performed on the job. A working group conference composed of subject matter experts (SME) Is particularly effective for examining how a task Is to be completed by Identifying the performance steps and the sequence of those performance steps, conditions, and standards necessary to successfully accomplish the task. \ Components of a T8r.R Event A T&R event contains the following basic components. Refer to MCO . P3S00.72A (Ground training and Readiness Program) for all components available for use In the MCTlMS T&R Development Module: a. Eyent Code. The event code is a 4-4-4 character set. The first four characters indicate the MOS or community (e.g., 0321, 1812, MWT). The second four characters indicate the functional area (e.g., DEF, FSPT, MVMT). The third four characters indicate the level and sequence (1000 through 8000). (1) Functional Area Grouping. Categorizing events with the use of a recognizable up to four-letter functional code makes the type of skill or capability being referenced easily Identifiable. Examples include DEF (defensive tactics), MAN (maneuver), CBRN (chemical, biological, radiological, and nuclear, etc.). Sequencing. A four digit numerical sequence is assigned to (2) each training event. The higher the first number, the. more advanced the capability or skill being evaluated. For example, PAT·4QOl (patrolling) Is a designator for patrolling conducted at the squad level, PAT-S001 Is a designator for patrolling at the platoon-level, and PAT-70011s a deSignator patrolling at the battalion level. Each event should be given a unique four digit sequence number. Depending on the arrangement of the functional areas within the T&R Manual (alphabetical, logical sequencing) the numbering should proceed by "ones" starting with the number 1 until all events within a functional area are numbered. At that pOint, numbering should resume by adding one or two to the "tens" digit and again starting with "one," Numbering In this fashion will allow for new events to be added to the functional area, without having to number them out of sequence. For example, if the last event in the AAAA functional area is numbered o300-AAAA-I007, then the next event will be 0300-88881011. 2-9 NAVMC 1553.1 27 Oct 2010 d. Sustainment Interval, This is the period, expressed in number of months, between evaluation or retraining requirements. Skills and capabilities acquired through the accomplishment of training events are refreshed at pre-determined intervals. It Is essential that these Intervals are adhered to In order to ensure Marines maintain profidency. e. Event Description. A discretionary field that provides a description of the event purpose, objectives, goals, and reqUirements. It Is used when the event title needs to be enhanced to describe specific tasks within the'event. f. IIbL Individual training events may contain a list of billets within the community that are responsible for performing that event. This ensures that the billet's expected tasks are dearly articulated and a Marine's readiness to perform in that billet is measured. , . g. ~ Each IndiVidual training event will list the rank(s) at which Marines are required to learn and sustain the training ·event. h. Initial Trainina Setting. For IndiVidual T&R events only, this specifies the location for Initial instruction of the training event In one of three categories (formal school, managed on the job training '(MOJI), distance learning). Regardless of the specified Initial Training Setting, any T&R event may be Introduced and evaluated during MOIr. . f. Condition. DesCribes the condition(s), under which tasks are performed. Conditions are based on a "Real World" operational environment. The conditions also Indicate what is provided (equipment, materials/manuals, aids;,etc.),'environmental constraints, conditions under which the task is performed, and any specific cues or indicators to which the performer must respond. When resources or safety limit the conditions, a downgraded justification must be submitted . . requirements , . c E-Coded. This Is a "yes/no" category to Indicate whether or not the E-Coded event contributes toward the Combat Readiness Percentage (CRP) of the associated Mission Essential Task (MET). g. Standard. The standard indicates the basis for judging effectiveness of the performance. It consists of a carefully worded statement that identifies the profidency level expected when the task Is performed. The standard provides the minimum acceptable performance parameters and Is strictly adhered to. "In accordance with the reference" wlll.m be used as a stand-alone standard. f. Performance StePS. Performance steps specify the actions required to accomplish a task. Performance steps follow a logical progression, and should be followed sequentially, unless otherwise stated. Normally, performance steps are listed only for lOO-level individual T&R events (those that are taught in the entry-level·MOS school), but may be included In upper-level events when appropriate. h. Prerequlslte(s). Prerequisites are the listing of academic training and/or T&R events that must be completed prior to attempting completion of the event. 'i. 8eferenceCs), References are the listing of doctrinal or reference publications that may assist the trainees In satisfying the performance standards and the trainer in evaluating the performance of the event. b. .Event Title. The task behavior is used as the event title. k. Ordnance. Each event will contain a listing of ordnance types and quantities required to complete the e v e n t . . · 2-10 NAVMC 1553.1 27 Oct 2010 I. External SupPOrt Requirements. Each event will contain a listing of the external support requirements needed for event completion (e.g., range, support aircraft, targets, training devices, other personnel, and non-organic equipment). ' m. Combat Readiness Percentage (eRP). The ffiP is a numerical value used in calculating training readiness for collective events. Only E-Coded events listed in the appropriate T&R manual are used to determine a units CRP. 11.R Staffing Draft T&R staffing involves soliCiting comments from affected individuals or organizations throughout the Marine Corps, and then integrating those comments into the T&R document. The Operating Forces, FLCs, and OccFld sponsors (and deSignated SMEs under special circumstances) will be included on the T&R staffing distribution list. TECOM (GTD/ATD) will coordinate final review, and will consolidate and reconcile all recommendations. Upon completion of this process, necessary changes will be incorporated into the final T&R draft manual for signature. T&R Manuals are forwarded to CG, TECOM for approval and signature. Once final approval and signature has been received, the training events are published as a T&R Manual in the NAVMC 3S00-serles and can then be distributed throughout the Marine COrps. 2-11 NAVMC 1553.1 27 Oct 2010 .' 2004. INSTRUCTIONAL SEmNG The third process in the Analyze Phase involves determining the .Instructlonal setting for each individual training event (lTE) task behavior. Instructional setting is important because it defines who is responsible for instructing the task and the level of proficiency the student must achieve when performing the task in an Instructional environment. TECOM is responsible for determining the organization responsible for conducting the instruction and the level of instruction assigned to each task. This is done during the T&R Conference while T&R events are being developed. When determining instructional setting, two guiding factors must be used -- effectiveness and efficlency. The Marine Corps seeks the best training possible within acceptable, affordable costs while meeting the learning requirement. Responsibility for Instruction Once the job is defined and the T&R events are developed, the job structure can be broken down into organizations that will assume responsibility for instruction. The tasks must be divided Into four groups: 1. Those that are to be Included in a formal learning center (level 1000). 2. Those that are to be included in a Managed On-the-Job-Trainlng (OJT) program (level 2000+). 3. Those that can be covered via computer-based instruction or via simulation. 4. Those for which no formal or OJT Is needed (i.e., can be learned by using job performance aids or self study packets). Instructional Setting The purpose of entry-level FLC Instruction is twofold: to teach the minimum skills necessary to make the Marine productive Immediately upon arrival at his first duty station; and to provide the Marine with the necessary prerequisites to continue instruction in an MOJT program. Instructional setting refers to the extent of instruction assigned to each Individual Training Event (ITE) task behavior. Instructional setting Is generally determined by convening a board of job incumbents and SMEs to discuss the extent of instruction required to adequately perform the task. This can be accomplished at a T&R . Development/Review Conference or Operational Advisory Group {OAG} Conference. Instructional settings are published In the T&R Manual. Instructional settings in T&R Manuals are designated for 1000/2000-Ievel events in the T&R Development Module The Determination of the Instructlonilseitlng Ii the fihalprocess in the Analyze Phase. The Gutputof this phase is: it:I Training and Readiness (TaR) Manual. This output becomes the Input to the Develop Phase. The first step of 2-12 SECTIO·N 4 NAVMC 1553.1 27 Oct 2010 the,DeSignPha$8 wilt be to write a Target popufatldrfDeSCription·(TPD) . . for the~urse to be developed from the events ICtentified· during the . Analyze Pl'lise. . . . .. SECTION 5 2005. REQUIREMENTS AND RESPONSIBIUTIES IN THE ANALYZE PHASE Training and Education Command [neoM CGTDlATD11 Responsibilities A systematic approach to the design of Instruction requires an identification of the tasks performed on the job. Job performance In the Marine Corps is defined and supported by training standards. Training standards published as individual events in T&R Manuals are the primary source for the development of all Marine Corps instruction. TECOM (GTDGTD/ATDATD) is responsible for coordinating all the steps in the Analyze Phase and for managing the FEA process. TECOM will coordinate the development ofT&R Manuals for military occupational fields (OccFld) and military occupational specialties (MOS). The culmination of the Analyze Phase is an approved set of training standards for an OccFld or MOS, published as a NAVMC 3500 series T&R Manual. 1. Job Analysis. As part of the FEA process, TECOM (GTO) is responsible for conducting job analyses. Additionally, TECOM (GTD) will collect supporting information that will assist in the identification and selection of tasks for instruction. TECOM (GTD) publishes the analysis results in a Front-End AnalYSis Report (FEAR). The process of conducting a FEA is directed by MCO 1200.13_ 2. Task Analysis. TECOM (GTD/ATD) is responsible for convening the TaR conference. The conference conducts formal task analysis and produces the refined task list which TECOM publishes as a draft T&R. 3. Determination of Instrudional setting. The T&R conference also determines where the tasks should be taught, either at the FLC (for level 1000 entry-level), or in the Operating Forces/Supporting Establishment as Morr. The TECOM task analyst conducting the T&R conference will publish the Instructional setting in the T&R Manual. FOrmal Learning Center Responsibilities The FlCs playa supporting role during the Analyze Phase. 1. Task AnalYsis. Since task analysis involves determining the condition, standard, performance steps, etc., having the resident experts from the FLC participate in this process is beneficial. FLCS, will provide SMEs to aid in the development of the condition, standard, performance steps, and support requirements for T&R events. 2-13 NAVMC 1553.1 27 Oct 2010 Train the Trainer School, TRNGCMD will provide instruction on Individual Training Event Development as part of the Curriculum Development Course and Formal School Management Course. 2-14 NAVMC 1553.1 27 Oct 2010 DESIGN PHASE In Chapter 3; ANALYZE .... m 1 l Produce and * AnalyzeTPD * conduct a LA * Sequence LO DESIGN < • ,. III r1 DEVELOP • III c:: ,. ~ IMPLEMENT III • 3-1 m 3001 TARGET POPULATION DESCRIPTION 3-3 .. Role of TPO in instruction ~. ~ 3-3 ~v~S_re~p~s~in~W~n~tl~ng~~~e~TP~D~___ 3002 LEARNING ANALYSIS (LA) 3..5 .. Steps to conduct a LA 3-5 .. Develop learning Objectives 3-9 (LO) .. COmponents of lOs 3-9 3-13 .. Record LOs .. Writing nOs 3-13 .. Writing ELOs 3-16 3-17 .. Develop Test Items .. Select Instructional Methods 3-36 3-42 .. Select Instructional Media 3003 SEQUENCE 3-48 LEARNING OBJECTIVES (LO) • Relationships between LOs .. Steps for sequencing lOs NAVMC 1553.1 27 Oct 2010 Chapter 3 3000. INTRODUCTION The output of the Analysis Phase which is the T&R Manual, becomes the input to the Design Phase. The Design· Phase consists Ofthreepr~~~; Write the Timet Popufatlon;DeSrilattonmDl:"Who Is coming for Instruction and what knoWledge; skills, andattltudeS(KSAs) must!wllithey bring With them?" ; . , ,1. 2. Conduct I Learning Analysis: "What do I have to teach with?" and "What will be taught, evaluated, and how?" . 3. Sequence TLOs/ELOs: "In what order Will the InstrUction be taught to . maximize both resources and the transfer of learning?" 3 -,2 NAVMC 1553.1 27 Oct 2010 3001. WRITE THE TARGET POPULATION DESCRIPTION SECTIO'N 1 INTRODUCTION. The first process of the Design Phase Is to write the Target Population Description (TPD). A TPD Is a description of the knowledge, skills, and attitudes (KSAs) students are expected to bring to a course of instruction. It provides a general description of an average student and establishes the minimum administrative, phYSical, and academic prerequisites each student must possess prior to attending a course, During the Design Phase, the TPD will provide guidance for developing objectives and selecting instructional strategies that will meet the needs of the students. KSA - Knowledge, skUls,'and attitudes. ROLE OF TPD IN INSTRUCTION The TPD provides the focus for designing instruction. For instruction to be effective and effiCient, it must build upon what students already know. Considering the TPD allows the curriculum developer to focus on those Specific knowledge and skills a student must develop. For example, if knowing the nomenclature of the service rifle is required for the job, and the students entering the course already possess this knowledge, then teaching this specific information Is not required, Conversely, if students entering a course do not know the service rifle nomendature, then they need Instruction. The TPD also allows the curriculum developer to select appropriate methods of instruction, media, and evaluation methods. For example, experienced students can often learn with group projects or case studies and self-evaluation. Entry-level students generally need instructorled training and formal evaluation, In summary, the TPO describes the average student in general terms, establishes prerequiSites, serves as the source document for developing course description and content, and is used to design Instruct/on. TPD - Target Population Description STEPS IN WRITING THE TPD Obtain Sources of Data To clearly define the target population, gather data from the appropriate sources listed below. These references outline job performance by detailing what tasks must be performed on the job and the speCific requirements of that particular job. => MCO P1200. 