Instructor Upgrade
Publications
ACCI 11-252, ACC Formal Operations Training Publications Management
Implements policy guidance in AFMAN 11-202 Vol 1, Aircrew Training.
Establishes policy and guidance for each level in developing Training Task List (TTL), syllabi and other syllabus related documents.
Applies to all persons who prepare, manage, review, approve or use ACC formal ops training publications including ANG/AFRC.
ACCI 11-464, Training Records and Performance Evaluation in Formal Flying Training Programs
Establishes minimum Standards for training documentation of all aircrews and foreign aircrews enrolled in formal flying training
Applies to ACC units conducting formal training under an approved ACC syllabus, to include ANG and AFRC students in FTUs.
Source for the Required Proficiency Level (RPL) grading criteria chart.
Divided into the following sections:
Chapter 1 - General Info.
Chapter 3 - Event-driven systems as the basic building blocks for the completion of forms and disposition of student training records.
Chapter 4 - Security Assistance Training - foreign military personnel who attend USAF formal courses.
AFMAN 13-1 CRC Vol 1, CRC - Training
Establishes minimum AF standards for training and qualifying personnel performing duties in the CRC and BMC squadrons. Used by 13BX and 1C5X1/D AFSCs.
Chapter 2 - IQT contains prerequisites and minimum training requirements necessary to prepare crew members to perform crew duties during CRC operation and training missions. THIS IS IMPORTANT FOR INSTRUCTORS.
AFMAN 13-1 BCC Vol 1, Battle Control Center (BCC) Training
Establishes minimum AF standards for training and qualifying personnel performing duties in fixed BMC2 and BCC. INSTRUCTORS SHOULD BE FAMILIAR WITH THIS CHAPTER (CHAPTER 2).
AFMAN 13-1 GBMC2 Vol 2, Ground Battle Management Command and Control Stan/Eval program.
AFMAN 13-1 CRC Vol 2, CRC Evaluation Criteria. Provides procedures and eval criteria for use during positional evaluations for Init Qual, Qual, Mission Qual, Requal, and Spot Evals.
AFMAN 13-1 BCC Vol 2, BCC Eval Criteria.
AFMAN 13-1 CRC Vol 3, Operating Procedures CRC - Guides the operational readiness and employment of the CRC.
AFMAN 13-1 BCC Vol 3, guidance for BCC operations in CONUS and INDOPACOM.
Training Task List (TTL)
Establishes a level of training.
Define the very foundation of a job, through which several courses may be developed, and training requirements.
Intended to be used as a management tool.
ACC TRSS Det 7 responsible for TTL development for the C2GIC course.
Use the AF Instruction Systems Development (ISD) principles in the DAFH 36-2675 Information For Designers of Instructional Systems and ACCI 11-252 ACC Formal Operations Training Publication Management to develop ACC TTLs.
Made of two sections: General Instructions and Task List.
General Instructions provide guidance on how to read content in the second section. Contains purpose, scope, use, structure, training standards, proficiency levels, and other training factors. Contains Knowledge/Performance Standards.
Task List are actual tasks associated with each crew position. The task list contains a listing of the duties and tasks, with any applicable sub-tasks and activities as needed to clarify job performance.
Tasks are key parts of a duty and independent segments of a job that are completed in a short amount of time.
Be specific about expectations and break down the task if necessary.
Syllabus/Course Standards
Formal courses are listed in ETCA. ACC Syllabi are issued for each crew position.
Organization and Content: ACCI 11-252 determines the general organization.
Chapter 1: Course Accounting which describes the scope of the course and the required resources.
Section 1B: Academic Training Inventory
Section 1C: Device Training Inventory
Section 1D: Flying Training Inventory: N/A to CRC/BCC
Section 1E: Weapons Inventory: N/A to CRC/BCC
Chapter 2: Course Management with Training Standards
Section 2B: General Instructions
Section 2C: Special Instructions
Section 2D: Course Flow
Chapter 3: Academic Training
Academic Lesson Descriptions - contains all academic lessons contained in this syllabus.
Section 3B - Academic lesson descriptions contains all academic lessons contained in the syllabus. Not all lessons are used in each course.
Chapter 4: Device Training - are to be conducted via CTDs in each unit and block of instruction.
Chapter 5: Full Mission Training
Table 5.1 lists the RPL for each task and the recommended number of events of the recommended number of events for the student to achieve the RPL.
Section 5B - Full Mission Training Descriptions and describes a typical training sortie.
Development - Operations Training Development (OTD) team gathers all updated info pertinent to syllabus development.
Syllabus Distribution - syllabus office of office of primary development responsibility (OPDR) is responsible for syllabus distribution.
Training Documentation
Training Folder References:
AFMAN 13-1 CRC Vol 1 Chapter 8
AFMAN 13-1 BCC Vol 1 Chapter 6
DAFMAN 36-2689 Training Program Chapter 5
Applicable Career Field Education and Training Plan (CFETP)
Documents academic and positional training accomplishments and provides a current record of individual’s training.
Training Folder Organization:
Maintained by unit COT or DOT.
1C5X1/D personnel are exempt from maintaining OJT Folders (AF Form 623). All training will be documented on the AF Form 8.
