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SUCCESSFUL LEARNING

Across
domain is the thinking or reasoning component of learning. In this type of learning, students acquire knowledge by using their mental faculties; this is the type of learning required to become a critical thinker.
First step in IDDP
What do you think could have happened next...; what can you predict…
Third step in IDDP
Second step in IDDP
Vocabulary Strategy helps students learn a meaning of new vocabulary words using powerful memory enhancement techniques. Strategy steps cue students to use visual imagery, associations with prior knowledge, and key-word mnemonic devices to create study cards and to study the cards to enhance comprehension and recall the concept.
What was the main idea...; can you distinguish between...; what is the relationship between…
LEARNERS- These are the people who survey the scene, who like to sightsee and who do see the forest despite the trees
This sub-competency requires the ability to demonstrate a hardiness of spirit despite physical and mental hardships – moral and physical courage, continuously hones their skills to support the employment of military capabilities, displays military/executive bearing, self-discipline and self-control.
and Inspires Others: This sub-competency requires the ability to help and motivate others to improve their skills and enhance their performance through feedback, coaching, mentoring, and delegating.
Identification Strategy provides a functional and efficient strategy to help challenged readers successfully decode and identify unknown words in their reading materials. The strategy is based on the premise that most words in the English language can be pronounced by identifying prefixes, suffixes, and stems and by following short syllabication (dividing words into syllables) rules.
is the cognitive domain’s third level of learning. To demonstrate this level of learning, you must identify lesson concepts from among other lesson concepts in simulated situations
This sub-competency requires the ability to leverage the value of differences in perspectives, approaches, preferences, race, gender, background, religion, experience, generation, thought, and other factors.
Mapping involves breaking words into their structural parts (any of the minimal grammatical units of a language, each constituting a word or meaningful part of a word, that cannot be divided into smaller independent grammatical parts such as the prefix, suffix or root); attaching meaning to each word part; making a prediction about the meaning of the unknown word based upon the meaning of each part; and checking the dictionary for the definition.
This list identifies three broad categories (organizational, people/team, and personal) and includes eight specific competencies and 24 sub competencies
Strategy is designed to help students focus on the most important information in a passage. Students read short passages of materials, identify the main idea and details, and rephrase the content in their own words.
LEADERSHIP -This sub-competency requires the ability to promote Air Force Core Values through goals, actions, and referent behaviors and to develop trust and commitment through words and actions.
Down
Strategy is a set of procedures readers use to comprehend written passages and answer inferential questions (questions that are not answered directly in the text).
-Letter Mnemonic Strategy is a strategy for independently studying large bodies of information that must be mastered. Specifically, students identify lists of information that are important to learn, generate an appropriate title or label for each set of information, select a mnemonic device for each set of information, create study cards, and use the study cards to learn the information.
is the cognitive domain’s first level of learning and is very basic. It only requires you to keep, remember, recall, label, recognize, and repeat information you have either heard or read.
Imagery Strategy is a reading comprehension strategy for creating mental movies of narrative passages. Students visualize the scenery, characters, and action and describe the scenes to themselves.
Care of People: This sub-competency requires the ability to put people first by attending to the physical, mental, and ethical well-being of fellow airmen and their families, by creating an environment where Airmen take care of Airmen 24/7, 365 days a year, including leaders, peers and subordinates.
is the cognitive domain’s second level of learning.
includes written and performance based (verbal communication) assignments that focus on expressing ideas clearly, concisely and with impact.
LEARNERS- These are the people who tear things apart to see how they work and then put them back together without the directions.
Putting things in your own words
LEARNER- Many times these are the people who find it easier to understand the words from songs on the radio and announcements on public address systems.
Association involves matching words, statements, and phrases from the scenario/problem statement with one of the alternatives. Students who rely on this strategy will usually select the wrong answer because EPME tests use word-association to describe the right answer and to distract. Therefore, only students who truly comprehend the concept will be able to differentiate between the correct answer and the plausible distracters.
is the affective domain’s third level of learning. A person at the valuing level responds to messages or actions by assigning some worth or value to them.
is the affective domain’s first level of learning. At this level, learners pay attention and actively listen to presentations.
is the affective domain’s second level of learning. For deeper levels of learning to occur, listening to, or simply receiving a message is not enough. After receiving the intended message, you must do something with it.
Associates Strategy is designed to help students learn pairs of informational items, such as names and events, places and events, or names and accomplishments. Students identify pairs of items, create mnemonic devices, create study cards, and use the study cards to learn the information.
Last step in IDDP
-Questioning Strategy helps students create their own motivation for reading. Students create questions in their minds or in writing, predict the answers to those questions, search for the answers to those questions as they read, and paraphrase the answers to themselves.