NCO DLC - Course Foundation Latest Update Graded A+

NCO DLC - Course Foundation Latest Update Graded A+ Progress Check Provides an opportunity to interact with information you recently encountered at the knowledge level and higher levels of learning. Formative Exercises Exercises in learning and passing them is NOT a requirement for graduation; however you should prepare the same way you prepare for summative evaluations. Summative Evaluation This evaluation is conducted at an educational testing facility. A multiple-choice test directly tied to the material you are studying, used to determine pass or fail for your course. Assesses your comprehension of the material. AFMAN 36-2647 Institutional Competencies Development and Management, contains expectations in relation to the institutional competencies and serves as a foundational document for all EPME curricula. Keys to Successful Learning Read for Comprehension, Take Notes, Study, Test, & Lifelong Learning. Time Management Scheduling, Self-Discipline, Dealing with Distractions, & Procrastination. Affective Domain "The manner in which one deals with things emotionally. It is the impact of one's attitude, or ability to value, appreciate, and motivate. The feeling or internalization component of learning and includes five levels. This course only focuses on three: receiving, responding, and valuing. " Receiving The affective domain's first level of learning. At this level, you have to be willing to "attend" your course - pay attention to the material you're reading and actively listen to and watch any presentations associated with the reading material. You get you study materials ready and your prepare yourself to learn. At this level, you don't assign value to the material. Responding "This is the affective domain's second level of learning. For deeper levels of learning to occur, listening to, or simply receiving a message isn't enough. After receiving the intended message, you must do something with it. For example, reading the material according to your schedule/plan. You also access the associated instructional media and maybe even find some of the references to learn more. During learning opportunities you may think about how you can improve your effectiveness by transforming the material you learned into actionable behaviors. At this level, you still haven't assigned value to the material." Valuing This is the affective domain's third level of learning. At the valuing level, as you respond to messages or actions, you're also assigning some worth or value to them. You've internalized and feel that the material has some worth and that you can benefit from it because it will enhance you and your abilities. Cognitive Domain The "thinking or reasoning" component of learning. With cognitive learning objectives, you acquire knowledge through mental processing by using your mental faculties; this is the type of learning required to become a critical thinker. involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. The First level is Knowledge and the second level is Comprehension. Knowledge "This 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've either heard or read." Comprehension "This is the cognitive domain's second level of learning. At this level, you go beyond simple recall or recognition of the material and attempt to attach meaning to it and establish relationships between pieces of information, concepts, and principles. When determining relationships between the material, you'll relate your thinking to outcomes such as appropriate/inappropriate, effective/ineffective, and positive/ negative. There are three sub-levels of learning within this domain: translation, interpretation, and extrapolation." Terminal Cognitive Objective COMPREHEND - These statements explain cognitive learning outcomes and will begin with either knowledge or comprehension. Terminal Cognitive Samples of Behavior Explain the knowledge, skill, or attitude you're expected to demonstrate during and at the end of a chapter. They'll always begin with Identify (Put in your own words), Illustrate (How to apply in other instances), or Predict (Determine possible future state); you can easily determine the depth of learning expected. Affective Objectives VALUE - These statements inform you about the highest level of internalization you're accountable for: Valuing. You're responsible for accepting, preferring, or committing to all of the material in this course. Affective Samples of Behavior These statements inform you of the minimum possible attitudes expected as an NCO in relation to the chapter material. They'll always begin with some type of positive adjective or action verb. Enthusiasm (dedicating yourself to the material), Voluntarily (complete all coursework), Accept (realize material is a benefit), Prefer (reflection of past experience vs after EPME), IDDP Structured Thinking Process A four step method (Identify, Differentiate, Determine, and Predict) designed to help students think through course material in a structured manner. Using this method can enable a deeper understanding of lesson concepts and principles and thus enables a more effective leader. Identify The purpose is to allow you to demonstrate your ability to recognize or pick out, in a situation or scenario, concepts or principles associated with the content in the specific chapters. Differentiate Allows you to demonstrate your ability to distinguish whether actions, decisions, or behaviors described in the scenario are appropriate or inappropriate, or effective or ineffective according to the chapter concepts and principles. Remember, there's no degree of appropriate or inappropriate; something is either right or wrong. Determine Allows you to demonstrate your ability to Determine an appropriate and/or effective course of action based on your understanding