Can use hard-copy 6-part folders or electronic versions. If electronic format must be identical to the 6-part folder.
Section 1 Qualification Data:
Current copy of AF 4141, Individual’s Record of Duties and Experience Ground Environment Personnel.
Training History
AF Form 4142, Individual Annual Training Record.
Section 2 Personal History:
Any current records or documents pertaining to Qual of proficiency to include waivers.. CRC only - DOT maintains ACC Form 206 for returns to following N-CMR/N-BMC, AT due to eval, IQT or MQT.
Section 3, Medical Qualification/Medical Waivers:
Current copy of 2992 for all 13BxD and 1C5X1D.
Medical profiles affecting operational status.
CRC Only: AF Form 1274, Physiological Training will be kept behind the DD Form 2992.
Section 4, Training History:
Contains certificates from AETC courses, MAJCOM formal courses, and any formal ground environment training.
Section 5, Miscellaneous:
Completed AF Form 4141/4142 and control experience forms from other commands.
Training Forms and Related Documents:
DAF Form 623a: Used to document an individual’s training progress as journal entries.
ACC Form 206: Individuals Mission Grade Sheet: Documents student performance in simulator and live training.
MFR / Waiver Letters / Official Memorandums / Extension of Training Requests.
Principles of Adult Learning
Learning Theories and Domains of Learning:
Learning is a change in behavior, knowledge, attitude or perception that occurs as a result of experience.
Behavioral Theory:
Behavior is shaped or controlled by external stimuli.
Instructor is the external stimuli.
Instructors must reinforce positive behavior.
Learning takes place when student makes connection between stimulus and desired behavior.
Cognitive Theory:
A change in the way a student thinks, understands or feels.
Instructors have responsibility to motivate students.
Motivation, generalizing, insight, and discovery are significant concepts to cognitive learning.
Social Learning Theory:
Observational Learning Theory.
Focused on learning behaviors based on observation and modeling.
Trial and Error.
Bloom’s Taxonomy:
Cognitive Domain (Know)
Demonstrated by knowledge, recall and intellectual skills. Since we can’t observe knowledge, we can test it.
The varying levels of knowing something can be described as following: knowledge → comprehension → application → analysis → synthesis → evaluation.
Affective Domain (Think)
Demonstrated by behavior indicating attitudes of awareness, interest, attention, concern, responsibility or ability to listen and respond. Deals with emotions, attitudes, appreciations, or values.
Levels of learning: Receiving → Responding → Valuing → Organization → Characterization.
Psychomotor Domain (Do)
Focus is on the student being able to perform a physical skill. We actually observe the student perform a skill/task.
Levels of learning: Perception → Set → Guided Response → Mechanism → Adaptation → Organization.
Laws of Learning:
Edward L Thorndike established several “Laws of Learning”.
Law of Readiness: Person learns best when they are ready to learn, getting student ready is an instructor’s first responsibility. Instructor must communicate why and how an information applies.
Law of Exercise: Things that are most often repeated are best remembered, it is the basis of practice and drill. Instructors must provide opportunities for students to practice.
Law of Effect: Based on the emotional reaction of one’s learning. Student learning is strengthened when accompanied by a pleasant or satisfying feeling, weakened when associated with unpleasant feeling.
Law of Primacy: Impact of first impression and/or lesson can have on student. Often creates strong and almost unshakable impression. What is taught first must be taught correctly. Un-teaching is more difficult than teaching.
Law of Intensity: Vivid, dramatic or exciting learning experience teaches more than a routine or boring experience, and implies that a student will learn more from the real thing than from a substitute. Instructors must impart as much reality as possible.
Law of Recency: Information most recently learned is best remembered. Recency is also a function of the time lapse between when a subject or skill is taught and when it is initially used.
The adult Learner:
Pedagogy (child learning) vs Andragogy (teaching of adult).
Adult learners see the value of information, they actively participate in the learning process, not a measure of age but maturity, independent and self-directed.
Recommendations: Ask a lot of questions, treat students as peers, emphasize relevance, ask students their wants/needs, be flexible. More discussions, fewer lectures.
Instructor Fundamentals
Instructor Qualities:
Organization/Clarity: Very important factor when it comes to instructor effectiveness. Information should be clear and have a logical flow from point to point.
Desire to Instruct: It is the catalyst that pushes you to do what is necessary to succeed as an instructor. It is universally accepted that you do a better job when you have the intrinsic motivation to do the job.
Knowledge and Expertise: You need to have an in-depth, working knowledge and understanding of applicable publications, tactics, techniques, and procedures that govern the performance of your crew position.
Ability to Teach
Attitude: Foster the idea that a student can do anything they set their minds to. Study the material ahead of time and mentally prepare yourself to teach. Control your feelings and don’t let your personal feelings, or challenges inhibit your ability to teach. Responsibilities - know your limitations and prepare your students.
Sensitivity: Be sensitive to the constant changes in attitudes and behavior of your students.
Enthusiasm: Instructors can vicariously induce enthusiasm for the subject matter in students. Using voice, facial expressions, and job outlook all relate to the enthusiasm that you display towards your students.
Communicative Ability: Vitalize what you teach by relating to the student through: shared/common experiences, knowledge and interests.
Tact: Ability to deal with others without giving offense. You must know what is appropriate to do or say when working with others. Tact will build a feeling of mutual confidence and understanding.
