ME 34 - 33

ARMY OF PERU

MILITARY INSTRUCTION

INSTRUCTIONMETHOD
M I L I TA RY

2017
 ME 34 - 33

MILITARY INSTRUCTION METHOD

INDEX

FIRST PART. ELEMENTS OF MILITARY INSTRUCTION

Paragraph. Page.
CHAPTER 1. GENERALITIES
Object 1.1 1.1
Purpose 1.2 1.1
Scope 1.3 1.1
Doctrinal bases 1.4 1.2
Definition of terms... 1.5 1.2
CHAPTER 2. FUNDAMENTALS OF THE METHOD AND MODEL
EDUCATIVO
Basic considerations in the
military instruction 2.1 2.1
Fundamentals of the Instruction Method
military 2.2 2.1
Basic elements of instruction... 2.3 2.2
Educational model approach
of the Army 2.4 2.4
Foundations of Education
in the Army.................................... 2.5 2.4
Elements of the educational system
in the Army... 2.6 2.4
Socio-cognitive pedagogical paradigm
humanist 2.7 2.5
Fundamentals of the pedagogical paradigm
Humanist socio-cognitive 2.8 2.6
Characteristics.................. 2.9 2.7
Didactic strategies of the
Military instruction 2.10 2.8
Curricular design of education
in the Army 2.11 2.9
The Model T 2.12 2.10
CHAPTER 3. THE INSTRUCTOR

Section I. GENERALITIES
Instructor's Work..................................................3.1 3.1

Qualities of the Instructor

Section II. INSTRUCTOR'S CONDUCT

General considerations…………………… 3.3 3.5
Visual Relationship...... 3.4 3.5
Auditory Relationship……………………..…………3.5 3.10
Mental Relationship…………………………………3.6 3.12
Rules for asking questions…………….. 3.7 3.14

CHAPTER 4. THE STUDENT

Generalities..........................4.1 4.1
Student Characteristics……………………4.2 4.1
Specific characteristics..................... 4.3 4.2
Peculiarities of the contingents
to the adaptation of Military instruction…… 4.4 4.2
Role of the student during the instruction...... 4.5 4.3
Student behavior.................................4.6 4.3

SECOND PART. DEVELOPMENT OF THE METHOD

CHAPTER 5. LEARNING AND TEACHING

General considerations................. 5.1 5.1
Section I. Learning
Fundamental concepts of Learning… 5.2 5.1
Standards that facilitate learning…………..5.3 5.3
Factors that facilitate learning........... 5.4 5.8
The learning methods or
Procedures.............................5.5 5.9

Section II. TEACHING

Teaching standards........................... 5.6 5.15

Stages of teaching.............................. 5.7 5.16
CHAPTER 6. PREPARATION
Generalities………………………………….6.1 6.1
Section I. STEPS OF PREPARATION
Basic considerations…………….............. 6.2 6.2
Preparation Steps……………………….6.3 6.2
Determine Objectives…………...…………..…..6.4 6.3
Determine the subjects to teach...... 6.5 6.4
Gathering bibliographic material
or information………………………………….6.6 6.4
Study, analysis, and classification of the Material
of teaching and gathered information…… 6.7 6.5
Organization of the presentation…………….. 6.8 6.6
Make the programming of activities
relevant.........................6.9 6.7
Carry out the activities in the classroom
y las pruebas de evaluación……………………6.10 6.8

Section II. DOCUMENTS OF THE PREPARATION

Timely formulation and dissemination of

The Learning Units and
Activity Guide……………….……………6.11 6.9
Documents for the strategy of
Learning……………………………………..6.12 6.9
The Essay…………………………………………6.13 6.11
The final verification………………………………6.14 6.12

CHAPTER 7. DRIVING

Section I. GENERALITIES
Definition and Importance......... 7.1 7.1
Parts included…………………….…… 7.2 7.1

Section II. THE PRESENTATION

Generalities..........................7.3 7.2

Section III. THE ACTUAL DRIVING

Proper conduction………………. 7.4 7.3
 Instruction Methods..........................7.5 7.7
Thesis……………………………………….7.6 7.8
Conference.................................7.7 7.10
Demonstration……………………….…………..7.8 7.12
Active method………………………………….…7.9 7.14

Section IV. INDIVIDUALIZED PRACTICE EXERCISES

Generalities……………………….………..…7.10 7.15
Preparation and conduction...........7.11 7.15
Types of Individual Practice Exercises...... 7.12 7.18
Controlled practice... 7.13 7.19
Practice person.......................... 7.14 7.19
Role exchange (Teacher-Student)............7.15 7.19
Role exchange within groups..........7.16 7.20

Section V. GROUP PRACTICE EXERCISES

Generalities…………………………………..7.17 7.22
Preparation of Practice Exercises
Group…………………………………………….7.18 7.23
Organization…………………………………….7.19 7.25
Driving…………………………..………….7.20 7.27
Group Practice Critique………………….. 7.21 7.28
Types of Group Practice……………………… 7.22 7.29
Discussion...........................7.23 7.29
EM exercises.......................... 7.24 7.36
Commissions.................................7.25 7.37
Round table............................... 7.26 7.38
Panel…………………………………………….7.27 7.42
Symposium…………………………………………7.28 7.45
Seminar..........................7.29 7.50
Committee...........................................7.30 7.51

Sociodrama……………………………………..7.31 7.53
Exercises with Problems………………………7.32 7.54

Section VI. TACTICAL EXERCISES

Generalities.......................... 7.33 7.58

Types... 7.34 7.58
 Section VII. THE SUMMARY

Generalidades……………………………………7.35 7.59
General Guidelines……………….……….7.36 7.60

Section VIII. GENERAL RECOMMENDATIONS

General Recommendations……………….…7.37 7.60
Recommendations to overcome
Difficulties in driving...................... 7.38 7.61

CHAPTER 8. THE EVALUATION

Section I. BASIC CONSIDERATIONS
General considerations
General Principles of Evaluation...........8.2 8.4
Characteristics of the Evaluation............... 8.3 8.5
8.6
Types of Evaluation........................... 8.4
Student Evaluation………………………….8.5 8.15
Student Assessment Results 8.6 8.16

Section II. TESTS

Definition........................................8.7 8.18

Purpose of the Tests… 8.8 8.18

Characteristics of the Tests……………… 8.9 8.19
Guidelines for formulating questions or
Propositions of the tests………………… 8.10 8.20
Test Classes..........................8.11 8.21

Section III. ORAL EXAMS

Generalities……………………………..……8.12 8.21
Advantages…………………………………………8.13 8.22
Disadvantages…………………………………….8.14 8.22
Rules for formulating questions.....……. 8.15 8.22
Employment............................8.16 8.23

Section IV. WRITTEN TESTS

Generalities……………………………………8.17 8.24
 Types of Written Test.......................... 8.18 8.24
Multiple Choice... 8.19 8.25
True-False………………………..………8.20 8.34
Interrelation of Subjects-Correspondence or
Pareos 8.21 8.37
Completion and short response........... 8.22 8.41
Of the Situation........................... 8.23 8.47
Composition or Development.......................... 8.24 8.49

Section V. PRACTICAL EXECUTION TESTS

Generalities...............................8.25 8.52
Ventajas………………………………………….8.26 8.52
Disadvantages..........................8.27 8.53
Employment…………………………………………..8.28 8.53
Reglas para preparar la Prueba Práctica……. 8.29 8.53

Section VI. OTHER TESTS

General Considerations…………………… 8.30 8.57
Checklist……………………………. 8.31 8.58
Grading Scales………………………… 8.32 8.60
Questionnaire - Inventory........................ 8.33 8.63
Interview .............................. 8.34 8.64

Section VII. TEST CONFECTION

Responsibilities……………………………..8.35 8.64
Test Preparation........................8.36 8.66
Preparation of the Test……………………… 8.37 8.68
Application of the Test.......................... 8.38 8.70
Grading of the Written Tests... 8.39 8.71
Review and Analysis of the results……….. 8.40 8.75

Section VIII. QUESTION BANK

Generalities..................................8.41 8.89
Preparation of the Question Bank…………. 8.42 8.89
ANNEXES:

ANNEX 1 EDUCATIONAL MODEL OF THE ARMY 1

ANNEX 2 EXAMPLE OF MODEL T.......................... 2

ANNEX 3 GENERAL FRAMEWORK OF CAPABILITIES AND

SKILLS...... 3

ANNEX 4 FRAME OF INSTITUTIONAL VALUES AND

ATTITUDES 5

ANNEX 5 ATTITUDE RATING SCALE…… 6

ANNEX 6 EXAMPLE OF A LEARNING UNIT……… 7

ANNEX 7 GUIDE FORMAT FOR THE DIRECTOR OF

DEBATE 88
 FIRST PART

ELEMENTS OF MILITARY INSTRUCTION

CHAPTER 1. GENERALITIES
1.1 Objeto

Establish a teaching-learning method, so that the

Army personnel achieve training objectives and
training of the staff that composes it.

1.2 Purpose

This manual aims to determine the fundamentals and

basic rules for the application of the Methodology in the
Military Instruction.

1.3 Alcance

The content of this manual applies to military personnel.

of the Large Units, Units and Departments of the Army and
covers concepts, norms, and procedures related to methodology
in general and its application in military instruction in the Army,
understanding

a. Elements of instruction

b. Development of the method

The general guidelines are so broad that

methodology, it is evident that the method used in the
military instruction requires predominantly active techniques that
redundancy leads to greater performance and effectiveness of instruction.

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1.4 Doctrinal Bases

This manual is related to the doctrine established in the

SIEDE 2014 and ME 30-5 Organization, Management, and Control of the
Instruction and Training. (OCCIE).

1.5 Definition of terms

a. The Instructor

It is also referred to as a teacher, and it is the one who leads the

instruction in front of the students in the Units, in the Centers of
Training and Schools of Improvement. It is an agent.
fundamental to the educational process and aims to contribute
effectively in the teaching-learning and research of the
students.

b. The Student

It is also referred to as a learner, it is that person who

receives the instruction, may be called participant, official
alumno, aspirante a cadete, cadete, técnico alumno, subalterno
student, applicant for student, and student, according to the institution
higher education institution to which they belong. The student is one who
gains knowledge, its mission is simple and is understood in
a single concept: Learn. Chapter 4 discusses in detail
about the particular.

c. The Method

It is the ordered, systematic, and reasoned procedure.

which leads to the knowledge of the truth about a matter or
subject. The need to engage the student in a reflective manner,
the lack of discipline makes instruction more and more
objective and practical, giving rise to multiple systems. It is a way
of doing, responds to the 'How?', is oriented towards development of
capacities and abilities.

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 d. Education

It is a process of learning and teaching that

develops throughout life, contributing to formation
integral development of individuals, to the full development of their potential,
to the creation of culture and to the development of the family and of the
national, Latin American and global community.

e. The Instruction

It is to teach, inform, or communicate ideas or doctrines. Whoever

is being instructed, receives and accumulates knowledge. The instruction
requires shorter deadlines than education.

f. Military training

It is the progressive maintenance of the acquired skills

in the instruction and that is aimed at increasing the capacity of
physical, mental, intellectual or technical-motor performance of the personnel
of the armed forces.

g. Capacities

The capacities are those skills that the student or

learner uses or must achieve to learn and obtain a
integral development as a person. There are five: cognitive, psychomotor,
affective, social insertion, and communication.

h. Competencies

It is the ability of an individual to apply the set of

knowledge, skills, abilities, and attitudes in performance
the development of a job function.

i. Attitude

It is a state of psychological disposition, acquired and

organized through personal experience, which incites the individual
to react in a characteristic way to certain

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people, objects or situations. A set of attitudes constitutes
a value.
j. Skill
Capacity, intelligence, and willingness for something. Each
one of the things that a person executes with grace and skill.
Step or mental component. A set of skills constitutes
a skill.
k. Destreza

Specific skill that is used or can be used by a

learner to learn, whose fundamental component is cognitive.
A set of skills constitutes a capability.

Vision

It is a clear exhibition that indicates where it is headed.

the educational institution within a given timeframe and in which it must
convert, taking into account the impact of new technologies,
of the changing needs and expectations of the students, of the
emergence of new market conditions, etc. breaks down
What do I want? Who should I turn to? What am I here for? Where
Do I want to go? How do I want to go? When do I want to arrive?

m. Training
It is a process that is delivered continuously and that
it is intended to update, specialize, and perfect individuals
that seek to develop within a work activity or context
professional.
n. Strategy
It is the way to develop a skill and an attitude.
It is a specific procedure aimed at solving a
problem.
o. Socio-cognitive paradigm
It is a theoretical model for doing educational science.
Postula el aprender a aprender. Es cognitivo porque explicita y

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clarifies how the learner learns and is social because the learner
learn in interaction with a context: the classroom, the school, the
society and culture.

p. Constructivism

The basis of constructive learning lies in the

contraposition of facts and experiences with concepts,
theories and principles (Induction), in the search for explanations of
we arrived at a scientific interpretation of these facts
(Deduction). Constructivism implies a methodology that
allows the student to properly carry out a correct
contradiction of facts with concepts. - The student is the
main constructor of their learning by contrasting facts with
concepts and concepts with facts (Piaget).

Reconstructivism

It involves the juxtaposition of concepts, theories, principles,

laws, etc., with facts, examples, and experiences (Deduction). In
this case starts from the deductive form based on the concepts,
principles, theories, and laws that a science contributes, etc., and that already
the student possesses, so that he can verify and interpret them in the light of
facts and experiences close to him.

r. Conductivism

It involves learning through instructional objectives.

responding to three questions: behavior, condition, and norm.
This behavioral model of teaching-learning pertains to
student and the instructor, the student acquires in a more or less
permanent knowledge necessary to perform a task
specific and the instructor imparts knowledge based on rules and
teaching procedures and guidance for the student in their activity
intellectual towards the acquisition of knowledge, skills and
attitudes. Ex.: Teaching of gymnastic drill, order exercises
closed, etc.

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 CAPÍTULO 2

FUNDAMENTALS OF THE EDUCATIONAL METHOD AND MODEL

2.1 Basic Considerations in Military Instruction

a. The need to integrate into staff training

foster the development of individual initiative and the creation of a
state of collective consciousness.

b. The coexistence of disciplines with diverse content,

humanistic, technical, social, scientific, with the demands of the
military career.

c. The need to provide physical training

suitable for professional performance.

d. The possibility that the conditions in which it must

developing professional activity can sometimes be
extraordinary character, both in the collective aspect and in the
individual

e. The difficulty of putting theoretical teachings into practice

of the disciplines included in the military area, since
It will be difficult to act within a complete war reality.

f. The permanent concept of discipline that presides over everything

military activity.

g. The significant importance given to training and

preparation for the exercise of command function.

2.2 Fundamentals of the Military Instruction Method

a. Identity. Principle by which the objective is specified

instruction due to its characteristics and the circumstances that it
they distinguish themselves from others.

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 b. Observation. Principle by which the
main aspects as they are presented spontaneously and that
will serve as a basis for reflection and discussion, essential for
deny a conclusion, which evidences identity.

c. Application. Principle that imposes practice as a base

to cement knowledge. Practice can be put into
execution through different forms or procedures that
they will allow acquiring knowledge, strengthening them, gaining skills
and retain them.

2.3 Basic Elements of Instruction

In instruction, the cognitive processes of teaching-

learning of the constructivist model and the behavioral model
in education, three basic elements are involved; the instructor,
student and the method. However, they could also be considered
as instructional elements the 'available resources' and the 'time'
necessary", but only as complementary to the
instruction, since they do not always play a determining role in
she, due to what can be replaced by procedures
suitable. Example; Use of a drawing or photograph by a
model, a written instruction to substitute a conversation that could not take place
to be taught in its due time.

a. The Instructor. He is one of the basic figures of the

instruction, insofar as a large part of the results depend on
her participation, skills, and sense of responsibility; the
the instructor's responsibility is great because it is the one who maintains
a permanent contact with the student, since he/she leads the
military instruction in the Units and Training Schools. From
in accordance with the contents of the Military Instruction Programs,
initially for the adaptation period to military life,
using the behaviorist model during the first and second cycle
military instruction for the troops or in the first year of the Centers
of Training according to the content of the curriculum structure. The
the instructor then becomes a facilitator using the model
constructivist, for theoretical courses during the third and fourth cycle

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from the military instruction of the troops in the Units and generally
starting from the second year in the Training Schools. Its mission
is to instruct efficiently and for that it must apply the following
norms;

1) Demonstrate mastery of your knowledge on the subject

what is taught and the ability to transmit.

Be honest in the transmission of knowledge

demonstrating simplicity and truthfulness in their presentation,

3) Act with equanimity without getting upset.

4) Do not hurt the student, nor make them the object of your attention or
action, whether positive or negative.

5) Don't forget the influence that your personality may have,

to leave in the students.

b. The student. The student is one who gains knowledge.

its mission is simple and is understood in a single concept:
Learn. Chapter 5 discusses this particular in detail.

c. The Method

As mentioned earlier, it is the procedure

ordered, systematic, and reasoned that leads to
knowledge of the truth about a matter or subject.
The need to integrate the student reflectively,
within a discipline makes the instruction be
more objective and practical each day, giving rise to
multiple systems.

2) Descartes in his 'Discourse on the Method' presented rules

basics that not only have application in the
philosophical investigation, but rather in the entire mental process,
particularly the one of instruction.
The rules are as follows:

Do not accept anything as true that is not

sea clearly known as such.

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 b) "Divide each of the difficulties that we are
examining as many parts as are required
to solve them better.

To conduct our thoughts orderly,

starting with the simplest things, to
to ascend little by little, as by degrees, to the
knowledge of the most complex ones.

Make complete enumerations and reviews

general

2.4 Focus of the Army's educational model

It is a set of patterns based on the theories of the

constructivist education responds to the challenges of the environment.
Similarly, the educational process described aligns with the
strategic objectives. Annex 01. Educational Model of the Army.

2.5 Fundamentals of Education in the Army

a. Formation of a military culture in its ethical sense and of

respect for their traditions;

b. Training in military sciences;

c. The humanistic education in accordance with the cultural level

required.

d. Education in science and technology.

e. Physical training in accordance with the demands

institutional.

2.6 Elements of the Educational System in the Army

Modern education in the Army consists of three

fundamental elements, namely:
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 An educational model: That answers the questions
What kind of environment do we live in?, What type of leader do we want to develop and
to educate? What abilities and values do we want to develop?
What cultural content do we want to convey?

b. A pedagogical paradigm: That indicates how it will be

build knowledge in the student. From this paradigm
curricular design, the curricular programming, the
pedagogical intervention and curriculum evaluation.

A didactic model: That determines how it will be...

apply this paradigm in the teaching-learning process.

The Army through the COEDE is responsible for

train military personnel with critical, creative, and problem-solving skills
executive, who adapts quickly to unforeseen situations;
all this applying the constructivist model, within the
concepts of the socio-cognitive-humanistic pedagogical paradigm:

a. The socio-cognitive paradigm is: learning to learn.

b. In social terms: the student learns in a life full of

interactions.

c. In cognitive terms: explain and clarify how one learns, what

processes used and what competencies, capabilities, and skills
needs to learn

2.7 Socio-Cognitive Humanist Pedagogical Paradigm

a. The socio-cognitive concept refers to the fact that the

The epistemological foundation of the Paradigm is the Socio-theories.
cultural-contextual of Vygotsky and Feuerstein and the paradigm
Cognitive theories of Piaget, Ausubel, and Bruner, etc., as well as the theories of
information processing, and Gestalt theory--
global perception of information in its form and configuration.

b. It is social because the student learns in a setting

concrete, that of social life and that of the different Units and
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 Schools for training, education, specialization and
improvement, framed within institutional life.

c. It is cognitive, as it explains and clarifies how one learns.

what it learns, what processes it uses to learn, what abilities and
skills needed to learn, etc.

d. In this way, it enables the development of the processes

cognitive, affective, and mental schemas - the
knowledge architecture, thus creating synthetic minds and
systemic factors that enable the subject to "learn to learn." In
definitive help for the student to develop their intelligence. As one would say
Feuerstein, 'the student can learn to be intelligent.'

e. Why humanist? In the curriculum designs it is said

on cross-cutting themes as articulating principles related
for the purposes of education; that in our reality, some of
they are: loyalty, morality, honesty, justice, education,
responsibility, selflessness, and discipline.

In the socio-cognitive-humanistic paradigm, a decision has been made

definitely for the values-attitudes, as elements that
they are a goal that must be programmed,
work in the class and evaluate.

2.8 Fundamentals of the socio-cognitive pedagogical paradigm

Humanist

a. Cognitive theory determines that 'learning' constitutes the

synthesis of the form and content received by perceptions, the
which act in a relative and personal way in each individual, and that to
they are also influenced by their backgrounds, attitudes, and
individual motivations.

b. Learning through a cognitive vision is much

more than a simple observable change in behavior.

c. Education should be oriented towards achieving learning

significant with meaning and the development of strategic skills
general and specific learning.
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 The cognitive paradigm favors meaningful learning.
individual and the socio-cultural contextual paradigm enables the
deepening of individual and contextualized group experience.

e. The new content must be linked in a way

clear, understandable, and stable to existing mental structures.

f. Through activity, the student relates to the world.

that surrounds it and assimilates cultural content, ways of thinking,
procedures and ways of thinking.

g. The successes of teaching are based on interaction and

communication between the teacher and student.

The role of the teacher is subordinate to the function of

student learning, with the teacher being a mediator of it.
learning.

i. Students should be encouraged to develop the

basic and advanced or fundamental skills.

j. Meaningful learning requires confirmation and

cognitive feedback.

k. Learning from the cognitive perspective must be

significant.

The objective of the evaluation is to obtain information about

about how students make their own discoveries and how
adopt the basic structure of science at the end of the process.

The evaluation as part of the educational process is

trainer and transformer.

2.9 Characteristics

a. It focuses on meaningful learning and objectives.

b. Stimulates higher mental processes for the

creativity and problem-solving search.
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 c. It leans towards active methods.

d. Prioritize learning in practice, merging the

thought and action.

e. Take into account the reality and individuality of the

participants, leaning towards teamwork.

f. It promotes the personal relationship of the facilitator (teacher) with the

participant, developing basic and advanced skills in this
or fundamental for their subsequent performance.

The student is the protagonist.

h. Employment in simulated scenarios.

i. Evaluation of learning centered on complex skills.

2.10 Teaching strategies of military education

Five teaching strategies are proposed to be developed:

a. Foster cognitive conflict. As a condition

necessary to prepare the apprentice for the process from the point
from a cognitive standpoint. This strategy is based on the
contributions of Piaget regarding the processes of accommodation and
assimilation.

b. Promote high-level cognitive interaction. Where there

they confront at least two different cognitive structures. This
the strategy is based on the contributions of Vygotsky.

c. Promote the development of thinking skills.

As a necessary condition to promote quality of
learning and providing metacognitive resources.

d. Manage attentional resources. We remember that the

attention is a limited resource. Therefore, it is necessary
manage it properly.

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 e. Manage motivational resources. Motivation
it is also limited by what must be managed.

2.11 Curriculum design of education in the Army

The curriculum and its design must be understood as a

cultural selection (Lortie, Hamilton, Shulman ecological paradigm) and
they have to be connected within the framework of a social culture.

The curriculum, as a cultural selection, will therefore have the

the same elements as culture and hence, we affirm that curriculum
indicate the capacities, values, contents, and methods
procedures that we want to be learned in our
institution through the teachers and the different schools of the
institution. (Contextual learning and open and flexible curriculum).

The basic elements of the curriculum are the capabilities and

values such as objectives, contents, and methods/procedures
as means. These four elements appear collected in the
educational reforms, where capabilities appear as
vertical general objectives and values as objectives
generals transverse, the contents (knowledge)
organized in the form of conceptual blocks.

The changes in the educational system simultaneously require

reformulate the occupational profiles, professional profiles, plans
of career and the curricular designs; and to propose some changes
structural elements of the Army where the organizations are implemented
necessary for all these changes to work. The model of
command and control must also be adapted to this new
scenario and this new type of leader. As operations are each
more decentralized, it can no longer be commanded with
the previous model (Order type command). Currently, all the
developed countries are adapting to the model of Command
type Mission. In this new model, the Commander states the mission
what must be fulfilled and the subordinate has to determine how
fulfill it. Undoubtedly, this implies a whole cultural change,
Well, it is based on absolute trust in the subordinate and in
the initiative and ingenuity of the same.

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2.12 The T model

It is a tool that allows application in the classroom of

Socio-cognitive-humanistic paradigm. It can be said that it is the
key that opens the door to the knowledge society
Well, it allows you to synthesize the curriculum in a graphic organizer, the
elements of superior intelligence and the concept of competence
among the students.

