It is not sufficient for learners to show evidence of performance in just one specific situation; the indicators and examples at each sublevel illustrate how learners might demonstrate skills in each mode of communication through a wide variety of evidence.
Can-Do Statements describe what learners can independently do at each sublevel and help pave the way to higher levels. Higher level skills and functions (e.g., using timeframes, understanding complex texts) need to be introduced at lower sublevels and built upon in order to have independent control of those skills and functions at higher sublevels.
building skills for proficiency pdf
Can-Do Statements do not show what to learn or teach at each sublevel; the descriptors show the skills and functions that can be done with full control at that sublevel. Learners should work with authentic texts and real-life scenarios at all levels and sublevels and set goals for how to progress to the next higher level.
Learners and educators use the statements for self-evaluation to become more aware of what they know and can do in the target language. By using statements aligned to the proficiency scale, educators can more easily create rubrics that enable learners to chart their progress.
Aligned with the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners the Can-Do Statements reflect the continuum of growth in communication skills through the Novice, Intermediate, Advanced, Superior, and Distinguished levels.
In addition to listening for total meaning, you should also avoid mental distractions when building cultural competency through active listening. This means listening with focus and not becoming involved in mental chitchat about how you are going to respond to a person or question. For example, if you believe that homosexuality is immoral and a choice and you are in a debate with a friend on the legalization of same sex marriage, instead of engaging in mental chitchat about what scientific or biblical facts you can recite to prove your perspective, the key is focusing on what is being said and how it is being said.
During the past 10 years, sustainment unit training efforts have focused on building and developing Soldiers' tactical skills at the cost of their technical military occupational specialty (MOS) skills. Units depended heavily on the Logistics Civil Augmentation Program for sustainment requirements. This off-balance training focus and overdependence on contract support has resulted in a battle-hardened force of sustainment Soldiers, many of whom lack technical proficiency because they have not been working in their MOSs.
The difference between MOS qualified and MOS proficient is the difference between merely knowing how to do the job and being skilled at the job. A Soldier is MOS qualified when he graduates from advanced individual training. However, field-experienced proficiency comes from two other spheres of training: unit and self.
Institutional training starts with initial entry training, which includes basic combat training and advanced individual training, and gives a Soldier the basic skills required to be awarded an MOS. Institutional training continues throughout the Soldier's career with the Warrior Leader Course, the Advanced Leader Course, and the Senior Leader Course. Each level of training addresses MOS critical tasks for that level.
MOS qualification by itself is not good enough. MOS qualification is merely the foundation--the point at which Soldiers begin their careers. Unit commanders are responsible for establishing training plans that build both technical and tactical proficiency. Every tactical training task has supporting technical tasks. Without the skills to perform these technical tasks, the tactical training event will not succeed.
After years of many sustainment Soldiers not performing their MOS duties, how technically qualified are they? Sgt. Maj. of the Army Raymond Chandler has directed a "back to basics" approach to training. This was also the topic of an article by Brig. Gen. Steven A. Shapiro in the November-December 2012 issue of "Army Sustainment." Our leaders are calling for us to refocus our training efforts and rebuild MOS proficiency skills in our Soldiers and across our force.
These goals need to be translated into tracked metrics on MOS proficiency, personnel utilization rates, equipment usage, work order turnaround time, and other aspects of our technical skill areas. These goals need to be clearly communicated by our senior Army leaders and added to the officer and noncommissioned officer evaluation report support forms.
We need to empower sustainment noncommissioned officers to ensure that mandatory training requirements are accomplished throughout the training day along with planned MOS training events directed to build each Soldier's technical abilities and skills. These mandatory requirements can be accomplished in several ways:
We must get away from the routine of recurrent monthly mandatory stand-downs to accomplish all of our mandatory training. We have to get back to building our Soldiers up in their technical skills so that they will be proficient in the MOS tasks they need to know, the tasks they came in the Army to learn and perfect. A Soldier working in his MOS is a happy Soldier who will stay in the unit and in the Army. He may also develop into a highly proficient NCO or warrant officer candidate.
The NMTC is an excellent venue to rebuild technical proficiency for all our maintenance elements as well as brigade support battalion and forward support company distribution elements. It also provides a means of building effective staff teams at the combat sustainment support battalion and sustainment brigade levels. Cycling these elements through the NMTC on a rotational basis to validate them on their unit missions before they enter the available year of the Army Force Generation (ARFORGEN) cycle would be an effective way to sharpen their skills. In the past, units would focus training on their unit's mission; we need to get back to that.
Leaders, I challenge you. Look at your yearly training plan and where your units are in the ARFORGEN cycle. Look at the condition of your equipment and the technical skills of your Soldiers. Then re-insert technical skills into the plan if they are missing.
This article provides strategies and training options for the development of various social skills. Several resources to help target specific struggles related to the development of social skills in adults are also included, and the approaches can be tailored to improve social responses in specific domains.
Social skills training is usually initiated when adults have not learned or been taught appropriate interpersonal skills or have trouble reading subtle cues in social interactions. These instances can also be associated with disorders that impede social development, such as autism.
Therapists who practice social skills training first focus on breaking down more complex social behaviors into smaller portions. Next, they develop an individualized program for patients, depending on what social skills they need to work on, and gradually introduce those skills to their patients, building up their confidence through gradual exposure.
Before engaging your clients in social skills interventions or any type of therapeutic intervention, it is important to determine if social skills therapy is a good approach to help them with their current situation.
The Is Social Skills Training Right for Me? checklist is a self-assessment opportunity for clients to determine if social skills therapy is appropriate for their specific situation or if another approach will be more beneficial.
However, self-assessment activities can sometimes be unreliable, as the individual might not fully understand the treatment models that are available to them. Additionally, if a client has issues with social skills, they may not be aware of their deficiencies in social situations.
Prior to starting social skills training or activities, the therapist and client should narrow down which areas need help. A therapist can do this by asking the client a series of questions, including:
Practicing social problem solving is a key component of social skills training. This worksheet on Social Problem Solving allows your clients to define the problems they are facing and rate the potential solutions from low to high efficacy.
Supplementing modeling and practical activities with interactive audio-visual aids, such as podcasts and videos, is an essential practice in ensuring that patients seeking social skills training are getting multiple perspectives to develop their social intelligence.
Based on his experiences moving from a small town to a big city and eventually starting improv comedy, he developed a workshop to help integrate principles of improvisation into social skills training.
She argues that technology has interfered with the development of interpersonal skills, stating that conversation is an art that is fundamentally underrated and should be emphasized more, especially among young children.
People engaging in social skills training would benefit from the episode on social sensitivity, which examines the social dynamics of the brain. It also explains why our brains are programmed to respond more to specific traits (e.g., warmth, dominance) and why people with those traits are often elevated to higher positions within the social hierarchy.
However, sometimes clients might not even realize they need targeted interventions to help with their social skills, and they might approach a therapist with other challenges around anxiety entering new situations.
About the author Dr. Gabriella obtained a Ph.D. from the University of Toronto (OISE) in Developmental Psychology and Education where her research is centered around emotions, instruction, and online learning.She currently works as a psychological consultant with children, adolescents, and adults in Toronto, Canada. In her spare time, she enjoys building her writing portfolio, spending time with her family, and walking her dog. How useful was this article to you? Not useful at all Very useful 1 2 3 4 5 6 7 8 9 10 Submit Share this article: 2ff7e9595c
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