7-1 Military Occupational Specialty (MOS) Manual. => NAVMC 3500 Series, Training and Readiness (T&R). Additionally, Information can be obtained from the OccFld Sponsor and TECOM Task Analysts (Ground Training Division (GT'D)/Aviation Training Division (ATD» by means of phone conversation and/or electroniC message. 3-3 SlEPl NAVMC 1553.1 27 Oct 2010 Gather and Review Student Background Information " STEP 2 While considering the adult learning characteristics identified in Chapter 6 and the resources identified above, review pertinent student background Information. In order to ensure the course prerequisites are correct and that the training program Is developed to meet the attributes of the TPD, organize this information into the following categories:' . a. Administrative. certain prerequisites may be necessary due to . administrative requirements of the school or the course material. These prerequisites indude the student's rank, MOS, security clearance, time remaining In service, or police record (which may meal1excluslbn from certain types of Instruction). . 1. Administrative 2. Physical 3. Academic b. Physical. Physical Information indudes specific skills and general fitness which may include age, height, color perception, vision aCUity, physical limitations, etc. c. Academic. Academic information represents an inventory of the knowledge and skills the student must or will possess prior to the start of Instruction. These prerequisites may Include specific basiC courses already completed, reading level, test scores, training experience and Gcr/ASVAB scores. Write the IPD STEP 3 Figure 3-2. Sample Target Population Description (IPD) capture Information that describes the general characteristics of the average student attending the course. Summarize the data into a concise paragraph describing the target population. Organize the general information describing the average student so that it is grouped together and so that any prerequisites are grouped together. !pD FOR CURBICUWM DEVELOPER COURSE This course is for the staff nort';c(sttitrii$$iOiiedofflcefthrough\:9mpany grade officer, as well as civilian and contractedelTiployee~,:liivolyeClil61hedesign, development, and evaluation process oftlie SAT. Alteridee'$;must possess a working Common Access Card (CAC) and be profiCient In Microsoft Word and PowerPoint. . Prerequisites: , 1. Students must possess a CAC with current certificates' 2. Assignment as a curriculum developer or administrator at a Marine Corps FLC 3. Proficient in Microsoft Word 4. Proficient in Microsoft PowerPoint 3-4 NAVMC 1553.1 27 Oct 2010 3002. CONDUCT A LEARNING ANALYSIS This second process of the Design Phase Is to ,conduct a Learning Analysis to define what will be taught. The purpose of the Learning Analysis is to examine the real world behavior that the Marine performs In the Operating Forces and transform it into the Instructional environment. A Learning Analysis produces three primary products essential to any Program of Instruction (POI): learning objectlves, test items, and methods/media. This process allows for adjustments to be made to accommodate for resource constraints at the FLC. A Learning Analysis must be performed for every task covered in new courses. Learning Analyses must be validated with every POI submission. Additionally, each new task added to the Training and Readiness (T&R) Manual, and taught at the FLC, requires a Learning Analysis. POI- Program of Instruction. 3 primary products of a Learning Analysis: • . 1. Learning Objectives 2. Test items 3. Method/Media STEPS TO CONDUCT A LEARNING ANALYSIS Gather Materials The first step in conducting a learning analysis Is to gather materials. Once the scope of the course that the curriculum developer Is designing is determined (by reading guidance from TECOM or the School Commander), obtain the: 1. T&R manual - to determine what tasks the jobholder performs. 2. Publications -like, orders, directives, manuals, job aids, etc. that will help analyze the tasks to be taught. 3. Subject Matter Experts - to fill in details that the publications will not. SMEs will conduct the brainstorming seSSion along with the Curriculum Developer. 4. Learning Analysis Worksheet (LAW) - Use the LAW found in the MCO 1553.2_ and or enter the data Into MCTIMS. LAWs must be included as a component of the Master Lesson File (MlF). 5. Previously developed LAWs and LOWs for established courses under review. STEP 1 Determine Training Requirements Review the T&R manual to determine what tasks must be taught at the FLC. Tasks with "Initial Training Setting" or "Formal" are taught at the appropriate school. Communication with TECOM Task Analysts Is essential. The T&R Manual is the foundation for curriculum development. In some cases, topics that need to be taught at a FlC will not have corresponding events in a T&R Manual. Examples are a course overview or an introduction to a series of tasks being instructed. These lessons are not derived from learning objectives and are designated "Lesson Purpose." Although Lesson Purpose should be minimized since those lessons can not be linked to T&R Events, the overall Importance to the effectiveness of the POI must be considered In determining the amount of lesson purpose required. Coordination with the Task Analyst is essential in determining If T&R Events need to be added, or If the lesson Purpose classes are the appropriate solution. See MCO 1553.2_ Ch 1, par. 3,f (3) for guidance on use of Lesson Purpose time. 3-5 STEP 2 NAVMC 1553.1 27 Oct 2010 <. AnalYZe the Target POpulation Description STEP! Before the knowledge, skills, and attitudes (KSAs) are determined, the target population must be analyzed. The TPD is analyzed so that the curriculum developer can make a determination of the KSAs the students will bring into the instructional environment. Instruction must capitalize on students' strengths and focus on those KSAs the students must develop or possess to perform satisfactorily on the job. The goal is for the learning analysis to reveal the instructlona,l needs of the target population so that selected methods and media are appropriate for the student audience. Record Task Data STEP 4 Record the data found in the T&R manual. The LAW in Annex 0-2 of the MCO 1553.2_ serves as a guide for what information to record. Record the T&R Event including the task, and the conditions and standards associated with the task. Then record each performance step. Generate Knowledge, Skills. and Attitudes for each Performance SteD STEPS When generating knowledge, skills, and attitudes (KSA), analyze each performance step and break it down into a list of KSAs required for each student to perform that performance step. Consideration of the level of detail needed, transfer of learning, target populatIon, and school resources is essential. The method used to identify KSAs is commonly called "brainstorming." Brainstorming is the process used by SMEs and curriculum developers to work together to ensure that KSAs are generated for each task. In order to do this, the differences between knowledge, skill, and attitude must be Identified: .. a a.· . Knowledge Is information ~uli'ed to effectiv¢lya~rnplisli step; task, .or j6b~ Kno\l'iledge involves storing ,lInd.. recali)ng Information and refers to .the learnlrigof names, facts, proceSSes~and principles. Examples Include . "kriow rifle nomendature", or "know thefOrriiat of the operations order", b. KSA - Knowledge, Skill, Attitude. am is the ability to perform an activity that contributes to the accomplishment of the step, task, event/ or job. Examples.lndude··· "disassemble arlfle"i·i'organlze inventory'~, etc. ..' '. ;"':.. :'.: c. Attitude is the feeling or emotion in regard to afaCt;orstatej:~$fhcJ the majority ·of these cannot be observed or li1easur~d wltHld~ttfe&:;ilflnes of • the instructlonalSE;!ttjng; they are generally not recofded~~~rJn9 the . learning Analysls;·.Theexceptlon Is when analyzing the lower levels of Receiving and ReSponding. within the Affective domain. . Knowledge and skills are generated from references for the subject or task, such as an' operator's manual, SOP,. or user's guide. Also, consider the knowledge and skills that the target population possesses upon entering the course. This will ensure that reSources are not wasted on instruction of know/edge and skills that the t?lrget population already possesses. 3-6 NAVMC 1553.1 27 Oct 2010 KSAs are brainstormed and recorded with one object and one verb, the words "or" and "and" cannot be used as they would Introduce a second object or verb. See Enclosure (1) for a non-exclusive list of action verbs and definitions. A KSA must be recorded for each performance step to indicate that the step has been analyzed and not overlooked. If no KSA can be generated for the performance step, then record the performance step as the KSA. These KSAs are an essential part of lesson plan development, as they will become the information contained in the lesson plan. °KSA$:irebrafnstOrmec:hind recorded with one object o and one verb. Group KSAs Review all the knowledge and skills generated for the entire event, regardless of the performance step under which they were initially brainstormed. Circle and/or color-code the ones that are duplicative, very similar, or common to one or more performance steps. For each group, answer the question: "What behavior would confirm that the student possesses these skills and knowledge?" Complementary knowledge and skills are grouped to reduce the number of Enabling Learning Objectives (ELO). Therefore the number of performance steps usually does not equate to the number of ELOs. Record behaviors on a workIng copy/scratch paper and retain since these behaviors are the basis for developing the ELOs. Also, use the scratch paper for notes and other considerations or decisions that are made. ° Specifically, grouped knowledge and/or skills that are beyond the scope of instruction (for more experienced personnel) or are possibly taught elsewhere (In the course or school), stili need to be grouped and recorded as the Learning Analysis progresses. For example, If any grouped KSAs identified during the Leaming Analysis directly relate to the TPD of the course, they would be deSignated as "TPD." Additionally, if a grouped KSA is taught In an earlier portion of the course, then it would not need to be re-taught but merely recalled. These grouped KSAs will be designated as delete "del" since they will not be taught in follow-on lessons. However, since these KSAs were identified during the Learning AnalYSiS, they must be recorded for every task. This is critical to ensure that when future modifications to the course are made, key KSA groupings are not lost or dropped from the Instruction. SfEP6 ELO - Enabling learning Objective. The number of performance steps does not neceSsarily equate to the number of ELOs. ° TLO- The TLO is verbatim from the T&R Event SeQuence Groupings Review the behavior for each individual event and all the groupings of knowledge, skills and/or attitudes. The question to be answered during this step Is, "Which grouplng(s) of knowledge, skills, and/or attitudes should be taught first?" There are several methods curriculum developers use to sequence and present course material. The developer will use one, or a combination of two or more, of the methods listed below to sequence the groupings. 3-7 STEP 7 NAVMC 1553.1 27 Oct 2010 .~ . a. ·WbOI,Nfp,¢j·· Presenttheresultor7prOdu¢tfl~,: and then present the pr 1. Each question is time intensive for measuring or achieving each learning objective. . 2. It Is difficult to relate to intended learning outcomes because of freedom to select, organize, and express ideas. 3. Scores are raised by writing skill and bluffing and lowered by poor handwriting, misspelling, and grammatical errors. 4. Scoring is time consuming, subjectiv,e, and tends to be unreliable. Assessment of Student Achievement. By Norman E. Gronlund. p. 103. 3-24 NAVMC 1553.1 27 Oct 2010 Write Test Items STEP 3 Once the decision has been made on the type of test most appropriate to use for an ob1ective, the Curriculum Developer must write the test item(s). During this step, the Curriculum Developer Is writing test items to be recorded on the LOW. Grading criteria and the construction of the test occurs in the Develop Phase. Refer to Section 3500 for information on Constructing Tests. Each type of test Item has different sets of guidelines to follow. Following these guidelines will asslst the Curriculum Developer to write valid test items.. Writing Performance-Based Test Items. This involves stating the performance objective, creating the checklist (if applicable), Instructions to the evaluator, and instructions to the student. When deveioPingperfonnanCle test items, use the following steps: FOi'an1!Xamp1e ofa· perfotmanc:e-based test item see Figure 3-9. 1. State the performance objedfve as a brief description of what the student must accomplish for successful completion of the performance test. 2. 3. 4. 