CONSTITUENT ELEMENTS OF MODEL T

MODEL T

CONTENTS MEDIA LEARNING METHODS

CAPACITIES-SKILLS FINES VALUES-ATTITUDES

At the top (Contents and Learning Methods)

curricular contents and teaching methods are means,
while capacities and skills become ends.
what it is about is developing the learning instrument (the
mind and the heart of the person) and in this way will learn
anything you set out to learn. In short, we are
teaching to learn to learn and to learn to be and live as
person.

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 As observed, the Model T synthesizes,
systemic and global the elements of the curriculum, in a logical way and
coherent, prioritizing its importance. The teaching activity is
activates and facilitates cooperative work in small groups, being
the evaluation criteria, the skills and values, and the
achievement indicators of objectives, skills and attitudes.

The activities carried out in each Learning Unit

short, used as learning strategies, develop the
cognitive and affective intelligence, using as means the
contents and learning methods.

In summary, the T model, designed by Martiniano Román

(1999), proposes to develop three capacities and four skills for
capacity, for cognitive intelligence - three values and four
attitudes for each value, for emotional intelligence - that
they constitute the purposes or objectives of the student's learning; how
media uses the contents of the specific area and course, divided into
content blocks - between three and six blocks - with which one
you can visualize the architecture of knowledge graphically and
after the corresponding learning methods. ANNEX 02.
Example of Annual Model T, ANNEX 03. Capabilities Table
Pre-Basic, Basic, and Advanced Skills. ANNEX 04. Table
of Institutional Values and Attitudes.

The teaching method used by constructivism is

purely active. For example, for a particular subject, the
The teacher guides the student before class and/or hands out material for them to read.
of the main authors who have written on the subject. Thus of this
the student has different points of view and not just the
opinion of a single author. Then the student critically and creatively
must form his own point of view. In the classroom, the teacher
become a facilitator, through a practical exercise where
in small groups, students can apply their own
viewpoints which will be presented during the course of the
class.

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 CHAPTER 3

THE INSTRUCTOR

Section I. GENERALITIES

3.1 Instructor's Work

a. One of the basic responsibilities of the Officer, in any

leadership level, it is to instruct. Most of the time, in the
Army, dedicated to training, which will only be effective when the
student learns and applies practically what the instructor teaches them
teach.

The instructor's task is to guide the student to achieve

an efficient learning. This implies a careful application of the
guidelines for learning and instruction methods.

c. The instructor must be the facilitator to help the student to

registrar, asociar y retener los conocimientos, capacidades, destrezas y
skills developed during instruction, at the appropriate level
for each specific subject.

3.2 Qualities of the Instructor

the military instructor or teacher must have the

following qualities (Fig. 1):

1) Intellectual Capacity. For the knowledge of the subject and

mastery of the method to be used.

2) Initiative. To adopt different procedures that

improve the instruction.

3) Tenacity. To counteract fatigue and act with

perseverance.

4) Judgment and discernment. To specify the essential points for

to teach and choose the appropriate procedures for development
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 from the various stages of instruction, as well as skill
to conduct oneself successfully, without trying to ridicule the
students.

5) Courtesy. To maintain good relationships with the

instructed.

6) Door. To serve as a guide for military attitude and

discipline.

7) Mastery of the language. To express oneself clearly, precisely.

and adapt their expression more easily to the level of
informed.

8) Enthusiasm. To instill interest in the student and give

effectiveness in instruction
.
9) Responsibility. A quality that must be present in all circumstances.
regulate the behavior of the instructor in multiple aspects
what implies compliance with duty.

b. A military instructor must possess the skills of 4 people.

(Fig. 1):

From the soldier, from the leader who drives men, from the specialist and
from the master (ME 30-5: Organization, Leadership and Control of
Instruction-Qualities of the Instructor: Instructor Skills Sheet.

From the Soldier:

Military gate

b) Optimal physical conditions

c) Quick response to received orders

d) Appropriate behavior in the campaign

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From the Chief:

a) Mental sharpness

b) Willingness to take on responsibilities.

c) Initiative.

d) Spirit of the body.

3) From the Specialist:

a) Mastery of the subject of your specialty.

b) Interest and enthusiasm.

4) From the Master:

a) Interest in teaching

b) Interest and concern for the students.

c) Ability to teach.

d) Ease of expression.

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 FROM THE BOSS

OF THE SOLDIER

Fig. 1. QUALITIES OF THE INSTRUCTOR

FROM THE SPECIALIST

FROM THE MASTER

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 Section II. INSTRUCTOR'S CONDUCT

3.3 General Considerations

a. The military instructor must instill leadership conditions; he must

inspire trust and understanding as it will not be possible to teach in a
medium voltage.

b. The instructor as an educator should not underestimate the opportunity

to teach by example.

c. Any action taken by the instructor must respond to the

average mindset of the audience, so that the instruction adapts to the
student's conditions in:

1) Intellectual Level
Interest in the subject
Willingness to learn

d. Avoid making individual corrections in the presence of the group.

to not diminish the student's enthusiasm.

Appreciate the student's initiative.

f. The conduct of the instructor must deserve the attention of his

students, which will be maintained through visual relationships,
auditory and mental.

3.4 Visual relationship

The instructor attracts the attention and interest of the students through the
visual link, which must be maintained throughout the entire class. The
instructor upon leaving the classroom, must leave in the minds of the students the
image of your personality, so it must:

a. To see the students. This means that the teacher should not look
fixedly at a student or a specific sector of the class, towards the

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Inside an object at the top, but look at all starting
from the first row to the last and from right to left.

b. Show good appearance. In order to impress the students.

favorably, the instructor must at all times show a good
appearance and this means that one must be careful about their persona: The
conveniently trimmed hair, shaved beard, dressed in
beauty, wearing the appropriate uniform for the instruction to be given, etc.

c. Demonstrate correctness. In posture, movement, gestures and

The instructor must demonstrate their correctness in order not to distract.
to the student.

1) The position to be adopted must:

a) Be natural and reflect a state of mental alertness

b) Avoid showing signs of fatigue or lack of enthusiasm

c) Do not remain stationary for a long time, why

it would cause fatigue.

2) The movements. They must be natural and will only change

placement for reasons defined as:

a) Approach a training aid, or carry out a

demonstration.

b) To regain the attention of the class or to introduce a

new idea.

c) Gestures. They are essential when they bring liveliness and

variety to the dissertation, for which they must be:

(1) Significant; otherwise, the individual who employs

Making faces makes a fool of oneself.

(2) Natural to emphasize or describe something.

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 d) Manners. The instructor must avoid mannerisms,
such as: (Fig. 2)

to lean on USE THE

to settle down
handkerchief
TIE

BE WITH THE Play with him MANNERS

HANDS IN THE KEYCHAIN EXAGGERATED
POCKETS

Fig. 2 Mannerisms that should be avoided

(1) Manipulating objects unnecessarily: keychain, pencil,

pointer, watch, etc.

(2) Repeatedly adjusting the clothing:

just like, fixing the tie, adjusting the belt,
adjust the shirt.

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 Use the handkerchief all the time, or keep it with you
the hand all the time.

Repeatedly touching a part of the body, for

example: Rubbing one's hand over the head, squeezing it
tip of the nose, etc.

Stay with hands in pockets.

Swing the body while speaking.

Lean against the desk, the blackboard, walls, etc.

(8) To act or gesture exaggeratedly, to imitate gestures,

gestures or gestures from others; in particular if they are from
a hierarchical superior.

d. Maintain equanimity:

The nervous tension that the instructor maintains during the

class, it can cause physical and mental wear and tear, if not
It is controlled. The nervous tension may be lower the more...
greater care is taken in:

a) Clearly specify the objective of the lesson.

b) Anticipate the questions or concerns of the students

c) Rehearse the Instruction Units.

d) Evaluate the student's ability.

2) If despite everything the instructor does not achieve their stability

emotional, must:

a) Try to relax the muscles and breathe deeply

before entering the classroom.

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b) Do not speak immediately upon entering the class, in your
place to watch the students and wait for them to sit down.

c) Breathe in deeply through the nose again, before

to speak.

d) Avoid contractions of the facial muscles; smooth out

the forehead, relax the lower jaw without separating the lips.

e) Use aids. Visual relationships are maintained.

directing the student's gaze towards the aids of
Instruction. See ME 30-8: 'Instructional Aids,' which
it deals extensively with the particular.

f) Make appropriate use of the Instructor's Notes.

visual relationships are broken when the instructor,
disregarding the student, is distracted while reading the
a theme that teaches; it is also counterproductive to recite
the whole lesson by heart with the danger of forgetting
some topic; the instructor should alternatively look at the
Instructor's note to follow step by step the order
chronological of its exhibition and only for consulting notes
or notes when the accuracy of certain data it
impose. See the Instructor Guide Chapter 5, section
II.

g) Show enthusiasm. With enthusiasm, one inspires.

trust and the class will be lively, dynamic and
Effective. Enthusiasm captures the student's attention.
awakening interest and desire to learn; for which
should

Transmit ideas clearly and accurately.

Be organized in the presentation and give realism to

the class.

Use appropriate aids.

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 Be punctual and respect the time credit.

3.5 Auditory Relationship

The art of speaking is a skill that should distinguish everyone

instructor since a large part of teaching is subject to
explanations, which must be concrete, logical, and clear.
The auditory relationship is obtained through the voice and for it to be
perceived, the following should be taken into account:

a. Attract attention with a striking expression, such as

Listen!, Pay attention!, Show interest!, etc. or alternating examples or
timely and brief humorous notes.

b. To express oneself in the form of a conversation and not as a speech or

declamation.

c. Formulate and allow clear and precise questions.

d. Develop the language, for which the instructors must

try to improve the tone and timbre of voice, for this it is advisable:

1) Carefully self-analyze, listening to recordings

to make oneself heard by another friend instructor to
determine their defects.

2) Practice vocalizing difficult-to-pronounce words,

eliminating diction vices.

3) Modulate the voice, the inflections must be graduated

combining emphasis, tone, and volume.

a) Emphasis is the force given to a phrase to make it

highlighting while avoiding monotony.

b) The tone and volume will generally be different from

according to the number of listeners, and to the distance at which
be found.

c) Avoid high-pitched, harsh, or hollow voices.

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4) Avoid phraseology. The purpose of language is to convey,
clear ideas, in a simple, direct, and easy to understand form;
therefore, it should be avoided:

a) Use long sentences that confuse.

b) Use terms unknown to the students. If they

if necessary, will inform you in advance of their
meaning.

5) Use pauses. It is to make interruptions during the

conversation, to spark interest and provide variety; not
should be confused with hesitations and uncertainties, which
they obey other factors. These pauses must:

a) Adjust to the punctuation.

b) Emphasize the important points.

c) Be expressive and natural.

6) Use an appropriate cadence:

a) The first sentences must be expressed slowly;

but, not to maintain this pace because it would become monotonous
and it would cause fatigue.

b) Speaking too fast confuses the students, it affects

to the clarity and does not allow time for reflection on the meaning-
removal of the words.

c) The cadence will depend on:

The mental quality of the students.

The level of education of the students.

The nature of matter, whether it is of a certain character

technical or general.

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 d) The instructor must constantly train until
to achieve an adequate cadence.

3.6 Mental Relationship

a. Generalities. The instructor must maintain a close relationship

mental to engage the minds of the students, this being the condition
mainly to be understood. When the student is positively
impressed from the beginning of the class, the interest in learning can
be increased with the organized development of the lesson; the emphasis
about important points and the questions that should be answered, such as
means of maintaining attention, force the student to think and ensure
additionally, that the subject has been understood. The experience has
it has been shown that students' interest will depend on the way
as the teacher conducts the session, expresses his ideas, his humor
and the examples on already known topics or the experiences acquired
for the students.

b. Presentation of the subject. The fact that the instructor is

being very familiar with the topic does not exempt him from preparing the presentation
of the subject in an appropriate manner; taking into account the
next:

1) The presentation must be organized logically, in order to

so that the students can follow the step-by-step sequence
step.

2) Ensure that the explanation about a certain aspect,

understood, before moving on to another.

The presentation method must be suitable for the subject.

for teaching, to the quality and number of students and to the time
available. It is the conscious planning of a strategy
to achieve a desired end. The methods can be:

a) Passive methods.- Focused on the teacher and on the

contents, where the teacher presents the subject.

b) Active methods.- The active school focuses mainly on

in which students learn methods or ways of
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 know how to do it; for this, they carry out activities of
learning to achieve the assimilation of methods.
They can be: individual work, in pairs, small
groups, teacher's presentation, large group, teaching
scheduled, project method, etc. From the perspective
of the socio-cognitive-humanist paradigm, the methods
they can have two readings:

(1) Teaching methods. They are used by the

professor and they are oriented towards learning of
contents, as contents act as ends.

(2) Learning methods. They are applied by the

student and are focused on development of
skills-abilities, values-attitudes. Where
the capabilities-values act as ends and the
content and methods as means. The
achievement indicators are the skills and the
attitudes. The evaluation criteria are the
capabilities and values.

c. Choice of words. Mental contact is maintained in

based on the transmission of ideas, for which the instructor must have
be careful in using words that can be understood by
students.

d. Humorism. Humorism normally prepares the ability

receptive to the student. An anecdote or joke, said at moments
appropriate, can predispose the student for learning, always
that is related to the subject. For the purpose being pursued, the
Humor can be used at the beginning of the class to gain the
attention; sometimes comments may refer to the
students, in which case avoid insults, because otherwise you
it can go against the principle of authority and respect.

e. Use of examples. To facilitate learning, it is advisable...

do not relate the subject to teach with other subjects anymore
known or with acquired experiences. The instructor must be
sure of the examples I used because otherwise, it can give
causes confusion.
3 - 13
 f. Examples of combat. Combat examples are used.
when greater importance is desired for the subject, prior analysis of its
effectiveness. This is done by referring to Military History, Memoirs and
History of the Troop Units or publications that relate
actions on the actions of individuals or units. To make use of
In this type of examples, the instructor must ensure that the example
Leave the image of a teaching and not of a criticism.

3.7 Guidelines for Formulating Questions

El instructor debe lograr que los alumnos comprendan y retengan

the concepts that are taught; for this, it must capture attention
formulating questions, keeping in mind that:

a. Questions spark interest; they direct attention and clarify.

concepts.

They constitute a way to guide the minds of the students.

c. They discover the included parts and the gaps in the

learning, they also confirm ideas and measure the effectiveness of the
teaching.

d. It is preferable for the instructor to ask questions before

answer them. When a student asks a question, the instructor must
make another student answer him; being able to do it when he has
exhausted this resource.

e. The questions must meet the lesson objectives for

which is due to:

1) Emphasize the main points that require

short and defined answers.

2) To train the student to participate in class.

3) Stimulate initiative and confidence.

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 f. Questions should be phrased in clear language and fa-
familiar, within reach of the students in order to force them to think. In case
If they are not understood, it must be repeated.

g. Avoid ambiguous questions that could lead to multiple

answers or solutions that:

1) Respond to memorized phrases from the texts or to

monosyllabic; when this happens, require the why?

2) Express what has already been discussed or concluded.

h. State the questions impersonally in order to compel

think of everyone.

i. The questions must be distributed among all the students, they

they will avoid doing them only for the most advanced; they shouldn't either
to be questioned in the order they appear on the list.

j. A question must be asked in the following way:

1) Formulate the question for the entire audience before indicating

to the student who must answer it.

2) Take a break, so that all the students can think and

feel obliged to answer it.

3) Designate by their class and last name, the student who must
to answer.

4) After the designated student gives their answer or makes

In your opinion, designate another person to evaluate the
response obtained; then the instructor will approve or
will modify said evaluation.

5) Highlight the correct answers,

congratulating the student who truly deserves it.

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 k. The answer to a question will only correspond to the
designated student; it will never be done collectively; whoever wishes
to answer for another, one must obtain permission from the instructor; furthermore, one must
to be heard by the whole class.

When the instructor is asked about something that he cannot

give a specific answer, it must express that it cannot be done at that time.
moment, but he will do it in the next class, after having
consulted with more experienced people, or having deepened their
knowledge about the specific aspect of the question.

In principle, the instructor should not accept questions that do not

they have a specific relationship with the subject being dealt with. In
In any case, the instructor must state that despite the interest of the
The question will be resolved in the respective instruction or outside of class.

Often, it is advisable for the instructor to prepare the

questions, leaving for the moment of its use, the way of
to do them. Depending on the type of expression, the questions can be: Direct,
transferable and reversible general.

1) Direct Questions. These are the ones asked to obtain a

response from the questioned person; that is to say, from person to
person, without the intervention of a third party.

2) Transferable questions. They are those whose answer is

concede, to another person who is not the questioned one.

3) Reversible general questions. These are those that when being

formulated by a student, the instructor questions about the
subject to the entire class to force them to think about the answer;
in which case the answer will be given voluntarily by
any student, or by the one indicated by the instructor; this type
questions generally allow to attract attention from
all students, being able to answer it according to the case
later the same instructor who asked the question.

3-16
 CHAPTER 4

THE STUDENT
4.1 Generalities

a. It must be taken into account that the student learns by doing, it is

to say, is not a passive receiver or spectator of information; what
receives it, reinterprets it with their own knowledge, reads it with their own
schemes to produce your own meaning; in short, it is the
main protagonist.

b. It fosters the development of skills in students and

skills and for this, strategies and activities are proposed
sequentially stimulated by the teacher through logical processes
mental.

c. The student must learn to use their creativity to apply their

giving a personal meaning to a subject using the circumstances of the environment
social and cognitive of themselves.

4.2 Characteristics of the Student

Every student in general presents common characteristics, such as

how:
a. Mental, emotional, and physical capacity.

b. Interest in learning.

c. Ability to assess the instruction is in accordance with its

vocation, needs, and conveniences.

d. Desire to apply and demonstrate your knowledge.

I appreciate and respect the instructor.

f. Resistance to the incompetent instructor.

g. Personal character problems.

4-1
4.3 Specific Characteristics

a. Every individual exhibits particular characteristics that make them

distinguish from others, such as: physical state, intellectual level and
emotional, education, experience, etc.

b. The instructor will take into account the regional background of

personnel that joins the Army, to adopt the methods of
instruction and aids to be used according to their characteristics
particularities presented by each group or contingent.

4.4 Peculiarities of the Contingents to Adaptation of the

Military Instruction

From the perspective of the national reality, for your

adaptation to instruction, the instructor will take into account that the
various contingents, by the geographical region of their origin,
they will have the following characteristics:

a. The contingent from the Coast. Well-formed in constitution with

greater physical agility; they adapt better due to their mental quickness and
initiative; they are skilled and generally extroverted; with a theory
and balanced practice, they manage to be good soldiers and can be
benefited in units of all weapons and particularly have
fondness for special forces: Paratroopers, Commandos, and Armored Units.

b. The contingent of the Sierra. Of regular build; sober,

fatigue resistant, but due to their limited agility they require more
adaptation; their mentality is poorly developed due to narrow-mindedness
of the means and the difficulty in the exact understanding of the language; the
practice should take precedence over theory, based on a greater
participation as performers. Generally, they are introverted,
they appear timid, but show courage in the face of danger; very
disciplined and tenacious, with appropriate demonstrative instruction,
they become excellent soldiers.

c. The contingent of the Jungle. Of medium physical constitution;

agile, with great visual and auditory acuity and a sense of orientation. By
in general, they have clear intelligence, cautious observers, apathetic
4-2
they are indifferent to danger; they adapt easily to military discipline
but they require control. With a demonstrative practice before the
theory adapts easily and manages to be very good soldiers, due to their
high spirit of camaraderie and patriotism.

4.5 Role of the student during Instruction

a. The student must be prepared to receive instruction,

he/she will have to take his/her own initiative and express his/her ideas more, instead
to expect the teacher to tell him 'the correct ideas'.

b. You must keep in mind that you will need to conduct more research, it is
to say, more work in the field and to understand that there is less
teacher's activity, must learn by doing, the student becomes
in the protagonist.

c. Students carry out their learning as they

they experiment and consult the available bibliography, analyzing the new
information with the logic of the scientific method and deduce their own
knowledge, that is, teaching is based on discovery,

4.6 Conducta del alumno

Keeping in mind that all active participatory learning involves

a construction that is carried out through a mental process that
ends with the acquisition of new knowledge, one can
understand that the prior knowledge that the student possesses will be
keys for the construction of this new knowledge. Through
this work aims to carry out an analysis of the different
learning situations where through this model the student
can use higher-order mental operations such as judging,
infer, deduce, investigate, select, systematize, and others that you
allow to form more cognitive structures that will ultimately achieve
significant learnings and will build their own learnings, to
which the student:

4-3
a. You must select relevant information

b. You must organize data

c. It must integrate one piece of information into another

d. You should read, ask, observe, jump an obstacle

e. Must attend, review, request help

f. One must question (critical attitude)

g. It should establish relationships between knowledge

You must be willing to establish empathy with your group.

4-4
 SECOND PART

DEVELOPMENT OF THE METHOD

CHAPTER 5

LEARNING AND TEACHING

5.1 General considerations

The instruction includes two activities: The learning that

concerns the student; and the teaching that is the responsibility of
instructor. Both activities correspond to each other.
despite some considering that individual study, not directed
and voluntary, constitutes a primary activity of learning; such
como es el caso de las autodidactas, en el que el mismo alumno
acts as a teacher performing both activities
simultaneously. However, the importance of these concepts
in the modern universal methodology it is possible to specify that:

a. To learn. It is to acquire knowledge of something and Learning

It is to acquire expected and defined knowledge in a period of time.
determined. Learning is expressed in performance.

b. Teaching. It is imparting knowledge, based on rules and

didactic procedures and teaching is the action or the art of
teaching oriented by a defined purpose.

c. Then Learning and Teaching only differ in the

object. Obtain and receive knowledge in the first case and
impart them in the second, but both have the same purpose,
achieve planned and defined goals.

Section I. LEARNING

5.2 Fundamental Concepts of Learning

Learning is the process through which one acquires

new skills, abilities, knowledge, behaviors or values

5-1
as a result of the study, the experience, the instruction, the
reasoning and observation. This process can be analyzed.
from different perspectives, which is why there are different theories of
learning. Human learning is related to the
education and personal development. It should be oriented
adequately and is favored when the individual is motivated.
Every learning process requires the student to engage in an activity of
instruction that encompasses three fundamental concepts, about the
how it is done:

a. Record. Ideas come to the mind through the

senses, but not all ideas perceived by the senses
they impact the mind; therefore it is not necessary for the ideas to be
registered, that is to say that they manage to impress the student's mind.

b. Association. The already registered ideas should be associated.

with other ideas and concepts known previously; this relationship
the association can be carried out by:

1) Contiguity. It is the mental process by which we

they relate the ideas or concepts by their proximity
immediate to knowledge obtained previously.

2) Similarity. Mental process by which things are related

ideas or concepts by their similarity to others
knowledge.

3) Contrast. A mental process that relates ideas or

concepts by their opposition to other knowledge.

c. Retention. The mind retains both the recorded ideas

like the associated, in variable periods and with different degrees
of intensity. The retention that the student can achieve will depend on
part of the effort that the instructor makes to achieve that the
student remember the recorded and associated ideas, according to the
objectives of the instruction.

d. The cognitive paradigm explains how the learner learns

learn, what processes the learner uses, what abilities,
skills and abilities needed to learn, the model of
teaching-learning is centered on the processes of

5-2
learning and therefore in the subject who learns, within this
model considers:

1) Constructivist learning (Piaget); the student

knowledge builder.

2) Discovery learning. (Bruner).

3) Meaningful learning (Ausubel); learning

I only know produce if the student finds
logical significance to what one learns.

5.3. Standards that Facilitate Learning

To facilitate learning and achieve effectiveness, it is advisable

apply the following rules: awaken and stimulate interest,
facilitate understanding and carry out the practice.

a. Awaken and stimulate interest. For the student to feel

the desire to learn needs to be stimulated, making it
understanding that the instruction to be given will satisfy
the need to know something that is unknown and that will be useful to him.
it can increase the student's interest.

1) Making the objective known. The student's attitude towards

in general it will be favorable and will increase your enthusiasm, if
since the beginning of the class, it is made known to him/her the
the objective and purpose of the knowledge that you are going to acquire,
the time you will understand its importance.

2) Increasing interest by creating a need.

a) A clear and precise exposition of the principles,

procedures and the instructor's attitude, should do
to make the student feel that the necessary will be satisfied
just with what will be presented in the class.

b) A need is created by presenting problems

attractions for which the student must seek a
positive solution, based on the application of the
knowledge acquired.