Patience: Be patient, particularly where student’s abilities and performance are concerned. Accept the fact that students are never perfect, and that they will make mistakes.
Friendliness: Demonstrate that you are interested in what your students think, do, and feel. You want your students to succeed and know that you can empathize with them.
Appearance: Physical appearance gives your students their first impression of you. Dress and appearance should be neat and clean.
Courtesy: Treat others politely and with consideration as this is an indication of one’s respect for the essential dignity of others. Golden Rule.
Sincerity: Defined as “honesty of mind or intention”. Bedrock of a teacher’s character. As sincerity is a very important characteristic, has to be genuine to be believed and be effective.
Instructor Roles:
Leader: role model to the student, without this role, we cannot teach. Clarifies tasks to motivate students.
Coach: Facilitator and change agent in considering learning styles and needs, while ensuring that they steer the students towards the overall objectives.
Listener: helps the students’ overcome obstacles by listening to individual concerns. They must understand human behavior as well as individual needs.
Responsibilities:
Treat each student as an individual, and provide proper classroom atmosphere, climate of acceptance.
Establishing Good Human Relations:
Keep students motivated
Inform students
Give credit where credit is due
Criticize constructively
Be consistent
Admit personal errors
Instructor Specific Responsibilities:
Mission, Commander, Student, Yourself.
Motivation
Motivational Influences and Problems
Motive - Needs, wants, drives, and impulses within the individual directed toward an action or goal (incentive).
Motivation - State or condition of being influenced which moves someone to do or act upon something.
Students possess varying degrees of motivation. You should provide an environment to help the student be motivated by providing opportunities to help them make the best of their abilities.
To encourage motivation and learning: ensure that the student is aware of what they have to learn. Develop and maintain the interest to learn since explaining the need or end goal may not be enough. Encourage early success. Give recognition and credit, use rewards as needed. Create a competitive atmosphere. Create a sense of belonging for the students.
Negative factors will decrease an individual’s motivation and performance. Avoid belittling or intimidation, fear, sarcasm or ridicule. Avoid setting the student up for failure. Always ensure the students properly understand the terminology that you are using. Frustration is triggered by boring, poorly written or delivered courses, and poorly maintained equipment/training material.
Additional negative factors are student problems such as illness, family, financial, professional pressures whether imagined or real.
Retreads are individuals returning to normal operations following special duties such as staff jobs. They may or may not be willing volunteers, and can show up with a bad attitude and be highly resistant to receive training. Even with proper attitude, they may use previously known procedures and techniques which may be out of date.
Prima Donna’s are know-it-alls and they be experienced operators from other AFSCs or rookies straight out of tech school. Best way to handle them is to establish your role as the instructor.
Retired-on-active-duty (ROAD): individuals forced back into operations late in their career, with minimal time left until retirement. They may not be motivated due to limited amount of time they have remaining in AFSC and AF.
Lack of participation, “My previous instructors never taught me this”. This is why we document training.
Motivational problems: You have to be a good salesman, explain why the training/technique/method is good/necessary.
Improving Motivation
Externally: Ensure your authority by backing your decisions and actions (if justified) and not caving in to irritated students. Develop & encourage your initiative by providing opportunities to use instructor skills in new and interesting ways (new training aids, special projects, hot wash, etc). Balance the student load and hands on time.
Internally: Keep yourself motivated with a positive attitude. Maintain your desire to do your job. Proper preparation can be a strong motivator as well. Always be ready to instruct, take the time to prepare for the student, understand the lesson & objectives and have a plan that is tailored to your student’s abilities and proficiencies.
Effective Communication
Effective Communication
Communication is the process by which information is exchanged between individuals through a common system of symbols, signs, or behaviors.
Characteristics include:
Clear message - simple/easy to understand and systematically framed to retain meaningfulness
Correct message - base for decision making, if info is incomplete it may lead to wrong decisions
Precise Message - message must be short and concise for straightforward interpretation
Reliability - sender must be sure the info they are conveying is right by their knowledge
Consideration of the recipient - medium of comms and other settings must be planned, keeping in mind the attitude, language, education level and position of the receiver.
Sender’s courtesy - drafted must reflect the sender’s courtesy, humbleness and respect towards receiver.
Elements of Communication
Sender - originator of information
Receiver - intended recipient of information
Message - information, idea, feelings that the sender is trying to share with receiver which uses symbols. Could be verbal symbols, concrete symbols (like objects), abstract symbols (represent ideas), nonverbal symbols (facial expressions, gestures, posture).
Channel - the route the message travels from sender to the receiver.
Feedback - response provided by the receiver and sender, either verbally or nonverbally
Noise - interference that keeps the message from being understood or accurately interpreted.
Setting - this is the environment where the communication occurs.
Effective Listening:
Hearing the message: Short term memory (STM), limited capacity and easily disrupted. Long term memory (LTM) this is where info you find valuable is stored.
Interpret the message: means coming to a mutual understanding of speaker’s meaning. Receivers often experience problems at interpreting level because no two people perceive a message in the exact same way.
Words - merely vehicles for the thoughts and feelings of the sender.
Filters - Both sender and receiver have filters which help or hinder the interpretation process.