5. List steps/activities/behaviors (process) or characteristics (product). Note ClOmmon errors that are made when using the checklist. Arrange the activities or steps and characteristics in correct order. Review the checkiistfor accuracy~nd cOmpleteness•. Checklist. Performance test items, which require the student to perform a task, usually have the format of a checklist. The checklist is developed to correspond to the steps or activities of the task being performed and the underlying knowledge and skill elements. Checklists need to be detailed. This may help identify precisely what occurred during performance. The checklist should identify elements that have been taught and measure the behavior. Ensure that III the criteria are included so that the evaluator will be able to tell how well the student meets the objective. A checklist can be either a YES/NO (Mastery/Nonmastery) checklist or a scaled credit checklist with points for each specific action that the student performs. The FLC will Identify which of these will be used In the overall evaluation of the student (See scoring and grading in Test Construction, Section 3504). Additionally, a determination of whether the student should have the checklist when being evaluated must be made. 3-25 NAVMC 1553.1 27 Oct 2010 ~ Process Checklist. When a performance test requires the steps or activities to be rated, a process checklist is used. The process checklist should contain all of the essential steps or activities required for successful performance. Process checklist construction guidelines are as follows: . , Use when the performance of steps or activities of a task Is to be evaluated. 2. ,The steps or activities must be observable. '. 3. Define all of the steps or activities of the task being performed. 4. Sequence steps or activities In order of performance. . 5. Provide space for "checking" the performance of each step or activity. 6. Provide space for recording .and describing errors. 1. Instructions to the Evaluator It! iii iii iii The instructions specify all the information required by the evaluator to include the planning and set-up of the exam, ensuring required student materials are at hand, matching the conditions stated in the learning' objective to perform the behavior. The instructions cover what the evaluator needs to evaluate the student, such as checklists, tools, etc. • The Instructions additionally state any start/stop Signals, safety conSiderations, time limits that the instructor should 'emphasize to the student. Administrative Information such as disposition of the completed evaluation needs to appear In the Instructions, jf necessary. The Instructions must be detailed enough to cover everything the evaluator needs to know or do to make the evaluation happen. Instructions to the Student. Instructions Include student directions, specifically any start/stop directions, any safety considerations"time limits, and how the performance will be evaluated. The Instructions to the student must be clear to ensure that every student Is evaluated on the ability to perform the behavior stated in the learning objective. The instructions to the student must be dear to ensure that every student is evaluated on the ability to perform the behavior stated in the learning obJective. 3-26 NAVMC 1553.1 27 Oct 2010 Enabling Learning Objective: Without reference, given an M16 rifle, disassemble the rifle in 30 seconds in accordance with the procedures listed on pages 2-29 to 2-32 of FMFM 0-8. Test Item: FIGURE 3-9. Sample Performance Checklist 1. Instructions to the Eyaluator: Ensure you have an adequate training facility to conduct testing. Also, ensure the student has an M16 rifle. Inform the students that they have 30 seconds to disassemble the rifle. Inform students that if the time limit is not adhered to or he/she misses a step, the student will be given remedial training and retested. If the student falls a second time, he/she will be recommended for an academic review board. Ask the students If they have any questions. Tell the students to begin and evaluate the students by using the checklist provided. Once the test is completed, let the students know if they passed, send them to their next test station (if applicable), and tUrn completed checklist into AcademiCS Chief. 2. Instructions to the Student: Wh~n the instructor says begin, disassemble the rifle. You have 30 seconds. You will be evaluated using a performance checklist detailing the disassembly procedures of an M16 rifle in accordance with FMFM 0-8. If you fail to complete this task in the time given you will receive remedial training. If you miss a step In the process you will receive remedial training. After completion of remedial training, you will be retested. If you fail to pass the second attempt, you will be recommended for an academic review board. Do you have any questions? You may begin. 3. Performance Checklist a. Cleared the rifle. b. Removed the Sling. c. Removed the handguards. d. Separated rifle into two main groups. e. Removed the charging handle. f. Disassembled bolt carrier group. 1) Removed firing pin retaining pin. 2) Removed the firing pin. 3) Removed cam pin. g. Disassembled the weapon in 30 seconds or less. 3-27 YES NO NAVMC 1553.1 27 Oct 2010 Writing Knowledge-Based Test Items Writing True/False Test Items. True/False items are comprised of statements rather than questions. The Item must be directly related to a learning objective. True/False Items are designed to test knowledge, which means that they should be related to "know/edge" (Know-How-To or Know) from the learning analysis. Guidelines for writing true/false test items are as follows: 1. 2. 3. 4. 5. Include only one idea in each statement. Place the crudal element at or near the end of the statement. Avoid using negatives such as "no" or "not." They tend to confuse students. Do not use absolutes such as "all," "every," "none," and "never." Do not use statements containing "some,""any," and "generally." Below Is a checklist that can be used to evaluate true/false test Items. TRUE/FALSE ITEMS CHECKLIST -~~ 1. Is this type of item appropriate for measuring the learning objective? 2. Does each statement contain one central idea? 3. Can each statement be undisputedly judged true or ' false? 4. Are the statements brief and stated in simple, clear language? 5. Are negative statements used sparingly and double negatives avoided? 6. Are statements of opinion attributed to some source? /s there approximately an even number of true and· false statements? 8. When arranged in the test, are the true and false items put in random order? 7. . Assessment of Student Achievement. By Norman E.. Gronlund. p. 85. . Enabling Learning Objective: Without the aid of the reference, given a M16 service rifle, associated equipment and ammunition, Identify "make safe" procedures In accordance with the FMFM 0-8. Test Item: When given the command to "make safe," the shooter will place the M16 service rifle In Condition 3. Figure 3-10 Sample True False Test Item 3-28 True False NAVMC 1553.1 27 Oct 2010 Incomplete Stem: _ _ _ _ _ Is the first step In disassembling theM16. ~ Components of a Multiple Choice Test Items. Before gettlng Into the rules for writing this type of test item, the various components of a multiple-choice test item need to be discussed. There are thre~ basic components to this test item: the stem, the responses, and the dlstracters. a. simple and understandable terms. Wording should be appropriate to the subject matter and to the group being tested. The solution to the problem should not depend upon the student's ability to translate complex sentence structure contained in the stem. BaSically, there are two types of stems: the Incomplete statement or the complete statement (usually in the form of a question). Complete Stem: When. disassembling the M1G, what is the first step? Cofrectte5pOrise: c. Clear the weapon. Distracters: . a. Take out the buffer. b. Take off the hand guards. c. d. Take off the lower receiver. 5bm!. The stem is a statement of the problem and should be worded In b. Responses. Apart from the stem, the test item also consists of several possible answers or responses; only one of which Is to be accepted as the correct response. There are only two types of responses, the correct response and altemative responses. Alternative responses are also known as distracters: c. Distracters. Dlstracters are Incorrect alternative responses to the question, however, all dlstracters are worded to be believable. Using commonly mistaken ideas and common misconceptions conceming the subject matter can best compose dlstracters. Care should be taken In forming the dlstracters. Dlstracters should not be designed to deceive studentsi rather, they are designed so that a student who does know the material will clearly know that the distracter is an incorrect answer. The student who does know the material should be able to select the correct response. Do not fall into the trap of presenting the student with a choice between several"correct" responses. 3-29 ! NAVMC 1553.1 27 Oct 2010 WdtingMultiple Choice Test Items. Multiple choice'test items are used to test facts and application of rules and procedures. They may also be used to test discriminations and problem solving. Guidelines for writing multiple choice test items are as follows: ' Do not use the articles "a" and "an" at the end of the stem; this tends to indicate'the correct answer. 2. All responses should follow grammatically from the stem. 3. All responses should be of approximately the same length. 4. All responses should have a similar grammatical structure. S. All responses should use similar terminology. 6. Provide as many responses as necessary but normally four. 7. Position the correct response randomly throughout the test. 8. Ensure that there is only one correct answer. 9. Distracters should be plausible (believable) but incorrect. 10. Logically order all responses. Examples are smallest to largest, chronological order, or whatever makes sense. 11. Underline or CAPITAUZE all negatives and "in seguence" words. It is beSt: If negatives are not used In the stem. 12. Ensure that all Items are Independent from other items. No hints at the, answer to other test items should be in any item. 13. Avoid "all of the above/' "none of the above," or "A and B only" in responses. This kind of. response reduces the validity and reliability of test Items. 14. Avoid the use of absolutes such as "never" or "always" since they tend to assess the student's attention to detail rather than the subject. 15. ' Never use double-negatives or double-talk, such as "What response is never true?" 1. Enabling Learning Objective: Without the aid of reference, select In sequence the baSic steps for performing preventive maintenance on the M16 service rifle In accordance with FMFM 0-8. Test Item: IN SEQUENCE, select the basic steps for performing preventive maintenance on the M16 service rifle. a. b. c. d. Disassemble, clean, lubricate, Inspect, reassemble, clear, perform functions check. Clear, disassemble, clean, Inspect, lubricate, reassemble, perform functions check. Disassemble, clean, reassemble, lubricate, perform function check, dear, Inspect. Oear, disassemble, clean, Inspect, reassemble, lubricate, perform functions check. Figure 3-11. Sample Multiple Choice Test Item 3-30 NAVMC 1553.1 27 Oct 2010 MULTIPLE-CHOICE ITEMS CHECKLIST .1fmI~ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15, Is this type of item appropriate for measuring the intended learning objective? Does the item task match the learning task to be measured? Does the stem of the item present a single, clearly formulated Droblem? Is the stem stated in simple clear language? Is the stem worded so that there is no repetition of material in the alternatives? Is the stem stated in positive form wherever possible? If negative wording is used in the stem, is It emphasized (by underlining or caps)? Is the intended answer correct or clearly best? Are all alternatives grammatically consistent with the stem and parallel In form? Are the alternatives free from verbal clues to the correct answer? Are the dlstracters believable (plausible) and attractive to the uninformed? To eliminate length as a clue, is the relative length of the correct answer Similar to that of the distracters? Has the alternative "all of the above" been avoided and "none of the above" used only when appropriate? Is the position of the correct answer varied so that there is no detectable pattern? Does the item format and grammar usage provide for efficient test taking? ASsessment of Student Achievement. By Norman E. Gronlund, p.75. 3-31 NAVMC 1553.1 27 Oct 2010 Writing Matching Test Items. A matching teSt items contains a list of . premises (items that require responses), a list of responses (possible answers), and a br!ef explanation of how the pr~mises and response are related. Guidelines for writing matching items are as follows: 1. 2. 3. 4. 5. 6. 7. 8. Provide, clear, concise directions on how to match the items in the two columns. Indicate whether the responses may be used more than once. I limit test items to a single area of choices to a single subject category. Arrange the responses in the same logical order. Thlfresponses and premises should have parallel grammatical. construction. . Keep each list of premises and responses as brief as possible.· It Is '. recommended to have no more than ten items. Always have more responses than premises. . The entire matching test Item should be kept on the same page. Enabling Learning Objective: Without the aid of reference, Identify the individual components of the three main group~ in a M16 service rlfle,per TM 05538C-10/l. Test Item: Column A contains the three main groups of the M16 service rifle and column B contains a list of individual rifle components. Match the componen~ to its main group. A _ _ B Upper receiver a. Hand guards, rear Sight, ejection port. Lower receiver b. Bolt, firing pin, cam pin. Bolt carrier group c. Slide, half cock notch, ejector. d. Selector Switch, magazine release, trigger. Figure 3-12. Sample Matching Test Item 3-32 NAVMC 1553.1 27 Oct 2010 MATCHING ITEMS CHECKLIST YES NO 1. Is this type of item appropriate for measuring the intended learning oblective? 2. Does the item task match the learning task to be measured? 3. Does each matching Item contain only similar material? 4. Are the lists of Items short with the brief responses on the right? . 5. Is an uneven match provided by making the list of responses longer or shorter than the list of premises? 6. Are the resoonses in amhabetical or numerical order? 7. Do the directions clearly state the basis for matching and that each response can be used once, more than once or not at all? B. Does the complete matching Item appear on the same page? Assessment of Student Achievement. By Norman E. Gronlund. p. 87. Writing Listing Test Items. A listing test item reqUires the student to list a specified number of Items in response to a question. For example, a student may be asked to list the seven basic steps for performing preventative maintenance on the M16. Listed below are a few guidelines to keep In mind when writing a listing test item. 1. The student should always be told the number of items to be listed. 