5-3
 c) The instructor must demonstrate that what they teach is
practical utility topics preparing the student
to take more interest in seeing that it is improving
its performance, with respect to the work done
previously.

3) Using competition. The instructor should encourage and

explore the student's natural drive to improve and
excel in competitions, learning is more
effective, if interest is stimulated based on competitions
friendly; and it will reach its maximum value when these
they are carried out between two or more groups, as they will be encouraged
Furthermore, cooperation and teamwork.

4) Establishing prizes and rewards

a) It is particularly useful to establish a fair and

equitable system that encourages students to excel
the performance in instruction. In the face of the perspective
to gain advantage as a result of actions or
meritorious attitudes during instruction, the individual
he strives and almost always surpasses himself.

b) Threats will be avoided, because the fear of punishment

or the ridicule is negative to learning. The instructor
who makes a fool of themselves in one or several individuals,
believing that it is a way to make react
positively in front of others, is mistaken and
is harmful. An instructor who acts in this way
must be immediately relieved.

5) Exploiting ideals. The desire to fulfill the

mandate of the Law of Mandatory Military Service, of
fulfill with responsibility a duty towards the Homeland,
is actually the basis of the stimulus and interest in the
military instruction. The use of other incentives
personal or group complements and intensifies these
ideal. The ideal of the cadet striving to become is sublime.
Officially, and to surrender totally, without reservations, to a
spotless priesthood, at the service of the Fatherland; just as
5-4
 the patriotism of the citizen who, having...
Having fulfilled his military service, he bows without reservations.
before the Flag and tradition of its Army.
6) Stimulating student progress. If the instructor
highlight an individual or collective achievement, in form
just encourages and stimulates not only the person or the group
that has obtained it, but rather encourages the rest to imitate.
and overcoming. In this way, the students also
they will gain confidence and will react naturally to
a well-conducted instruction can be appreciated in its
progress and demonstrate it or transmit it to others.
7) Overcoming unfavorable factors. The maladaptation
the environment, individualism, and the lack of
responsibility generally constitutes factors
unfavorable for learning. The instructor, in the
possible must overcome these factors:

a) Adaptation to the environment. The instructor's skill is

indispensable to stimulate learning and
promote students' interest, in such a way that
any change that occurs should be bearable,
progressively adapting it to the military environment
assimilating them to the new way of life and
customs as the best way to overcome the
concerns that could hinder interest
to learn.

b) Avoid individualism. A partial treatment

a certain student may be considered
unfair to others, as it would create situations
antagonistic that if not overcome would lead to loss
the trust in the instructor. The self-control that
make the instructor of your attitudes and advice
friendly to the man who needs it, will strengthen the
mutual trust, collaboration, and the well-understood
camaraderie.

c) Give importance to the individual. The student should play.

an active role in the class, helping him/her understand

5-5
 what is expected of him and the need he has to
to surpass oneself with a sense of responsibility the one who
it should be suitably encouraged by the
instructor valuing the individual in their rightful place
capacity.

b. Facilitate understanding. The instruction will be effective,

when what is taught is understood in a relatively short time
short and it is understood that the students apply appropriately the
new knowledge. Understanding is facilitated if one has in
indicates that the instruction must be developed following a
logical procedure

1) From the known to the unknown. Taking as

based on the knowledge that the student has,
it's time to start an academy, it's easier to give up
understand or otherwise the repetition of will be avoided
known aspects.

2) Go from easy to difficult. The instructor will facilitate the

learning not only by guiding the instruction from
not only what the student knows, but also must
explain each aspect starting from the simplest or
easy, gradually progressing to the most difficult or
complex.

3) Stimulate the maximum number of senses simultaneously.

Ideas must reach the student's mind through the
different means of perception, which means to the
teacher to put into play different resources that attract
la atención del alumno, a base de los sentidos: por
example, using explanatory illustrations to the
sight, what the student hears can be completed;
The use of projections will have equal importance.
cinematic. The senses of taste, smell, and
touch, they are employees on a smaller scale than sight and the
ear; however, I could not omit them in certain
cases, where necessary. The experience has
it has been shown that by listening one learns 15% and by seeing
25%.
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 4) Achieve a thorough understanding of the topic. The
understanding will be better if one takes into account the
next process: The Association Functional;
Logical Expositions; The Application.
a) The Functional Association. It is the relationship of ideas and
procedures with material objects or with successes
mechanisms; that is to say, one will be remembered better
idea, if it relates to another real or figurative; it will be
better understood if the mechanism is known or
operation of it.
b) Logical Expositions. Understanding is achieved through
basis of clarity in the presentation of ideas or
thoughts; what it will mean to the instructor, to continue
a logical sequence, the same that must be
foreseen in the lesson plan; the procedures
disorganized can lead to mistakes or
false knowledge.
c) The Application. The learned ideas must
become actions and will be better assimilated if
these have application. To reach a complete
understanding is necessary for students to apply
the taught since it would be one of the ways to
confirm what has been taught by other procedures.

c. Carry out the Practice. One learns best by doing; then the
practice would be one of the resources with which the instructor will strengthen the
knowledge in the student. This modality becomes capital
importance in military instruction. In all practice, it is necessary to have
keep the following in mind:

1) Exercise control. It is essential that during the practice

be vigilant with the students to prevent them from acquiring bad habits
habits. Permanent observation and correction
timely ensure a positive practice and an efficient
learning.

2) Regulate the duration and frequency. So that the students

to achieve efficiency, the practice periods must not

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 they are neither very frequent nor very long due to the fact that
they can fatigue the student or hinder the process. From
according to the type of subject to practice, it can
determine the duration; thus the tactical aspects
they will require the repetition of prolonged periods; in
changing the other technical subjects will tire the students,
if practiced for periods longer than two hours.

3) Maintain the interest. Any intense practice can make

decline interest in the subject and above all, when
the student is convinced that they have learned. If they
has obtained the expected level of skill it can be
to carry out brief updating periods to maintain
efficiency. In every specialty, it is advisable.
space the repetitions as learning progresses
progresses, ensuring in this way, that the
knowledge acquired through efficient practice and
methodically be held firmly.

5.4 Factors that Facilitate Learning

a. Attitude is an affective and motivational predisposition.

required for the development of a certain action, has
also a cognitive component and a component of
behavior. The fundamental aspect of attitude is to generate
expectation, because this way the student becomes interested and motivated in their
learning. However, the attitude can be inversely
proportional to the aptitude by a compensation mechanism of
weaknesses, as in the case of those who, upon recognizing their
weaknesses in the area of mathematics, amid the need for
to learn, they are more interested in learning than those who have
more skills for that area.

b. Intellectual aptitudes are mental abilities that

they determine the potential for learning, also defined as the
capacity to think and know. It depends on the mental structure, the
cognitive functions, the processes of thought and the
multiple intelligences.

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 c. Aptitudes procedural, are defined as the
the abilities to act and do are related to the methods,
techniques, processes, and strategies used in performance.

d. Content is any conceptual structure capable of being

learned. Its organization is vital for the learning process.
As there is more coherence between them, the students
they will find relationships between them which in turn increases
your level of understanding. The understanding of the concepts
it determines learning, but not meaningful learning. From there
it is said that those who know how to act and do it well because in addition to
conceptual domain, it includes how their thinking works and
how the concepts are interrelated in that process of
learning, has developed the competence

5.5 The methods of learning or procedures

a. Learning methods, understood as ways of

to make and how applied content, obviously oriented to
development of capacities and values, are applied by the
students and are oriented towards the development of capacities-
skills and values-attitudes. The learning methods of
Annual T models are more general than those methods of
learning from the short learning unit. The latter have
to be more concrete and adapted to the age of the students.

b. The learning method consists of: the skill

noun + the what (content) + the connector (by means of, to
through, by means of, in...) + the how to do (processes) (the method
properly as such); learning methods do not carry the
attitude.

c. The following are some learning methods:

1) Identify - Identify the obvious cause-effect relationships

or implicit in statements, concepts, descriptions or
other forms of representation that aim to
express beliefs, judgments, experiences, reasons,
information or opinions, through the analysis of
5-9
content of the suggested texts and the observation,
following the steps below:

The mental processes of identification are:

Perceive information clearly and precisely.

Recognize the characteristics of the object to be identified

(analyze)

Evoking prior knowledge or understandings

Associate with a mental or sensory image (relate)

Identify. (the process must end with an activity

similar to the skill to be developed.

Learning methods for identification:

Identification of actions, characters, facts, data,

all kinds of information, problems, situations,
times, customs, dates, etc. In continuous and
discontinuous how graphs, frames axes
chronological, timelines, organized graphics
of sequence, crosswords, word search, etc. by
halfway through the comprehensive reading of them, the
careful observation, the visualization of reports, the
guided tours, stories, videos, testimonials of
personas, appropriate text excerpts, etc.

Identification of the characteristics of the interlocutor and of

context, of the structure of the text, of the purpose
communicative, etc. through dialogues directed by the
professor.

Identification of the information expressed, through

audiovisual techniques (DVD, CD, power point,
movies, documentaries, reports, etc.), graphics,
maps and diagrams of different types.
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 Identification of social problems in situations
daily, through various techniques, such as
sociodramas, mimes, updated parables, posters,
drawings, comics, photographs, photo language, paintings
puzzle, etc.

Identification of social problems, through the

observation of reality, reading, visualization
of reports, conversations, and interviews, etc. in
newspapers, audiovisual media, reports, etc.

2) Analyze. - The skill 'analyze' is so important that

It must be in all areas. Just like the ability to
comprehension is the first in each area—because there is no
learning if there is no understanding—, the first of
the skills of comprehension is to analyze. Analyzing is
a very useful skill to deepen knowledge and
understanding of the content.
Analysis of the form and content of the text: Analysis of the text
(Explanatory regarding the form). Critical comment.
(referred to the background or content).

The analysis of the form of the text consists of:

a) Logical and hierarchical organization of the ideas in the text.

If the ideas have been well organized and marked
main concepts, we will have what is principal and
what is secondary.

b) Clarification. It is about making a text more

comprehensible for any reader who reaches it. It
warns that a good internal analysis prepares a good
comment.

Critical analysis or commentary on the substance or content of the text.

This is the most important part of the entire process.

Consists of:

a) Objectives:
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b) Implementation of the critical commentary on the content

c) Conclusions. It is a brief section that consists of:

Summary, through brief statements, about

the basic ideas of the text.

Connection with other aspects or approaches of the topic

Learning methods for analysis:

Analysis of oral and written information, through

the attentive listening or reading and of the technique of
questionnaire.

Analysis of situations or facts, through the

techniques of the debate, forum, symposium, table
round table of specialists or experts, etc.
using a guide sheet as a basis, etc.

Analysis of images or diagrams, through

diálogo dirigido, lluvia de ideas, descripciones, etc.

Analysis of attitudes and behaviors of people, by

role-playing, dramatizations, pantomimes,
etc.

Analysis of the different types of operations

tactics and administrative and situational
various operational, through the visualization of
videos, power point, movies, documentaries, etc.
using various techniques.

Analysis of social situations following a

established procedure: preparation of
material (encuesta), búsqueda de datos, tabulación
and percentage calculations, representation in graphs
of sectors and the analysis of the obtained data to
question base.
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 Text analysis identifying the themes and
subthemes, main and secondary ideas.

Analysis of situations and diverse information,

through the technique of interrogation, the study of
cases, etc.

Analysis of the content of readings, through

questions before, during, and after reading the
text.

3) Observe.-It is a specific skill through

which collects information about an event, an element, a
phenomenon, etc. intentionally, using the
senses. It is to examine carefully and to look attentively.

It is a specific skill according to which the person

captures the fundamental characteristics of an object,
cosa, escenario, dibujo, aspecto, entorno, situación.

It is to perceive the characteristics (fundamental aspects)

of an object, person, situation, etc.

As the beginning of other mental processes, it is to lend

attention, perceive, sharpen the senses, realize.

The mental processes of observing can be:

a) Determine the object of observation.

b) Specify the elements of the object that is going to be

observe.

c) Select the meaning or instrument that is going to

to use.

d) Apply the sense or instrument used in the

observation.

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 Learning methods for observation:

- Observation of the characteristics (aspects

fundamental) of a given military operation,
people, environment, situations, etc., through the
use of the senses and instruments.

- Direct and indirect observation of reality

["local","regional","national","international","through"]
the review of the media
(newspapers, magazines, TV, reports, etc.)
observation of drawings, maps, cartoons,
diagrams, graphs, photographs, charts, etc.
through the senses, perceiving their
characteristics.

- Observation of phenomena physicistsof

movement, calorific, luminous, magnetic,
sound, etc. in ordinary life and of the
nature, through the senses and devices
diverse.

4) Teamwork.-It is a skill to cooperate with

other people, participating in social life, contributing
ideas with constructive criticism, in order to take
appropriate decisions, building communities
human and professional capable of working together
each giving the best of themselves to solve the
problems.

Personal characteristics for teamwork:

1. Share times and spaces.

2. Express judgments and ideas about the topics.
3. Respect the other members of the group.
4. Participate in the work actively.
5. Trust in one's own ideas and possibilities.
6. Be assertive in work dialogues.

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 Learning methods for working in teams:

Teamwork showing cooperation and fluency

in interpersonal relationships.

Teamwork showing organizational skills

of the topics that are worked on and coordinating with the
people of the group.

Teamwork showing empathy and assertiveness

with the people who make up the group, favoring
the climate of collaboration and participation.

Teamwork based on a guide of

activities and taking into account a form for the
evaluation of group work.

Section II. TEACHING

5.6 Teaching Standards

The purpose of teaching is to facilitate learning of the

students. It is subject to the following rules:

a. To enable the student to act individually or

being part of a team.

b. Guide the student towards practical facts.

c. Strengthen mutual relationships between individuals.

d. Dejar conciencia de la utilidad de la instrucción y de sus

benefits.

e. Get the most benefit from instruction, with the minimum

of effort from both the instructor and the students.

f. Take advantage the initiative of the student, guided and

develop it.
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 g. Master the technique.

h. Employ the appropriate method to obtain results

insurance.

5.7 Stages of Teaching

Contributions from some scholars in the field of Development

Humans agree that adulthood has sub-stages,
and these are:

Early Adulthood (between 20 and 40 years)

Middle Adulthood (ages 40 to 65) and
Late Adulthood (after 65 years of age)

Both the rules that guide teaching and those that

they facilitate learning, they are applied integrally in the
teaching process, which is grouped into 6 phases: The
Preparación; La Presentación; La aplicación; La Revisión y
Discusión; La Comprobación o Examen; La Crítica y Conclusiones.

a. The Preparation. It is the first stage of teaching and the most

important. It thoroughly analyzes the subject in
teaching and the procedures to follow; the material is prepared
necessary, adjusting the basic ideas to prior knowledge
of the staff, with a specific objective and mastery of the subject.
Discover the right way to awaken the desire to learn and
presenting knowledge to the student is the result of an analysis
careful preliminary and repeated trials and review.

b. The Presentation. This stage allows for presenting, explaining and

demonstrate ideas by teaching, as the means of preparing
students for the application; constitutes the basis for development of
the instruction, making use of conferences, dissertations or
demonstrations.

c. The Application. Completes the understanding of knowledge

of the student, providing experience and efficiency for the
repetition of the practice.

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 d. The Review and Discussion. The purpose of this stage is to clarify or
emphasize certain aspects or important points of it
taught, through additional explanations or discussions
foreseen.

e. The verification or examination. It allows evaluating or verifying the

conocimientos y las aptitudes o habilidades adquiridas por la
presentation and the application.

f. The Critique and Conclusions. It can be carried out immediately.

after the application or after the verification or examination,
to define misunderstood aspects, correct mistakes or provide
conclusions that clarify or define doctrinal concepts.

5-17
 CHAPTER 6

THE PREPARATION

6.1 Generalities

Preparation is the first and most important stage of the

teaching, as it constitutes the foundation with which it is assured the
correct execution of the other stages; reason why it requires
careful planning and a great deal of work. For
determine the specific objective of a lesson, its purpose and
scope, the instructor must analyze the following factors:

a. The nature of the subject to be taught.

b. The basic ideas to be addressed.

c. The prior knowledge of the staff to be trained.

d. The available material.

e. The environment.

f. The rules that facilitate learning in what

respects to :

1) Way of presenting the subject, which includes:

a) Organization of the lesson content.

b) Procedures to be used.

c) Necessary material

2) Way to stimulate the interest in learning; that is,

eliminate the possible causes that hinder the
learning.

3) Appropriate place for the presentation.

6-1
 4) Tests to be carried out.

5) Forecast of the procedures to be used.

Section I. STEPS OF PREPARATION

6.2 Basic considerations

Every preparation requires the execution of activities that

determine the 'what', the 'how', and the 'why' of what is going to be
to teach; the same ones that are called steps.

6.3 Steps of Preparation

a. Determine the teaching objectives.

b. Determine the subjects to teach.

c. Collection of bibliographic material and information.

d. Study, analysis, and classification of teaching materials

and gathered information.

e. Arrange the classroom, decide the student groups and

ensure the roles to secure interdependence.

f. Organization of the presentation, determining the tasks

academic and activities as learning strategies.

g. Structure the group goal, the individual assessment and the

intergroup cooperation.

h. Determine the mental logical processes to be developed

i. Schedule relevant activities,

variadas, claras y ricas en contenidos y métodos, para conseguir el
development of skills and attitudes, and therefore, the
capabilities-values.
6-2
 j. Carry out the activities in the classroom and the tests of
evaluation, both of the process and the final tests.

k. Timely formulation and dissemination of the Units of

Learning and the Activity Guide.

l. Monitor the behavior of the students, provide

assistance regarding the task and intervene to teach with
relation to the task.

m. Determine conclusions for the lesson.

Evaluate the quality and quantity of student learning.

6.4 Determine objectives

It is the first step of the preparation, by which the instructor

debe saber desde el principio,quéypara quese va a enseñar.
These objects must be considered, based on those that
students must learn; the reason for which everything you think
saying or doing in the presentation will be the reason for the objective or objectives
from the lesson. The objectives must be: Clear, specific and
practical.

a. Clear. The objective must be easily defined and in a manner

intelligible, what is going to be taught and what should be
to do

b. Specific. The objective must specify the 'what' and the 'for'.
what is going to be taught.

c. Practical. The objective must be achieved within the conditions-

existing or imposed options of:

Time
Personal
3) Team
4) Available facilities.

6-3
6.5 Determine the subjects to teach

The subjects to be taught are determined based on the study and

analysis of the instruction mission, of the intended objectives and of
the ability of the students.

6.6 Collection of Bibliographic Material or Information

a. One cannot build without material; therefore, to teach a

material, it is not advisable to have the appropriate material and with
updated knowledge or techniques based on objectives
foreseen. To obtain information related to the subject, one can
make use of the references contained in the:

1) Program and weekly progressions.

2) Manuals, Regulations, Magazines, etc.

3) Movie catalogs.

4) Instruction aid catalogs.

Other sources such as: Instruction records,

lesson plans from previous instructors, etc.

b. From the weekly progression, we obtain:

The time that could be available for preparation.

2) Duración de la lección.

Personnel to instruct.

Place where it takes place.

Uniform and equipment

6) Texts and reference manuals.

6-4
 c. In the Manuals and Regulations, the doctrine will be found
and in the Movie Catalogs the necessary references for
make the corresponding orders.

d. The instructional aid catalogs will be obtained

frames and models that, by improving or updating, adapt
to the instruction; as well as the convenience of creating new ones
help if necessary.

e. From the records of the instruction, it can be obtained the

level of training and the average experience of the students
to instruct; and as the instruction progresses, it will be possible to
determine the level reached and the necessary adjustments.

f. In the lesson plans of previous instructors, there

They can explore suggestions related to improving instruction.
In any case, the updated information will be sought.

g. The instructor will obtain and leverage knowledge from

other experienced instructors in the relevant subject.

6.7 Study, analysis, and classification of teaching material

the gathered information

The instructor, in possession of the material and the information

should be collected:

a. Study the subject to be addressed in order to interpret it and

understand her.

b. Analyze the essential aspects or points and the

classified, based on:

1) Objective and purpose of the lesson.

Available time

c. Normally the student's ability to record,

associating and retaining is logically slower and more limited than that of the
instructor for presenting, so it should be avoided.
6-5
 The tendency to cover many points in a short time
relatively short.

2) Include non-essential topics.

3) Change the order of presentation.

6.8 Organization of the presentation

The interest of the students is maintained through a

logical or psychological arrangement. Both forms of presentation
they have advantages and disadvantages; but their use is particularly
útil en la enseñanza.

a. Logical Order. It is used for advanced students and with

experience; consists of arranging the subjects:

1) By degrees of difficulty; that is to say:

a) Start from the known to the unknown.

b) From simple to compound

c) From easy to difficult

2) By logical divisions of the points to be addressed,

taking into account the established rules or guidelines
in the texts or manuals.

b. Psychological Order. It is used to teach recruits or

new ideas in such a way that they make sense from the point of
student's view, that is to say:

1) That the student appreciates the immediate need for what

that is being learned.
2) That the student uses the knowledge without delay
learned.

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6.9 Carry out the scheduling of relevant activities

The basic competencies and skills are acquired by the

student as a consequence of the collaborative work of the teachers
of an educational institution and of collaborative work of the
other teachers from all areas and all levels. But
only competencies and abilities can be acquired
carrying out activities in the classroom of such quality that motivate
all the mental resources of the student. The art of the teacher is
keep the student engaged throughout the entire class time
continues resolution of cognitive conflicts caused by performing
the activities and tasks proposed by the teacher. It can be said
from a teacher: -Tell me what kind of activities you propose to your
students and I will tell you what type of paradigm you use and how you intervene
in the class. The scheduled activities carried out in class are
learning strategies. Every activity has the elements
following:

a. Skill
b. Contents
c. Learning method
d. Attitude (It is not always necessary for it to exist)

The role of the teacher is to be a mediator of

learning and an architect of knowledge through a
model of learning to learn and teaching to think.
By cognitive strategies we mean a set of steps of
thinking oriented towards the solution of a problem. When the
student identifies the steps of their thinking, performs what is called the
meta-cognition or meta-cognitive strategy, which is nothing else
what to think about one's own thinking and their way of learning.
Thus, learning becomes conscious. In this way, the
activities as a strategy used in learning can be
understand how:

a. Procedures: general learning strategies

b. Strategies: specific procedures
c. Mental processes: small learning strategies.

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 6.10 Carry out activities in the classroom and the tests of
evaluation
The evaluation is carried out throughout the entire process of
learning to facilitate the student's knowledge about their
progress and provide information to the teacher about the achievements
achieved. Evaluation criteria must be taken into account and
following indicators:

CRITERIA OF INDICATORS TECHNIQUES INSTRUMENTS

EVALUATION

Capabilities Skills Medium used Concrete tool

Values Attitudes to obtain the used to collect
information the information

Capabilities: Skills
Observation of the Checklist.
Reasoning Collect, organize and participation in
logical classify information, Class. Attendance control
investigate, Synthesize to class.
2. Thought resumir, Comparar Self-assessment
critical Self-evaluation form
Analyze in a way Co-evaluation
3. Orientation criticism Co-evaluation form.
Temporal space Hetero evaluation
Interpret - Argue Proposed questions
Oral Evaluation or by the teacher.
Values: Draw conclusions Writing.
- Ejercicios propuestos.
Responsibility Sequence in the -Work done.
time Assigned tasks.
Self-esteem
Attitudes Participation in
3. Sincerity Class.
Effort - perseverance

- Punctuality - Safety
in itself-Tolerance

Authenticity-truth

Create an affectionate atmosphere

in the class.

6-8
 Section II. PREPARATION DOCUMENTS

6.11 Timely formulation and dissemination of the units of

learning and activity guide

The timely dissemination of learning units and guidance

actividades en lo que concierne al alumno deba saber antes de la
the class is of particular importance because it alerts the
student of the expected knowledge before the start of class
achieving a better understanding of the subject and facilitates the development of
the instruction.

6.12 Documents for the learning strategy

In order to timely establish the strategy of

learning, there are essential aspects to consider
in the application of curriculum design in the classroom, according to model T;
what are the following:

a. Develop a table of skills and abilities

A table of skills and abilities must be prepared by

areas, having the same capabilities and skills for the whole
area, with skills being different depending on the levels. Not
forget that skills do not belong to levels and that grace
it is at the level of difficulty that the teacher sets when
propose an activity at a specific grade level. It is not advisable.
create skill and ability panels for each grade. (Annex)
03: General overview of skills and abilities

b. Create a table of values and attitudes

A table of values and attitudes must be prepared for the whole

Educational institution based on the Education Program
Institutional and student context. (Annex 04: Table of
institutional values and attitudes.