Tone of Voice - conveys approximately 30% of the meaning of a message.
Non-verbal Cues - non-verbal cue or body language is a message sent by the sender’s gestures, facial expressions, eyes, and posture.
Evaluate the Message - Do not jump to conclusions based on bias, they may disagree with the speaker, good listening will weigh and analyze all of the evidence before reaching a final decision or making a written or verbal judgement.
Responding to the message: Listener must let the speaker know by verbal and/or nonverbal feedback what was interpreted and how it was heard. Good receivers provide feedback to complete comm process, and have a strong desire to reach common understanding.
Barriers and Bridges to Effective Communication:
Barriers hinder the communication process: words are essential role in process of communication, if sender is making excessive use of technical terms, it will be difficult to see the message clearly. Ambiguous or overuse of abstractions, the receiver won’t be able to connect with the idea properly. Disorganized messages will make the original message lose its efficiency and meaning. Information overload: Reduces the speaker’s effectiveness when the person keeps speaking for an extended period.
Barriers involving people: People belong to different backgrounds, people can be resistant to understanding or changing minds if they have a hard set view about a particular topic. Demographic differences can create a lack of understanding among people. Lack of Common Experience or Perspective: experiences of a person develops their perspective of seeing things in a particular way and can vary from person to person.
Physical Barriers: Physical distance, Noise, Physiological Barriers.
Student Listening Styles: Reflects attitude and behavior.
The daydreamer can be difficult to communicate with, characterized with a faraway look. Dips in and out of conversations, physically present but not fully invested. You can help them by engaging the student with their interests and draw them into the conversation, making it relevant to them.
The critical listener: listens for facts but is so critical of each item that hey often miss the point or the big picture. Asks abrupt questions and cuts people off before they can fully respond.
The compliant listener: may be listening but is a passive participant in the communication process, would rather listen than talk. Acknowledge their contributions by using phrases like “That’s nice” or “I see your point”.
Bridges are things that help the communication process. They eliminate or minimize barriers, you can be an active listener and be an effective listener.
Characteristics of Speech
Attentiveness: means focusing on the moment. Saying to yourself that you have come to tell your listeners something important and that you are going to do your very best to communicate with them.
Conversational Quality: you talk to your audience in. Much of the same way you would when you are having a conversation with another person.
Appearance: Class’s first impression of you will come from how you look, they will notice how you are dressed, whether you walk in with confidence, and if you look interested while presenting the lesson.
Body Movement: Movement usually causes a response, a speaker who uses some movement is likely to attract more attention than a speaker who stands still. To be effective, your movements should be carefully coordinated with your presentation.
Eye contact: in our culture, it is considered important to look into the eyes of the person we are talking to.
Facial Expressions: most difficult movements to change, since we seldom have a chance to see our own faces when communicating it is difficult to know what we are expressing.
Gestures: when we speak, most of our gestures are made up of hand and arm movement.
Posture - how we talk and stand.
Volume - In public speaking situations, you need to speak loudly enough so that people can hear you in the back of the room.
Pace - refers to how fast or how slow you speak
Pitch - is the range of tones used in speaking
Inflection - refers to the change in pitch to emphasize certain words or phrases
Enunciation - made of articulation and pronunciation. Good enunciation is mark of educated person.
Articulation - ability to pronounce letters in a word correct.
Effects of Body Language
Body language - over half of the communication is completed nonverbally.
Establish Home Base: before beginning a presentation, decide where you will stand, be centered.
Posture for Presenting: when you are about to begin speaking, walk to your home base confidently.
Coordinate your Body Language with your content.
Effects of Gestures:
People seldom pay any attention to their hands - until they stand up to make a presentation. Use your hands purposefully.
Building Instructor/Student Relationships
Characteristics
Positive and appropriate student instructor relations result in better learning outcomes and academic achievement as these students are more confident and self-directed. Antithesis of this is the student who perceived their instructor as less supportive or threatening resulted in less than favorable learning environment.
Instrumental Focus - Oneway relationship which the instructor identifies student motivators and use them to keep the student motivated and on task.
Reciprocal Focus: Instructor develops holistic understanding of students, invites students to grapple with lesson content and solve problems together.
Factors: Build rapport, general agreement on objectives and methods. Empathy: identification with another, instructor places themselves “in the other persons shoes”. Positive Relationships: Students identify with the instructor in a positive way, they view the instructor as a leader and a teacher. Boring or Repetitious Material: anticipate adverse effects on students and plan accordingly. Difficult material can be challenging, give the time required to ensure full understanding of each teaching point before moving on. Individual learning traits: No two students are alike as each possess a unique personality, variations can influence students attitude/motivation and acceptance of the instructor.
Student Expectations:
Students expect instructors to know the material they are teaching
Good communicators, instructors should be able to express themselves in a manner that allows students to completely understand the message.
Student-centered: students expect instructors to be student centered and flexible. Tailor your teaching approach to your audience and specific students if feasible.
Approachable: students expect instructors to be approachable and not give them the cold shoulder when they are trying to clarify something.
Enthusiastic: Students expect the instructor to be enthusiastic about the subject matter.
Consistent: Students expect the instructor to be consistent. Inconsistencies get people lost.