2. A listing test item can cover a complete procedure; such as, the steps in the process of disassembling the M16; 3. If the sequence of the process is important for the student to know, then "in sequence" should.be highlighted or printed in bold text. For Instance, If a Marine was being tested on failure to fire procedures before going to the rifle range, then \\In sequence" would be very important. 4. Provide blanks of the same length ata length long enough for the student's answers. Learning Objective: Without the aid of reference, list In sequence the five phases of the SAT process in accordance with the SAT. Test Item: List IN SEQUENCE the five phases of the SAT process. Figure 3-13. Sample Listing Test Item 3-33 NAVMC 1553.1 27 Oct 2010 Writing Fill in the Blank Test Items. A fill In the blank test Item requires the student to recall facts and supply one or more key words that have been omitted from the statement. When placed in the appropriate blanks, the word(s) make the statement complete, meaningful, and true. Listed below are a few guidelines to keep in mind when writing a listing test item .. Leave blanks for key words only. Keep Items brief. Make a" blanks approximately the same size. Grammatical cues to the correct answer, such as the articles "a" and "an" just before the blank, should be avoided. 5. Ensure that only one correct answer is possible for each blank. 6. Ensure that the sentence has enough context to cue the correct response. 1. 2. 3. 4. " . " . . ' "\ Enabling Learning Objective: Without the aid of the reference, describe in writing the performance characteristics ofthe·M16 service rifle in accordance with TM 05538C-10/1. Test Item: The maximum effective range of the M16 serVice rifle Is _ _ meters at individual/point targets and _ _ meters at area targets. Figure 3-14. Sample Fill In The Blank Test Item Short Answer Test Items. Listed below are a few guidelines to keep in mind when writing a short answer test item. 1. Phrase the item sO that the required response is concise. 2. May use a question or a statement. 3. Provide space for student to answer. 4. Provide same amount of space for each answer. Enabling Leaming Objective: Without the aid of reference, describe in writing the performance characteristiCS of theMt~~rvIce rifle In accordance with TM05538C-IO/1. Test Item: State the cycliC rate of fire for the MI6 service rifle. Figure 3-15. Sample Short Answer Test Item 3-34 NAVMC 1553.1 27 Oct 2010 SHORT ANSWER/FILL IN THE BLANK ITEMS CHECKLIST .. YES NO 1. Is this type of item appropriate for measuring the intended learning outcome? 2. Does the item task match the learning task to be measured? 3. Does the item call for a single, brief answer? 4. Has the item been written as a direct question or a wellstated Incomplete sentence? 5. Does the desired response relate to the main point of the item? 6. Have clues to the answer been avoided (e.g., "a" or "an," length of the blanks)? 7. Are the units and degree of precision Indicated for numerical answers? Assessment of Student Achievement. By Norman E. Gronlund. p.99. Labeling Jest Items. Usted below are a few guidelines to keep in mind when writing a labeling test item. 1. Make all sketches, drawings or Illustrations clear and of suffldent size. If pOSSible, use the actual parts of a unit. 2. Provide sufficient information to indicate what the equipment Is and which part Is to be labeled. 3. The parts to be labeled or identified should be clearly pointed out by using lines or arrows. 4. Ensure that only one definite answer is possible. 3-35 NAVMC 1553.1 27 Oct 2010 Recording Test Items Test items are recorded on the learning Objective Worksheet (lOW), which is a required document of the Master Lesson File (MLF). Refer to MCO 1553.2 Chap 1 para 6 on the required MlF components. See MeO 1553.2_ Appendix 0-4 for the LOW and Appendix 0-5 for the LOW Checklist. Entering test items Into MCTlMS will facilitate the automated grading/scoring of tests, tracking of GPAs (if applicable), and test item analysis (discussed In Section 5300 of this manual). SELECT INSTRUCTIONAL METHODS An instructional method Is the approach used to present instrUction. The method selected will have a direct impact on both the quality of the training system and Its cost effectiveness. Any given lesson will probably Incorporate two or more methods to serve different purposes at different points In the progression of the lesson. STEP 1 Consider the Advantages and Limitations of Methods In order to evaluate Instructional methods, consideration of the advantages and limitations inherent to each is required. Twelve major types of Instructional methods are characterized below. lecture, demonstration and practical application are three of the most common methods. They are easily remembered as "tell, show, do." 3-36 NAVMC 1553.1 27 Oct 2010 I I UMITAnONS' /"iCcture (Formal, Informal, Ideal for presentlng'>manY--'j iii Does not provide an avenue i Briefing. Guest). Ideas In a short time. I for the instructor to estimate ; Formal lecture Involves one-way I iii Suitable for introducing a student progress. i communication used for reaching ; topic. Ii!! No active participation by ! large audience in a classroom setting. 1611 Convenient for instructing i students. ! Informal lecture Involves conSiderable i large groups. '611 Dependent on the interaction between the instructor Iii!! Supplementing material from I, instructor's speaking skills. and student in both the form ! other sources. . 611 Not responsive to individual question and discussion. I needs of students. (Informal lectures however, i I I accommodate these concems) ,---=---------------------- ! Ii:! Can effectively be used for I 611 Does not permit students' ; Indirect Discourse (Panel i needs to be satisfied. Discussion, Dialogue, Teaching extremely large groups. Interview). : Ii1I Facilitates higher level i 611 Instructors cannot gauge If Involves verbal Interaction among 1 cognitive skills. i leaming has transferred. i two or more persons, which is seen IIi1I Class size is not an issue with i Ii1I Requires a high level of : and heard by students. Some i this method. I instructor expertise to be . example Include, dialogue, a teaching I effective. I It! Recommended method to : interview, a panel discussion reach high levels of learning. ; (debate), sklts, playettes, and other II It! Evaluation is not inherent in dramatizations. I method. IIi1I Not responsive to individual , I needs of students. . INSTRUmONALMETHODS filii .uADVANTAGES I i : ! I r-t-e-I~-I~-~-!u~~~~' m-e-th-:-iS-U-S-ed-t-o- r-:a~~~f~J~~ert~~~~~~~~:.·---- f':nd~:~I~~n!~~:y~~~~:IOPi allow students to observe Instructors I 611 Provides immediate Ipreparation. I perform a sequence of events. It is ! feedback. 611 Requires a high level of i designed to teach a procedure, i Ii1I Method may be tailored I expertise. i technique, or operation. ! during instruction. I Ii1I Instructor must be able to ! ! Ii1I Responsive to Individual ) antiCipate student error. ; needs. : Ii1I Best conducted in small Ii1I Extremely effective when groups. i used in conjunction with lecture I Ii1I Success is dependent on I or prior to practical application. demonstrator skills. 611 Evaluation is inherent In 1 method. . I i 611 Instructors can tell if learning I has transferred. I fReadinq'(Bo;k;,-s-,-::gc'-e-::fe-r-e-n-ce---- ~st effective ·a'-nd-:-t~lm-e---ri--r\fofresponsive to individual ! Publications, Web· based efficient means of presenting ! needs. : Material. Manuals. Handouts). I material. I iii Dependent on availability of ! The assignment to a student or i Ii1l Students progress at own resources. printed materials including books, I pace. I Ii1l Evaluation Is not inherent In periodicals, microfilms, manuals and I ! method. regulations, and handouts. (Should be used as a ! supplement with formal Marine I Corps curricula. In cases of entry-level should be used i sparingly.) I i i I I I I 3-37 NAVMC 1553.1 27 Oct 2010 INSTRUCTIONAL METHODS [ADVANTAG'ES' -I UMITATIONS 'I-=$e:-:':!f:-: .. p=-a-ced--::-:c=p-ro-g-r-am-me-d=-,---1 ~ Accommodates learning o Has rigid rules and reqUires considerable development time. Modular. Computer Assisted. I rates. I Mediated). Self-paced instruction is ~ Provides immediate It! Instructor experience must I a learning program, which is i feedback. be high to utilize this method I organized so that students are 0 Responsive to individual effectively. It! Directed towards individual I allowed to move through It at their , needs. 1 own pace under the guidance of an 0 Evaluation is inherent the learning, i Instructor. Some typical applications method. I ! Include, programmed instruction i (paper and computer), modular I : Instruction (prepackaged units of i ! Instruction containing clear statement : of objectives, computer-assisted " , instruction (computer used as vehicle ; for interaction), and mediated : instruction (Slides, film, tapes, and , cassettes). • Questioning cSociitiC'MethOd~--f-~--'Rea-ches hlgher'Tevels of'---i-~ will not work If students : Student Queryl. Questioning as a : learning. Stimulates higher order unfamiliar with the topic, • method is used to emphasize a point, ; thinking. I It! Requires a high level of stimulate thinking, keep students 'It! Effective at developing I instructor expertise to be used alert, check understanding, review ' mental skills. ! effectively. material, and seek ctarlficatlon. Ii:l Evaluation is inherent this i ~ lends itself best to one-onExamples of this method are the method. lone or groups of 8-12 for , Socratic method (inst~ction by asking It! Responsive to individual ; Instruction. , students questions), and student needs and differences. ~ · query (students asking questions). I . ; Discussion-Non Directed (Peer Ii:l Works best if students have I It! Danger the seminar method, ; Controlled Seminar Free experience with lesson topiC. will pool ignorance. , · Discussion). Non-directed Iil' Responsive to the Individual I It! Natural leaders of the class , discussion Is an Individual/group needs of students. ... may dominate diSCUSSion. , interactive process inwhich task or 0 Instructors playa ; objective-related information and limited/passive role. ! experiences are evoked from a Recommended for both • student or the group. This method f lower and higher level cognitive : places the responsibility for learning ! skills. : on the students through their Most effective for small • participation. l groups of 8-12 students. I Ii:l Evaluation not Inherent in method. --~-:--:---:---:--- I are-' I I lit! lit! I 3-38 , , ~ NAVMC 1553.1 27 Oct 2010 i INSTRUCTIONAL METHODS I ADVANTAGES I UMJTATJONS ( Guided Discussion. Guided--- ~ Involves interaction tlyaIT:-'---1 Ii'J Not reCo-m-m-e-n-do-ed-=-=-fo-r-slo-m-p-=-le! discussion provides interaction among ! Ii'J Allows students to exchange II recall of Information. ! students and instructors. This i ideas, values, and attitudes. . It! Effective utilization of this !Irstructional method develops i ttl Responsive to the individual method requires a high level of concepts and principles though a ! needs of students.. instructor expertise. , group process a~d the unobtrusive ! It! Effectively used for teaching .1i'J Instructors must be able to : guidance of the Instructor. i In the Affective Domain. j judge value of student ; I i responses. I Ii'J 8-12 students Is the optimum size to conduct a ! guided discussion. i It! Evaluation is not inherent I I with this method. ,····-·-··---·---------·-·-----·------··--1··-··--·-·-.---.---.. --...---.-.------------- r--···-·------·--·------·--·---: Practical Application. Individual It! Provides student's maximum I It! Time consuming. ! Projects. Students Interact with flexibility to practice and Require supervision and : things, data, or persons as necessary ! demonstrate acquired skills In a I informal evaluation by the to develop the skills to master the ! controlled setting. instructor. learning objectives. i Ii'J Method combines well with can take place outSide the 1 other methods. I classroom. \ It! Evaluation Is Inherent this ! iii Students need to acquire ! method. mastery for this method to be i Ii'J Responsive to student's I effective. , special weaknesses, Interests, ! Ii'J One of the best methods for and needs. ! ensuring learning at higher levels ! of application, analYSiS, and 1 evaluation. ! It! High level of instructor i expertise I Ii'J Designed for individual i instruction. Mayrequlre extenSiVe"-'~---'-rFieldj;'iPs~-A·field trip is an out-of- i It! Students encounter rear---i logistical considerations. classroom experience where students i settings appealing to all senses. interact with persons, locations, and • It! Method is highly i Ii'J Instructor must be at the materials or equipment for the recommended for reaching the ! comprehension level. affective domain. I ril Not typically used as much attainment of objectives. Typically used for affective purposes rather for cognitive development. Ii'J Evaluation not Inherent In than for measurable cognitive development. the method ! It! Not responsive to Individual I needs. . ! I I' i ! lit! I Iii i ritJ Iii i 3-39 " NAVMC 1553.1 27 Oct 2010 .- INSTRUcnONALMETHODS I ADVANTAGES·. rs'-:-m-u-:!=-a-=tI=-o-nS--=-=CR=--o-:!:-e.