These values will be transversal in the Army Education

like the globalization instruments of an interdisciplinary nature
that cover the entirety of the curriculum in order to create
6-9
favorable conditions for greater training in aspects
global and holistic. This transversality is constituted in
foundation for the practice of teaching by integrating the fields
of knowledge, being, doing, and living together through concepts,
procedures, values, and attitudes that guide teaching and the
learning.

c. Define the skills-abilities and identify the processes

mental skills of each of the abilities

d. Develop three or four general learning methods

for each skill in the area, and some methodological techniques for
each one of them.

e. Formulate the syllabus

It is the main document that includes the elements.

essentials that stem from the classroom strategy. It is developed
by the main subject teacher in coordination with the
person responsible for the educational process of the dependency or entity.
Understand: the summary, general objective, specific objectives,
unit theme, contents, competencies tools
didactics, sources of information, hourly dosing, and evaluation.

f. T Model of Learning Unit

It is the learning instrument that allows its application in

the classroom in a clear and simple way, derived from the T model
Subject, adding the activities, understood as
-learning strategies- and placing in the appropriate place of the
I model the contents specific to the learning unit, the
skills, the attitudes and the specific learning methods that
will be used in the activities. In this way, a unit of
learning has a page with the T model and the following
pages contain the activities and the criteria and indicators of the
evaluation. It also contains a vocabulary as an element
enriching the vocabulary specific to the area. In attached formats must
formalize the conceptual framework and the conceptual networks of the
learning units. (Annex 06: Example of a unit of
learning).
6-10
 g. Guide of activities for the learning unit

It is a document that ensures that the activities

scheduled by the teacher in the learning unit, and that
realizan en el aula, lleguen a los alumnos oportunamente, cuando
the activity guide of the learning unit is handed over to
so that they know in advance what is going to be done in the
class and can even anticipate its execution.

6.13 The Essay

Every plan must be rehearsed before being put into execution.

This will allow instructors, particularly the princi-
Adjust the cadence and tone of your voice, evaluate the timing of
the different activities and gain confidence in the presentation. The
the rehearsal must take place in a suitable auditorium composed of
experienced instructors or officials who master the subject and
be in a position to make judgments or formulate criticisms
constructive, mainly regarding:

a. Measures of time

b. Logical order of the presentation

c. Clarity

d. Use of terms or words

e. Cadence and volume of the voice

f. Mechanism of demonstrations

g. Formulation of the questions

h. Use of instructional aids

i. Employment of assistants and monitors

j. Application management

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6.14 The Final Verification

It allows for the final adjustment, taking into account

the real conditions for the execution of the Plan, such as:

a. Place where the instruction will be given

1) In the classroom: The classroom must be arranged before

start the class, so that it provides the
appropriate facilities in:

a) Lighting:

b) Ventilation and temperature.

c) Visibility conditions for:

The instructor can see and hear their students and

vice versa.

(2) Students can comfortably see from

his/her place, the board and the aids.

The alumnos can to spectate a

demonstration or projection and take notes.

sufficient furniture.

Whiteboard or wall boards for display

of topographic maps, or murals, if it were
necessary.

Projector, screen, and speakers, when it

requires to show instructional movies,
slides or strips of series.

Microphone and speaker equipment, when the

instruction is carried out in a broad
auditorium or in an assembly hall.

6-12
Outdoors. Choosing the right terrain for the
outdoor instruction, the same care will be taken as
when choosing and arranging the classroom; thus:

a) When using landforms, such as:

(1) A small depression: A will be used for a

good amphitheater.

A slope: Care should be taken to position the

students in higher parts than the instructor.

(3) An open field: It is advisable to place the

students in a circle or semicircle and with the
back to the Sun.

(4) In covered terrain: Look for a clearing or place

cleared, proceeding in the same manner as
in an open field.

b) Neck areas and the bottoms of ravines should be avoided,

gorges, places adjacent to steep cliffs and
cliffs; the populated places, the roads,
roads, airports, places close to parking
of vehicles and in general everywhere there is
a lot of movement or noise that could distract the
students

(1) To instruct large groups, one will be installed or

two assistants with the most distant staff, to
end of notifying the instructor, in case of not
being heard.

The wind should come from behind the

instructor, so that the voice goes towards the
students.

The sun must come from behind the

students and if there is no shade they must
take advantage of it.
6-13
 b. Use of Instructional Aids

1) Check that they are complete and organized, accordingly

with the exhibition.

2) That the placement and location are correct and that they are
covers, as long as they are not used.

3) That a pointer is available.

4) When using a movie projector or for

slides, verify:

a) The outlets, cords, lamps, shades

and the loudspeaker.

b) That the operator is trained and knowledgeable about the

mechanism.

5) When using the blackboard, make sure it is:

a) Be sure, especially if it is on a
easel

b) Be clean and have enough chalk available and

fat.

c. Use of monitors and assistants When employed

monitors, demonstration staff, vests, assistants or
special equipment operators must be verified:

That they have understood their role exactly.

2) Have the necessary equipment and uniform.

3) That they carry written instructions on their

activities to avoid mistakes due to forgetfulness.

6-14
 d. Material verification

1) For the practical exercises, particularly on the

land, it is advisable to check in advance.

a) The quantity and type of weapons, materials,

ammunition, devices, and tools to be used.

b) The maintenance and operation.

2) Verification of the material at the end of the practice.

e. Transportation. When these means are used, the

instructor must coordinate with the Transport Officer of the
Unity, the following:

1) Meeting or boarding point; departure time,

itinerary and destination.

2) Time and place of re-embarkation, return itinerary and

arrival time at the barracks.

3) Forecasts on maintenance and supply of

fuels and lubricants.

Control and security in movement.

6-15
 CHAPTER 7

THE CONDUCT

Section I. GENERALITIES

7.1 Definition and Importance

a. The conduction is the second stage of the process

teaching-learning; it is the implementation of it and it is
responsibility of the instructor. The guidance must be aimed at
achieve the active and effective participation of the student, in such a way
that the knowledge and skills I acquire are found in
relationship with their professional performance and be applicable.

b. The importance of driving is given by the

responsibility that involves the preparation of an individual or
a group of individuals who perform a task or activity that
benefits an organization or social system of which it is or will become
to be part. Is this the main reason to drive not
not only efficient but also effective, since the product: man
qualified, must demonstrate in their professional behavior the
kindness of the instruction received. Conduct the instruction not
it means only mastering the subject in order to transmit it, but not
also carefully prepare the elements and techniques that
they intervene in the driving. The present chapter describes the
parts that comprise the conduction and the methods and techniques that
can be used in it.

7.2 Parts Included

Driving includes:

a. The Presentation. It is the first part of the conduction in

the one in which the instructor informs the student of the objective of the
instruction.

b. The Proper Driving. It constitutes the body

of the instruction and according to the topic, sequence, time, and means

7-1
available, you can use the procedures or methods of
most appropriate instruction.

c. Summary. It is the final part of the management that, through

the recounting of the most important aspects that have been
developed in the driving itself, seeks to affirm the
objectives developed in the session.

Section II. THE PRESENTATION

7.3 Generalities

It is the initial part of the driving in which the instructor:

a. Make the instruction objective known, stating

conduct, skill, information or attitude to be acquired and indicating
briefly the topics and activities to be developed during the session

b. Motivate the student, highlighting the importance of

learning of the objectives slowed the future development of
student. Motivation must spark their interest as it is
fundamental in learning. To maintain and induce
student motivation, the instructor must observe the application of
the driving techniques relevant to the topic or content and give
constant information on the progress achieved (reinforcement), this
encourages the student to continue striving towards achieving
objectives that he should feel are his own. The motivated student works
Energetically and with will; motivation can be:

1) Intrinsic Motivation. When the learned material

provides its own reward, learning is
satisfactory and is done for the pleasure of doing it, the
the product is retained with greater permanence and its
understanding and transfer are much easier
for the student. Example: vehicle operation
shooting exercises, operating radio equipment, etc.

2) Extrinsic Motivation. The one that depends on factors or

external pressures on the student do not relate to
7-2
 108 own fines and tends to be distorted; it is temporary,
based on the student's external situation: grades,
course, position, and its effects are: inaccuracy, the
carelessness and the easy forgetfulness of what has been learned.

c. Relate the learning to be obtained with existing knowledge.

acquired, all new knowledge must be associated with topics or
content that the student already possesses, in such a way that it facilitates the
learning and acquire coherence with 10 that dominates.

Section III. PROPER DRIVING

7.4 Proper driving

a. The concepts presented here are the result of experience

that allow articulating the theoretical scopes referred to the
driving and the long hours dedicated to the task of teaching,
Hello should not restrict or pigeonhole the multiple courses of action.
posed by the professor in the previous planning task of his
strategy, since it is implied that each
The professor has multiple variables aimed at achieving his goals.
educational objectives. However, the necessary conditions
to develop skills-abilities, values-attitudes in the
class, they are described in the following nine steps:

Step 1: Socializing Action

Through various group animation techniques it is

necessary at the beginning of a session to take some
minutes prior in such a way that we can create a
flexible climate aimed at creating trust and
approach between teachers and students and between the
students themselves, if the situation warrants it. It is also the
moment of to propose some aspects
administrative matters that were not addressed or that
They remained unfinished before the driving.

7-3
Step 2: Determination of prior knowledge

For the construction of meaningful learning it is

It is necessary to know the baseline or starting point
from the students, therefore, it is time to apply
a diagnostic test to determine the degree of
knowledge related to the objectives
traced and that also allow reinforcing those
aspects that are not very clear and could hinder or
to deplete learning.

Step 3: Development of activities and tasks in

function of abilities and skills

Skills and capabilities are acquired by the

student as a consequence of the collegial work of
all the teachers of the educational institution. From that
way in a school will be worked on and developed
preferably about 10 Skills and between 40-50
skills. It is a sufficient baggage to develop the
mente de los alumnos y posibilitar el ―aprender a
learning throughout life." But only
they can acquire the competencies and capabilities
carrying out activities and tasks in the classroom, of such
quality that mobilizes all mental resources of the
student. The art of the teacher is to keep the
student, throughout the entire time of the class, in
continue resolution of conflicts cognitive
provoked when carrying out activities and tasks
proposals by the teacher. The student must know and
understand the definitions of the skills and
skills that work and their mental processes for
to be able to do metacognition and meta-evaluation. If in
in the classroom, activities are carried out to develop
skills, the evaluation will be of skills and
skills, using the content and methods
suitable for it.

7-4
Step 4. Presentation of the mental architecture of
contents

Present at the beginning of the academic program or

subject the mental architecture of the content
of the area in the respective degree, in order that the
student manages to have an organized mind, more than
a full mind.

Step 5. Socialize the learning

Let the mediator-teacher talk less and act more.

think and act more towards the students. The work in
small groups (maximum of 10 students per group)
they are excellent for socializing learning, but to
condition that each student faces with the
contents before working in a group. The work
individual cannot be replaced by anything, not even by
nobody. It is essential that, on a routine basis, one asks for
the students' use of certain skills,
how to summarize and explain in your own words,
relate contents, exemplify from one's own
experience, describe facts and phenomena, analyze
situations, compare, interpret phenomena, etc. It
must create the conditions, the environment in schools
and the appropriate emotional climate for students
learn on their own, with minimal help or
mediation by their peers and teachers.
They learn because they want to learn and because they enjoy it.
learning. There lies the educational success of a
school. There skills are developed and lived
values assumed by educational osmosis.

The main professor of the subject announces the

goals set for achieving the objectives
proposed, then guides the students on the
thematic units to be developed touching on aspects
basic and essential, it is generally the time to
clarify the conceptual aspects in order to define them
7-5
 correctly, all of this through a conference or
another expository technique giving it a dynamic character.
The orientation and paths are established generals
for the requirements of the group application part, and
the delivery of complementary material is carried out to
the sheets and previous readings.

6) Paso 6: Discusión (dinámica grupal)

The established groups begin their work in a

enriching group dynamics and provide solutions to the
requirements of the teacher, however, is
It is necessary to keep in mind that many times there will be
to guide them towards the right way to carry out
a dynamic, particularly when it's the first
session or there is a new group of students.
Monitoring and action are important at this step.
designated facilitator for this purpose, who guides the work
of the students and intervenes when he/she deems it appropriate
convenient for determining the correct direction of
your assessments or approaches aimed at the
solution of the tasks and to clarify the doubts that
I would have

Step 7: Process Evaluation

If activities are carried out in the classroom to develop

skills, the evaluation will be of skills and
skills using content and methods
suitable for that.

Step 8: Exhibition and presentation of the works

Employing language skills and abilities

spoken and written, the groups must present their
concise and clear reports, also using
expository techniques will present the entirety of the
salon your proposals providing solution to the
teacher's requirements.
7-6
 Step 9: Critique and conclusions

At the end of the exhibition period, it is necessary to

making a general critique of the work in which
the positive aspects are highlighted and, in the same way,
close some ideas that could cause
confusion.

b. The actual driving instruction is given based on

the instructional objectives and the chosen method; it is advisable to
make use of the methods in a combined way so that
Do not impose a monotonous and routine pace on the procedures.
instruction, rather make them a constant and pleasant
discovery by the student encouraging their participation
activating and orienting their autonomy of criteria and initiative, at the same time
that develops supportive attitudes towards the group of which it is a part.
The use of any method or means of driving requires the
careful training of the instructor and mastery of the techniques
educational.

7.5 Instructional Methods

a. The most well-known instructional methods are: Dissertation,

Conference, Demonstration and Active Method.

b. These methods represent degrees of participation

progressive on the part of the student and decreasing intervention by
from the instructor, ideally its combined use should be
dependent on the level of knowledge or experience acquired by
the student and their increasing orientation towards participation
active. When a subject starts, the student does not have
her knowledge and it is possible that the instructor may need to make use of
from the dissertation to provide the basic knowledge, but until
At that point, the student's learning is relative and to a certain degree.
comprehensive, must be emphasized through the demonstration of the idea
or concepts presented and later it is important that this
apply and put into practice what you have learned. On the other hand, the

7-7
Modern pedagogy preferably recommends the active method
for being the one that achieves the best results and includes the objectives
attitudinal (initiative, cooperation, responsibility, etc.), about
all through group techniques.

7.6 Dissertation

a. It is the instruction method by which the instructor

present the topic orally, without the active involvement of the
students, for this reason it is not very effective.

b. It is used when the instructor must present instructions.

o conclusiones; orientaciones generales, demostraciones,
explanations, criticism of students' work or debates,
statement of principles, examples, definitions, summary in support
of the needs of instruction and to guest speakers.

c. The dissertation requires from the instructor:

1) Unfolding of personal talents

2) Oratory skill.

3) Knowledge of the topic.

Knowledge of students' abilities.

5) Driving experience.

6) Use of media and aids that facilitate understanding of the

theme.

7) Ability to synthesize the important points in the

summary.

d. Advantages. The dissertation allows:

7-8
 1) Present recent or complex information as
preceding greater participation.

Present many ideas in a short time.

3) Instruct large groups.

4) Combinations with other methods.

5) Review, summarize, and conclude easily.

6) Better manage time

Emphasize the most important aspects.

Use a variety of aids.

e. Disadvantages

1) Lack of student participation, the instructor is the

most important figure.

Learning is not verified.

Limit communication with students.

4) It is a problem to maintain the student's interest.

Excessive dependence of the student on the instructor.

What the instructor presents is accepted without discussion.

f. Preparation of the dissertation. The dissertation requires a

careful preparation, because it is difficult to maintain, by far
time, the audience's attention; the instructor must organize their
Notes in such a way that I have a quick and complete view of
topic or topics that will be presented, based on the objectives of
instruction of your guide and alternating the pleasant effects or of change
of aids or sequence to make your dissertation a
7-9
interesting and well-documented exhibition. The importance is very
rehearsal in front of a mirror, with a recorder or in front of other instructors to
ensuring a good presentation, thus eliminating possible
falls or defects.

7.7 Conference

a. It is the method in which the instructor presents ideas by giving

opportunity for students to express their opinions, respond or question; to
end of clarifying and/or confirming them.

It is generally used to discuss information and ideas.

corresponding to the solution of a problem, to the taking of a
decision, to start a topic.

c. It requires a high degree of intelligence and tact from the instructor.

fluid reasoning, and mastery of the triad, as it must stimulate, guide
and control the discussions until a certain level is reached.
draw conclusions about: principles, doctrine o
tactical procedures.

d. The discussion can be started with a question, a brief

exhibition or demonstration followed by a question that is
susceptible to promoting student participation.

e. Advantages:

Promotes student participation and maintains their

interest.

The student concentrates, reasons, and discusses contributing their

personal experiences, those that enrich meaning
from the instruction.

3) Stimulates the student's thinking, getting them used to

make comparisons and relate, organize and specify
his ideas before expressing an opinion.

7-10
 4) It facilitates the consideration of all aspects of a
problem, solving many questions y
favoring the student's understanding, which can
to be appreciated and verified by the instructor.

5) The conference establish a responsibility

shared by instructor and students; both
complete the learning.

6) One effect, at the level of attitudes, is the adoption of

behaviors collectives: effort common
joint reasoning about a problem that interests
everyone, self-preparation and tolerance of opinions
foreign.

f. Disadvantages

It requires more time than the dissertation for the same.

volume of content.

The number of students who can participate is

small.

The student must have knowledge of the subject, their

Preparation can take a lot of time.

4) Poor preparation and/or inadequate leadership of the

conference will givehow result learnings
incomplete, and the expected goal will not be reached.

g. Preparation of the conference

The preparation of a conference is similar to that of

any method requires the analysis of the
student's background in terms of instruction and
previous experience.

2) Study tasks must be determined prior to the

Session in which the conference will be used or started
the session with a lecture.
7-11
 3) In the Instructor's Guide, the preparation of the Plan must
consider as discussion topics the objectives
relevant, clear questions should be prepared,
simple, well-written that lead to the
reasoning and stimulate discussion, also foresee
the possible responses of the student and the possible reinforcement
necessary. The questions can be initial, of
guaranteeing and verification.

4) If instructional aids, summaries and help are required,

examples to stimulate and support discussion, the
the instructor should consider its possible inclusion.

5) Se debe programar resúmenes parciales entre los sub-

objectives.

6) Anticipate situations to create a climate of harmony such as

anecdotes, being careful not to exaggerate.

7) Anticipate the interventions including the students who

they generally refrain and the way to control
those who monopolize and engage in dialogue in the discussion.
For less active groups, the instructor may consider
negative or contrary examples that awaken desire
to intervene.

7.8 Demonstration

a. It consists of exposing the students to all or part of a

operation, trying to reproduce the sequence of actions with
the greatest possible accuracy to what is reality.

b. Show the students directly how to do the

things, favorably impressing his mind, which does more
I signed the learning.

c. It is used for the instruction of:

1) Manual execution operations.

7-12
 2) Principles and theories.
3) Operation and functioning.
4) Tactical movements.
5) Procedures.

d. Advantages.

Better results are obtained because the student experiences the

situation.

2) Ensure proper understanding because it stimulates the

view and other senses, leaving a clearer idea in
the minds of the students.

Stimulates interest due to realism, dramatization and

variety of the presentation.

It can be complementary to other methods of

instruction, to which it can follow or precede.

e. Disadvantages

1) In the demonstration, there is no student participation.

Requires additional personnel and equipment, in addition to

time for the rehearsal.

Demonstrations in the field can be affected.

due to weather conditions.

f. Preparation of the Demonstration.

1) Decide what needs to be demonstrated (Objective).

2) Establish the sequence and demonstration of each

action.

3) Prepare a Script: introduction, explanation, summary

and the instructional aids.

7-13
 4) Make a list of the necessary personnel and equipment
ensuring its availability.

5) Review the site and check the conditions for the

demonstration.

6) Rehearse the demonstration on site, testing the equipment

and the Script. The presence of other instructors is
important as an element of criticism.

Prepare some questions to encourage the

student participation, as well as to verify their
comprehension and learning.

8) Consider a summary and conclusions as a statement.

of learning.

7.9 Active Method

a. It is the quintessential mode of instruction.

individual or collective, that facilitates the application of the principles and
tactical, technical and logistical procedures. It usually follows
the dissertation, conference or demonstration completing the
student understanding, although it can also occur
simultaneously with them, replace them or be placed at the end of a
complete period of instruction.

b. The active method is also used for training in

team and the enhancement of individual skill.

c. Their approach to subsequent work performance is the

meta that should guide the use of techniques and procedures
que son propios; el instructor que las domine, se constituye más en
mentor and guide of the student's work that transmits
knowledge.

d. Types of Exercise:

1) Individualized Practice.

7-14
 2) Group Practice.
3) Tactical Exercises.

Each of them is developed through techniques and

specific procedures.

Section IV. INDIVIDUALIZED PRACTICE EXERCISES

7.10 Generalities

They are active teaching applications that are used for

learning and employment of principles, procedures or techniques in
real situations or similar ones, individually.

7.11 Preparation and Conduct

a. Preparation. In every practical exercise, preparation is

indispensable and the elements that must be taken into account
for this purpose are:

Moment of the practice. As soon as the students master

the fundamental concepts of a session or the
basic operations of a procedure, it must be
carry out the corresponding practice.

2) Equipment and other available facilities. The instructor must

consider the needs of the practice and in case of
not having the required equipment for each student
you can resort to building expanded models, dividing the
theme in sequences that allow the rotating use of
team and subdivide a topic in such a way that its parts
separated, require minimal equipment.

3) Appropriate place. Preferably, the practice should

to take place in the same location where it is developed
session. This prevents there from being within the same session
that additional time should be considered to move to the
personal to another place to continue the same topic. It is
7-15
 it is possible to do the practice in a different place than the one you
used in the exhibition and demonstration when it comes to
broad topics consisting of two or more sessions. The
recognition of the appropriate place and the conditions of
use, constitute a task of interest during the
presentation of the practice.

4) Duration of the practice. It depends on the time allocated.

of the topic, of the level of education attained, of the
quality of the student and the available material.

a) Assigned time, if it is limited, must be specified to the

practice of the fundamental aspects.

b) Theme, influences the duration of the practice, which

normally and!; greater in the subjects of the
basic instruction,

c) The level of education attained is decisive, already

that the duration of the practice should be considered
based on the importance of the instruction phase
basic prior.

d) Quality of the student, the intensity of the practice is

in the zone inverse a sus aptitudes y
knowledge.

e) Available material, a proper availability of

material results in a more effective execution and of
shorter time, all of which must be previously
established in the Instructor and Student Guides.

b. Driving. The following rules must be considered.

general:

1) Ensure that each student knows what they are going to do,
establishing that each one knows the what, the where, the
when, how and why or for what, of the execution,
through questions related to the given instructions

7-16
 in the learning activities and in the execution itself
that this must do or is doing.

2) Help those who have difficulties, the instructor must

be accessible to inquiries and try to discover
in the group for those who cannot continue practicing,
to make their job easier.
3) Repeat the explanation or the demonstration. If one notices
that the majority of the students have not understood,
use other procedures, such as using if
it will try to have few students, a monitor or a student,
for additional explanations.

4) Verify that the students master the parts taught,

before moving on to the next one.

5) Do not exaggerate the support of the instructor or monitor. It can be

counterproductive to get students used to receiving
help, since they can get used to it.

6) Have patience, this means willingness to analyze

difficulties, answering questions, correcting mistakes and
repeat instructions with politeness and consideration.

7) Never ridicule the student. Avoid attitudes and words.

hurtful or sarcastic. A fair, energetic treatment and
kind leaves the pleasant feeling of being well
driven, despite the severity that at all times
it demands the military means.

8) Keep in mind that if the student asks:

Generally, it is because they have not understood and have not
knowing how to guide or keep their attention. Considering that
Any question shows a desire to learn.

Skill is acquired systematically without waiting.

that the student discovers it, they need to be guided on what
and how to act.

7-17
 10) Provide a practical solution to the problem. For this, it is
it is convenient to use a mental procedure, similar to
from the assessment of the situation, which implies:

a) Understand the statement of the problem (What is it about?

(treat?)

b) Group the data related to it (Factors for

consider.

c) State the possible solutions (Forms of action).

d) Evaluate the possible solutions (Analysis and

comparison)

e) Accept the best and practiced solution (Decision).

11) Control, this means to prevent the repetition of

mistakes become difficult habits to eliminate.