Organized: Students expect the instructor to be organized and not have to remember where or what they are going to do next. it maintains balance in instructing
Committed: Students expect the instructor to be committed to the student and to the course.
Humorous: a humorous instructor gains and maintains student’s attention and learning.
Flexible: Students expect the instructor to be flexible to the needs of the student in a way that allows for learning to still take place.
Maintaining Credentials:
maintain a high standard of integrity, by always doing the right thing when no one is looking.
Model behavior that you want the student to emulate.
Manage training activities efficiently, don’t waste the student’s time.
Constantly evaluate the learning conditions, be sensitive to your student’s attitude and your approach to teaching.
Check the training materials for accuracy and effectiveness.
Observe and recognize student progress, if the student is doing great, let them know.
Review your methods and techniques and objectively judge your effectiveness.
Maintain your professional growth.
Set the stage:
Learning climate - maintain freedom from threat so students do not focus on defense but instead focus on learning.
Create climate of acceptance and a desire to work with students at their level of understanding and learning
Establishes good human relations, so that the instructor is fair to everyone all the time
Keep students motivated: keeping them motivated can be difficult, instructor needs to be creative and find ways to keep the students motivated.
Inform students on changes and progress.
Give credit when due: nothing is more rewarding than giving credit where credit is due.
Criticize constructively: be constructive, tell them what they did wrong as well as they did right.
Be consistent: help students by having to learn a new pattern, mode of response, or find their way through a new layout. They can concentrate on the content.
Admit Personal Errors
Student Needs:
Sense of Accomplishment
Lack of Embarrassment
Friendship/Approval
Feeling of Pride
Lack of Worry
Recognition
Common Irritants
Practice what you preach
Keep discussions regarding students private
Never Bluff
Don’t Ride the Controls or Nit-Pick
Avoid Showing Favoritism
Avoid Prejudice
Respect Senior Ranking Students
Be Sensitive to Negativity
Avoid Arrogance
Avoid Losing Your Patience
Introduction to Instructional Systems Development (ISD)
Purpose & Function of the Instructional System Development (ISD) Process
ISD: Conceptual adaptation of the systems engineering process to the problems of developing, implementing, and evaluating instruction.
Purpose: increase the effectiveness and cost-efficiency of education and training.
Develop instruction based on job performance requirements.
Eliminate irrelevant skills and knowledge instruction from courses.
Ensure that graduates acquire the necessary skills, knowledge and attitudes to do the job.
System Functions:
Management: function of directing or controlling instructional system development and operations
Support: function of maintaining all parts of the system on a day-to-day as well as long-term basis
Administration: is the function of day-to-day processing and record keeping
Delivery: function of bringing instruction to students
Evaluation: function of gathering feedback data
ISD Phases: Using the ADDIE model is the systematic approach.
Evaluation: continuous process beginnning in the analysis phase and continuing throughout the life-cycle of the instructional system. Formative / Summative / Operational.
Planning: Not a specific phase, but KEY. The Curriculum Development Manager (CDM) will receive a formal tasking letter or message from higher headquarters. Determines the need for instruction to achieve the overall mission goal.
Conduct a needs assessment: Will validate the training need and address any development issues. New job requirements or equipment that do not currently have an associated training program presents an obvious training requirement.
Phases of ISD
Analysis
Need/Purpose for instruction identified. Big Picture established.
Design
Serves as the foundation of the instructional strategy design, provide the basis for ISD, state expected student behaviors. Concerned phase is concerned with subject matter analysis, lesson planning, and media selection.
Cognitive level of learning objectives require measurable samples of behavior verbs.
Psychomotor level of learning objectives require measurable samples of behavior verbs that serve as observable, behavioral evidence.
Affective objectives use measurable samples of behavior verbs that describe observable actions usually associated with a process.
Development
Instructional materials are developed/finalized - Writing materials, media, interactive courseware. Validation includes internal review of the instruction and materials for accuracy, individual and small-group tryouts, operational tryouts of the “whole” system.
Implementation
Once the course has been validated and the whole system of instruction is deemed ready, however prior to fully implementing instruction, ensure all support documents and mechanisms are ready as well.
Evaluation
Required continuous designed, collection and analysis of data from the instructional program or course to determine if its of value as outlined by the mission and goals established during the analysis phase and focuses its attention on four levels.
Objectives
Types of Objectives
Aims, goals or ends of action. You must establish objectives for your students.
Level of Learning (LOL) Objectives are the first level of specification within the unit of instruction and states what the student should be able to accomplish by the end of the unit of study. Example: “The objective of this lesson is for each student to comprehend how to make spaghetti and meatballs”
Samples of Behavior (SOB): referred to as enabling objectives. Allows instructors to evaluate student behaviors that are measure able, observable, reliable, verifiable. Example: “Describe the ingredients needed to make spaghetti and meatballs.”
Criterion Referenced Objectives (CRO) contain three elements: condition, behavior and standard.
Condition: Given an operational scope
Behavior: Maintain aircraft accountability
Standard: of less than 2 missed aircraft
Developing learning Objectives
Discuss objective worksheets
Implementing the Visual Auditory, and Kinesthetic (VAK) Learning Styles
Visual, Auditory, Kinesthetic (VAK) Learning Sytles
Visual Learning Style:
Prefers seeing or observing things, uses phrases such as “show me”, “lets have a look at that”
Auditory Learning Style:
Prefers information through listening
Uses phrases such as “tell me”, “lets talk it over”
Performs a new task best after listening to instructions
Kinesthetic Learning Style
Prefers physical experience
Use phrases such as “let me try”, “how do you feel?”