-p-=-!a-y-:i-ng-,---~ow-r-Isk-a-n-d'-e-"""fti:-ec-ti-ve-·as Gamel). Simulations are low risk, i educational experiences, which " substitute for some real life situation. " It may involve groups or whole units. . Some kinds of simulations are role " ; playing, In-basket exercises (used in ; random order to Simulate a series of Ii matters or decisions which a leader " might actually encounter), i organizational or management i games- students manipulate an , organization or some component part i to produce certain outcomes, , hardware Simulations (students use ; trainers that resemble, to some ! degree, the equipment that is to be 1 used on the job; e.g. flight simulator : and virtual reality). j Case Study. A learning experience j in which students encounter a real-life situation in order to achieve some education objective. !I capstone methods following a "I block of instruction. I ~ Students can operate at the : highest cognitive level in a low: risk environment. I ~ Student weaknesseS and ! strengths can be quickly : Identified and worked with. ~ Recommend few students per instructor ~ Evaluation is inherent in the method. ~ Responsive to students needs. t rUMlTATIONS Ifor~ Imparting Not usually recommended knowledge to students. Knowledge is presumed to ! be prerequisite for this method. ~ Elaborate versions may I require special equipment. i ~ Few students per instruction during simulation Itself. ,~ SimulatIon areas are of various sizes and configurations. I Ii1I RequIres trained staff to conduct. I,~ i I I I ! ~ can be time consuming. One of the best methods for reaching higher levels in the specific on-the-job problems. ! ~ No follow-up evaluation Is I cognitive domain ! necessary i ~ Students must have I ~ Responsive to student's thorough understanding at the ! comprehension level prior to i needs, differences, and ! creativity. starting. ! ~ Evaluation is inherent in the i ~ Level of instructor expertise i method. liS high. i ~ Size of class is normally 1 : small, but may accommodate ! larger groups. :-cc;a"ching. Alearning experience "--fliEnhances fea;:ning"and----""--~ Time cons"umll;g to j where face-to face interaction occurs ! enables performance standards ~ Requires a great deal of , between the instructor and the I to be demonstrated. preparation. [ student in order to meld individuals i ~ Provides immediate I ~ Requires.a high level of , with diversified backgrounds, talents, : feedback. I expertise. experience and interests; encouraging i ~ Responsive to individual I £i:1 Instructor must be able to them to accept responsibility and seek : needs. i antiCipate student error. continued improvement and i ~ Extremely effective when ~ Best conducted In small achievement. i used In conjunction with lecture groups or Individually. 1 or prior to practical application. ~ Accommodates evaluation i ~ Evaluation Is inherent in the and instructors can tell If ! method. learning had transferred. 1~ Students develop new i insights into the solution of i I~ I I deveiOp:- 3-40 I NAVMC 1553.1 27 Oct 2010 Review Method Considerations In addition to considering the advantages and limitations of each method, the Curriculum Developer must review the following: learning objectives, TPD, adult learning principles, and resource constraints. Learning Objectives. The method choice must complement the kind of learning to be undertaken by the students (e.g. cognitlve( affective( psychomotor). Based upon the domain and the level required by the learning objective, methods of instruction are chosen that will enable students to perform at the specified level. A combination of methods work best. F9t:example: Ihhe lerminalleamfng objective required leatrl~rsto.· . asSemble a piece of equipment( then the informal lecture methodal6iie is inadequate to teach that particular skill. Since the objective is a motor Skill, students would benefit by adding demonstration and practical application. . Target Population Description (IPD), Consider the level of motivation, background, knowledge( and skill level of the target population. fot:g'mpl'i . Since the case study method requires the learners to analyze and evaluate the subject matter, then case study methQd wouid not be the appropriate methOd for students With no prior knowledge. Consider Adult Learning PrindRles, Typically, adults are self-directed learners and bring their own experiences to the classroom. Research has shown that they learn best: &1 through problem-based learning. It[ In small groups. Ii1 when challenged. NOTE: The TPD must also be considered along with these prtndples. for eXample: . If the course is entry level, the students may not bring a lot of experlence to the classroom and problem-based.learnlng may.·. not be appropriate... AlsO;cou..se5 furentrY~level5tudents are generally I~rge in size, which may not allow for certain Interactive methods.·· 3-41 STEP 2 NAVMC 1553.1 27 Oct 2010 Resource Contrajnts. Although resource constraints should not be the primary factor in determining instructional methods, availability of resources must be considered. This can include minimum level of Instructor experience, class size, evaluation potential, and the ability to meet the Individual needs of students. For example: If theCurrlculurritieVeloperwarited.to.u~ the demonstration methOd. to show stUdents how to field strlpvanous weapons, experience level of the Instructors would need to be conSidered. In this particular case, Instructor experience must be high in order for the demonstration to be successful. STEP 3 Select Method Select the appropriate method after reviewing method considerations. Record Instructional Methods STEP 4 The instructional method chosen is recorded in McnMS for printing on the Learning Objective Worksheet (LOW) and the Concept card. SELECT INSTRUCTIONAL MEDIA STEP 1 In any instructional situatIon there is a message to be communicated. Video, television, diagrams, multimedia, computers, and printed material are examples of media used to communicate the message. Appropriate media ensures that information is presented to students by the most effective and cost-efficient means possible. The Curriculum Developer should select a media mix that is best suited for,the TPD. selection of media types should also take into consideration theories of adult learning. Consider the Advantages and Limitations of Media Media have various characteristics that make them either suitable or unsuitable for particular training Situations. COnsider the characteristics listed in Figure 3-18 carefully to ensure that the appropriate media are selected for the instructional system. See Media Figure 3·18 on the next page. 3-42 NAVMC 1553.1 27 Oct 2010 ! MEDIA CHARACFERXstICS 'I..... Prl-n-t-ed-M-a-te·-n-:-·a-:",s-.-Pr-in-ted--,---'- I material must be kept simple, yet I meaningful; displaying only small i amounts of information. ; I' ADVANTAGES .I [0-----------------Easily constructed. I It! Easily duplicated. LIMITAnONS .It! can not be tailored to needs of students during Instruction. It! can only be used outdoors if weather permits. . It! Time consuming if images are I: Illustrations or photographS, or digital images. : It! Flat pictures cannot be revised. i 0 Effective for indoor use. ! It! May be enlarged, displayed, or distributed to students as a handout. Low cost. Readily available. Computer-generated j graphics and charts can be easily revised. - ' !It!=:--=Ea-sy-to prepare and use. I, It! Displays are not effective if lettering is not large enough It! May be used to show to be seen by all. ! development or buildup of an event or display. i It! Allow Information to be tailored during j instruction. I It! Effective when .I Instruction calls for great I deal of writing. Portable (In some ! instances). ! It! Low in cost. Readily available. I I Chalkboards and Dry Erase I boards. Common presentation I media tools that are familiar to : Instructors and students alike. I i I lit! lit! ,--,....-.--....... ---.--... -----...----.- r------·------······· .-.._.-...-....-.... , .......--... -...-_....--.. --..- ..._-.--_....-.--_. I Tum Chart. Simple and familiar In I It! Easy to prepare and use. i It! Displays are not effective if ! deSign, specifically in small i It! May be used to show I lettering is not large enough 1 interactive dasses. i development or buildup J to be seen by all. i of an event or display. ! It! Can only be used outdoors If ! It! Allow information to be I weather permits, unless i tailored during i lamination is applied (cost ! i I instruction. It! Effective when instruction calls for great deal of writing It! Allows for interaction between Instructor and i students. It! Portable. i 0 Low in cost. i It! Readily available. I I I Figure 3-18 Media Characteristics (continued) 3-43 factor). · . q"!1!QS" / MEDJACFfAkAtTE'ruStICS /ADVANTAGES' r"ModlisjMoCk~ijPS:"'-""-------"--"-- ! Models/Mock-Ups is . /'LIMITATIONS 'b h f· I .. f0'--APpeaIS.io-stii'dentsT----: r-0-··'Ti~econsumingto·develOp:---'------ . i sense of touch. . j 0' May require specialized ~ representations of actual 0 ~ealistic personnel. I equipment, structures or devises. i 0 Shows details. It! May require assistant I Models/Mock-Ups seeks to . It! Useful In demonstrations I Instructors. I represent actual items when items and hands-on' 0 Class size limited to the size of are too I~rge, to difficult, or too experiences the model/mock-up. i dangerous to be brought into t~e . j ,j 0 May be costly. i classroom. ' ; I 0 May not be readily available. I 0 . cannot be revised (only minor I' ! modifications can be made). A-ct-Y-al-J-tem--'O-b-j:-ect-,-A-I-O-s-ar-e-·-,i 0 Appeals to students' !0 lime consuming to develop. 10 May require specialized i the eqUipment or devices that are sense of touch. personnel. ! actually utilized in the i 0 RealistiC May require assistant i ltI Shows details. : performance of the task or job. i0 instructors. Useful in demonstrations I ! AIOs may be too difficult, ortoo I dangerous to be brought Into an ' and hands-on'· i~ Class size limited to the size of experiences i the model/mock-up. indoor' classroom and therefore .\ lJtf outdoor facilities may need to be. I May be costly. I I rtf May not be readily available. utilized. Actual Item/Object. AIOs' , are the equipment or devices that I 0 Can not be revised (Only 1 I are actually utilized in the ~eplaced) " ! performance of the task or job. i AIOs may be too difficult, or too II,'.. ! dangerous to be brought into an I indoor classroom and therefore : : outdoor facilities may need to be : utilized. I ;1 I I I' I r-'j I 10 'I' I '1 i r-··----.. --·-·----·--..-.. I -~-·-···--···· . .·-·. I-~-···-·-·_ , . -.. . --..--_._. ._..__. . . _. 7".- r-~--' Figure 3~18 Media Characteristics (continued) 3-44 ---.. -.-. .-.. NAVMC 1553.1 27 Oct 2010 MEDIACHARACTERISTI~S usiiiga I ADVANTAGI:S'·' -I UMtrAtlONS . 'iIIuL···Siides are presented p~'"-"-Effective for presentlrlg-- r:1SI'i'de5 can on"IYt;" used where ._. slide carousel and projector that I still images of text, there is source of electricity. projects Images on a large screen or! photographs, and ~ Requires a large screen. wall. l graphics to large I rtJ Projector must be monitored i audie'nces.. I for overheating. . It! Ideal for enlarging ~ Requires additional equipment Images. i (e.g .. slide carousel, extra ttl Easy to develop If bulb). computer generated. Itr can be costly to develop if iii can be combined In any I photos are developed Into sequence. I slides. It! Instructor can maintain ! eye contact with students. . It! Slide projectors are easy to use I ItJ Easy to update, move, i or rearrange. ! Effective for seli~paced ". r-lif-'-"engthy t()develop ... _.......__........... AY.dJ.2. Audio Is generally used in conjunction with other media (e.g. Instruction. iltJ Costly to develop. Easy to use. ItJ cannot be tailored during supplementing a slide presentation). . Instruction. ItJ Requires a source of electricity and additional equipment (e.g. I Audio Deck). I ItJ Cannot be revised. r--._......... _ . _ - ..- .. ...----. ,-..----.,,-..- - - . -.....- . - - . - - - ,.....- ..-.-- r-=-..---..-.---.......----------.......-.---! ~. Video recreates or shows I ItJ Effective for recreating I It! Generally requires a great deal · footage of actual Sites, events, i actual events. 1 of planning. " : procedures, eqUipment that is ! It! Presenting correct i IiJ They can not be tailored I difficult or dangerous to observe in method for performing a during instruction. • class (e.g. volcanic eruption). set of procedures. I It! Requires a source of · 0 Reproduced at a low electriCity. cost. iii Normally requires additional It! Readily available from equipment (e.g. TV). commercial sources. 0 Has a high Initial development o Easy to use. cost. It! cannot be revise~ (copyright). ! I I I I --.~ -.-.-~-.~ i Figure 3-18 Media Characteristics (continued) , 3-45 NAVMC 1553.1 27 Oct 2010 I MEDIACIfAItACTElttmcs j ADVANTAGES .... ..... rUMITAnONS II-~flrn~~~!~~~ :=~\~~:~~- -.---[--~:~S~.:~~t~1 ~~Z.;~~ ·I-~~~~~=~veI utilizes the computer as a n ' I Instructional device. ' ! . . I ItJ . ! ItJ i ItJ i •~ I ItJ rate and sequence of I It! Teaches only a limited range their learning. . I of interaction. Provides immediate i ItJ Human interacti?n is reduced feedback. I or completely eliminated. Provides reinforcement. i ItJ Start-up cost for both Tracks student progress. I·' hardware and software can be Provides diverse : very expensive . learning experiences i 0' Software cannot be revised. , ItJ r----------..·--·- --.-.--.-.-------- ............. - .... -.. -.. -..-..---.. . . . .-. --. ,--....-..-.......".... -----.. . -..-..-.. .-.-.---..-..-------.----......--..-.- ,0 ADVANTAGES I,..M..E~D"'!'IA"""""'C....HA....RA ....:.....CT~. ~ER...I~ST ....I.... C.... S--·I . 0' U .....M ....· .... 1T.... 14.... TI"""'O.... N~S----- 1""1 r"cc,mputer-ijedfBiecf--------"-----------·-··· f·i~I'''Reaf~tfmelnteractiviiYtC;---I--~--Th·e-aassroom-usecfm-usTt;e--'- I Conferencing. Video I large audiences In a cost' efficient way. . Conferencing. Interactive 'I 0 All television/computer. 