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.

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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.

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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.

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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

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It!
It!
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It!

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.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.
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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 . . ·

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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
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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.

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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

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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.

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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

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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
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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

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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.

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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."

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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

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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

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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:-

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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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