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Using Needs Assessment to Align Learning and Assessment with the Capability Needed to Perform a Specific Mission
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In: DTIC (2014)
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| 3 |
Predicting Proficiency without Direct Assessment: Can Speaking Ratings be Inferred from Non-participatory Listening and Reading Ratings?
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In: DTIC (2013)
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| 4 |
Developing and Mentoring Foreign Language Instructors: Best Practices Study Results
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In: DTIC (2013)
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| 5 |
Special Operations Forces Mission-related Language Requirements: What Skills Should Be Tested?
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In: DTIC (2013)
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| 6 |
Examine Ways to Decrease Training Duration While Maintaining Training Objective
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In: DTIC (2012)
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| 7 |
Analysis of the ILR Can Do Statements as a SOFTS Placement Tool
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In: DTIC (2012)
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| 8 |
Aligning Learning Capability with Strategy: A Training Needs Assessment (TNA) Case Study
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In: DTIC (2012)
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| 9 |
Establish Best Practices for Supervision of Instructors
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In: DTIC (2012)
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Abstract:
This report describes the current state of instructional supervision in Special Operations Forces (SOF) initial acquisition training (IAT) language schools. The report describes the practices used in supervising instructors in these schools, and compares these practices with best practices from the theoretical and empirical literature on the topic, as well as with practices used in language schools external to the SOF IAT community. The findings are organized into five main categories: (1) language learners and the language learning environment, (2) responsibilities of the instructional supervisor, (3) the relationship between instructional supervisors and instructors, (4) strategies and methods for instructional supervision, and (5) classroom observation and assessments. The study recommends that task and knowledge, skills, and abilities (KSA) analyses be conducted in each of the SOF IAT language schools, and that additional research be conducted to examine the results of effective instructional supervision in SOF IAT language schools. Specific recommendations are provided for SOF IAT leadership and Command Language Program Managers (CLPMs) related to selection, training, and resourcing. Finally, specific recommendations are provided for instructional supervisors related to classroom supervision and other important behaviors and skills. Using the information presented, SOF IAT leadership, CLPMs, and instructional supervisors can maintain and further develop effective instructional supervisory behaviors and practices in SOF IAT language schools.
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Keyword:
*BEST PRACTICES; *FOREIGN LANGUAGES; *INITIAL ACQUISITION TRAINING LANGUAGE SCHOOLS; *INSTRUCTIONAL SUPERVISION; *INSTRUCTIONAL SUPERVISORS; *INSTRUCTORS; *METHODOLOGY; *SCHOOLS; *SPECIAL OPERATIONS FORCES; *SUPERVISION; *SUPERVISORS; Administration and Management; BEHAVIOR; CLASSROOM OBSERVATION; Humanities and History; INSTRUCTIONAL SUPERVISORY BEHAVIORS; LEARNING; Linguistics; Military Forces and Organizations; OBSERVATION; PERFORMANCE(HUMAN); PERSONNEL DEVELOPMENT; QUALIFICATIONS; SKILLS; TRAINING
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URL: http://www.dtic.mil/docs/citations/ADA585071
http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA585071
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| 10 |
Examine the Impact of Training Duration on Retention
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In: DTIC (2012)
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| 11 |
Trainee Characteristics and Achievement during Special Operations Forces Initial Acquisition Foreign Language Training
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In: DTIC (2012)
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| 12 |
United States Special Operations Command's Foreign Language Proficiency Bonus at ILR 1/1+: Initial Review and Recommended Changes to Improve Results and Lower Cost
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In: DTIC (2012)
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