Atch (1)_APPENDIX G Sailor 2025 RRL Operational Engaging Instructional Strategies - 06 Dec 2019.docx

06 December 2019 APPENDIX G: Sailor 2025 RRL FY20 Content Conversion Operational Definitions of Engaging Instructional Strategies Contractors are encouraged to apply instructional strategies that are innovative and encourage student engagement. Note the following list is not all- inclusive.

· Adaptive Training: Training interventions whose content can be tailored to an individual learner’s aptitudes, learning preferences, or styles prior to training and that can be adjusted, either in real time or at the end of a training session, to reflect the learner’s on-task performance.

· Adaptive Remediation: This strategy uses evaluations in real-time to identify a student’s weaknesses, and then prescribes remediation for those skills that have not been mastered, also in real time. Immediate feedback and information provided is specific to the student’s needs and targets specific mistakes and misconceptions.

· Blended Learning: This approach incorporates technology to better customize the student's experience. A mix of opportunities can occur in this learning space as Trainers interact with students, students collaborate with each other in peer-to-peer discussions, and students work with devices that provide the individualized content that they need. Often, educators can opt to divide a larger space into learning stations and rotate students into different learning opportunities within the same instructional period.

· Coaching: Guides the student through real-world training tasks by explicitly modeling appropriate cognitive processing, providing hints and feedback, and assisting when the student is unable to complete parts of the task on their own.

· Cooperative Learning: Learning situation in which students work together in small groups. Evaluation may be based on the group's performance.

· Direct Instruction: Principal content to be learned is presented directly to the evaluation in order to provide feedback and corrective instruction.

· Flipped Classroom: Students gain first exposure to new material outside of class, usually via reading or lecture and then use class time to do the harder work of assimilating that knowledge through problem-solving, discussion, or debates. Educators serve as expert mentors who guide students can opt for large-group discussion, small-group discussion, or individual mentoring during the class time.

· Game-based Learning: Use of gameplay to meet the learning outcome by integrating a story, play and game mixed with live and/or virtual experience design elements. This strategy focuses on the student’s creativity, imagination, and emotions to stimulate critical thinking and innovative problem-solving.

· Instructional Simulation: Students explore a virtual environment that includes instructional elements to help them explore, navigate, manipulate objects, and obtain more information about a particular system or environment. This is an active form of experiential learning that allows the student to learn safely through a hands-on, simulated experience.

· Inverted Classroom: Students receive tools; Worksheets and applying the concepts.

· Mentoring: Introducing a mentoring relationship between a virtual expert and the student. The mentor character is incorporated throughout the learning event as a means to present important concepts, provide real-life examples, review work, offer feedback, and guide the student’s progress.

· Micro learning: Creating very short, “bite-sized” lessons or courses (normally measured in minutes) that each cover a single, focused objective that is highly targeted to meet a specific learning outcome. Typically designed in rich media formats, it is a learner-centric approach that provides just-in-time training that is normally available on multiple devices (extending to Tablets and Smartphones besides Desktops and Laptops). All these aspects ensure that it can be easily accessed, quickly completed, and effortlessly applied.

· Peer Instruction: Students assignments (quizzes) to ensure students are used to gauge mastery.

· Problem-based learning: Takes place in problem solving situations where the student draws from his or her own experience and prior knowledge to solve a problem aligned with a learning objective. This strategy trains the student to identify and analyze the problem, identify decision criteria, develop multiple solutions, and select the optimal solution.

· Scenario-based learning: Designing a lesson or course around the context of a meaningful story with character, plot, and setting elements to engage the students. Stories can be limited or overarching throughout the learning event, but should present the students with realistic scenarios that are both relevant and authentic.

· Tutorial: Students directly interact with the content followed by logical points to check comprehension and provide thought-provoking stimuli. This is a strategy primarily used to present knowledge, facts, concepts, and principles. Information is presented through the use of graphics or text.

DISTRIBUTION A. Approved for public release. Distribution is unlimited.

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