Performs a new task best by trying it out, learning as they go
Teaching Methods
Factors in Choosing Teaching Methods: used to organize, deliver information, communicate with your students.
Desired Learning Objectives (DLO), Resources available, learning/knowledge level and experience of the students, number of students, time available, location of event.
Teaching Methods: Presentation, Student verbal instruction, Knowledge application
Teaching Methods: Guided discussion, teaching interview, case study, demonstration/performance, lecture.
Guided discussion: Instructor controlled, interactive process with two-way exchanges. Questions/summarizes concepts and principles, students add their perspectives.
Advantages: instructor controls focus, pace, direction, interactive with the students and sharing of ideas, knowledge, and opinions.
Disadvantages: limited experience within the group, stalls without active student involvement. Open sharing of opinions may divert lesson focus and interfere with instructor control.
Teaching interview: indirect method of disclosure, requires a guest expert/consultant. Instructor questions the guest experts, and the experts normally responds spontaneously.
Advantages: instructor and expert follow a structured plan, focus stays with the lesson objective, little preparation needed by experts.
Disadvantages: Expert may not be credible or believable, no reinforcing student “hands on” activity.
Case study: real-life situation featuring vivid examples. Illustrations of what happened and how it was handled. Can be an excellent problem-solving exercise.
Advantages: based on a real-life situation, students learn through problem-solving.
Disadvantages: Instructor needs to help bring the case “to life”, relies heavily on group participation, stalls if not enough shared experiences
Demonstration/Performance: used to show a procedure, technique, or operation. Used with small groups, requires significant instructor input, appeals to a majority of learners.
Advantages: great for small groups or 1:1, hands-on practice, great for teaching sequence, procedures, & techniques.
Disadvantages: Not good for big groups, more time-consuming, requires proper equipment or resources.
Lecture: Formal: used for large groups, communication is mostly one-way. Student participation is limited. Informal: preferred method to facilitate learning of large amounts of information, includes active student participation.
Advantages: Saves time, saves, manpower, supplements other related training activities.
Disadvantages: May hamper student participation, inadequate for teaching of performance skills, no hands on.
Types of Teaching Methods
Informal Lecture: Basic Elements
Introduction: Attention, Motivation, Overview.
Body: Main points, sub points, transitions. Use of support, Questioning, Visual Aids, Transitions should tie main points between ideas and points can “ambush” students with unannounced shifts in subject matter.
Conclusion: Summary to restate and recap the main ideas. Re-motivation: the last chance to tell your students why it it’s important to retain the information taught in the lesson. Closure.
Fear of Teaching & Presentation Expectations
Definition: inability to comfortably address an audience, large, or small from a position where the speaker is the focus of the audience.
Techniques:
Coping techniques. Memorize the first two minutes, pre-plan / outline the first two to three words of each key point. Create note cards as memory joggers. Practice-practice-practice. Arrive early.
Meet - Touch - Talk: introduce yourself, let your audience know your background and experience level.
Things to remember: you are the subject matter expert, the students want to be there, they want you to succeed.
Peer Evaluation Criteria:
In person
Questioning Techniques
Questioning Techniques
Questions should always be tied to the lesson objectives. They obtain and maintain student interest, stimulate and guide student thinking, promote students participation, evaluate and summarize.
Question type determined by how and why the question is being asked: rhetorical, overhead, direct, relay, reverse.
Question types to avoid: leading, catch, irrelevant, pumping, oversized, ambiguous, yes-or-no/terminal
Effective, objective-focused questions are: purposeful, clear and concise, limited to one main idea, challenging.
Handling Questions and Answers:
In taking student questions and answers an instructor should: encourage student questions, give sincere attention and consideration, allocate sufficient time for each question, strive to benefit the whole class, do not “bluff” if you don’t know.
Instructional Aids
Instructional Aids: two types: Projected and Non-Projected.
Attract and maintain attention, reinforce main ideas, illustrate and support spoken word.
Add touch of realism, save time and money, aid in organizing thoughts and ensure covering key points.
Lectures:
Overhead transparencies, flipchart displays, slides, interactive handouts
Guided discussions:
Video clips, informational handouts, whiteboard/smartboard
Case Study:
Video/audio clips, interactive handouts, whiteboard/smartboard, overhead transparencies
Demonstration-Performance
Good quality video of the process, show large diagram or photo of minute parts, use manipulative
PowerPoint
Great tool, but most misused tool in history of communication.
Need to fully develop content, insufficient editing leads to lack of clarity, too many slides, non-contributory animations and graphics.
Have a process, develop slide title first, six-by-six rule, rarely use sub-bullets.
Lesson Plans
Content and Organization
Lesson plans provide the guidance for the instructor
Course Description (Title, Number, Classification)
Objectives
Instructional Sequence
Allocation of Time
Instructor Requirements
Instructional Method
Support Materials
Media/Equipment
Standard lesson plans - purpose aids the instructor preparing for instruction
Determine the objective: part of the ISD process we learned how to develop a task list and develop objectives from the task list. Research the topic and outline the main points of the lesson and gather materials. Select an instructional method.
