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| Learning is a process that changes the way a person thinks, feels, or behaves. |
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| The formative exercises will cover the cognitive objectives for each chapter. They're designed to provide feedback to you on your strengths and areas needing improvement. |
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| These tests determine whether you possess the requisite knowledge, skills, and abilities to have mastered the educational competencies that the Air Force requires of you. Course exams are also the measuring sticks to determine whether you've mastered the learning objectives of the ALDLC. |
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| Cognitive levels of learning, 22 |
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| Cognitive learning is the thinking or reasoning component of the learning process. The cognitive domain has six levels of learning, but we're only going to cover three: knowledge, comprehension, and application. |
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| Cognitive objective statements explain the cognitive learning outcomes for each chapter. |
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| Cognitive samples of behavior, 23 |
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| Cognitive objectives can be broad and abstract in nature; as such, they can be intangible and hard to measure. Therefore, objective statements must be broken down to behaviors that can be seen or observed. These 'behaviors' are called samples of behavior. There are two categories of samples of behavior: enabling and terminal. |
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| Affective levels of learning, 24 |
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| Affective learning is the feeling or internalization component of learning. The affective domain has five levels of learning, but we're only going to cover three: receiving, responding, and valuing. |
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| Many of the chapters in this course have this affective (attitude) component. For example, you‟re not only expected to know the Air Force Core Values, but, you must accept and adopt them as part of your own value system. |
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| Affective samples of behavior, 25 |
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| The affective objective statement must be broken down to behaviors that can be seen or observed just like the cognitive objective statement. These samples of behavior also describe what you should be able to do in order to reach the valuing level. |
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| EPME Structured Thinking Process, 28 |
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| The EPME Structured Thinking Process Model (see Figure 3) is used at all levels of professional military education. At the core of structured thinking are justifying actions, behaviors, decisions, or outcomes. Being able to IDENTIFY the situation and the associated chapter principle(s) is a great beginning. However, you must also be able to justify your answer and explain why that principle is accurate from among other principles. Once the identification is complete, you must also be able to DIFFERENTIATE as to whether the principle is being applied appropriately/inappropriately or effectively/ineffectively. Again, you must justify why the principle is appropriate/inappropriate or effective/ineffective. You must also be able to DETERMINE the proper course of action based on principles. Furthermore, you must justify why the course of action is appropriate or effective. One final step is to PREDICT the outcomes of actions. Whether they‟re appropriate/inappropriate or effective/ineffective, you should be able to make a prediction related to the likely outcomes of the actions, and then justify your answer. Notice that justify happens as a part of each component. |
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| Body of theory/specialized knowledge, 41 |
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| ALS mission statement, 51 |
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| The ALS mission is to “Prepare senior airmen to be professional, warfighting Airmen who can supervise and lead Air Force work teams to support the employment of air, space, and cyberspace power.” |
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| Progressive professionalism, 48 |
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| Public service orientation, 42 |
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