12) Achieve progressive efficiency, for this the execution

must seek perfection sacrificing if it were
necessary, the speed of execution after the
initial practice, efficiency is obtained through the
frequent repetitions, in an increasingly more form
frequent until obtaining the speed.

Using competition is an effective resource during

individual execution, provided that rivalry is avoided
that can create antagonisms and a lack of cooperation.

7.12 Types of individualized practice exercises

The types of individualized practice exercises can be

agrupar en: Práctica controlada, Práctica personal, Intercambio de
role (Teacher-student), or role exchange within a group.

7-18
7.13 Controlled practice

This type of exercise is suitable for learning

initial skills. The instructor explains each step while the
students observe and 10 imitate at the same time and then
individually under the supervision of the support staff who
make the necessary corrections until the students
achieve the desired objective or behavior. Example: Instruction of
Closed order.

7.14 Personal practice

a. It is the one that is carried out with certain independence following the
procedure indicated in the Student Guide. This type of exercise
contributes to developing initiative and self-confidence in the student
same; and it allows the instructor to monitor individual work,
providing help to each one according to progress
reached.

b. It is effective especially in small groups of students.

once the explanation and general demonstration are understood, one is led to
the individual execution of what has been learned according to one's own pace or
speed. Example: Shooting Exercise. .

7.15 Role Exchange (Teacher-Student)

a. It is the one in which, once the explanation is understood and

instructor's demonstration, pairs of students are organized who
they take turns in the role of instructor and student. When the
The student body is large, it is divided into groups supervised by monitors.
that they control the work of their peers.

b. It is used to teach large groups that have

basic knowledge and training on the subject; it
characterized by developing initiative and the power in the student
observation, self-confidence, and the ability to command
and to instruct.

7-19
 c. To carry out this exercise:

1) Divide the students into as many groups as there are monitors.

haya.

2) Pairs are organized in each group: a student

performs the functions of a teacher and others of
student

The instructor describes and demonstrates the exercise.

4) The students' doubts are clarified and once

understood the execution, the instructor orders that the
students who act as teachers start the application.

Each teacher explains and demonstrates the exercise, then

have the student perform and correct the mistakes.

The instructor controls and corrects the errors of the

masters.

The roles are changed.

8) Continued with other exercises.

d. If the exercise consists of two or more parts, the process is

repeat in each of them and the student must not criticize the teacher.
It is used by applying only one part of the lesson at a time, to
avoid the confusions that would arise from the exercise of several
parts carried out simultaneously. Example: Hand-to-hand combat
body, first aid, etc.

7.16 Role exchange within groups

a. It is a type of exercise in which students integrate a

group with individual functions or responsibilities.

7-20
 b. It is carried out in two phases: the first emphasizes and reaffirms the
techniques, the second executes them in real form. Both phases occur
rotating each team member who changes role; the
Technical instruction uses this type of exercise for training.
intensive of a team or group of any kind, as a preliminary step of
the tactical exercises or in successive practices, the men who
constituyen un equipo, deben intercambiar sus funciones
individuals, in order to achieve complete training in the
set.

c. This is of particular interest when it comes to equipment

collective arms service, where all the members of the unit
they must know and act in all functions to ensure the
persistence of fires in combat. Example: the instruction
from the crew of a tank, from the servants of a cannon, technique
of EM, etc.

Controlled Personal

7-21
 Role Exchange Role Switching in the Group
(Teacher–Student)

Figure 4. Types of Individualized Practice Exercises

Sección V. EJERCICIOS DE PRÁCTICA GRUPAL

7.17 Generalities

They are forms of active teaching that are used for the
application and employment of principles, procedures or techniques, in
real situations or similar to them, in a collective way.

b. Within the active method, group practice exercises

they use modern group techniques that have been proven to be the
better methodological instrument for effective learning and
realist.

c. The human being is gregarious, that is, he is or tends to be

associated with other human beings and their activities
develop in relation to others: instruction has
to train him to develop activities that
require or depend on the participation of other individuals.

7-22
 d. Every group of people has common goals
shared and an internal dynamic that determines the way
of acting of the group and its members, as well as the position
of each one in front of the others.

The instructor who can detect the dynamics and interests

the group can take advantage of these elements to make
from their work a formative task and of active exchange
among the students.

f. The preparation of group practice exercises requires

the necessary dose of realism that is possible to achieve,
considering the limitations of equipment, time, terrain or
others.

g. Group practice exercises must be planned and

conducted according to certain common requirements and
specific.

7.18 Preparation of Group Practice Exercises

a. These exercises must be organized according to the level

from instruction and oriented towards the mastery of objectives, in
the best conditions and with the least effort on behalf
of the group.

b. Requires the instructor:

Imagination.

Adequate understanding of the problem presented.

Deep knowledge of the current procedures

of combat.

4) Outline of acceptable, logical situations and

adapted to the instruction situation.

7-23
 Preparation meticulous, orders and instructions
preliminaries and active and critical management of execution.

c. The steps to follow in the preparation are:

1) Determine the objective. Specify what, how, and at what level.

must reach, in a progressive development that includes
increasing levels of complexity.

2) Specify the right moment. The exercises must

to schedule when the students master the
basic fundamentals and for this it is necessary to analyze:

a) The instruction program.

b) The allocated time and the available resources.

3) Choose the best conditions:

a) For group exercises, especially those

that require leadership qualities, self-
expression, teamwork, group interest and
responsibility; as well as, the use of environments
distintos y externos al aula, es indispensable
select the location or land that allows obtaining the
best possible benefit, according to the objective or
instructional objectives.

b) The limitations of land, distances, etc. can

to save oneself using the sandbox,
expansions or reductions of the letter.

4) Team forecasts. The preparation of the exercises

they require the consideration of administrative aspects
related to timely management and forecasting of all
materials and equipment needed for the realization of the
exercise.

7-24
 5) Arrangement and instruction of assistants and referees. The
ejercicios de práctica grupal, sobre todo los de orden
tactical require control and arbitration personnel. For the
tactical application exercises where they are needed
referees, they must be prepared and trained on
agreement to the arbitration plan and the objective of the exercise. From
Similarly, the use of monitors requires their
previous instruction.

6) Formulation of the Instructor's Notes. The instructor

you must review your Guide and develop the instruction plan
from the exercise anticipating the distribution of time, employment
of the material and the sequence of actions that will lead;
as well as administrative measures and provisions
specific to the type of exercise and the goal to be achieved.

7) Preliminary orders and instructions. The execution of

group exercises generally require that the
students acquire prior knowledge or that prepare
some work before formal driving; the instructor
it must stimulate interest and cooperation by making known
opportunely through orders and instructions
preliminaries the objective to be achieved and provisions
various that must include all aspects that has consi-
delayed in the development of the Instructor's Guide:

a) Organization of teams or groups.

b) Assigned functions.

c) Administrative aspects.

7.19 Organization

For the application of group practice exercises, the

students can be divided into groups and these into subgroups allowing
to be led by a group leader or debate director,
according to the type of group practice they develop.

7-25
a. Group leader. It can be the oldest student of each
group or the one designated. It is supported by a deputy chief.
of the group. Its functions are as follows:

1) Command the group and must achieve its maximum

performance.

He/She is responsible for discipline in his/her group.

It is responsible for ensuring that the members of the group are on level.
with proper uniform and that they fulfill their tasks
assigned.

4) Monitors the attendance of their group and reports to

brigadier of the class or the service student.

It is the intermediary between the class brigadier and the

members of your group, for the solution of various
problems.

6) Formulate an appreciation sheet for the members of your

group, for which you must have sufficient grades
about each of them. This appreciation must be made
in coordination with the group deputy chief and must carry the
signature of both.

7) Develop the spirit of the group in order to promote the

mutual understanding and knowledge as the basis of
teamwork.

b. The Debate Director or Group President:

He is the leader of the group and can be a student (not

necessarily the oldest), or the same instructor.

2) He must be an expert in conducting inquiries and

questions and in the control of the group.

a) He/She begins and ends the sessions.

7-26
 b) Makes the secretary be chosen or chooses the secretary, so that he/she notes down and
organize the data and conclusions of the group
collaborating in the drafting of the report or minutes of the
meeting.

c) Helps the group to follow the necessary steps

stay in the session, set the objectives, choose the
work technique, determine the meeting date,
etc.

d) It promotes and directs communication and participation of

the members through a cordial attitude, tact and
firmness avoiding formality as much as
disorder.

e) Ask questions, summarize, and clarify ideas in the

opportune moment, taking care not to deviate from the
theme.

f) Interpret and adopt the ideas of the group and do not try to
impose theirs, for this it is important that
avoid talking too much.

g) Control the timing of the interventions, the

discussion and draw conclusions.

h) Make the final summary of the session.

3) You must use the Debate Director's Guide

Annex 6

7.20 Driving

During the conduct of the group practice exercises, there

you must keep in mind that:

a. It is the student who practices, not the instructor: The activity of

The students are of great importance, which is why the instructor must
prevent
7-27
 Be an executor among the students.

2) Act simultaneously as judge and participant.

3) Ignore mistakes that could lead to bad outcomes

reflections, incorrect habits.

c. When a group practice exercise, in its tactical phase,

it is not progressing as planned, possibly due to
that the preliminary technical or tactical instruction has been deficient or
has not been taught.

d. Insist on professional skill: Great attention should be given

importance to the student's practice so that it becomes evident
his cleverness, tenacity, and self-confidence, as a technician and
soldier.

e. The practice must be specific at all its stages: Everything

a theme or situation of a very general nature, which presents aspects
false or incorrect executions are counterproductive.

f. Develop the initiative: In solving problems

posed, the instructor should encourage the student to make use
from their imagination, initiative, and ingenuity. It is advisable to offer
opportunities to all the men of the team, so that they can
develop your initiative as the institutional interest is to achieve the
maximum efficiency in everyone and not just in a few. In the
combat will present unforeseen and uncertain situations that re-
They want, among other things, the deployment of a great initiative. It should be requested from
students the solution to uncertain situations in the last phases
of the instruction.

7.21 Critique of Group Practice

The instructor must plan and carry out an evaluation at the end of the practice.
criticism, as careful as the problem itself. None
practice is complete if the errors have not been corrected and pointed out
the successes.
7-28
7.22 Types of Group Practice

The types of group practice are: Discussion, Exercises of

Estado Mayor, Comisión, Mesa Redonda, Panel, Simposio,
Seminar, Committee, Sociodrama, and Exercise with Problems.

7.23 Discussion

a. Generalities. Within general practice, the discussion

it is a form of communication and exchange of information that
it facilitates learning. Discussing is opening debate or controversy
informal to learn the truth about something. The discussion
provides an opportunity to clarify any aspect of the
instruction that the students have not understood or to insist
about the aspects that require more detailed development. The
discussion can take place when the instructor notices that the
students have understood the lesson or possess the knowledge
necessary basics. It can also occur after a
exam.

b. Objectives of the discussion.

Clarify a situation.

Cementing the imparted knowledge by doing

highlight the successes, pointing out the mistakes and
determining the causes and the way to correct them.

3) Insist on the fundamental points of the session.

4) Develop the spirit of cooperation y

responsibility.

5) Provide interested personnel with a complete idea of the topic

treaty.

c. Preparation of the discussion.

7-29
 The preparation for a class discussion consists of the
formulation of questions about those points or ideas that the
instructor wants to review or expand. In the preparation of the discussion
corresponding to an exam, it is necessary to include a list of the
most common errors and an analysis of them, organized
discussion to clarify the what, when, where, and why?
of these mistakes.

d. Types of discussion

Directed discussion

It can be said that it is the classic form of teaching.

In essence, the debate director has the
elements of judgment and the reasons that support them,
which must be learned by the students. The
Debate director asks the established questions
about the matter being discussed and whose
the solutions are known to him; leads the discussion of
so that all group participants arrive at
the correct answers, through analysis and
discussion of the!! questions raised:>. For what the
directed discussion is beneficial, the debate director
must have extensive knowledge of the subject to
to be able to distinguish between what is right or wrong; and
capacity to conduct a discussion, in order to avoid
the unproductive exhibitions that detach us from
subject addressed. This type of discussion is used
mainly in the teaching of the subjects
basics, to make the principles understandable or
doctrinal fundamentals, usually in the
beginnings of the instruction. According to the
requirements for the session to be presented, the director of
debate can be an instructor or a student, in this
the latest case must provide you with the Guide of
Instructor and a schedule with the necessary advance notice,
to study the specific points to be addressed and
prepare your group's work with the due
opportunity.
7-30
2) Development discussion

a) It is used in more advanced institutions. Its purpose

the principle is the application of the doctrine to the solution of
specific military problems, those that are resolved
collectively through discussion. The director of
debate does not have the solutions to the topic, but
receive appropriate guidance, prepared by the
corresponding instructor. The solution is of
responsibility of all group participants,
who should identify the problems and analyze them
factors that condition them as well as their influence on
the obtaining of a solution; but each student must
reach their own solutions. In the group, they must
consider all possible solutions for which
each student expresses their viewpoints and reasons
that support them; finally, each of them acts
as if I were a Group Leader, who after having
discutido el problema y de haber dado la debida
consideration of ideas and recommendations
exposed, makes his own decision of which only he
he is responsible.

b) The advantages of this type of discussion, on the

directed discussion are:

(1) Greater realism, since work is done closer to

the reality either in campaign or in peacetime.
(2) Eliminate the superficial examination of the problem and the
tendency to reach immediate conclusions, without
previous analysis.

(3) Requires the student to consider, evaluate, judge AND

reason about all the aspects and factors that
influence the solution to the problem, many of the
which ones would escape your attention if you worked
individually. In this way, it exploits the advantage
from the analysis y considerations collective_
7-31
 retaining the fundamental characteristic that
everyone must reach their own conclusion, the
which may or may not match with that of another
group components.

c) It is essential to bear in mind that the goal to be achieved in

This type of discussion is to reach a solution.
individual and not collective of the problem. Consequently
it is not about subordinating the viewpoints of each
student to the majority opinion of the group. The Director
the debate should lead the discussion in a positive manner,
avoiding sterile discussions or those that stray from
subject.

d) The students' presentations, when they are

requested must express personal solutions and
include the logical justifications that prove that
they have carried out the necessary reasoning to obtain
your own conclusions or decisions and that it is not a
simple confirmation of the group's opinion. They must be
corrected those students who try to present
team solutions using expressions such as
like: - My group has decided... or 'We
we believe...’" or "From our discussion, we deduce that...
, etc.

3) Discussion in sub-groups

a) It is a technique by which a relatively small group

large is divided into sub-groups of 4 to 6 people for
discuss and prepare a report on a topic or
problem for about thirty minutes or more. Then
these reports are discussed in the total group and are
they elaborate the general conclusions.

b) It can take two forms:

Open time. It is advisable not to exceed

for an hour, but the variants can be adopted
7-32
that time or resource limitations
impose. In the case of using an hour, this
time is generally distributed like this: 5 minutes
subgroup formation, 30 minutes of
discussion in subgroups, 20 minutes to deliberate
about the interim reports and 5 minutes for the
development of the final conclusions in the group
total. The remaining 5 minutes are used for the
drafting the summary and the final comments.
If it is a final meeting, some are dedicated to it.
15 more minutes to the group evaluation.

(a) Advantages. They promote active participation of

all members of a group by size
which allows obtaining participation of
all attendees in a short time; It is a
quick method to reach an agreement and
Encourages the division of labor y the
responsibility

Employment. Due to the stimulating effects that

produce on participation and deliberation
Yes, this method is mainly used
when: In a large group, it is desired to achieve
that everyone intervenes; It is desired that the
the group's atmosphere is quite informal;
wants to take advantage of all the resources of the group
in the solution of a problem or in the discussion
of a topic; A problem or seeks to analyze
a complex topic breaking it down into parts...
assigning one to each subgroup; It is needed
quickly know everyone's opinion
members of a large group; It is wanted
motivate a group by changing techniques; The
the topic is more suited to be discussed in groups
small; The issue that will be addressed is
extensively, several meetings can be held
to discuss its partial aspects. This
it is a way to deepen a topic
using all the resources of the group; It
7-33
 wants to save time and develop a topic
without going into much detail, each subgroup debates
about an aspect and then they discuss the
partial reports in the total group; The number
the number of meetings varies according to the duration
on the subject to be addressed.

(c) Responsibilities. The roles that can

the participants are: Director of
Debate; Secretary; Reporter General;
Secretary-reporter of the subgroup; Member and
eventually advisor; It is advisable that
these roles be performed in a way
rotating among all participants.

Phillips 66

It is a special work technique that allows

to provoke the coordinated participation of everyone
the students in the comprehensive discussion of a
problem, dividing the participants into
7-34
 small groups of equal number (in the
possible no more than six people). For
in this type of work, each commission develops
a specific part of the problem, using
six minutes

(b) Each committee will have a president who

note that each participant expresses their
your own ideas and a secretary to record them
to then report on them to the rest of the
group.

The instructor or the debate director

they will determine the election of the president and of
secretary of each committee; this election not
it must last more than six minutes.

(d) Each secretary representing their

the commission will present the conclusions before the
totality, in condensed form, resembling
in this to the procedure of the subcommittees.
After the partial presentations, the
The president will summarize the conclusions of each
subgroup, drawing a general conclusion.

(e) The 'Phillips & 66" is used in different

opportunities particularly Game of a
film exhibition or before it, when
the audience already knows the plot and is
they prepare the questions to discuss them
subsequently with the speaker.

The number of meetings varies according to the

extension of the topic to be addressed.

(g) The Phillips 66 by its way of acting can

adopt varied modalities within the
what, the "whirlwind of ideas" and the "Study of
"cases" are the most well-known. The "whirlwind of
ideas, consists of the free expression of ideas
7-35
 and opinions on a topic or problem, with it
objective of producing new ideas or solutions,
the characteristic is the pressure of time in which
is carried out and requires a quick expression and
concrete, In the 'Case Study', the groups
they study 'a case' exhaustively and it
they analyze in detail, to extract
illustrative conclusions. They can be used
experiences. an event that he has lived through
instructor, the student or other people.

Figure 6. Phillips 66

7.24 EM Exercises

It is the type of work in small groups in which

they organize teams that represent the Commander and his
It's essentially a practical exercise in which the

7-36
 components of the group, working in the positions that are
they are assigned, they solve realistic tasks.

b. En tanto aquel Director de debate es designado de

in advance, the assignment of positions and functions of others
components of the group can be prescribed in advance or
left to the discretion of the Chair in the instruction
more advanced so that I can practice it in the organization of
an EM.

c. The discussion is held just as it will be in the campaign, that is to say,

to the extent that the available time would allow. In this
type of work individual decisions are reached both by
Debate director in his role as Commander, as for the
members of the group in their role as EM Officials that
they present their recommendations. .

d. This type of work summarizes and exploits all the advantages of

I work in small groups, putting teamwork into practice.
equip and apply the procedures and techniques taught
previously.

7.25 Commission

They are small groups organized to carry out a task.

specific. The technique of its use aims to achieve the greatest
degree of individual participation in the discussion, based on the
fact that hesitant individuals when speaking in front of a
large concentration of people, they do it without difficulties in
small groups.

b. The sequence is as follows:

The instructor makes a summarized presentation of the facts.

main.

2) The group is divided into small committees (from 4 to 7

approximately) numbered individuals are designated a
president for each one.

7-37
 3) Each commission is assigned a prepared question,
related to the topic to be discussed.

4) After the designated time has elapsed, the instructor

order the cessation of discussions.

5) The presidents of each commission present the summary

from the discussion held.

6) Any participant can be invited to.

comment on the conclusions they reached
different commissions.

7.26 Round Table

a. This method consists of conversation or discussion between

a small group of expert individuals (roundtable) and a
person or more that interrogate (audience), often under the
address of a moderator. The exchange is carried out in a tone
of conversation, but it is expected that the responses are as much
possible goals. It is a very effective method to obtain
specific information about a certain topic. Obviously
it is more a technique designed to inform or educate than to
drive directly to action.

b. Characteristics:

Many questions can be addressed in a short time.

2) The interaction between the interrogator or audience and the group

of experts, led by the moderator, is dynamic and
permanent.

3) A limited control of the direction can be maintained and

from the field of discussion. A preliminary agreement in
as for the general topics that will be covered, you can
involve the interrogator, the members of the table
round, to a commission or to a whole group. It can be
gain greater control through a moderator.
7-38
 4) Control can never be complete, since all the
participants must have freedom of action.

Generally, a great interest is achieved as a result.

from the competitive atmosphere that is created.

6) The specialty of questions and answers

it is probably greater with this technique than with
any other.

c. Employment

1) To take advantage of knowledge or experience

superior to certain individuals.

To explore the numerous facets of a problem

complex.

3) To obtain detailed facts from experts.

When the group is too large to afford

a general question to the members of the table
round.

5) When a group is sufficiently interested in

explore a topic with greater depth than its
own resources allow them

When the group is willing to listen to a variety

of viewpoints.

7) When can advisors be obtained who will be good.

received by the group.

When it is arranged within the group of competent ones

interrogators, moderators or members of the table
round that are accepted by the group.

7-39
d. Organization. The group must:

1) Determine what objectives can be developed by this

method and at what point it should be used.

2) Compared to other known techniques, deciding whether

this has a higher probability of achieving the goal or goals
that are in sight.

3) Outline the general field in which they will be sought

answers.

4) Choose the interrogator or interrogators carefully. They must

knowing how to ask questions in a way that the members of
do not have any doubt that it is about the round table
of frank observations in search of information
without any cunning intention or to refute opinions
of the polemicists.

5) Choose people as members of the round table.

that they can think quickly and say precisely what
what do they think.

6) Choose a moderator who understands the technique and is

willing to accept the role.

7) Select all members of the round table

with enough notice before the meeting to provide them with the
opportunity to determine what the problems are that
they need a solution to help the group achieve their
goals.

7-40
Figure 7. Round Table

7-41
7.27 Panel

a. It is an educational technique in which a group of

specialists discuss a problem in front of an audience
from different points of view, about a subject or
specific theme determined in advance; after which the
conduct the general discussion. The number of specialists
Participants in a panel should not exceed five or six.
persons.

b. Training. The panel is composed of:

1) A president or moderator.

A group of specialists.

3) Auditorium.

c. Arrangement of the environment. The entire group of specialists and the

president, they should be comfortably seated in plain sight
from the auditorium, generally in a box or platform.

d. Advantages of the Panel.

Opinions or experiences can be expressed

well-informed people in various fields of
activities.

Different points of view can be presented.

3) It gives opportunities for the audience to participate.

4) Within a relatively homogeneous group, it gives

excellent opportunities for the contribution of concepts
new, result of the exchange of ideas of the group.

7-42
e. Disadvantages

1) It gives opportunities for sterile discussions, if the

the president does not remain vigilant.

2) Requiere un loca! apropiado que no permita que el

the audience gets distracted, everyone must see and hear the
specialists and the president and they to the audience in their
totality.

3) The panel can be monopolized by one person, which

that distorts its reason for being. The discussion period
it can be prolonged too much.

f. Subjects suitable for a panel

Common interest matters.

2) Controversial subjects.

3) Matters where the contribution of is deemed appropriate

new ideas,

g. Organization

1) The presentation of a discussion panel should not last

more than an hour.

2) Participants must prepare and get ready.

previously agreed, selecting and determining
clearly the topic that they are going to present.

3) The topic will be divided into several phases, assigning to each

they participate in the development of each one of them, a
fixed time and the order in which they must act.

4) In the preliminary meeting they must hold

participants make an outline about the development
General of the panel and the work that each one will carry out.
7-43
A president or moderator of the panel must be chosen.
who will make the presentation with a few words of
introduction about the topic or subject that is going to be
treat, explaining that each member is going to do a
short exposition on interesting aspects of a
problem.

6) At the end of each speaker, the moderator thanks them and

at the same time it indicates who is to continue. Once
that everyone has finished, the moderator makes a
summary of what has been stated clearly and precisely
having to give the impression of spontaneity.

At the end of the participants' performance, it will open

a general discussion in which the attendees will be able to
ask questions to the panel president; who,
will appoint the member or members of the panel who will
to respond.

7-44
 Figure 8. Panel

7.28 Symposium

a. The technique of presenting various is referred to as

aspects of internal exposure by various individuals in
successive form. Time and the subject often control them.
a moderator. If the method is used correctly, the
Interventions must be limited to no more than twenty minutes.
and the total time of the symposium should not exceed one
hour.

b. Characteristics.

It is a relatively formal method of presentation and it is

comparatively easy to organize.

2) It allows systematic and relatively expression

complete ideas in an interrupted manner.

