By John D. Winkler, Henry A. Leonard, Michael Shanley
This file examines ways that distance studying may help the military extra fast alleviate lively part manpower shortages in understrength army occupations. The research unearths that distance studying can permit speedier of completion of reclassification education, speedier final touch improvement classes, and extra effective sorts of ability education, counting on the character of the direction fabrics chosen for guideline through distance studying. The research addresses the prices and advantages of those power alterations in addition to power implementation difficulties which could increase charges or decrease advantages.
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Extra info for Army Distance Learning: Potential for Reducing Shortages in Army Enlisted Occupations
Sample text
A colleague could be invited to tally student responses, or the class could be videotaped and the response pattern charted from the videotape. Simpler yet, use a seating chart, design a participation chart, or create some other type of chart with a list of students’ names to keep track of student participation during the discussion. This approach doesn’t require any equipment and offers the added advantage of serving as an accountability strategy. Students who are aware the teacher is recording their participation are often more likely to contribute to the discussion (Dallimore, Hertenstein, & Platt, 2004).
Use” questions ask students to apply existing knowledge and “create” questions ask students to create new knowledge. a. from Ms. Fletcher (1): Can we develop some sort of pattern or process to help us out? b. from Ms. Fletcher (3): How could we find out what this would be without making a long table or counting? c. from Ms. Fletcher (4): Why are we taking it times four? from Ms. Fletcher (13): Can you use that same mentality, that same creativity, and come up with other ways to get the same number of total tiles?
That’s a lot of work. How would we turn this into an equation that could be used elsewhere? What part has to change and what part has to stay the same? (Teacher waits briefly). Danny: “n” would stand for the length of the pool plus 4. Ms. Fletcher (12): So you’re saying that this changes to “n” (points to the 12 written on the overhead). Agree or disagree? Class: Yeah. Ms. Fletcher (13): Okay, this is the neat part. If that is true, and we know it is because we agreed to that and it gets us the right answer, is that the only way to do it?