0 i Television. and Desktop Video systems allow the'; Conferencing. All of these transmission. !1i2J ! methods describe learning via i 0' 00 motion images and "iii I telecommunications. These types of sound over a distance. ! media formats permit cost-effective I ItJ Learners can 0 training to large numbers of people I communicate with the '1, i who'may be disturbed across ! instructor and with each i numerous sites. ! other via telephone or 0 i fYoJo-way video. ! I Teleconference· Virtual I dedicated for two-way communications Can not generally be used for other purposes. Learners may feel isolated. Technical problems any interrupt instruction. Instructors may not feel comfortable using these mediums. Students may be reluctant to assume greater responsibility ' In this type of setting. i 0 Start up cost may be expensive depending on reqUirements. I ItJ May not be available due to I space constraints. i ! I I i I . i i Iii Figure 3-18 Media Characteristics 3-46 NAVMC 1553.1 27 Oct 2010 REVIEW MEDiA CONSIDERADONS STEP 2 The type(s) of media selected should enhance the presentation of information and compliment the method of instruction, be available, and be able to be developed prior to the onset of the course. Curriculum developers weIgh these factors and select the media for the course of Instruction being taught. The following factors are considered and analyzed prior to selecting Instructional media: a,TargetPopulation Description: Consider the abilities, education level, and learning preferences of the learner to select media that meets their learning preferences and abilities. b. Learning Objective: Identify the learning domain addressed in the learning objective as either, Cognitive, Psychomotor, or Affective. Factors that must be considered. c. Class size: Ensure the type of media selected compliments the size of the class. For the Marine COrps, In most situations: 1-9 students is considered a small class, 10 -20 students is a medium class, and over 20 students is a large class. d. Resources: Money, time, scheduling, facilities, personnel, and equipment . availability must also be considered to assess whether certain types of media are available, cost effective, and/or feasible to use. e. Learning Styles: COnsider that students will have different learning styles. Instruction is best when It accombdates visual, auditory, and kinesthetic learners. Select Media After considering the target population description, learning objective, class size, resources and learning styles, select the media that best accommodates these factors. STEP 3 Record Instructional Media The instructional media chosen is recorded on the Learning Objective Worksheet (LOW). The selected media is then recorded in MCTlMS for inclUSion on the LOW and Concpet card. STEP 4 3-47 NAVMC 1553.1 27 Oct 2010 3003. SECTION SEQUENCE LEARNING OBJECTIVES (ILO) Sequendng LOs is the final process of the design phase and provides a foundation for developing course structure. Once this Is completed, instruction is developed. The purpose of sequencing LOs is to ensure the instruct/on promotes learning by the optimum placement of learning objectives. Sequencing LOs provides the following benefits: a. EmelenQr. sequencing LOs allows for an efficient system ofinStrl!ctlon . while avoiding duplication. . . . b. nansition. Properly sequenced LOs allow the student to make a logical tranSition from one skill or knowledge tothe next while avoiding confUSion. This ensures that supporting knoWledge and skills are acquired before dePendent subject matter is introduced; . c. StruCtured Learning. Sequenced lOs serve as a rough course structure and outline the strategy for Instruction. This Is important as it facilitates leamlng, particularly when Introducing new concepts or material. This transfer of learning is maximized when closely related learning objectives are kept together. RELATIONSHIPS BETWEEN LOS To sequence LOs, they are organized Into broad categories. The relationships between them are determined and they are sequenced in the order implied by their relationship. Learning objectives do not necessarily have to be taught In the sequence they are listed. For Instance, facilities and equipment may not be available for this. The organization provides the optimum sequence for learning, but It may not always be possIble to instruct the course in this order. 1 Grouping LOs. Before lOs are sequenced, they should be grouped. LOs that deal with the same subject have a shared element relationship and may be grouped together. The shared element may be that of an object (e.g., ammunition, supply procedures, M16 rifle) or a condition (e.g., a desert enVironment, using a specific piece of equipment, nighttime). a. Same Obiect. lOs with the same object may be grouped together (e.g., all nos pertaining to the M16 rifle or all LOs pertaining to a communications annex). Same object LOs can often be determined by reviewing the T&R Events: because all tasks are grouped by duty areas that define similarities among them. LOs may be grouped by these same areas also. Grouping LOs this way maximizes the mastery of LOs, because closely related LOs are kept together. .3-48 4 NAVMC 1553.1 27 Oct 2010 b. Same Condition. The environment and the resources within a school should be considered when grouping lOs. lOs may be grouped by like resources (e.g., all instruction requiring the use of a radio or all instruction that takes place on the firing range). Grouping learning objectives with the same condition maximizes Instructional time (e.g., Instructional time is not lost due to traveling from one location to another or due to obtaining the same equipment at different times throughout the course) allowing an efficient system of instruction. 2. Relationships In sequencjng. To logically sequence lOs, the curriculum developer must determine the relationship among them. The four most important relationships in sequencing LOs are dependent, supportive, independent, and conflicting. They are describe':! In detail below: Examples of actions having a dependent relationship are: a. Dependent Relationships. Dependent relationships exist between lOs that are a prerequisite to other lOs. Personnel must master the dependent LO before they can master the others. Examples of actions having a dependent relationship are: . .. For a sniper to engage a target, he must firSt learncto apply the prindples ~~~~ns_ . , To send a message in MorSe code, one must first learn to Identify the Morse code symbols for each letter and number. b. Supportive Relationships. In supportive relationships, skills and knowledge in one LO have some relationship to those In another LO. The learning involved in mastery of one LO transfers to the other, making learning involved in the mastery of the other easier. In a supportive relationship, LOs are sequenced so that a logical transition can be made from one skill or knowledge to the next. This type of sequencing Is largely dependent upon the Curriculum Developers expertise in the subject matter and subjective judgment of what makes the learning of a task easier. For example, "maintain a checkbook ledger" has a supportive relationship to "balance a checkbook." You ·could learn how to balance a checl. The total amount of time required to conduct a lesson, event, or exam is reflected here. This Is automatically calculated within MCTlMS based on the total of hours allocated to individual methods. See hours (per method) below.· Method. Instructional methods selected during the design phase and recorded on the LOW are assigned to the concept card. This is done not only for quality control, but also as a quick reference. The method is recorded as a code or abbreviation. . , Hours (per method). The overall time for the lesson is broken down to reflect how much time is allotted for each of the selected methods. ~I' ~ . Student Instructor (S:I) Ratio. The student instructor ratio is determined so that it complements the selected method. For example, a ratio of 30:1 (students :instructor) would be appropriate for a lecture. During practical application where additional instructors are requlred.for closer supervision of the students, a 30:5 ratio might be necessary. The difference in these two ratios Is determined by how the practical application exercise is actually conducted. Are the students and Instructors working in a small group, or are additional instructors merely added to the classroom for additional control? Mathematically, MCTlMS will treat the ratios the same for the Instructor Computation Worksheet (lockstep). Curriculum developers must remember the concept card provides a "snapshot" of what is actually transpiring In the classroom. ~. Media that were selected during the design phase and recorded on the LOW are assigned to the concept card. This is done not only for quality control, but also as a quick reference. The media are recorded as a code or abbreviation. 4-7 NAVMC 1553.1 27 Oct 2010 Learning Objectives. On task oriented or exam concept cards, the learnIng objectives Included in the lesson for that task are recorded. A TLO should only appear on a Concept card for a lesson or exam during which students will actually perform the TlO. Lesson Purpose. A -detailed lesson purpose statement will replace the learning objectives on a Lesson Purpose Concept card. Ammo Reqyirements. Those learning objectives requiring ammunition for (DODle) • -Department of Instruction and evaluation must have the Department of Defense Identification Code (DODIC) and nomenclature for each ammunItion type used .. This Defense IdentlfiQtion Code information can be found in MeO P8011.4_ Marine Corps Table of Allowance for class V (w) material (peacetime). The DODlCs are broken down by the number of rounds per student, expended and unexpended, during the execution of the lesson. The number of support rounds, expended and unexpended, are also recorded by DODIC. Ammo allocations for a lesson must reffect the relationship between TLOs and the ITEs they are developed from. ITEs establish the ammo requirement and those DODICS and amounts must be transferred to the lesson by no. There must be parity between the ammo requirements in the T&R and POI. Any 100lstlQI requirements Identified on task oriented concept Qrdswillk . rmtIi. This section can be used to provide a word picture describIng the transposed to the ....•...• execution of the class, exam, or event. It can be used to capture, in detail, any Instructor preparatiOn·· Information that clarifies additional instructional and resource requirments such Worksheet. . as: " " " " " " " Safety (e.g., HIghest Initial and residual Risk Assessment Codes [RAC]) Justification of exam method Instructor ratios (e.g., justification of additional instructors for different methods and safety) Logistical requIrements (e.g., requests for transportation, ammunition, or ranges, etc... ) External personnel support (e.g., corpsman, RSO, contractors, guest lecturers) External facilitIes (e.g., pool, laboratories) External equipment support (e.g., helicopters, computers, radiOS, tanks etc... ) References. References are source documents that include doctrinal publications, technical manuals/ field manuals, and Marine Corps Orders. These references provide guidance for performing the task in accordance with the given conditions and standards. Signature Blocks. MCTlMS allows names or titles of up to five officials to be entered on the concept card for the purpose of routing/approval. Routing and approval procedures are normally found in the FLC SOP. Optional Items. Phase and group deSignators are optional elements that can be entered to identify certain timeframes or instructional teams responsible for specific instruction during implementation of the POI. For example, Recruit training has Forming, 15t, 2nd and 3rd Phase. During 2nd phase Weapons and Field Training Battalion (WFTB) is responsible for the instruction of marksmanship skills. 4-8 NAVMC 1553.1 27 Oct 2010 .SECTION. 3 4003. CONQuer AN OPERATIONAL RISK ASSESSMENT (ORA} The FLC conducts an Operational Risk Assessment (ORA) on aU events, lessons and exams. The concept of Risk Management formalizes the process of training safely and efficiently. Rather than relying solely on Individual experience to achieve the best results, risk management provides careful analysis and control of hazards in each lesson. Refer to MCO 1553.2_ for aRM and High Risk Training (HRT) procedures and requirements. 4-9 . NAVMC 1553.1 27 Oct 2010 SECTION 4 4004. DEVELOP LESSON MATERIALS The purpose of developing instruction is to generate the lesson plans, student outlines, supplemental student material, media, and an Instructor Preparation Guide (IPG) to support the training. Curriculum developers must create materials that support student learning and compliment Instruction. Real world relevance is the key in the development of lesson materials to maximize the transfer of learning from the instructional setting to the job. Relevance dramatically increases the student's motivation to learn and retain those skills that will help in the performance of the job. The steps In developing lesson materials include securing resources, writing the lesson plan and student materials, developing the media, and creating an Instructor Preparation Guide. SECURE RESOURCES LOW - Learning Objective Worksheet. LAW - Learning Analysis Worksheet The development of Instructional materials begins with acquiring all the resources necessary for instruction. A final review of the concept card for the lesson needs to be made to ensure that required resources are available. The concept card will provide the methods to use, how much time Is attowed for each method, the type of media, instructor/student ratiO, and other notes regarding the lesson. In addition to the concept card, the Learning Analysis Worksheet(s) (LAWs), Learning Objective Worksheet(s) (LOWs), and all applicable references are reviewed to provide the background and thought process from the Design phase. This Information will assist the curriculum developer in ensuring that the written lesson meets the Intended lesson goals. WRITE A LESSON PLAN The lesson plan is a comprehensive document that details the strategy to be used in teaching the learning objectives. The lesson plan is a comprehensive document that details the strategy to be used in teaching the learning objectives. Before learning the mechanics of writing a lesson plan, it Is important to understand the function and components of the lesson plan. Function of a Lesson Plan. The lesson plan has three functions: a. First, it provides the instructor, regardless of Individual level of expertise, with a detailed script establishing all the information concerning preparation and delivery of the lesson content. b. Second, it establishes continuity and standardization of instruction so that the same information is taught every time. c. Third, it provides a historical document of what has been taught at the FLC. . 4-10 NAVMC 15.53.1 27 Oct 2010 Components of a Lesson Plan The title page, Introductio~, body, and sum'mary are the primary components found in a lesson plan. Refer to MCO 1553.2_ Appendix 0-16 for a sample of the format to use when writing the lesson plan. ' Title Page. The title page is the cover sheet for the lesson plan. Introduction. The introduction is written to gain the attention of the student at the beginning of the lesson and provide an overview of what the student can expect in relation to the lesson. There are seven parts to an Introduction. They are the gain attention, overview, leaming objectives, method and media, evaluation, Safety/Cease Training brief (per the ORAW) and the transition into the body. These parts will be discussed in more detail later in this section. IHI. The body of a lesson plan Is a detailed script of the content to be presented. It is written to cover all of the Information necessary to master the learning objectives for the lesson. It indudes the main Ideas, lesson content, tranSitions, instructor notes, and cues for the Instructor. Summary. The summary provides a review of the main idea's, reinforces the importance of the content, and includes administrative Instructions for the students. '. How to Write a Lesson Plan' ' Writing the lesson plan involves producing' a detailed script that establishes what . needs to be said and done during the lesson so that the students are able to meet the learning objectives. The lesson plan is written In the folloWing sequence: ~ Title Page~ , 0~Body., 0" introduction. 