3) Problems and complex issues can be divided

easily into logical parts

4) The structure of the presentation is easily achieved by

An agreement, prior to the symposium, among the participants.

7-45
 5) The repetitions are minimal and the time assigned
will lead to presenting them accurately and logically.

An excellent control of the subject, as well as of the time.

of the duration of the symposium, can be achieved through
prior agreement of the participants.

c. Employment

1) To present basic information, facts or points of

view.

To present an exhibition uninterruptedly

relatively complete and systematic ideas.

3) To break down a relatively complex topic.

based on:

a) Its basic components.

b) Different points of view or special interests.

c) Solutions alternatives proposals y suspicious

consequences.

4) When a relatively high level of control is needed over

the logical decomposition of the topic, the subject that
discusses and the regulation of time.

5) To gather and focus the different points of view

within a more general logical context scheme.

6) When the group objectives, or the purpose of the meeting

they can communicate accurately with the exhibitors.

When group norms, social control, and the

identity are such that the most formal means of
presentation -- technique the symposium submissions are acceptable
for the group.
7-46
Figure 9. Symposium

7-47
 8) When the formality in the presentation is not a
major impediment for the group to listen and
learn.
9) When it is relatively certain that the level of
employee communication by the exhibitors will be
understandable to the group.

10) When group members have skills and

aptitudes to take and integrate related ideas
yes and which are presented at different times by
different people.

11) When the presentation of is deemed necessary

different points of view.

12) When it is believed that the group is not sufficient

mature enough to handle differences of opinions and/or
conflict situations that could arise between you
members or is too large to allow the
total participation and knowledge of different points of
view.

d. Organization. The instructor must:

1) Have clear in mind the objectives of the session in which

this technique can be used.

2) Consider the alternative means that may

to be employed to achieve this objective.

3) Decide in general terms how it should be analyzed

the problem.

e. Preparation. The debate director or President must:

1) Meet with the symposium speakers with plenty of

anticipation and reaching an agreement regarding the decision
logic of the topic, outline the general fields to cover
7-48
 for each member of the symposium, come to an agreement
about the order of presentation and deciding regarding the
time that is allocated.

To meet with the exhibitors del Symposium

immediately before the presentation to review the
previous points.

3) Present the general outline of the topic in the meeting.

that will be discussed, describing the logical division of
problem in the components to be exposed for each
one of the members of the Symposium.

4) Briefly present the speakers at the Symposium and

establish an appropriate atmosphere for the group
listen and pay attention.

5) Inform the group about the procedure that will be followed

including the role of the presenters of the Symposium and of the
group, during and after the Symposium. .

6) Present each speaker in more detail as needed.

who is next; establish the suitability of the
exhibitors to present on the assigned topic, do
the necessary transitions to take the audience from a
exhibitor to the following.

7) Carry out others functions what dependent del

procedure that has been established to follow the
Symposium, including the summary or any of the
techniques that can be employed immediately
after

a) Provide each presenter with the necessary time for a

brief statement, to clarify or to refute.

b) Allow each speaker to ask one or two questions

to any of the other exhibitors.

c) Transform the formal group of the Symposium into a panel

to proceed with the discussion.
7-49
 d) Include the audience in direct questions from the room
or in a forum-type discussion.

f. The symposium presenters must:

Attend the mentioned planning meetings

previously.

Prepare precise and well-organized presentations.

3) Present the prepared material clearly and concisely,

in the assigned time.

7.29 Seminar

a. It is a type of work in which the instructor and the

students to conduct research projects on a topic
previously determined and complete, in one or more sessions,
your knowledge through the exchange of opinions and practices
complementary to the instruction already given.

b. Participants can be divided into small groups (of

4 to 10) and for each one a director and a
secretary able to rotate in these assignments all the
participants.

The instructor determines the topic and the group leaders.

they study the problem, formulate a provisional agenda, which could be
be suggested by the instructor in some cases, and they present it to the
consideration of their respective groups.

d. The participants of each group study the problem.

analyzing it, discussing it, and adding or subtracting topics to
present the final work agenda to be discussed in future
sessions.

e. As each point of the final agenda is addressed, it is matched

all the possible information to analyze, discuss, and issue a
7-50
opinion on the topic, which will be recorded by the
secretary. .

f. The group drafts the conclusions of which it is

responsible; the Director does not decide.

The Director may move on to a topic after a while.

of discussion indicating the deviations from the topic and inciting to the
cooperation in addition to the general evaluations and analysis
of the process. At the end of the work, you will evaluate the results,
reviewing the solutions and determining the time spent. If the
activities were appropriate, the group will be in a position to
to participate coordinately in future tasks.

h. En el seminario, e! trabajo del grupo requiere:

1) A conducive environment for participation, with a spirit of

group.

The total elimination of impositions or intimidation.

3) Distributed leadership.

4) The clear formulation of objectives.

Flexibility.

6) The understanding of the process, which increases the

orientation and concern of the whole.

7) The continuous evaluation of objectives and activities.

7.30 Committee

a. En este tipo de trabajo el grupo recibe la misión de estudiar

and solving a broad problem collectively, as in the
directed or developmental discussion, learning is carried out through
the discussion and exchange of points of view, but with the
aim of reaching a collective solution, respecting without
embargo, opinions against. The exhibitions, when they are
7-51
requested, are made in the name of the group, making present the
disagreements among some team members, whenever it is
necessary.

b. Even though the committee acts by general agreement, it

requires intellectual honesty, responsibility, and moral integrity
from the participants to develop and express their opinions
personal.

c. In addition to increasing knowledge about the problem

treaty, this type of work provides the student with experience in the
committee work technique, which will be frequently used
in the General Staffs; as well as experience in teamwork and
at a conference.

d. To develop the skill of the Committee Director in the

organization and conduct of the deliberations, it is provided
a proper guidance and the considerations that allow you to
engage in a productive discussion but without including a solution
specific.

e. There are two ways a committee can operate: One, of

joint committee organized into a single group and another, in which the
personally organizes into subcommittees, In the first, all of its
members work on the same tasks; in the second, they
assign different tasks to the subcommittees, which will later
are integrated through the joint action of the entire committee, The
the first form initially takes a lot of time; while the
the second one can cover more subjects although not all of them
group members come to know all aspects of the
problem with the same detail. In any of these ways, the
the conclusion or final solution regarding the problem is usually
determined by the vote of the majority, being recorded the
disagreements on important aspects,

This type of work is used less frequently than

the discussions and the EM exercises since their
the contribution to the objectives pursued by the instruction is relative;
although it allows the development of certain qualities such as: teamwork in
equipo, habilidad para conducir el comité y participar en él. El
7-52
working in a committee is not precisely aimed at developing the
art of commanding, nor gives the opportunity, like other methods, to
reaching individual decisions is more suited to subjects of
general character in which individual decisions do not
they constitute the fundamental objective; it will rarely be applicable to
subjects framed in a tactical environment.

7.31 Sociodrama

a. It is the type of group work that resembles a

theatrical representation (SKETCH or ROLE PLAYING), by which
try to make the situation seem real and be more
understandable by the groups, for the discussion that must take place to
continuation.

b. The general phases for the preparation of this technique

son

1) Choose the specific problem.

2) Elaborate the corresponding illustration (History

.

3) Choose the characters and actors (no more than five).

Choose the scenario.

c. Those who do not intervene are instructed on the subject to act

as observers, whether of certain characters or of the part
center of the problem.

d. The duration must not exceed ten minutes, within

a complete thirty-minute session including the discussion.

e. Observers must listen to the reactions

immediate of the interpreters.

It is advantageously used in the discussion of some

problems such as; Handling of prisoners of war, measures of
7-53
security, records, interrogations, demonstrations about
command procedures, etc.

Figure 10. Sociodrama

7.32 Exercises with Problems

a. They are group practice exercises! that are based on the method
of problem-solving in which principles, techniques are applied
and relevant procedures for a given situation.

7-54
b. Characteristics

1) The situations that arise can have between them

little or no tactical or administrative relationship.

2) Successive situations can vary in time, from

minutes to hours.

3) Situations can be simple and presented

orally followed by questions or may be
written exercises that require various calculations. E.g.
Calculation of replacements, needs, capacity of
storage, etc.

They are suitable for the application of principles of donation

of command, in the preparation of march charts and
of Administration and General Staff subjects.

c. Advantages

Exercise with problems allows for learning.

through the execution of tasks and places the students
in the face of situations or problems similar to those faced by the
student will find in reality.

Stimulates the interest and concentration necessary for

learning, as well as the logical development of a
solution.

3) Awakens the motivation stemming from one's own challenge

problems or puzzles.

It can be used to complete dissertations,

conferences and as a way to review subjects of
integral mode.

It is economical in time, personnel, land, means of

transport and equipment.

7-55
d. Disadvantages

Some factors cannot be represented realistically.

important as the mood of the troops, the
personal contact and the transmission of orders.

It does not lend itself to subsequent actions and the

supervision of the execution (the plans and orders.

e. Preparation of the exercise with problems

The basic steps for preparing the Plan are followed.

of Instruction, from the Instructor's Guide.

a) The presentation can be considered a conference,

emphasizing the methods to follow or use, and the type of
individual or group solution that is expected.

b) The exercise must include the objective or objectives and the

application methods, situations, requirements
solutions and discussion of the solutions.

c) Prepare reasoning questions and the probable ones

responses to the students

d) Organize the exercise into two parts: the first part

or general situation with the presentation of the facts
specific to them, the second part or
requirement, guide the students in the actions
necessary for the solution of the problem.

e) The second part raises the need to

prior knowledge required from the student
through study tasks that provide him with the foundation
necessary to be able to participate in the exercises. The
requirements themselves must be related
directly with the objective, developing the
procedures to follow.

7-56
 f. Preparation of elements or conditions that must
establish the scene or scenarios of the problems:

1) Separating the necessary factors for its solution,

including all the information.

2) Indicating the situation as clearly and vividly as

it is possible, avoiding statements that indicate or
limit the solution.

3) Avoiding unnecessary information; that confuses the

student

4) Administrative details. Prepare study tasks

previous and the material that will be delivered in the class, as such
like the Instructor Notes and checklists.

g. Solutions must be consulted with others.

instruments to verify your property.

h. The discussion of the solutions must consider the possible

solutions of the students and the analysis and discussion of the solution
preferred the one that must include the explanation of the principles
applied.

Conducting the exercise with problems

1) Present the situation either in writing, in print,

orally through presentations, movies, recordings,
transparencies, maps and terrain models, equipment
real; individually or in combination. The presentation
oral requires the student to take notes and listen
sincerely.

2) Allow time for the students to complete the exercise, and

provide assistance to those in need, clarifying doubts and
selecting the representative answers for the
discussion.

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 3) Request the individual presentation of solutions
through the conference, promote the discussion and
justification evaluating the solutions according to criteria
convenience and possibility or feasibility.

Section VI TACTICAL EXERCISES

7.33 Generalities

a. They are combined group exercises that apply the method

problem-solving.

b. They are based on military situations with a complex range.

of elements or variables that lead to a decision, plans,
orders and derived actions.

c. Groups of instruction sets that may include one or

various subjects.

d. The driving is as close as possible to the realistic framework in

the one that problems arise.

They emphasize the development of teamwork and the

aptitude for leadership through intensive practices of the
individuals as team members or unit.

7.34 Types

a. Exercises in the letter.

b. Maneuvers on the chart.
c. Exercises in the field.
d. Ejercicios de puesto de comando.
e. Campaign exercises and maneuvers.
f. Exercises in the sandbox and relief models.

The specific development of each of these exercises

find in the ME 34-32 OCCIE.

7-58
 Section VII. THE SUMMARY

7.35 Generalities

a. Whatever method is adopted in the driving

from a session, after the explanation and/or application, it is
It is advisable to review everything discussed to establish the
most important ideas and ensure the achievement of the objective of the
instruction, this is what constitutes the summary: the part of the
instruction that consists of presenting a synthesis in few words
of what was discussed, particularly regarding the ideas or
main concepts. The summary should be brief, concise and
I need, since a long enumeration of what is taught will result in
annoying and would distract the students' attention. In each session the
review of the topic addressed must lead to the summary, which must
to leave the students with a clear idea of the objective achieved and with
enthusiasm to practice what has been learned.

b. If doubts remain about certain issues despite the review

points not understood by the students and that would give rise to
individual questions that require clarification will have to be addressed
to the discussion, within the time limit assigned for the session.

c. If the students have been organized into small groups,

the discussion can be held within each team, designating a
student as debate director, the general conclusion of the
The instructor will lead the group discussion. From the first
at that moment, the purpose of the discussion should be clarified and then
confront opinions, clarify them and evaluate them. the given will be
conclusions not being influenced by the number of solutions that
guard similarity only by that which advises logic and the
reasoning.

7.36 General Guidelines

a. According to the depth or complexity of the subject, the

summary can take 5 to 10 minutes of the allocated time for the
driving.

7-59
 b. The summary should cover the main points or aspects.
on the topic discussed, in a schematic manner.

c. The method to be used for summarizing the topic may be a

combination of all or just one of the types or techniques
developed in class, that is to say, it is not necessarily a
instructor's dissertation.

d. The summary made through participation of the

students allow the instructor to evaluate their own performance and the
effectiveness of the means and techniques used in driving.

Section VIII. GENERAL RECOMMENDATIONS

7.37 General recommendations

a. The management should aim for active participation of

student, always keeping in mind that at the end of the instruction
students must be able to conduct themselves
the same, to adapt to the circumstances and thus acquire the
sufficient autonomy to solve problems and make decisions of
any kind.

b. The dissertation should be minimized, it can be used for

start of a subject or session or at the moment of doing the
summary.

c. The lecture is still a passive method in

comparison with the demonstration and the asset, however its use
it can be alternative.

d. The active method is the closest to achieving the

objectives derived from the occupational tasks that must
to perform any member of the Army at any rank or level.
It requires greater effort and preparation on the part of the instructor.
pero le garantiza un mejor y más dinámico aprendizaje de parte del
the student is the objective of the instruction.

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 e. The appropriate application of pedagogical methods, on
the whole asset is the best way to learn, "you learn by doing"
more than hearing, what has been lived has deeper roots
what others have lived and we have seen or heard; is part of the
creativity and ingenuity of the instructor to make a session a
interesting personal experience; not personal display that
subjugation, but the deployment of resources to make the student
live for oneself the experiences that must be obtained from the
instruction, this perfectly combines the work of instruction with
the training, the latter being so important in relation to the qualities
and characteristics that must be present in every member of the
Army.

7.38 Recommendations to overcome difficulties in the

Driving

a. The students do not participate. It may happen that after a

exhibition, the speaker begins to ask questions and the
students do not respond or indicate that they do not know, it is possible that
require a review or a summary; for the students to feel
insecure or hold back due to the experience or the range of
speaker in this case, a friendly attitude, an anecdote or a
humorous stories can reduce the tension of the moment,
allowing greater freedom of expression. A rethinking of
the question is equally timely as well as varying from one to another
student to provide a greater opportunity for trust; it is possible that if
the instructor presents a position or illustration contrary to the doctrine,
this stimulates the student's competitiveness to demonstrate it
opposite.

b. The questioned student says everything well. Congratulate him and

proceed to make a brief summary of what was said; adding
additional examples or illustrations to reinforce the key ideas and
extend your discussion to other students, propose others
alternatives and verify that everyone has understood.

A student monopolizes the discussion. It's better to interrupt them;

If he/she does not do it, thank them for their participation and move on to another student.

7-61
 d. The interventions generate controversy. Whether among the
students, either with the instructor, if it does not degenerate into attack
personally, a heated discussion can be controlled; it is better than
the instructor skillfully guided her towards other less ...
critics of the problem, what one can do by asking for another's opinion
student or directly resolving the conflict with comments that
Align the emotional tone and provide the solution, which must be followed.
from a summary, according to the progress of the session.

e. The opposition students. There are students who oppose

everything, even in a hurtful manner; in these cases, the instructor can
take advantage of other requested interventions to respond
those, in such a way that it does not directly confront the objector; if
this does not take effect, you must remember the importance of time
of the instruction or, finally call him to order.

f. Difficult questions. It is possible that the instructor finds himself

in the trance of being unable to answer a question despite being
well informed; in this case one should not try to pretend to be what one is not
You know, it's not worth deceiving the student with excuses, the best thing is to postpone it.
response for the following opportunity or session, giving oneself time
to investigate it.

7-62
 CHAPTER 8

THE EVALUATION

Section I. BASIC CONSIDERATIONS

8.1 Generalities
a. Considering teaching-learning as a process
that aims to achieve planned and defined objectives,
evaluation is a stage of it that verifies to what extent they have
achieved those objectives. The quality of the instruction is verified
from collected, analyzed, and interpreted data
systematically. Although the Evaluation is in this chapter, it does not
should be taken as an indication that the planning of the
evaluation of the instruction should be undertaken at the end; far above the
On the contrary, the planning of the evaluation relates to everyone.
the teaching principles described in all the chapters of this
manual. The evaluation will be efficient and effective as it allows:

1) Verify which objectives were met and which were not.

partially or totally remained unattained.

2) Determine the reasons why they were not achieved

these objectives that could be summarized as:

a) Failures in the programming of objectives.

b) Incorrect choice of methods and techniques.

3) Make decisions that more or less

immediately modify the causes of the failure and correct them
deviations presented in relation to the program.

b. Thus it is advisable to keep in mind that a plan for

evaluation must contain at least:

Aspects that must be subject to evaluation.

8-1
 Methods to collect data on these aspects.

3) Suitable instruments for evaluation.

4) Frequency of the evaluation.

c. Therefore, the evaluation is the set of operations

which aims to determine and evaluate the achievements made by
the students in the teaching-learning process, with respect to
to the objectives set out in the study programs, in the syllabus
and in the T models of the learning units.

d. Thus we have that the evaluation by objectives, of contents

(ways of knowing) and methods (ways of doing), receive various
names and among others the following: evaluation by capabilities,
evaluación formativo sumativa, evaluación sumativa, evaluación
criteria,.. The background is this: it is about evaluating quantitatively
the contents and methods according to the objectives. But this
it is only possible with a proper design of the classroom activities.
If activities are carried out to learn content, they can be
evaluar los contenidos, que de hecho actúan como objetivos, y si se
they carry out activities to learn methods that can be evaluated
methods that practically act as objectives as well.

e. The evaluation of contents and methods based on

objectives necessarily involve the consideration of the
activities as learning strategies aimed at development
of capabilities through content and methods. In this way
the contents and the methods can be evaluated (which are measurable)
and quantifiable) based on the objectives.

f. The construction of objective-based assessment tests

or by capabilities uses the same technique as activities such as
learning strategies and are always developed in the same way
Way: skill + content + method. For example
we indicate the following evaluation test: situate and locate
(skills) the invention of the steam engine and its expansion
initial (content) developing a geographical map and another historical one

8-2
(method). In the work "Curricular Designs of the Classroom: a Model of
learning-teaching (Román and Díez, 2001) there are numerous
examples of this type of evaluation.

g. Evaluating the teaching-learning process means

ponder (collectively and individually) the results obtained from the
activity that involves teachers and students regarding
achievement of educational objectives.

The objective of the evaluation is to obtain information about

how students make their own discoveries and how
they adopt the basic structure of science at the end of the process. The
evaluation is formative and transformative.

The evaluation is the battle horse of any model.

didactic. The evaluation is situated in what experts call -the
didactic meeting point of the learning processes
teaching.

In the evaluation, teachers learn to improve their

teaching practice and students learn to correct their mistakes and
mistakes. Based on the above, we can say that: The evaluation
it has effects on teaching and as it is evaluated it must
to teach and as it is taught it should be evaluated: - If you change the
pedagogical intervention in the classroom, you must change the way of
evaluate. This allows for changes to be introduced in pedagogical practice.
in the classroom: "If the evaluation changes, the way of intervening changes"
in the classroom and the way students learn.

The well-understood socio-cognitive humanistic paradigm and

used in classroom curriculum design, enables a development of
capabilities values and a learning of content in a way
significant and functional (constructivism) in which the activities
learning are the touchstone for it to take place
true learning by the student, using in a way
aware of the mental processes in each activity. The tests
of process and final tests will be similar to the activities that
have been carried out in the classroom even if they have diverse contents. Of
this way there can be no improvisations or surprises in the
evaluation.
8-3
 The areas of evaluation include: the institutions
educational, the academic programs, the actions of the
teachers, the learning of students, the teaching materials,
the techniques or procedures employed, the intellectual habits
of the students and the educational system as a whole.

8.2 General Principles of Evaluation

a. The evaluation should be considered an integral part of the

teaching-learning process should be linked to the method
of employee instruction and to all the determining aspects of
same.

b. The evaluation must be a continuous process within the

teaching-learning activities, measurement is necessary
constant to investigate the effectiveness of the process, as well as for
adapt the instruction to the individual differences of the students.

c. The evaluation must make use of different procedures:

Oral, written, and practical or execution assessments with validity and
sufficient reliability.

d. The evaluation should be applied to the different aspects of the

instruction. The following must be evaluated: the student, the instructor, the plans of
study, the programs, the schedules, methods and procedures of
instruction and learning; that is, everything that, in one way or another
form influences educational performance.

e. The evaluation must be carried out by all individuals.

that are part of the process. Not just one person should evaluate the
instruction, but all those involved in it.

f. The evaluation must be made in relation to the objectives

posed, it must be functional in relation to certain
purposes; the PPIIMM should not be ends in themselves but
means to achieve goals.

8-4
 g. The evaluation must be made with respect to the differences
individual needs of the students. The following must be taken into account:
potentialities and limitations of students, any grade
granted to a student's test is not absolute proof but
relative and should be judged in relation to the factors that are also
learning outcome determinants.

h. The evaluation must be evaluated. It is necessary to know the

benefits and limitations of instruments and methods
checking its validity, consistency, objectivity, and usefulness.

Without the evaluation, it would be difficult to obtain results on

the teaching-learning process, determine the effectiveness of the
teaching action, of the procedures used and neither
could determine how to correct or improve.

j. The consequences that arise from the perspective

constructivist is the accreditation of the results obtained:
calificación, promoción (o no), titulación (o no), consejo orientador
(at the end of the stage).

8.3 Characteristics of Evaluation

a. The evaluation is a systematic process, because

integrate and orderly relate the elements involved in
the collection of information, the processing, the interpretation and
the analysis contributing to decision-making.

b. The evaluation is continuous, as it is carried out

continuously during the teaching-learning process,
in accordance with the planned structure within the curriculum, through
the verification of compliance with objectives and the achievement of the
established competencies.

c. The ongoing evaluation, because it is carried out throughout

moment during the development of educational actions and allows
immediate adjustments.

8-5
 d. The evaluation is comprehensive, because it assesses quantitatively and
qualitatively the academic performance, the competencies and the
teaching-learning process, based on the objectives
proposed, ensuring that all the elements involved
in the educational process can be improved.

e. The evaluation is flexible, because it has a wide range

range of evaluation instruments, in accordance with the particularity
from teaching activities, individual particularity of the students, thus
as with the proposed objectives.

f. The evaluation is formative, because it is represented in two

senses, first it worries about the educational value of the
institutional activities; and second, because it fosters training
of the students, respect for people, keep promises,
try to help everyone.

8.4 Types of Evaluation

The types of evaluation are as follows:

a. According to the moment

b. According to the purpose
c. According to its extent
d. According to the origin of the evaluative agents
e. According to their agents
f. According to its normotype
g. According to the scope of the evidence

a. According to the Moment

Initial Assessment

a) It takes place at the beginning of an academic year,

before the establishment of an educational program
concrete.

8-6
 Its purpose is for the teacher to initiate the process.
educational with a real understanding of the
characteristics of each and every one of your
students to design their strategies
didactics and adjust your teaching practice to the
reality of the group and individual particularities.

c) It serves as a reference when assessing the end of a

process of verifying whether the achievements are satisfactory
the unsatisfactory.

d) It also allows forecasting the difficulties and

predictable successes.

2) Process Evaluation

a) It consists of continuous and systematic evaluation of

the data on the operation of a center or
institution, of an educational program, of the process of
student's learning over a period of
set time to examine the achievement of the
goals and proposed objectives.

b) The procedural-formative evaluation serves as

improvement strategy to make the necessary adjustment
And thus the progress of educational processes is regular.
Provide the data that should allow for reorientation,
regulate, modify or strengthen the educational process of
each student.

c) Allows for improvement decisions to be made for the benefit of

help from the main protagonists of the process
teaching learning: students and teachers.

d) It can act on the learner, evidencing

where have the learning errors occurred if
they exist, in order to be able to correct them having in
it accounts for the relationship between an initial situation
and a final situation.

