AIR FORCE PAMPHLET 10-100 Instructional Plan Keith Miller CUR/516 February 2, 2015 Kathryn Wyatt

Phase I – Instructional Plan Target Audience All active duty, guard, and reserve, emergency essential and contacted civilian personnel assigned to the organization are subject to deploy will require training. Delivery Delivery will be through paper and computer based training consisting of a game format. Course is 2 Hours) or until the game is completed. Target audience are those members who are subject to deploy which is all active duty, guard and reserve personnel and civilian emergency essential and contract employees meet specific requirements to deploy.

Phase I – Instructional Plan Goal 1: Students will identify the differences between home station and deployment requirements prior to deployment. Goal 2: Students will identify war skill tactics, techniques, and procedures while deployed.

Phase I – Instructional Plan The training will be delivered using a combination of Paper-based material and computer generated Powerpoint game template.

Phase II – Instructional Plan Defined Goals Goal 1: Students will identify the differences between home station and deployment requirements prior to deployment. Goal 2: Students will identify war skill tactics, techniques, and procedures while deployed. Using AFPAM 10-100 “Airman’s Manual” all organizational assigned Active Duty, Guard, or Reserve, Emergency Essential Civilians and Contact Personnel will be able to identify deployment home station requirements as well as war tactics.

Phase II – Instructional Plan AFPAM 10-100 Airman’s Manual Training Objective 1 Audience – Assigned Personnel Behavior – Identify home station requirements Condition – Using the AFPAM 10-100 and Jeopardy Degree – 100% accuracy Given an AFPAM 10-100, “Airman’s Manual” and using the Powerpoint game Jeopardy, all identified organization personnel who are subject to deploy will identify home station requirements prior to deploying with at least 100% accuracy.

Phase II – Instructional Plan AFPAM 10-100 Airman’s Manual Training Objective 2 Audience – Assigned Personnel Behavior – Identify war skill tactics, technics, and procedures while at a deployed location Condition – Using the AFPAM 10-100 and Jeopardy Degree – 100% accuracy Given an AFPAM 10-100, “Airman’s Manual”, and using the Powerpoint game Jeopardy, all identified organization personnel who are subject to deploy will identify war skill tactics, technics, and procedures while at a deployed location with at least a 100% accuracy.

Phase II – Instructional Plan AFPAM 10-100 Airman’s Manual Training Objective1: Given an AFPAM 10-100, “Airman’s Manual” and using the Powerpoint game Jeopardy, all identified organization personnel who are subject to deploy will identify home station requirements prior to deploying with at least 100% accuracy. Objective 2: Given an AFPAM 10-100, “Airman’s Manual”, and using the Powerpoint game Jeopardy, all identified organization personnel who are subject to deploy will identify war skill tactics, technics, and procedures while at a deployed location with at least a 100% accuracy.

Phase II – Instructional Plan Project-Based Learning - builds on learners ’ curiosity and interest. Collaborative Learning - is an effective and motivating strategy for working adults. (used in groups) Critical Thinking – Making clear reasonable decisions The objectives will use a combination of project based, Collaborative learning, and critical thinking skills. There are 6 subject areas listed in the manual which covers a broad range of material and it’s impossible for each to know them all. Using a team and game format this training allows for learners to build curiosity in how each team’s participants will handle the questions. Each member will be able to collaborate with other team members making learning fun. Finally, as the questions get harder each participant will require some critical thinking in order to pull out an answer within a few seconds.

Phase III – Instructional Plan Implementation Phase Training will be completed annually on one of two Commander directed training days. Total Time – 2 hours Individuals – UDM, Team Captain, Learners (Team members). Pilot Test – A pilot test of the training will be conducted on one of the two training days. Any training deficiencies will be completed before the next training day. Expected timeframe to complete the training will be 2 hours. Time is required to read over the rules before beginning the game. This training will take place using two teams of at least 10 or more on each team. Jeopardy will be the primary technology used to submit the assessments. There are a total of 25 questions that sample the AFPAM 10-100. “Airman’s Manual”. Training is required annually and will be introduced during one of two Commander directed stand down days for training. The Airman’s Manual Training will be pilot tested during the first of two mandatory training days that is directed from the Commander. We will use the principles of instructional design to make changes were required. Jeopardy will be used as the assessment tool to validate training. A Unit Deployment Manager will facilitate (administer) the training along with an appointed captain for each team.

Phase III – Instructional Plan Implementation Phase Cont. Training will be conducted in one of the installation’s classrooms in Building 2441 (Professional Development Center) One copy of the Airman’s Manual AFPAM 10-100 will be provided to each elected team captain which will comprise of the highest ranking military member Training conducted in a classroom which has computer and projector access and a maximum size for 40 members each.

Phase III – Instructional Plan Implementation Phase Cont. Training will be announced using email by the Commander Using a game format to build interest in training Participants will be selected using the first number of their social security number for team assignments. Training conducted in a classroom which has computer and projector access and a maximum size for 40 members each.

Phase III – Instructional Plan Formative Assessment Used to improve learning and instruction that is essential to course goals. Each question’s answer will be revealed and we will use this as a means to conduct a formative assessment as a group. Each team will be given an opportunity to answer a question using the Jeopardy format.

Phase IV – Instructional Plan ADDIE One of the most commonly used descriptions of design/development Analyze Design Develop Implement Evaluate System’s Approach Model (Dick & Carey) ADDIE is a way to ensure we cover all areas when creating and evaluating instruction (Brown, 2011)

Dick & Carey’s Systems Approach Model Conduct Instructional analysis Revise Instruction Develop Assessment instruments Develop and Select Instructional materials Assess needs to Identify goals Write Performance Objectives Develop Instructional strategy Design and Conduct Formative Evaluation of instruction Using any ISD model will enable a member to evaluate a program during any portion of the design process. Analyze learners And contexts Design and Conduct Summative evaluation

Phase IV – Instructional Plan Jeopardy will be the game used as the instrument. There will no Double or Final Jeopardy played only a single round. There are a total of 25 questions using 5 areas outlined in AFPAM 10-100. Point range for each subject is 10-50 points and the team with the most points following completion wins. The prize for winning is the Commander’s Jeopardy Trophy.

Phase IV – Instructional Plan Course can be used in different settings as a fun and energetic way to foster teamwork and interest in a subject. This particular training can be used annually or Biannually determined by the success of the initial session. Image retrieved from Google Images (ISD Model, 2015).

References Brown, A., & Green, T.D. (2011). The essentials of instructional design, Connecting fundamental principles with process and practice [University of Phoenix Custom Edition eBook]. Allyn and Bacon. Retrieved from University of Phoenix, CUR 516 website. Wlodkowski, R. J., & Ginsberg, M. B. (2010). Teaching intensive and accelerated courses, Instruction that motivates learning [University of Phoenix Custom Edition eBook]. San Francisco, CA: Jossey-Bass. Retrieved from University of Phoenix, CUR 516 website