Chose Support Material: Verbal support (definitions, examples). Definitions (explain the meaning of a term, concept, principle). Examples (add credibility to what is being taught and gives the students information they can associate with. Comparisons (easier for students to understand something they are unfamiliar with and compare it to something familiar. Testimony (experiences, words, and thoughts of others (experts)). Statistics can summarize facts and data if it is collected properly.
Lesson Plan Format
Requires an introduction, body, and conclusion.
Organization should support the objective, should have 2-5 main points.
Lesson Plan Organization:
Time (chronological or sequential)
Space
Cause/effect
Problem/solution
Pro/con
Topical
Combining patterns
Cover Sheet - outlines character and purpose of lesson
Nine events of instruction:
Gain attention
Inform students of objectives
Stimulate recall of prior learning
Present the content
Elicit performance
Provide feedback
Assess performance
Enhance retention and transfer
Classroom Management
Disruptive Behaviors
Behavioral styles: Best approach is prevention. Build trust & reward appropriate behaviors. Facilitate learning by establishing ground rules.
Comedians
Blockers
Movie star
Deserters
Attackers
Dominators
Adjustment Mechanisms: Rationalization, Flight, Resignation, Aggression.
Cultural Differences - Cultural view of Student / Instructor relationships
Power distance
Uncertainty Avoidance
Nonverbal communication: touch. eye contact. Gestures
Counseling
Incorrect negative connotation, opportunity for growth.
Academic
Non-Academic
Documentation: AF Form 623a, Student Records.
Process:
Self-Exploration (instructors direct effort to establishing a base or building a good relationship with the student.)
Self-Understanding (once the foundation fo rate relationship has been established, the student gains self-understanding by making sense out of the many pieces of the puzzle.
Student Action (instructor and student devise a plan for the student to follow to resolve their problems)
Responding:
Restatement of Content
Reflection of Feeling
Reinforcing Responses
Silence
Referral:
Proceedures for Referral
Follow-up after Referral
Confidentiality
Test and Measurement
Characteristics of Tests and Evaluations
Kirkpatrick Four Step Model:
Level 1 Reaction: measurement of how those who participate the program.
Level 2 Learning: Action of collecting, analyzing, summarizing, reporting and applying information.
Level 3 Behavior: Focus on the transfer of knowledge, skills, and attitudes.
Level 4 Results: Long term impacts of training.
Types of Tests and Evaluations
Norm-Referenced: Done with comparison of items to each other, such as comparing one student to another and ranking them to distinguish high achievers.
Criterion-Referenced: Comparison of accomplishments of tasks to a standard.
Performance-Referenced: Useful for rating ability to perform a set procedure.
Measuring Performance Tests: Numeric Rating Scale, Descriptive Rating Scale, Graphic Rating Scale.
Predictive Tests:
Placement Evaluations
Formative Evaluations
Diagnostic Evaluations
Summative Evaluations
Common Rating Errors
Error of Central Tendency - observers hesitate to give either extremely good or extremely bad ratings and tend to group ratings to the center or average scale.
Error Of Standards - observers tend to overate or underrate.
Error of Halo - observers allow their rating to be influenced by general impression or others instead of actual performance.
Logical Error - may occur when two or more traits are being rated.
Strive to eliminate errors - can be reduced by improving the rating scales and training the observers who use them.
Written Evaluations
Primary purpose is to assess student attainment of behaviors.
Question Mechanics:
Questions should match performance identified in objective.
Keep wording simple and direct
Avoid tricky or leading questions
Keep questions independent of one another.
Instruction
Conducting Instruction
Systematic Approach
Problem: Barriers to effective training due to non-training activities, instructor/student scheduling, operational requirements. This leads to frustrated instructors. Solve via a systematic approach.
Break through the barriers through:
Academic lesson plans. Phase 1 - Student Brief, Phase 2 - On scope instruction, Phase 3 - Feedback/critique
Effective instruction includes varied methods, techniques, and media. Assess the student’s learning style and address training objectives.
Plan for Learning: derived from syllabus, ensure objectives are addressed, and prepare a basic study outline.
How Lesson plans are used?
Convenient record of instructor planning techniques and teaching methods.
references for other instructors
Checkpoints on learning experience
Step-by-step guide
Can and should include:
Instructor notes on specific directions/delivery techniques, cues for use of visual aids
Purpose of good lesson planning is to ensure the students meet established job performance standards. Continuously improve training quality. And it identifies and correct instructional problems.
Student Brief
Sets the tone for the instructional style. Allows the student and instructor to know what is required and expected.
Usually occurs during mission planning
Student brief provides structure for mission planning and the mission.
For the instructor, obtain the student’s training folder, review the 206s. Talk with student’s previous instructors and review the corrective action training letter as required.
Why conduct the briefing?
provides well defined training objectives
Fills gaps of knowledge
Preps the student
Sets up the student expectations
Provides an opportunity for student Q & A
Allows the instructor to assess the student knowledge level
Develops the student confidence
Student Brief Checklist:
Organization - chronological or by activity
State Mission and training objectives
Explain how objectives are to be achieved
Describes planned training activity’s/procedures
Explain applicable procedures and/or rules
On Scope Instruction
On-scope instruction occurs anytime you teach concepts, equipment, procedures, or techniques outside of the classroom.