8-7
 It can act not only on the students, but also
also about a certain class, means
used to evaluate, and even about the same
educational system.

Final

a) It consists of the collection of information and

valuation of the data at the end of a period of
expected time for the completion of a learning process,
a program, an academic task, or a course.

b) It serves as evidence of the achievement of the objectives

expected.

c) In its summative function, it is applied at the end of a

a fixed period of time and intends to determine
the degree of achievement of the proposed objectives and
the level of student achievement.

d) It has a sanctioning function, and through the

summative assessment determines if the student has
whether or not the objectives are achieved, whether or not it is promoted,
whether it has been approved or disapproved, or if it has been obtained or
not a specific qualification.

b. According to the Purpose

1) Diagnostic

a) Its purpose is for the teacher to initiate the process

educational with a real knowledge of the
characteristics of the learners, both personally
as in academia. This knowledge will allow you
design the teaching strategies and adjust the
teaching practice to the reality of each and every one
the students.

b) The diagnostic evaluation should take place at the beginning

of the course. The information about the evaluation of
8-8
 previous course, if specified in a certain way
descriptive and not simply numeric, contain
elements of judgment that may be very useful
to carry out the diagnostic evaluation of the course
next.

c) The diagnostic evaluation is ultimately like its

The name indicates diagnosis, it should not be used as
evaluation instrument for the effects of
development of the subject.

Formative

a) It is the evaluation that serves as a strategy of

improvement to adjust and regulate the march of the
educational processes, to achieve the goals or
planned objectives.

b) It is the most suitable for the evaluation of the

processes and is usually related to evaluation
continue.

c) Formative assessment allows obtaining information

of all the elements that shape development
of the educational process of each and every one of the
students throughout the course, and allows for reorientation,
modify, regulate, strengthen and verify the
learnings, depending on each particular case.

3) Summative

a) It is applied at the end of a period of time

determined as verification of the objectives
achieved on a training course or a
particular theme.

b) Tiene una función sancionadora en la medida en que

allows to decide whether to pass or not a subject; the
promotion or not to the next course; or the obtaining or not
of a certain qualification.
8-9
 c) In the summative evaluation, presence becomes significant and
meaning of the previous evaluations: Initial,
Diagnostic, Process, and Formative.

d) The results of the summative evaluation can be

the starting point of the diagnostic evaluation of
next academic period.

c. According to its Extension

Global

a) Intends encompass all the components or

dimensions of the student, of the educational center, of
program and other aspects. It is like a whole.
interacting in which any modification in one
its components have consequences on the rest.

b) Applied to the assessment of learning outcomes of the

students, it could be related to the evaluation
integrative in that it takes into account the
degree of consequence of the proposed objectives
from each and every area.

Partial

a) It aims to study or evaluate certain

components or dimensions of a center, of a
program, of a subject, separately or of some
concrete aspect, depending on the level of application
to which it is established.

b) Regarding the evaluation of learning outcomes of the

students, it could be applied to the assessment of some
specific topic of a subject or evaluation
of some homogeneous block of content.

8-10
 d. According to the origin of the Evaluating Agents

The evaluation according to how the process is verified

instruction from its planning to the actual conduction
said, or the performance of the graduate (follow-up), in the position to
what has been assigned is called internal or external assessment
respectively.

1) Internal

a) The internal evaluation is promoted and carried out

from within and by the members themselves of a
educational center, of a program, of a team
educational or managerial, institution, etc.

b) It is used in those cases where the student of

the evaluated process is who assesses its levels of
realization, acquisition or execution of certain tasks
and objectives.

c) It is conducted before and during the instruction, it is

aimed at evaluating:

The progress of the work program, which

include the list of activities to be carried out
from the determination of needs of
instruction up to its driving, thus
as the estimated time and the observations
necessary for each of the steps to follow.

(2) The process of the instruction; it is the purpose of the

evaluation, describe and document the progress of the
driving. Any changes made in the
normal process should be documented so that in
the future those who manage the instruction
have a better reference vision of how it
carried out the planning. The evaluation
detailed and objective about the student's performance, it is
the main source of information about the
effectiveness of an instructional program and the
8-11
 students provide through their
grades. The data is collected through
the instruction reports that after
analyzed and interpreted will show the effectiveness of
the resources that have intervened in the instruction:
humans, materials, and methodological ones, those that
they will allow making modifications to improve the
instruction.

2) External

a) It is one in which the evaluated and the evaluator are

different persons or instances and is carried out when
agents not usually part of a
institution or program, evaluate their
functioning.

b) It is also called expert evaluation,

when it is carried out by recognized individuals
prestige, those who try to evaluate some program
experimental start-up, etc.

c) Both evaluation modalities complement each other.

mutually and should be applied depending on the
nature of what is to be evaluated.

d) It is conducted after the instruction, when the

the graduate is performing in the position to which
has been assigned.

e. According to their Agents

Self-assessment

a) It is generally carried out by the teachers and

students, who evaluate their own work to
try to understand both the progress of the process
educational that they have developed as the results
end of it.

8-12
 b) It is carried out through a process of self-reflection and
complementing the information with some type of
questionnaire or other means of information.

2) Hetero Evaluation

It is when the teacher evaluates the student, it is the most

used in any educational community and its
the deeply rooted implantation is due to the
natural consequence of the teacher-student relationship.

3) Coevaluation

It is when students evaluate each other or

together with the professor, it is a practice of
evaluation that is being used increasingly
frequency in the classroom. This modality, like
self-assessment should be on the rise, mainly in what
referring to learning to work in a team and integrating into
groups that will not always be in agreement with
the personal preferences of each member; Without
embargo, the benefit is that one learns to evaluate and to
to be evaluated.

f. According to its Normotype

1) Regulations

a) In this type of evaluation, the reference of

comparison is the level of a normative group, it is
to say, the group of students who share the same
características de edad, sexo, nivel educativo, centro
academic, social class, programs or other aspects
relevant.

b) Applied to students' learning, the assessment

regulation establishes the comparison between the
performance of each particular student with the
average performance of the class to which it belongs,
8-13
 although that comparison also can
establishing itself with the average of other classes, with the
average of the entire educational center, or with the regional or
national.

Criterial

This type of evaluation is carried out at the teacher's discretion,

responsible for the educational area or by coordinations
between both, their purpose is to strengthen or reinforce certain
knowledge that is considered to be beneath the
expected optimal level.

g. According to the Domains

1) Individual Domain Assessment

The individual domain is focused on evaluation of

the students in achieving the competencies,
competencies, skills, values, and attitudes that one must
reach to act with efficiency, effectiveness and
satisfaction in an assigned position or task.
The assessment of individual mastery includes the
following instruments:

a) Oral assessment (OA)

b) Written assessment (WA)
c) Reading control (RC)
d) Individual report (II)
e) Teacher/student evaluation (EDA)
f) Student/Student Assessment (EAA)

2) Group Domain Assessment

The group domain is oriented towards evaluation of the

students in achieving competencies, capacities,
skills, values, and attitudes they must achieve to
the interaction and the synergy, prioritizing the interests
collectives that allow for ensuring joint action.

8-14
 The assessment of group dominance includes the
following instruments:

a) Group report (GR)

b) Group exhibition (EXPG)
c) Teacher/Group Evaluation (EDG)

Group dominance must weigh more than dominance.

Individual.

8.5 Student Evaluation

The student's evaluation is part of the internal evaluation. It

carried out through the application of measurement instruments,
generally tests, in two very important areas: evaluation
of entry requirements and skills and performance evaluation.

a. Evaluation of requirements and admission qualifications. It aims to

objective to determine the starting point so that it serves as a basis
for the programming and subsequent evaluations. The students who
attending a course or specialized instruction have differences
personal factors that will condition their learning and performance.
the instructor must aim their initial assessment at obtaining:

1) Personal, family, and environmental data, applying

questionnaires, interviews, or another form of evaluation.

2) Cultural level aimed at the specific objective of the course or

desired instruction. In this regard, a can be applied.
pre-test or entry test. A pre-test is for
determine what the student knows about the
subject or course that you are going to study. The Test of
entry is to determine if the student masters certain
skills or knowledge that are basic for the
new instruction but which are not part of it.

3) Psychological and medical data, which will be provided by

the specialized staff.

8-15
 b. Performance evaluation. Its objective is to carry out a
permanent assessment of the activity as it progresses
developing. The notes will provide a broad basis for
detect the possible errors not only of the student but also of
instructor, of the application of methods, techniques, aids, and others
elements that are present in the instruction.

8.6 Student Evaluation Results

As a result of the student's evaluation, it is obtained:

a. Notes or grades that should be used

positively by the course or instruction heads, instructors and
students according to the following scheme:

8-16
 What should they mean? What they should not mean
notes the notes
-The definitive word and
One way to know the unappealable by the Instructor.
FOR THE progress of the program. Immovable instrument in
BOSSES DE A promotion factor. hands of the Instructor.
INSTRUCTION
["A source of information","The means of expressing"]
OF COURSE
for adjustments. preferences o rejections
personal.
The strict measurement of the
that the student knows in - Disciplinary Instrument.
function of the objectives - Unique incentive for the
determined for the work
FOR THE
Course or instruction. Discouragement for the worst
INSTRUCTORS A means of information gifted.
objective -Exclusive means of control and
-One more procedure of pressure
guide the student. Medium of personal prestige.
An element of judgment for
select monitors.

Information of an end.
performance. A goal as a reason for
Indicator of suspicious
intellectual persuasion.
FOR EL possibilities. A way to enter in
STUDENT
Index of your situation competition.
inside the group. A way to maintain a
certain status or privilege.

b. A diagnosis that includes:

Establishing the validity of the programmed objectives.

2) Validity of the methods and techniques used.

Establishment of situations individuals of

learning.

4) Basis for grouping and promoting students.

8-17
 Base of all corrective activity.

c. A forecast that includes:

Prediction of the student's possibilities regarding

realization personal and institutional.

Opening paths for the research of new

systems, methods, etc. or simply the use of other means
to improve the instruction.

A data record for the upper step that exerts the

inspection and control mission.

Section II. TESTS

8.7 Definition

Test is an evaluation instrument that measures the

the knowledge, skills or abilities of the students, values the
level of education generated! achieved, facilitating the instructor the
verification of the effectiveness of the methods employed in the
instruction.

8.8 Purpose of Testing

a. The main purpose of a test is to determine how far

At what point does the student master the objective of the instruction.

b. Motivate students to learn; some students are

sufficiently motivated by pride or fear of failure. Without
they need the extrinsic motivation that provides the
test (the knowledge of your achievements to advance further.

c. They measure the student's progress through instruction.

8-18
 d. Determine how and when the student studies.

e. Help the instructor and the student determine the level

reached by this.

8.9 Characteristics of the tests

When creating a test, it is necessary to

specify first the objectives and based on them establish the
elements for its measurement, these must be:

a. Validity. A test must measure the objective to be valid.

desired for instruction. If it measures any skill,
knowledge or attitude that is not the expected result of the
instruction then the test lacks validity. The validity
absolute is difficult to obtain and will always be determined in a certain way.
measure, never completely. For example: a developed test
To measure intelligence, it must really measure this and not something else.
The types of validity are:

1) Of content: It is determined by means of a

systematic comparison of the nature and degree of
content of the test with the nature and degree of the
learning objectives included in the program of
instruction.

2) Concurrent. Compare individual results of the

test with the results of some other measure of
performance.

3) Predictive. Compares the individual results of the

test with some other measure taken later in the
occupational performance.

b. Reliability. Reliability is the accuracy or precision.

with which an instrument measures something, a test. it is reliable if each

8-19
once applied, it produces the same or almost the same result.
A test can be reliable without being valid, but not vice versa.

c. Objectivity. The test must be an instrument

independent of the personal opinion of the instructor or evaluator -
The more solid the structure of a test, the more
there will be probabilities that the answers will be reduced to the
the only more acceptable one that any examiner assigns to it
same value.

d. Practicability. For a test to be useful, it must meet the requirements

following characteristics: ease of application, rating and
interpretation and a low cost.

8.10 Guidelines for formulating questions or propositions of

the tests

a. Las preguntas o proposiciones de una prueba deben ser

formulated in such a way that they indicate the behavior described in the
learning objective.

b. Formulate the questions in such a way that the task to be

execute it clearly and definitively. This is achieved by building
carefully the questions, expressing them in language
Simple and direct, adhering to the correct rules of
punctuation and grammar.

c. Formulate them in such a way that they are free from anything that is not
functional; a question must contain aspects that are
directly related to the problem. The content
inapplicable unnecessarily prolongs the questions or
propositions until confusing the student or providing him
indications about the response.

d. They should not provide hints about the answers to others.

questions or propositions.

8-20
 e. They should reflect the appropriate level of difficulty; the one that
It depends on the purpose and type of question being prepared.

f. Formulate so that the correct answer or action is

that the experts would accept.

8.11 Types of tests

According to the target type of Instruction and belonging to

in your job, the tests can be:

a. Orals.

b. Written.

c. Practices or execution.

Each of these tests has its own characteristics,

advantages and disadvantages; therefore, to consider a complete one
the evaluation program should include tests of
the three mentioned classes. Aside from the evaluation of the
Learning objectives aimed at performance exist other
tests that evaluate integral aspects of behavior, addressed
specifically, in Section VI of this chapter.

Section III. ORAL TESTS

8.12 Generalities

a. The oral exam consists of an organized series of

questions that the instructor asks directly and that the student is going to
responding verbally.

b. To increase the validity and reliability of this instrument

It is recommended, in addition to careful preparation of the

8-21
questions about the preparation of a template for grading the
responses; the score resulting from its application and the
transformation of that piloting into notes is the idea assigned to each
one.

8.13 Advantages

a. Well prepared, the questions are valid instruments and

with reliable evaluations.

b. Stimulates the oral participation of the students.

c. The correction is immediate.

d. They allow covering a large amount of material and also

allows to delve into some topics.

It can be used in all sessions.

8.14 Disadvantages

A lot of time is spent conducting the test.

They tend to be subjective.

It's difficult to construct well-calibrated questions.

It can harm the student who does not have ease of

word.

They do not allow grading the entire group simultaneously.

8.15 Rules for Asking Questions

The questions for the oral exam should be:

Clear, precise, and concrete.

b. In a language understandable for all students

8-22
 c. With a limited number of possible correct answers.

d. Suitable for the student's level and have time available

enough for the answer.

e. Relating to the topic used during the instruction, but not in

exact terms in which it was presented.

f. Of more or less homogeneous degree of difficulty.

g. Made without carrying the implicit answer.

8.16 Employment

Oral tests are mainly used for:

a. Discovering and clarifying errors, misunderstandings, or difficulties.

b. Review concepts, principles, laws.

c. Stimulate interest and focus attention.

d. Emphasize important aspects of a content of the

subject.

Provide the student with the opportunity to express themselves.

f. To establish relationships between different aspects of the

subject.

g. Apply knowledge to new situations.

8-23
 Section IV. WRITTEN TESTS

8.17 Generalidades

In this type of tests, responses are provided in writing to the

questions raised at the end of a session. subject or
instruction period providing valuable data, to appreciate
the effectiveness of the instruction and the progress made by the
students. They allow for the simultaneous examination of a large number of
students.

8.18 Types of written test

a. Objective

It is a test in which the student has to write

very little or almost nothing, just as to indicate if it is true
either false or select a correct answer among a
a certain number of alternatives. They are generally used
to test information-type objectives that can be
very broad in the practical or execution test. This
type of test can be graded by a furriel or a
computer since the answers are contained in
an answer sheet.

2) The most common question forms are:

a) Multiple Choice.

b) True-False.

c) Interrelation of subjects.

d) Correspondence or pairing

e) Completion.

f) Situation

8-24
 b. Subjective

1) It is a test in which the student has the freedom to

select, organize and present your response in form
of composition. It is used to measure understandings,
thinking skills and other complex products
of learning.
This type of tests is subject to the grading of each
one of the instructors.

2) The most common form of question is the composition or

development.

8.19 Multiple Choice

a. Characteristics. Multiple choice questions,

consist of a premise that is indicated with a question or form
of incomplete premise and several alternatives, of which one is the
response and the others are distractors. The multiple-choice questions
multiple are useful for measuring the results of instruction
in the levels of knowledge, understanding, and application. As
the result of its versatility is what is used the most widely
in objective-type tests.

b. Advantages.

1) Multiple choice questions are essentially

suitable for distinguishing levels of learning.

They can be corrected objectively.

His/Her grade is quick.

They are very flexible and can be used to measure almost

any quality or characteristic that the instructor
I want to measure.

8-25
 The probability of guessing the answer is relatively
lower in them.

c. Disadvantages

1) The questions are difficult and take time for their

construction. The alternatives or distractors must be
build in such a way that each one has a degree of
apparent credibility.

They require time for the students to solve the

questions, needing to read all the answers
alternatives to choose the best one. .

3) The exclusive use of multiple-choice questions

can develop in the student study habits something
limited to preparing for the test. This can
happens in cases where a student considers that
I would recognize the correct answer without much
preparation.

d. Rules for drafting multiple choice questions.

1) Build the premise of each question so that

ask a question, or clearly indicate a problem
Examples:

a) Good (incomplete premise) - The 'Codeword' is

delivered to the Duty Officer by the:

A. Unit Chief.
B. Day Captain.
C. Chief of Barracks.
D. S-1
E. S-2

b) Better (Question). Which Officer delivers the "Holy and

Signal to the Guard Officer?
8-26
 A. Head of Unit.
B. Day Captain.
C. Quartermaster
D. S-l
E. S-2

2) When the premise of the question is short and inconclusive,

the student is not sure what they are looking for when starting to
read the various alternatives. Most of the
specialists believe it is better to write it in
form of question whenever it is possible to do so.
Examples:

a) Poor (there is no central problem). The Table of

March:

A. It is usually attached to the O/O

B. It is an independent document from the O/O
C. It must be attached to the O/Preliminary
D. Contains information about the marching units
E. Attached to the Unit's POV.

b) Better (the central problem is the premise). From the

Following premises, which one is true regarding the
Schedule Board?

A. It is usually attached to the O/O

B. It is an independent document from the O/O
C. Must be attached to the O/Preliminary
D. Contains information about the marching units.
E. It is attached to the Unit's POV.

3) The question must address an important and useful aspect of

work. It should not deal with trivial details and
useless information. Examples:

a) Poor (rarely used in the occupation, it is not a

a useful aspect of it). A letter with a scale
from 1: 10,000 is a:
8-27
 A. Small scale map
B. Small scale chart
C. Medium scale letter
D. Medium large scale letter
E. Large scale map.

b) Better (use of scale). What scale would you use if

the length of the land is 8,000 meters and the length
of 2 meters paper?

A. 1/2000
B. 1/4000
C. 1/6000
D. 1/8000
E. 1/10,000

4) Make the alternatives similarly and

grammatically consistent with the premise. Examples:

Poor (the article 'a' provides the hint

grammatical about the response). In the marches on foot
in the jungle the special team includes a:

A pair of boots
B. Chompa
C. Helmet
D. Handkerchief
E. Rubber poncho

b) Better (the premise is grammatically consistent with

the alternatives) Which of the following elements
include the special team in a march on foot, in
jungle areas?

A pair of boots
B. Chompa
C. Handkerchief Helmet
D. Handkerchief
E. Rubber poncho
8-28
Avoid too many words and complex structure in
the sentences, likewise avoid using too many punctuation marks
punctuation and long explanatory sentences between the subject and the
predicate. These sentences must be close to the
terms being referred to. To obtain clarity sometimes
it is advisable to divide complex sentences into two or
more separate sentences. All of them should be included.
necessary references for an accurate premise of the
problem, but the inclusion of words must be avoided and
unnecessary and non-functional phrases. Examples:

a) Poor (the writing is confusing) Which of the

following premises. Describe better the operation of
motor, using the field rheostat, when checking the
current at which the relay opens
circuit breakers?

A. It should be accelerated slowly and then decelerated.

quickly.
B. Himself must accelerate quickly y luego
slow it down quickly.
C. It should accelerate slowly and then decelerate.
slowly.
D. It must accelerate quickly y then
slow it down gradually.
E. It must be operated at a fast walking speed.
in empty.

b) Better (the question is clarified with the use of two

sentences instead of a complex one). You use the
field rheostat to check the amperage in the
how does the circuit breaker relay open?
Should the engine be running during this verification?

A. Accelerating slowly and then decelerating

quickly.
B. Accelerating quickly and then decelerating
quickly.
8-29
 C. Accelerating slowly and then decelerating
slowly.
D. Accelerating quickly and then decelerating
slowly.
E. Keeping it at a fast marching speed
in empty.

6) Avoid using questions in a negative form whenever

it is possible. This can be done by rewriting
the question. Examples:

a) Poor (the poor negative is not emphasized). What of the

following is not an element that normally
compose the Reconnaissance Detachment of
Itinerary (DRI)?

A. Military Police
B. Communications
C. Recognition
D. Engineering
E. Security

b) Better (the statement is written in a positive form).

Which of the following is an element that
usually compose the Detachment of
Route Recognition (DRI)?

A. Communications
B. General Staff
C. Security
D. Command
E. Cavalry

Sometimes, however, it is convenient to use

negatively expressed questions even when they may be
confusing or if they are poorly constructed. If questions are used
expressed negatively, it is a good idea to capitalize them
and underline the negative word (like NO, as in the first example)
thus reducing the possibility of students misreading the
question.
8-30
7) Avoid the use of blank spaces in the premise. The
blank spaces make the questions result
more confusing. Examples:

a) Poor (the continuity of the premise breaks a space

in white.
He ____________ is one of the three parts in which it
disassemble the phone EE-8.

A. Microphone
B. Case
C. Receptor
D. Magneto
E. Block terminal

8) Keep the alternatives brief (include all the

common words in the statement). Examples:

a) Poor (words that are repeated in the alternatives). The

the fourth step is included in it:

A. Organic Maintenance
B. General Support Maintenance
C. Campaign Maintenance
D. Deposit Maintenance
E. Direct Support Maintenance.

b) Better (the idea expressed by the premise is clearer

and the repetition of the words is eliminated from the
alternatives). The fourth step is included in
Maintenance.

A. Organic
B. General Support.
C. Campaign
D. Deposit
E. Direct Support

8-31
 9) Write distractors that are feasible for the test-taker.
the test. Use common errors and bad
["interpretations. Examples:"]

a) Poor (the distractors are ridiculous) An important

the qualification for a truck driver is that
have

A knowledge of the history of transportation.

B. Friends at the motor vehicle center.
A license to drive trucks
D. Knowledge of the types of transportation.
A good voice.

b) Better (distractions are advisable) One

important rating for a driver of
trucks that have:

A. Your driving record, clean

B. Physical Fitness 'A'
C. License to drive trucks
D. Knowledge of mechanics
E. Good discipline

10) Place the verbal answers in alphabetical order AND

the numerical answers in numerical order. Examples:

a) Poor (the alternatives are not listed in

in order) What is the maximum number of words in the
message in code?

A. 30
B. 10
C. 20
D. 50
E. 40

b) Better (the alternatives are listed in order of

(magnitude) What is the maximum number of words in the
message in code?
8-32
 A. 10
B. 20
C. 30
D. 40
E. 50

Avoid the clues for the correct answer;

verbal associations, language of the text, length of the
alternatives and grammatical clues. Examples:

a) Poor (the correct answer is much longer than

the other alternatives). The enemy bombs its
position in preparation for an attack. What should
make your group?

A. Withdraw
B. To attack
C. Shoot quickly
D. Remain in your position
E. Cubrirse en posiciones preparadas previamente.

b) Better (all the alternatives are almost the same

size). The enemy is bombing their position in
preparation for an attack. During the bombing,
your group must:

A. Recede from the area immediately.

B. Begin an attack immediately
C. Maintain a rapid fire pace
D. Remain in the same position
E. Cover yourself in prepared positions.

12) Avoid options like: 'none of the above;'

or "all of the above".

Limit the number of possible answers to five, less

that it is absolutely necessary to have others.

8-33
 e. When multiple choice questions are intended
to measure complex levels of performance (understanding, application),
it is necessary to make something different from what is included in the
instruction; example: identification of a principle, or the applications
what is asked of the students must be with situations that are
new to them, because their answers would reflect nothing
more than the memory of previous learning. Except for this
caution, the previous rules for drafting the questions of
Multiple choice applies to all levels of learning.

8.20 True-False

a. Characteristics. A true-false test like its

As the name indicates, it consists of a premise that the student must
mark as true or false. The questions must be restricted to
situations that are limited to two alternatives.

b. Advantages

They are relatively easy to build.

