Military Police contains information about military police functions in maneuver and mobility support, area security, law and order, internment/resettlement, and police intelligence operations.
Issue link: https://militarypolice.epubxp.com/i/383260
to ensure that learners are guided to enhanced development,
but it also serves as an external guide to shape overarching
program constructs and assessments. The application of the
model results in a continuum of learning that cultivates
directed and self-directed learning methods with the goal of
achieving learner independence. The discernible separation
of stages allows for defnable tasks and behaviors that
enable measurement and assessment, providing meaning
to the particular level of demonstrated skills acquisition.
The easy-to-understand, staged progression of the Dreyfus
Model is applicable to broad disciplines. It enables trainers
to create programs that include experiential practice and
are responsive to the needs of learners to promote the
emotional connections that are necessary for learners to
progress past the competent stage and to meet the needs of
the 21st century.
Endnotes:
1
Stuart E. Dreyfus and Hubert L. Dreyfus, A Five-Stage
Model of the Mental Activities Involved in Directed Skill
Acquisition, Operations Research Centre, University of
California–Berkeley, February 1980.
2
TRADOC Pam 525-8-2, The U.S. Army Learning Concept
for 2015, 20 January 2011.
3
Educational scaffolding describes the process whereby an
expert provides temporary support or assistance to a novice or
apprentice.
4
Max Wertheimer, Productive Thinking, Harper & Brothers
Publishers, New York, New York, 1945.
5
Stuart Dreyfus, "The Five-Stage Model of Adult Skill
Acquisition," Bulletin of Science Technology & Society, Vol. 24,
Issue 3, June 2004, pp. 177–181.
6
Ibid.
7
Patricia Benner, "Using the Dreyfus Model of Skill
Acquisition to Describe and Interpret Skill Acquisition and
Clinical Judgment in Nursing Practice and Education," Bulletin
of Science, Technology & Society, Vol. 24, Issue 3, June 2004,
pp. 188–199.
References:
Stuart Dreyfus, "Formal Models vs. Human Situational
Understanding: Inherent Limitations on the Modeling of
Business Expertise," Information Technology & People,
Vol. 1, Issue 2/3, 1982, pp. 133–165.
Lauren Resnick, Toward a Cognitive Theory of Instruction,
University of Pittsburgh Learning Research and Development
Center, Pittsburgh, Pennsylvania, 1984.
Jeroen van Merrienboer and Liesbeth Kester, "Whole-Task
Models in Education," Handbook of Research on Educational
Communications and Technology, 3d Edition, Taylor & Francis
Group, LLC, 2008, pp. 441–456.
Captain Ahlstrom is the operations offcer, 115th Military
Police Battalion, Salisbury, Maryland. He also serves as a
Department of the Army civilian assistant professor of military
science at Salisbury University. He holds a bachelor's degree
in political science, a master's degree in liberal studies, and an
educational specialist degree in curriculum.
("Commandant," continued from page 2)
Endnotes:
1
"Strategic Landpower: Winning the Clash of Wills," Strategic Landpower Task Force,