Program Report ansf literacy Program: The Afghan National Security Forces in the Central & Eastern Provinces of Afghanistan, August 2010-December 2014 United Alliance Global Solutions
B. Instructional Model Used By UAGS
Download 221.99 Kb.
|
- Navigate this page:
- C. Teaching Techniques Used By UAGS
| B. Instructional Model Used By UAGS
Over the past several years, UAGS successfully implemented a literacy program of instruction and conducted classes for the ANSF. These years of experience, combined with a team of education professionals, has afforded UAGS the opportunity to mold the literacy program to the unique culture of Afghanistan, and specifically the needs of the ANSF. UAGS recognized early on that the ANSF relies on the internal motivation of individuals as a key component to a successful literacy program. As part of the outcomes-based approach to training, UAGS utilized a research-based motivational instructional delivery model. This model (ARCS Model of Motivational Design) focuses on four steps that promote the learning process: Attention: In order for the student to engage in a lesson, instructors first gain the learner’s attention. To stimulate learning, the instructor uses a variety of techniques to actively engage the student. Relevance: The instruction is connected to the goal of the lesson and the future lives of the soldiers and policemen, to include life after their service to the ANSF. Confidence: The students must be instilled with a sense of confidence that they can meet the goals of instruction and ultimately be successful. Satisfaction: The students must have a sense of satisfaction that the material they are learning has application and will be useful as a soldier or policeman. C. Teaching Techniques Used By UAGS 1. Active Teaching & Learning ANSF students discuss and formulate their own questions related to their individual life experiences. The teacher facilitates discussions in which the students discuss and explain their thoughts and ideas during class. Whole class discussions then become the basis for achieving the literacy learning objectives. 2. Cooperative Teaching & Learning: Students work in small groups assisting one another on literacy tasks. The teachers closely monitor the small groups, providing guidance and assistance. This method promotes both interdependence and individual accountability, traits needed by members of the ANSF. 3. Inductive Teaching & Learning: The teacher presents the ANSF students with real-world scenarios related to the literacy learning objectives. The students acquire the new knowledge by discussing its applicability to situations that they are likely to observe in their work as soldiers and policemen. Research clearly demonstrates that learner-centered instruction, that connects meaningful information and life experiences to new knowledge, is the most effective educational approach. This is especially true in Afghanistan with the ANSF, where soldiers and policemen thirst for knowledge, have limited time, and come from various cultural backgrounds. OTTS incorporates these factors into the instructional delivery process of the literacy program. Download 221.99 Kb. Share with your friends:
|