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SUCCESSFUL LEARNING

Across
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.
First step in IDDP
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.
Second step in IDDP
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.
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.
What was the main idea...; can you distinguish between...; what is the relationship between…
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).
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.
includes written and performance based (verbal communication) assignments that focus on expressing ideas clearly, concisely and with impact.
This list identifies three broad categories (organizational, people/team, and personal) and includes eight specific competencies and 24 sub competencies
Putting things in your own words
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.
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.
Last step in IDDP
is the affective domain’s first level of learning. At this level, learners pay attention and actively listen to presentations.
-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.
Down
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
What do you think could have happened next...; what can you predict…
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.
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.
is the cognitive domain’s second level of learning.
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.
involves breaking words into their structural parts; making a prediction about the meaning of the unknown word based upon the meaning of each part; and checking the dictionary for the definition.
Third step in IDDP
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.
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.
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.
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.
Identification Strategy provides a functional and efficient strategy to help challenged readers successfully decode and identify unknown words in their reading materials.
LEARNERS- These are the people who tear things apart to see how they work and then put them back together without the directions.
-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.