Army Learning Model Not Ready to Graduate

Two U.S. Army Training and Doctrine Command pamphlets set the vision and provided guidance for this change. Convert most classroom experiences into collaborative problem-solving events led by facilitators (vice instructors) who engage learners to think and understand the relevance and context of what they learn. * Step 2: Tailor learning to the individual learner's experience and competence level based on the results of a pretest and/or assessment. * Step 3: Dramatically reduce or eliminate instructor-led slide presentation lectures and begin using a blended learning approach that incorporates virtual and constructive simulations, gaming technology, or other technology-delivered instruction. Many instructors have added real-world problems while others either have pushed back because it is not the way they have done things, or they are so overburdened with their teaching load they have not had time to prepare. There also has been a focus on using technology as much as possible, not only as a tool to capture the generational characteristics of the millennials and Generation Z but also to provide practical assistance to instructors teaching difficult or technical subjects. Step 3 grade: A ALM established general learning outcomes for soldiers in institutional training and those in an operational-learning environment.