0iifsert Transitions, Instructor Notes, and Cues. III Summary. The title page is pro.-uced first. Next, the body is outlined and written so that a conceptual framework 15 established. This conceptual framework establishes the main ideas and the sequence in which they will be introduced. Since the introduction provides an overview of the conceptual framework, it is written after the body is developed. Once the introduction is completed, transitions, instructor notes, and cues are inserted into the lessQn. Last, the summary Is written to bring dosure to the lesson. ), 4-11 Refer· to MeO .1553~2 Appehdbc: 0-16 for it - sample of the format to use When writing the lesson plan. NAVMC 1553.1 27 Oct 2010 The following steps detail how to write each component: STEP 1 STEP 2 Title page. The title page contains the school's name and address centered at the top. Centered In the middle of the page are the lesson title, lesson designator, course title, course Identification number, and the date the lesson was developed or revised. At the bottom of the page is the signature block and date of approval. (See MCO 1553.2_ Appendix 0-16 for a sample lesson plan.) Writing the Body. When writing the body the curriculum developer establishes and sequences the main Ideas, Inserts content, provides examples, determines and inserts methods. This Is done in a manner so that the material flows and aids the transfer of learning. Steps in writing the body are as follows: o ESbiblish Main Ideas. o D~terniine Piacement of Methods. 0' Seq-uence Main Ideas. III Insert Content. . . It! ProYldeExamples~ 0' Insert Methods. 1. establish Main Ideas. Within the body, main ideas are numbered 1, 2, 3, and so on. As a general rule, the main Ideas correspond with the learning objectives. However, there are times when an ELO Is complex and must be broken Into more than one main Idea. The main Ideas need to be bold, underlined, and uppercase so that they can be easily distinguished from the rest of the lesson content by the instructor. The grouped and sequenced . knowledge and skills that were produced during the learning analysis can be used to break the main Ideas into spedflc subheadings detailing the outUne. . Such knowledge and skills provide the curriculum developer with more comprehensive information to cover within the lesson. The format for the body Is as follows: 1. MAIN IDEA #1. a. pa@9raPh Heading. (1) Parag@ph Heading. (a) Paragraph Heading. 1. Parag@ph HeadIng, . ; il.pa@g@ph Heading, 2. Sequence Main Ideas. The main ideas are normally presented In the same order as the learning objectives. The initial sequence of the learning objectives was determined during the Design Phase. However, the curriculum developer may have to re-sequence the main ideas to ensure that the lesson plan flows logically, student retention Is maximized, and logistical constraints are met. 4-12 NAVMC 1553.1 27 Oct 2010 3. Insert Content. Content Is now Inserted to explain, In detail, the main ideas. and subheadings. The information Is complied from the references noted on the concept card (e.g., technical manuals, Orders, and reference publications). It is the curriculum developer's responsibility to ensure that the information is explained in such a way that the instructor can easily understand the content. 4. Provide Examples. In addition to the teaching points, real world examples and experiences are placed in the outline to aid the learning process and provide realism for students. The material must be structured to present a variety of examples to explain a topiC. The use of multiple examples helps students with varying experience and comprehension levels better understand the material. Examples also emphasize how to do or how not to do something and why. 5. Determine Placement of Methods. The methods that were determined during the Design Phase are listed on the concept card. However, the placement of the method in the lesson plan is determined at the time that the lesson plan Is being developed. For performance-based learning, the placement of lecture, demonstration, and practical application methods in the lesson plan is important to the learning process and level of retention. a. Lecture (Formal/Informall. Lecture Is assumed as the method for presenting the content of the lesson unless another method is noted. All other methods will have an associated instructor note and specific directions for employing that method. Lecture is generally used to provide the .foundational knowledge required for the development of skills or attitudes. For instance,lecture Is generally used before demonstration and practical application so that the students are familiar with the process or procedures before seeing" and performing them. b. Demonst@tion. Demonstrations usually take place during or following the lecture.. When using demonstration, the instructor explains the process or procedure while performing It for students. Demonstrations can be placed anywhere in the lesson, but are normally placed Immediately prior to the practical application. c. P@ctical Application. Whenever students are learning a new skill or acquiring knowledge, they should be given the opportunity to practice what was taught. The more practice stUdents are given during InstrUction, the more likely students are to retain the Information and apply it to the job. When a practical application Is Involved, decisions must be made on the placement and frequency of the practice session(s) (massed versus distributed). Additionally, it must be determined whether the task(s) need to be taught as a whole or broken into parts (whole versus part practice sessions). , More detail on these type of practice sessions are discussed below along with a chart to aid In this deciSion making process. o o MaSSed VerslJs Distributed. Practice, Sessions· Whole Versus Part Practice Sessfons 4-13 " r' NAVMC 1553.1 27 Oct 2010 ~ Massed Versus Distributed Practice Sessions. In massed practice, the learner engages in one or a few Intensive, extended periods of practice with little or no rest between. The alternate form of practice Is called distribute4 In which the learner participates in many relatively short practice sessions spaced over time. Based on the time constraints of the course, the curriculum developer must decide whether to divide practice periods into segments of distributed practice or plan one continuous session of massed practice. For Instance, distributed practice Interspersed with rest periods permits more efficient learning of psychomotor skills than does massed practice. The reason for this Is that rest periods allow students to overcome the fatigue that builds up when performing the same procedures continuously. The greater the length or difficulty of the task, the more appropriate distributed practice Is relative to massed practice. Shorter&. More Frequent Longer and Less Frequent ~IS--slm-Ple~ repei-iti-ve-,or-bo-r-in-g--------:--::--:-:----~ -":I:"-s~c-'oi1l-..,..·-:pl,...,-ex-,·.,.-'·----.----.-.-.--.--...- - - - - Demand. Intense concentration ..•.. · .•·. . ·... ·. ·. ;;c •.·Has.manyeiements . . Is fatiguing . . ... ..' •........ , •.. , ....... Requires warm-up -I Demands dose attention to detail· Is a new one for the performer .---..., -= {! II /-g__ . CII II 'fiE "'81 ....... S. I r-· -.----- . .-.-------....-.-.-.---.-..--..--.-----._--.------------. I Is young or immature (unable to sustain activity) Is older or more mature i Has short attention span Is able to concentrate for long periods of time Has poor concentration s k l l l s H a s good ability to focus attention , Fatigues easily Tires less easily I Smith and Ragan (1999), Instructional Design, 2nd Edition. ~ Whole Versus Part Practice Sessions. The curriculum developer must decide If it is more effiCient to teach an entire task at each practice session (whole) or to teach individual subtasks initially (part) and begin combining them as the student masters each subtask. For tasks that have highly interrelated subtasks (e.g., preparation of an operations order), the whole method is more effiCient than the part method. When tasks do not have highly Interrelated subtasks (e.g., preventive maintenance of the M16 rifle), the part method Is superior to the whole method. Emphasize Whole Emphasize Parts -'Has hlghiY depehdentCititegrated) parts--~.--~ -Has highly Indlvidu-al~arts Is very complex· r Is simple Is not meaningful In parts ... -c-~.-..- - - - - . - . . Is rt\ade up of Individual skills . .. ~~t;;g;;:;=t:~~{r~;~;~:::2:~ti: 1 I Is highly skilled . . .. is having difficulty with a partic'tilarpart canhOt succeed with the whole method .....Smith and Ragan (1999), Instructional Desi~n,"2:;:r·Editi~~. 4-14 ,. ..•.. ... aa_ · PI· hi NAVMC 1553.1 27 Oct 2010 a. Other Methods. During the Design phase, the appropriate methodes) for each learning objective was determined and placed on the Learning Objective Worksheet (LOW). The placement of methodes) in the lesson plan is determined by where the content for each learning objective is being taught. However, there are methods that can cover multiple learning objectives. One such method Is the case study that is placed at the end of the lesson for reinforcement. Before making deciSions concerning the placement of alternate methods, conSider the following: ~. ~ ~ The amount of knowledge and/or skill that the student needs as . prerequisite for the method to enhance the learning process. The amount of knowledge and/or skill that the student brings into the lesson. . 6. Insert Methods. Whenever there Is a method, other than lecture, Inserted In a lesson plan, specific instructions must be provided to the instructor. This provides the instructor with the details so that he/she is able to implement instruction as Intended. When practical-application is Inserted into the outline, practice and provide help headings are Indicated to offer detail to the instructor. All other methods will have student role and instructor role headings. These headings are described in detail below. a. Practical Application. There are three headings used when Inserting practical application. An example of the format follows. It! Practical Application Heading. This heading is uppercase, bold, and underlined. Beside practical application, general information Is provided to include group size, If applicabler and setup (handouts, turn charts, actual items to distributer etc.) for the practical application. The purpose of the practlcal application and the desired outcome should be explained. '" Practice Heading. This heading is uppercase and bold. Beside practice, the curriCUlum developer describes in detail step-by-step instructions for what the student's role in the practical application will be. '" Provide-Help Heading. This heading is also uppercase and bold. Underneath the provide help heading are three subheadings describing the instructor's role before, during, and after the practical application. The subheadings Include the safety briefr supervision and gUidance, and debrief. PRACtIQL APPUQ.UON.Provlqege!1eral il1fQrm~.tlon to include group sizer if appll~qi~icmd setup (handouts; fufncharts, 'aetUal'iiems' todistribute:ett:;).,: Provide the purpose of the practical application. . . PRACTICEi Describe In detail step-by-step instructions for what the student's role in the practical application will be. PROVIDe-HELP: Describe the Instructor's role. 1. safety Brief: (per the ORAW) This is a brief to the students on safety precautions and what to do if there is a mishap. . 2. Supervision and Guidance: Describe what the Instructor Is doing during the PA, I.e., moving about the room, aSSisting students, answering questions. 3. Debrief: (If applicable) Allow partiCipants opportunity to comment on what they experienced and/or observed. Provide overall feedbackr guidance on any misconceptions, and review the learning points of the practical application. 4-15 Example of format for Practical Application NAVMC 1553.1 27 Oct 2010 b. Other Methods. There are also three headings used when Inserting other methods. An example of the format is on the next page. Ii!! Method Heading. The method heading identifies the method being used. This heading is uppercase, bold, and underlined. Beside the method, general information is provided to include group size, if applicable, and setup (handouts, tum charts, actual items to distribute, etc.). The purpose and desired outcome should also be explained here. Ii!! Student Role Heading. This heading is uppercase and bold. Beside student role, the curriculum developer describes in detail step"bystep Instructions for what the student's role is during the method. Ii!! Instructor Role Heading. This heading Is also uppercase and bold. Beside instructor role are three subheadings describing the Instructor's role before, during, and after method Implementation. The subheadings Include the safety brief, supervision and guidance, and debrief. DEMoNSIRADlfd::J?i9Vf«e"!1erre~l~hldtm:a.tlonto Inc;l~de.,9rouP size,. If " ... Example of format used for methods other than practical application. .aRP.1icablei:'Cin~'Set\;lp;(haridoutsj· turn.:ttiarts~':actUal:items,to:distr~bute; .ett.). :~6~~¥;~OLE:' D~beln.de~l.I~teP-by~;ePins~~~~~:tcit~hatthe student's role duringtl:le(jemorisfratlon~willbe: ". . . .'. INsTRUCTOR ~O(E:b~fI'~I;n~~ttOr'sc~o"e. .'" " ". 1. Safety Brief: (per the ORAW) This Is a brief to students on safety precautions and what to do if there Is a mishap. 2. Supervision and Guhliince: Deserlbea' detailed script of exactly what the Instructor Is doing during the demonstration. .• 3. Debrief: (If applicable) Allow students the opportunity to comment on what they experienced and/or observed. Provide overall feedback, guidance on any ml~oonceptions, arid: revJeW the learning points of the demonstration. STEP] Write the Introduction. There are seven parts to an Introduction. They are the gain attention, overview, leamlng objectives, method (and media), evaluation, Safety/Cease Training brief, and the transition into the body. Gain Attention. The gain attention is developed to capture the students' Interest. It must relate to the lesson content and Inform the students why the Information is Important. The gain attention needs to provide the student with . why he/she needs to learn the Information. This is often referred to as the WIIFM ("What's in It for me?"). According to adult leaming principles, adults are motivated to learn to the extent that they perceive what they learn is applicable to what they do. By providing the relevance and Intent of the lesson, the attention of the students is gained. The curriculum developer needs to provide in the lesson plan a completed gain attention, along with a few other possible ideas. Extra lines are placed below the gain attention so that the instructor can personalize the completed gain attention or use one of his/her own ideas. Any changes within the lesson plan need to be approved by the appropriate personnel in accordance with the FLC Standing Operating Procedures (SOP). 