On scope instruction starts during mission planning via introduction of concepts, equipment, procedures & techniques.
Instructor Duties:
Oversight
Always monitoring the student
Allow the student to make mistakes
DO NOT allow a student to exceed your limitations.
Prevent student overload
KISS - one thing at a time
Identify sources of student diversion
Fade into the background
Coordinate with other instructors
Take notes
Develop a personal note system
Organize notes
Compile as much relevant data as practical
Answer questions
Allow students to analyze malfunctions or problems
Avoid unrecoverable situations, anticipate them happening.
Feedback/Critique
Feedback - any information about the results of a process
Critique - information a student receives should cause/motivate a student to take self-corrected action.
Feedback/Critique is the most important part of instruction - designed to improve performance.
Informational (what happened)
Motivational (what needs to happen)
Are positive and negative.
Characteristics of Effective Critiques:
Objectivity
Acceptability
Constructiveness
Flexibility
Organized
Comprehensive Coverage
Timing is best to conduct as soon as possible. Always before the next training event/cycle
Cite references for discussion areas
Allow the student to explain their performance. Maintain the student/instructor relationship.
Critique Checklist:
Data collection
Analysis of discrepancies
Referencing discrepancies
Arrangement - chronological or performance
Publications
Corrective action
Grading criteria
Scenario Development
Variables
Coordination
Review Questions
Plan of Instruction (POI) Development
Developing a Plan of Instruction (POI)
Developing the well thought-out and written POI is one of the most essential things instructors can do before or during Mission Planning.
At a minimum POIs should cover:
Specific training objectives
Items that will be graded to a higher standard than the previous mission
Special Interest Items (SIIs) or areas a student has had difficulties its
Guidance on simulated vs actual emergency procedures.
Mission Timeline
Guidance on pre-mission requirements.
Used by instructors to achieve the objectives and goals as effectively as possible.
POI is derived from the syllabus for the student’s particular crew position, past 206s or verbal feedback and previous instructors.
Research past 206s to identify negative trend items or potential improvement items.
Nothing more than a list of items to be accomplished during the mission.
Coordinate with crew leadership to develop a game plan. It is the instructor’s responsibility to coordinate White Force inputs into the mission that enhance the student training.
Technique: draw a master timeline of the mission timing.
Developing Tasks and Objectives
Purpose Objectives:
Tells learners what they will know, understand or be able to do at the end of a block of instruction.
Instructors use objectives to grade how effectively a student completes tasks.
Criterion Objectives:
Criterion objectives are the most appropriate type of objective for psychomotor skill learning. Contains 3 parts: condition, performance, standard.
Objectives should support the Tasks
Tasks are non-negotiable contracts set by leadership
Rules of Thumb - objectives support tasks and provide detail on how to accomplish the tasks. Must be measurable and achievable.
Demonstration-Performance (D.P)
D/P Characteristics
Combination of Demonstration (Presentation) and Performance (Knowledge Application Method)
Well suited for development of physical and mental skills
Proven method for teaching physical and mental skills, which require student practice
Phases:
Explanation
Demonstration
Supervised Performance
Evaluation
Conditions:
Practice - People learn by doing
Feedback - Student must know if practice is correct or incorrect
Supervision - Practice should be guided so as to be as error-free as possible. Hard to “unlearn” incorrect behavior.
Considerations:
Lesson Content - best for physical and mental skills, not recommended for cognitive learning
Evaluation - inherent part of the method, should be no surprises for students
Time - must provide sufficient time for practice
Equipment and Materials - all equipment and materials must be ready, facilities must be arranged
Student Role - teams or partners may be needed
Group size - all students must be able to see demonstration, group must be small enough for effective supervision
Instructor expertise - proficiency is key to success, not only in the job, but in the method
D/P Advantages
Explanations complete and appeal to many senses
Better retention in the long-run
Direct assessment of student behavior
Combines theory and “real world”
Gives students confidence
Close supervision reduces damages and hazard
Active student participation in learning process
D/P Disadvantages
Requires knowledgeable instructors to model correct performance
Equipment malfunctions, other external factors may degrade effectiveness
Increased instructor requirements due to close supervision
More time-consuming
Instructors must differentiate procedure from technique
Only effective for small groups (1:1 or 1:2)
Equipment and materials expenses increase for large classes
D/P Keys to Success
Preparation is key: ensure equipment is available
Check if facilities are available and set up
Check that qualified instructors are scheduled
Check that sufficient time provided
Safety and Security:
Brief the precautions
Create/maintain safe and secure environment
Prepare the student:
Always brief objectives so they know what is expected
Tell them how their performance will be measured
Model Correct Performance:
Do it right the first time, safely and securely
Distinguish between procedures and techniques
Handling Errors:
Always intervene to prevent unsafe acts or damage to equipment
Decide ahead of time when to intervene otherwise
“Praise in public and criticize in private”
Debriefing and Remediation:
Don’t overlook this step
Students may not always be aware of their errors
They often don’t know how to correct errors
Work with students on corrective action plans