4-16 NAVMC 1553.1 27 Oct 2010 The following Items can be used for galnattentlon$:·· . : .:. o o o o o Types of gain attentions Videodip. Skit. , _J Historical/actual event.,·, . Rhetorical question. Unexpected/surprising statement. that can be used. Regardless of the type of gain attention used, Its elapsed time should be in proportion to the overall length of the! lesson. For example, a gain attention for a one-hour class should be no more than 3-5 minutes. 1. Overview. In the overview, the Instructors can first Introduce themselves along with their qualifications or experience. The overview then describes the intended outcome of the instruction and the conceptual framework of the lesson. A conceptual framework informs students of the learning agenda for the lesson by stating the main Ideas that will be covered to achieve the desired outcome. By providing the conceptual framework, student anxiety Is 'decreased. Adult learners prefer to be-oriented to what will be covered. The overview may also state the lesson'srela'tlonshlp to other leSsons within the course, if applicable. 2. Learning Objectives. Learning objectives are presented early in the lesson to Inform students what knowledge or skill is required for successful completion .. It is critical for students to understand at the outset of a lesson what is expected of them. A lesson presents at least one (or more) Terminal Learning Objective(s) (TLOs) and the Enabling Learning Objective(s) (ElOs) associated with the listed nos. Listing the nos provides focus for both the student and Instructor. The TLOs are the desired goal(s) within the lesson plan and the ELOs are the main Ideas that support the TLOs. The TLOs and ELOs are transferred to the lesson plan verbatim and In the same sequence as they appear on the o;.mcept ,card. For lesson purpose classes, a statement Is placed in this section to state "there are no formal learning objectives." 3. < Method/Media. The methodimedla section describes the dei'ivery system that was selected In the learning analysis. This Information Is found on both the concept card and Learning Objective Worksheet (LOW). In addition, the method/media section of the introduction is the natural area to place administrative Instructions that affect the delivery of the lesson. An Instructor note must be inserted immediately following this section to ensure these Instructions are delivered to the students . . An example of the format for the note explaining Instructional Rating ~or~s (IRF) is' below: . INSTROCTOR NOTE Explain Instructional Rating Forms. 4-17 Insert instructor note to explain IRFs between the f4ethod/Media and the Evaluation portion of the Introduction. NAVMC 1553.1 27 Oct 2010 5. Evaluation. Most learners want to know how, when, and where they will be tested on a lesson's content. In order to reduce student anxiety, the evaluation section of the introduction describes the type of evaluation, time, and location (i.e., \lIn accordance with the training schedule'1 of where the students' knowledge or skills will be evaluated. This information can be obtained from the training schedule and the exam concept card. For lesson purpose classes, there are no formal evaluations. When d~lopingthe Safetyfellase Training brief, refer directly to the ORA worksheet. 6. safety/Cease Training (eT) Brief. Lessons that Involve risk of Injury, or damage to equipment must indude a safety brief. Explaining to the students that hazards have been Identified and controls implemented to minimize the risks will reduce anxiety about the training. Identified controls and hazards are provided from the ORAW completed on the lesson. This also serves to make the students safety consdous before the first main Idea is introduced. Additionally, the cr will be briefed if all students are required to know and initiate a stoppage of training. Regardless of the student's role, the Instructor is responsible for reviewing and executing the CT policy for the lesson spelled out on the Operational Risk Assessment Worksheet located In the Master Lesson File (MLF). 7. Transition. A transition Is placed between the introduction and the first main idea. This transition is where the instructor ensures all students have an understanding of what is going to be taught, how it is going to be taught, how they will be evaluated, and Safety/Cease Training procedures. The transition then introduces the first main idea. The curriculum developer must provide the transition, along with blank lines, so that the instructor can personalize. An example of a transition Into the body of a lesson. TflANSIDON: Are there any questions about what will be covered, how It will be covered, or how you will be evaluated? Do'you have any questions about the safety or CeaSe Training procedures? Now let's talk about (first main Idea). Insert Transitions. Instructor Notes. and Cues. Now that the body Is outlined and the introduction is developed, the next step is to insert transitions, instructor notes, and cues (time, media, and break) into the lesson. STEP 4 L Types of Transitions to Insert. Transitions tie together the different components, methods, and main ideas within the lesson by smoothly summarizing one main idea and introducing the next idea. The transition should reinforce the conceptual framework, allowing the instructor to probe and gather feedback from the students. a. Transition. A transition is placed between the Introduction and the first main idea, between each main idea In the lesson, and between the last main idea and the summary. A transition contains three elements: review, probe, and introduce. ~ Review. The review Is done by smoothly summarizing the main idea that was just taught. The students are then asked if they have any questions about the information covered so far. 4-18 NAVMC 1553.1 27 Oct 2010 ~ ,Probe: The probe allows the instructor to confirm student 'comprehension by asking questions and accepting feedback. At least one question should be asked during a transition that relates to the last main idea ,covered. The curriculum developer writes the question to be posed and its intended answer directly in the lesson plan .• Questions need to be challenging and coverthe critical point of the last main idea. Unless a direct question actually appears in the transition, inexperienced instructors' may not ask a probing question. However, blank lines are left at the end of each transition so that the Instructor has 'room to personalize each transition. If the instructor personalizes the transition, he/she must be sure to review, probe, and introduce the next main idea. The transition should not be the only place where questions are posed. (Refer to Section 4301 for more on questioning.) A.trai1sitioncontain5lt1~ elements: review, proM, . and Introduce. ~ Introduce next main idea. The Introduction of the next main idea takes the instructor smoothly Into the content to be covered next. To sum It up, after a review of the. main idea, an overhead question appears to allow students an opportunity to ask any question on the material (i.e., "Are there any questions on _?'1. This Is followed by at least one direct question that will be asked during the transition. It comes from the last main idea taught (I.e., Q: "What Is the... A!"). Then the next main idea is introduced. . An example of a transition is in the shaded box below: TBANsJTJ()N:' fiiowthat we've·talkedatlOlit why the SAT is important, a're there any questions? QUESTION: Why does the Marine Corps usethe'Systems Approach Training? ANSWER: The process reducessubjectlvilyin how formal··school '. decisions are made regarding curriculum and ihstructlon. Now, let's talk about how the SAT is used in the FLC environment. to b. Interim Transitions. Interim transitions are used when a method (e.g., practical application, demonstration, etc.) or break is inserted within the main Idea. These transitions are placed before the new method to provide the instructor with guidelines of how to transition from the lecture to the next method or break. Once the method or break is complete,' another transition must be placed to close out the method and transition back to lecture. An Interim transition is different from other transitions because it . does not require a probing question. If a new main ideals to be introduced following the method or break, then a transition should be written to review! probe, and Introduce the next main idea. An example of an interim transition is in the shaded box below: INTERIM TBANsmQN: Thus far, we have discussed the techniq'ueslised for effective questioning. DOes anyone haveariy questioos about questioning techniques? At this point, we're going to do a practical application where you will use the different questioning techniques. ' . 4-19 Interim Transitions contain Elements: 1. Review 2. Introduce method or next heading NAVMC 1553.1 27 Oct 2010 2. Insert Instructor Notes. Instructor notes Include information pertinent to the conduct of the lesson and can appear throughout the lesson. These notes are normally short and concise. Instructor notes are especially valuable to alternate Instructors. As with cues, instructor notes should stand out from the normal text as illustrated below with a text box. An example of the format for an instructor note Is below: INSTRUCTOR NOTE Have the students refer to TM 9-2350-264-10-1 for preparing the driver's station on the M1A1 tank. 3. Insert Cues. There are three types of cues contained In the lesson to assist the instructor with the presentation of the material. All cues must stand out from the regular text of the lesson. The three types of cues are: o Time Cues. Time cues are approximations for the amount of time required by the instructor to present each lesson component. ~ Main Headings. Time cues for main headings (Introduction, 3 typeS of Cues Body, and Summary) are placed right justified of the heading. The cue is bold, capitalized, and in parenthesis (30 MIN). The main heading time cues (Introduction, Body, and Summary) add up to equal the total lesson time. 1. Time Cues 2. Media Cues 3. Break Clies ~ Main Ideas. Time cues for the main Ideas within the Body are placed two spaces after the main idea. The main Idea cue Is bold, naturalcased text, and in parenthesis (30 min). All main Idea time cues add up to the Body time cue. The sum of all the main heading time cues [and, at times, method time cues (see below)] in a lesson plan equals the total time for the lesson reflected on the concept card. ~ Methods. The time allotted for a particular method (demonstration, practical application, case study, etc.) is explained within the method Instructions, with the ex~ption of one case. If a method is not within a main idea, then it has Its own time cue. For example, If three main ideas are covered and a practical application is inserted at the end to practice material covered In all of the main Ideas (mass practice), then that practical application Is given Its own time cue since the method is not associated with anyone main idea. One exception within time cues for methods Ii:] Media Cues. Media cues are placed throughout the lesson to tell the instructor what media to use and when to present it during the lesson. An alpha/numeric designator is used to Identify specific medium at a specific point in the lesson. For example, (ON SLIDE #1) indicates to the Instructor to employ slide # 1 of the presentation. fi1 Breaks Cues. Students are more likely to retain information If breaks are built into the course. It is generally recommended to allow a tenminute break after every 50 minutes of instruction. Remember, It Is important for the instructor to summarize information via a transition from day-to-day, lesson-to-Iesson, and before and after breaks so the flow of instruction Is not disrupted. A related a~jvjty can also be inserted to regain the students' attention to the subject material after the break. 4-20 NAVMe 1553.1 27 Oct 2010 NOTE: A break cue is not counted as a separate time cue when it is within a main idea. However, if the break cue falls between main Ideas, then it becomes a time cue. In a case where a break cue becomes a time cue, the main idea time cues and the break cue are added together to equal the Body time cue. An example of the format for a break cue is below: STEPS. (BREAK ~ 10 Min) . Review Lesson plan and ORA. Compare the lesson plan with the ORA worksheet to ensure that all hazards have been identified and that the controls have been Integrated Into the lesson plan. STEP 6 Write the Summary. The summary is a short paragraph which restateS the main ideas (conceptual framework) discussed during the lesson. The summary is not used to re·teach material nor introduce new material; it is concise. No questions are asked or answered during the summary of a lesson. All questions should have been answered in the body and in the transitions.' The summary needs to provide closure, a "mini-WIIFM," quote, or similar item, which will confirm why it is important for the student to remember what was taught. The final element of the summary given to the student Is closing Instructions, I.e. "Flit out IRFs and take a ten-minute break." IRF - Instructional Rating Form. STUDENT MATERIALS Student materials serve as a guide to what is being presented in the course. These materials can provide class participants with additional facts and information. These materials also serve as a study guide that should be referred to during the course and/or as a job aid that students can take back to their unit following the completion of the course. When developing student materials, the appeal and ease WlfeildeveloplngStUderit . of their use needs to be considered. These materials are supplied to aid the student material~,th8 appealancl . in his/her learning. There are two types of student materials, student outlines, and eaie of their use needs to ., " supplemental student materials. Ea<:h Is designed for a specific purpose that will aid i)eceOnslderecl; the student during the course. 4-21
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