They allow answering a large number of questions in
a relatively short period, covering different
themes.

3) If can to grade with quite speed,

particularly yes a answer sheet is used.

4) The questions are graded objectively. When to

student is asked to mark a premise as true,
It's false there is very little opportunity for the instructor.
misinterpret the student's response.

c. Disadvantages

There is a 50% chance of guessing the answer.

correct, even without knowing the topic and without reading the
questions.
8-34
 2) Las preguntas pueden ser pobres a pesar de la facilidad
of its composition when the instructor does not meditate on them.

3) It is difficult to construct questions that discriminate. A student

He knows the answer or he does not know it.

4) In the case where there are more than two possible alternatives
it can be done
mark correctly based on a
wrong information.

Example: ( ) The boiling point of water at sea level is

at 99ºC.

The student can mark this question as False without knowing.

that the correct temperature is 100 ºC. Mark the question as
false and receives a point for its lack of knowledge. Of course
the students who think that the correct temperature is 85, 89, 95,
98 is also marked as false and they receive a point for their absence.
information. In summary, when there are numerous possibilities,
marking a false question as false does not provide any
evidence that the student knows the correct answer.

d. Rules for Writing True-False Questions.

needs special care in drafting clear premises that are not
ambiguous

1) Redact this question when there is an answer.

True or False Example:

The FAL is a collective weapon

Do not build questions that contain truths.

partial. Example:

The MAG machine gun operates by gas extraction.

and its normal shot is semi-automatic.

The student can know that the MAG machine gun works by
gas intake and it may even know that its normal shot is not
8-35
myautomatic, and doubt about how to answer the question.
In this case, it would be much better to formulate two questions:

The MAG machine gun operates by gas operation.

The normal firing of the MAG machine gun is

semiautomatic.

In this way it would be possible to essentially measure the same.

knowledge and the students would not be confused with the questions.

3) Avoid the use of cue words like 'none',

everyone. always, unique, that makes a question
false; and "frequently", "sometimes", "can"
generally, they make it true.

Do not draw premises from the content of the text to construct

true-false questions. This practice can have as
result of non-significant questions and create the
undesirable habit of study of to memorize
mechanically key premises of the text.

5) Do not use misleading true-false questions like the

next:

A combat support vehicle is the LA truck.

1141 of 3 TN.

Make this false question just because 1141 is not written.

correctly (instead of 1114), would mislead some students.
Misleading questions like this one do not make a correct distinction before
the students who have learned the content of the topic and those who have not
they have done. .

6) If the true/false questions are indicated in a negative form,

negative words should be written in letters
uppercase and underlined, as in the following example:

( ) The scale of the photograph is NOT uniform in all

the parts of her.
8-36
 This would help reduce the opportunity for students
They misunderstood the question.

7) Build the V-F so that approximately the

half of the answers are correct and the other half
make them false and in such a way that there is no pattern
recognizable in the sequence of responses.

8) Avoid vague terms and complex structures of the

sentence.

e. Due to its limitations, the true-false questions could be

better use for purposes of review and discussion. They should be used
to measure student learning only in those rare cases
where it is singularly appropriate, that is, where there are only two
possible alternatives and the question provide the direct measure of
an important result of learning; example: distinguish between
cause and effect, fact and opinion.

8.21 Interrelation of Subjects-Correspondence or Pairing.

a. Characteristics. This type of question is a way

specialized multiple choice, is used when a series of
multiple choice questions have a common group of
alternatives. In such cases, it is more convenient to enumerate the
statements or premises in one column and the responses or alternatives
natives in another, which makes it unnecessary to repeat the same ones
alternatives over and over again for the premise. It requires time and
considerable skills for its proper construction,
especially the part that refers to the instructions that
they can serve as the equivalent of several choice questions
multiple because each paired premise is considered a
punctuation unit. Thus, indeed, each interrelation question
of subjects, consists of as many questions as there are premises in
she.

8-37
b. Advantages.

It is useful for measuring learning on topics that can

reduce to lists, such as authors and names of
books, cities, capitals and countries, names of
statesmen and positions held, events and
historical dates, terms and definitions, etc.

It is possible to do a learning sampling on a

broadly you. ma. This characteristic of totality makes that
it is convenient to use it when an instructor wants to cover
different topics in a test.

It can be assessed quickly and objectively.

There is a relatively low chance that the

students guess the correct answers; this is true
if there are more answers than premises. If there is the same
number of premises in each list then the process
elimination improves the opportunities to guess the
correct answers as the student responds
the questions.

c. Disadvantages

1) Develop the habit of studying mechanically

memorizing isolated facts, if it is known that
will only use correspondence questions or
pareo in the tests.

If there are too many premises in each list, it takes

a lot of time for the student to find their correspondence,
this problem can be reduced by limiting the number of
premises.

3) It does not allow measuring a wide variety of classes and

levels of learning. Its use should be limited to measuring
cognitive learning.

8-38
 d. Rules to write questions of interrelation,
correspondence or pairing.

1) Provide the student with clear and precise instructions.

example:

a) In the space next to each premise in the Column

Write the lyrics of the most appropriate response of the
column B. Do not use an answer more than once. The
premise 1 and answer 1 have been used as
example:

Columna A(premisas) Column B (responses)

_______ 1. The length of the line a. Brown 9 mm pistol.

The sight is 553 mm. b. Brown Pistol 7.65 mm
_______ 2. The maximum range is c. Pist Brown 6.35 mm
of 3750 m. d. Pistol Amet UZI 9 mm
_______ 3. The soul has 6 stripes Amet Brown Cl 50
Helicoidal. f. Amet MAG 7.62 mm.
_______ 4. The theoretical cadence is g. SIR rifle 106 mm.
from 650 RPM. h. FAP 7.62 mm
_______ 5. It has great precision i. FAL 7.62 mm.
up to 600 m.
Effective range 35 m.

b) Next in a double-entry table, we

presents a series of functions and situations or
activities, mark with a cross who
correspond.

8-39
 G-1 G-2 G-3 G4

The interrogation of prisoners

corresponds to...
2. The Order of Operations, the formula the . . .
3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Keep the material in the list of premises homogeneous

and answers. The following example shows the
general problems when violating this rule.

Column A Column B

______ 1. Plan, coordinate, control the a. Dislocation point

Movements of the UU of
GUC service.

______ 2. It is expressed in the quantityb. of

Link in the
vehicles per km of road. Marches

______ 3. It must be located on the itinerary c. Walking march.

of march.

______ 4. Normal daily stage for the d. JEM from the GUC
UU of Ing that are moving
a pie.

______ 5. It is carried out when the situation e. 24Km.

Tactics impose it

______ 6. Normal training during

the marches during the day f. Density of a
motorized column
g. Length of the
Column
h. Closed column

8-40
 A question like this becomes more of a riddle than
in a test. Students could guess the answers to
some of the premises because each of them is not a
acceptable pairing for all other premises. This problem is
it can be avoided by keeping the premises and responses homogeneous and
parallels.

3) Limit the number of premises to a desired minimum and a

maximum of eight. When there are more than 8. the student
spends too much time checking the entire list of
answers to find the truths. On the other hand
when it has fewer than six premises, it increases the
possibility of guessing the correct answers.

4) Include more answers than premises in each of the

questions of this type. This will reduce the opportunity to
for a student to use the process of elimination,
guess the answers to the remaining premises.

5) Place the premise and response columns side by side

so that students can pair more
quickly. Place the brief answers to the
right and in logical order (alphabetical or numerical)

Avoid having more than one correct answer for each

premise.

e. How these questions are used to measure skill

to relate two things, they are limited to results of
relatively simple learning. It starts with questions of
multiple choice and it changes to matching or pairing only
when it provides a more convenient way to measure the
same learning outcomes.

8.22 Completion and short response

a. Characteristics. In this type, the student is asked for a

word or phrase as a response to complete a

8-41
 premise. It can be phrased as a question or for
complete; examples: What is the name of the instrument
what it is used for measure the humidity relative
of the air?

The instrument used to measure relative humidity

called from the air_____________________________

[Link]

It is of a more discriminative level than other types of

questions, since it requires the student to remember
information instead of just recognizing it.

2) It is relatively easy to build good questions about

short answer.

3) When it is well constructed, it can be quickly qualified and

objectively; however, there are cases in which the
a student may come up with a different answer than the
What was the instructor expecting, being technically able?
correct; example:

The current President of PERU is__________________

The instructor might be waiting for the real name of the

President, but the student could put the word 'democratic'.
["military","religious","conscious","or some other word that would be"]
technically correct in the blank space. The instructor must
then make a subjective decision about whether the student should or not
must receive a point for their response. The experience and care in their
construction can reduce the likelihood of this kind happening
of the problem.

4) A large number of questions can be answered in

a short period of time.

They are used to test the achievement of the students in

certain fields such as sciences and mathematics.
8-42
 c. Disadvantages

They can develop limited habits in students of

study, it may study only the key facts, dates,
names, places, etc. By doing this, the student may not
develop an understanding of important concepts and
his interrelations, since they generally tend to
learn more about those on which you are examined, that
that which is taught to them.

2) Although they can be assessed more objectively than the

of composition or development, are less objective than
multiple choice and true-false; this is true
especially if they are not well constructed.

Rules for drafting completion questions

These are relatively easy to build, although

they require special attention in the drafting of the premises.

Draft so that only one answer is correct.

Examples:

a) Poor (multiple responses are possible)

What should be used in the feedback system of

a shell?

b) Better (only one correct answer is possible).

When average winter temperatures drop

below freezing (0 °C) What kind of
oil should be used in a backtracking system of
105 mm howitzer?
2) Formulate it as a complete sentence with a question.
at the end and provide a blank space in which the
The student can place their answer instead of using
incomplete sentences. Examples:

8-43
 Poor

He _____________ is the component of the engine that

mix the air and the fuel in the proportion
due for combustion.

better

What component of the engine mixes the air and the

fuel in the proper proportion for the
combustion?
__________________________________

3) If the premise cannot be phrased as a question,

It must be built in such a way that the omission is close to or at
end of the sentence for better understanding. Examples:

Poor

The principle of _______________ indicates that

measure that increases the air speed through
a tube decreases the pressure.

b) Mejor

When the speed of air increases through a

tube, the pressure decreases. This is known as the
principle of ___________________________

4) Avoid mutilating the premises too much; they should not be omitted.
more than two words in a premise; when it contains
a series of blank spaces becomes more of a riddle
what a test. Examples:

Poor

The weapon that has the ___________ graduated in _____

a ____________ meters, striped and _______________
each 100 metros it the
________________________________
8-44
 Better

The weapon that has the adjustable sight from 200 to 600
metro, striped and numbered every 100 meters is the
________________

5) Where more than one answer is required, put all of them

the necessary blank spaces for the answers
in a column on the right edge of the page.
Examples:

Poor

The steps that comprise Maintenance

organic son: _________y
________________________________

better

What are the steps that comprise the

Organic maintenance

Make the blank spaces the same size

so that they do not give the student a hint about their answer.
Examples:

Poor

What is the term for information that is required?

median diffusion? _________________

What is the agency responsible for issuing the

general safety rules against accidents
______________________

Better

What is the term for the information that is required

median diffusion?

8-45
 What is the organization responsible for issuing the
general safety rules against accidents?
__________________

Provide the student with all the necessary information,

to answer the question. For example, if the question
include a mathematical calculation, specify if the
the answer should be given to the nearest whole number, or
with an approximation to tenths.

There are several ways to complete questions.

Examples:

a) The output power of the AN/VR6 64 is

______________

b) List five functions of the G-3.

1._____________________________
2._____________________________
3._____________________________
4._____________________________
5._____________________________

c) In the blank spaces indicate the degree of the

Marina corresponding to the Army:

-Captain_______________________

-Mayor________________________

-Tte Crl_______________________

Colonel

-Brig Gen_____________________

8-46
 d) In the blank space indicate what it represents
each symbol:

1. ___________________

2. _____________________

xx

3. 1 ___________________

8.23 On Situation

a. Characteristics. It consists of the statement of a problem,

the description of a situation or the presentation of a
demonstration to which the student must respond by drawing a
simple drawing, completing a sketch, making a list of
errors or writing an analysis in the prescribed space.

Advantages

It is effectively used to measure the skill of the

students in the application of the principles learned.

Its flexibility allows it to be applied to different topics.

c. Disadvantages

It may not always be objective

Difficult to formulate and grade

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 d. Rules for formulating Situation questions.

The topic must be specific and allow the student to put

in play their reasoning and apply what they have learned.

2) Identify the problem or clearly describe the situation and

conciseness.

3) Use drawings when possible.

4) Avoid having the solution of one party rely on the

response to another previous one,

5) List the answers and assign a value to each one.

6) Request to plot critical points, directions of

approximation, profiles, visible and hidden parts, etc.
when letters are available.

c. Example:

Instructions: Below is a situation, followed by

of various tasks that you must solve.

Situation: BIS 53 occupies a Meeting Area in Region

PUCAYACU has received the mission to achieve before the end of
today's journey, the QUISTOCOCHA Region in conditions to close
the addresses coming from ASIPALI, LAGO ZUNGARO and
Napa pipe.

1st Task. You are the Commander of Company A/53 and at the
05:00hrs, they order you to establish the vanguard of the Battalion; indicate:

1) How will you prioritize the elements under your command?

2) How would you express the mission at each level of the

vanguard?

8-48
 2nd Task. Upon reaching the SAN JUAN Region, you receive the information-
information that light enemy elements have been seen in the
first hours of today canoeing on CAÑO DE NAPA;
It is 08:00hrs and it is raining heavily; indicate:

1) What activities would you develop upon knowing the

information?

2) What?

3) What . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

3rd Task. It is 11:30 a.m. and the Section Commander of

the head informs him that the sharp elements have been detained
by enemy fire at the height of the ASIPALI fork.
Indicate you.

1) What...?

2) What..............................?

3) What...?

8.24 Composition or Development

a. Characteristics

It is one in which a quite question is asked.

allowing the student to give a free and extensive response,
that can include a series of elements such as
comparisons, analyses, critiques, descriptions, explanations,
evaluations, summaries, and illustrations. The questions can be
simple or very complex. These belong to the subjective type.

b. Advantages

They allow the student maximum freedom to respond.

one question.

8-49
 They test the student's ability to compare,
contrast, explain, summarize, describe and evaluate.

They allow the instructor to assess the student's skill.

to write.

They are relatively easy to build.

They do not let the students guess the correct answer.

They provide the student with the opportunity to organize and

express ideas; and to think critically and creatively.

They are useful for measuring the more advanced levels of

cognitive and developmental learning as they allow
the student to showcase their level of learning.

c. Disadvantages

Their grading is subjective, which is why they have low scores.

reliability. The instructors they can assign
very different ratings to the same question.
Likewise, upon re-evaluating it for the second time, the
instructor can assign a different value to it.

It can only cover a limited number of topics.

They require more time to respond to them than to

to qualify them

4) They can assist the student with verbal facilities and

of writing.

d. Rules for formulating Composition questions or

Development.

They must be prepared in advance for the trial period.

and not being made at the last minute. Likewise,

8-50
 a list of possible points should be prepared that
they must contain the answers.

It should be used only when the behavior to be measured

in the student lies in the sphere of "explain",
"comparar", "resumir", "contrastar", "describir", "evaluar",
etc. or when the instructor tries to assess skills of
student writing.

It must be written clearly and specifically, in such a way

that students should not feel forced to guess about the
meaning of the question. Example:

Poor

Discuss about A. Avelino Cáceres, it could be that

even the best-informed student wonders about
where to start.
Moreover, the word 'discuss' is very broad and can be
interpreted by the students in different ways.

better

What were the specific traits and qualities of

A. Avelino Cáceres as a military conductor?
provide the student with clear instruction and leave
little room for a misinterpretation.

Do not include more questions than those that

The student must respond. Example:
Answer three of the five questions.
This way of questioning gives the student the opportunity to
only answer the ones you know, making it difficult to compare
grade the results fairly.

Due to the subjective grading of these questions, it is

better not to use only this type.

8-51
 This type should not be used when it is possible to use in
another more objective test such as: selection
multiple, true-false, completion or interrelation
of subjects.

7) Provide students with an idea regarding the

scope, length, and detail that is expected of them when
answer each question.

Section V. PRACTICAL OR EXECUTION TESTS

8.25 Generalities

This type of test is the most direct way that the

instruction to verify if the staff can perform
effectively the occupation or set of skills that are required and
wait for them to execute once a goal is completed
instruction or training of a Unit; the importance lies in
its realism. Example: A person could describe the guidelines
that would be followed to demonstrate a weapon to drive a vehicle to
caterpillar, not being the same executed in reality. The tests
practices or execution when they are well constructed according to
to instructional and/or training objectives where it is indicated the
normal level to be reached, certify the same measure and value
for all the people taking the test.

8.26 Advantages

a. In this test, equipment simulators can be used or

materials or a single piece of equipment thus avoiding wear and tear
premature of the actual occupation equipment.

b. The same team can evaluate different

instruction objectives by just changing the conditions of this.

c. The means can be used in testing situations in

where the use of the equipment would be dangerous.

8-52
8.27 Disadvantages

They require too much time, supervisors, and men.

b. It can endanger men and equipment.

c. Equipment that is not often required

available.

d. It cannot be guaranteed that all conditions will occur.

necessary for its application.

8.28 Employment

a. This type of test can be used by everyone

levels of command

1) The High Command, to determine the suitability of the

Units in campaign.

2) The Subordinate Commands, in the preparation of their

units for inspections or exams conducted by
the upper step.

3) In the Troop Corps and Schools, to verify the

most of the instruction, both unit and
individual.

b. They allow evaluation of the individual's capability and skill

to apply their knowledge, as well as their skill to solve
problems and skills for instruction.

8.29 Rules for Preparing the Practical Test

Each practical or execution test is specific and therefore

reason only certain general guidelines are given for your
preparation.

8-53
 a. Select the objectives of the instruction/training
that will be measured with the execution test. The standards of such
Objectives must indicate the criteria for their evaluation, so
must be as accurate and precise as possible.

b. List the skills that must be executed to

achieve these objectives.

c. Of the skills that belong to the objectives,

select those that can be tested more objectively. Example:
Those that are critical or that are part of other operations;
those that require a specific time, equipment,
regulations and available personnel; or those that can be measured
directly in terms of time, quality, or procedure or
any combination of these factors.

d. Prepare instructions for the students or units for

examine in such a way that they know what they should do, how they should do it
to do, the conditions under which they must execute it, how much
they have time and the way they will be graded. In certain cases it is
preferably prepare the test so that each student records
its own execution. Example of Instructions for students in
a practical or execution test:

8-54
 COURSE: Subject:

Topic: Inspection after the Operation of the Track System and

Suspension.

1. Instructions
Read the following instructions. If you do not understand what you should do
do or how it should be done, ask the instructor.

2. Situation.
A self-propelled cannon has just returned from an exercise in
campaign. The vehicle was rolled to a stop without the use of
the brakes.

3. Task
a. Perform an inspection after the system operation
of caterpillars and suspension. It may refer to the technical manual
of the vehicle.
b. List in the form that has been provided to you all the
deficiencies found during the inspection. When
Complete the inspection, submit the form to the instructor.

e. If it is not necessary to prepare a test that allows you to

student to produce a record of their own performance, prepare for the
examiners a checklist that explains in form
It is necessary to specify how the student will be graded or judged.

A checklist that organizes the student's performance in

categories of 'did it' or 'did not do it' is preferable to a list of
verification that allows the examiner to subjectively grant
a certain amount of points in a particular execution.
Example of a checklist for a dry run:

8-55
 CURSO:_____________________ Asignatura: _______________

Tema:Inspección después de la Operación del Sistema de Orugas

and Suspensions

Name:___________________________________________

Instructions: Put a mark (X) in the corresponding space

to indicate yes or no, she does it.
The student:
Did you check if the tension bar is broken?
YES NO
2. Did you check the tension of the track using the
appropriate procedure?
3. Did you find that an oil cap was missing in
the support wheels?
4. Did you find any loose fastening nuts?
the support wheels of the vehicle?
5. Did you find that any pad was missing from
caterpillar?
Did you find any loose fastening nuts?
the gear wheels?
7. Did you find that any nut was missing from the
caterpillar passer?
Did you find any wheel nut loose?
motor?
9. Did you find the locking nut loose?
articulation of the adjustment?

Nombre del Instructor: _____________ Calificación:________

f. Prepare the Instructions for the examiner; do the same

in case the test requires other assistant instructors.
These instructions must contain enough information to
ensure that the test will be handled in the same way each time
what is used. Example:

8-56
 GENERAL INSTRUCTIONS

1. For the Instructor

a. Ensure that all printed formats, tools and equipment

necessary for managing the tests to be available.

b. (If you have assistant instructors) Assign the instructors

assistants at each position and explain to them how to handle the test.

c. Read the instructions in paragraph 2 to the students and then assign.

each group of students to a position.

2. For the students

a. This is a graded exercise that requires individual work. No

do not consult the exam task with anyone until after
that it has ended.

b. Stay in the group that has been assigned to you during the test.

c. Turn right from your starting position at the signal of

whistle, until I have completed all the positions.

d. At each position, a situation and tasks will be provided in writing.

that they explain what needs to be done.

e. In each position, read and execute the task; the instructor will critique your
execution and will record your grade on a report card
about the student's performance.

f. After completing the seven posts, return to the center of

field.

Section VI. OTHER TESTS

8.30 General Considerations

Together with the evaluation of the execution of the skills or
it is also necessary to assess the skills of the students
activities that complement the data about its performance. This does

8-57
carry out by delimiting the steps, organizing and preparing the
most suitable instruments and techniques to enrich information
about a multitude of aspects of behavior that escape application
of other procedures. Within this type of tests are considered
the observation techniques:

a. Checklist

b. Rating Scales.

c. Direct Information Techniques:

1) Questionnaires

Inventories.

3) Interviews

8.31 Checklist

It is a relationship or list of words, phrases, or sentences that

they express positive or negative behaviors, a process of activity to follow,
etc., before which the examiner marks their absence or presence
As a result of his careful observation, they are frequently used
in those tasks or processes that can be reduced to very actions
specific or to evaluate products where the
desirable characteristics that are generally present, usually attitudes.
They can also be applied to verify the existence or
non-existence of certain behaviors prescribed in forms
regulatory through the Instruction. Examples:

Checklist for observing study and work habits

intellectual.

Curso: ________________ Asignatura: ____________________

Date: ________________________
Theme:

8-58
Of Knowledge IF NOT DOUBTFUL
a. Know the specific vocabulary
b. Appreciate the processes and trends
c. Use of classifications and categories
d. It is capable of translating into other forms
of language the material that is given to you
facilitates
e. Their conclusions are consistent
with the data
f. Organize and reorganize the material
received
g. Apply the theories and methods
general to specific situations
and concrete.
2. Of Procedure

a. Distinguish the main from the accessory

The Secondary.
b. Distinguish the facts from the hypotheses
and opinions
c. Their generalizations are logical
d. Support with documentation and/e
pruebas
e. System based on theories
f. Use the different types well
language

3. Intellectual Work
a. Read the reference
b. Estudia el tema
c. Listen to the instructor and classmates
d. Observe the demonstration
e. Makes notes and organizes them

8-59
 It is expressed orally
g. Summarize and/or expand

h. Collect data and information

Use the auxiliary material properly.
j. Use reference books or consult.
4. Organization
a. Check your own progress
b. Accuracy and order in work
c. Organizes your time well
d. Performs his job formally well
e. Does not need to be reminded of its
duty
He overcomes obstacles by himself.
what do you find
g. Knows how to work in a group
He/She is responsible for his/her work.
Help others
j. Coherence between thought and
action

8.32 Rating Scales

a. Unlike checklists, these instruments

they not only indicate the presence of a trait to observe but
they also have a scale to indicate on the
the same degree or measure in which that range appears to the eyes
of the observer. The grading scales are similar to the lists
of verification regarding the basic aspects that shape a
framework for guiding observation, but differs in the
sense that the observer should no longer point out the presence or the
absence of a characteristic trait, but to notice or point out its
intensity, with which a new observation is added to it.

8-60
the difficulty of issuing a judgment. There are three types of scales of
rating:

Numeric.
2) Graph.
Descriptive.

Being the last a combination of the two previous ones and it is the
more used.

b. Rules for creating grading scales.

1) Have a clear idea of what objectives will be verified

through a rating scale. Certain behaviors
such as how to address others regularly in a formal way
cordial and respectful, arrive punctually to class, be
scrupulous in the fulfillment of responsibilities
that pertain to instruction, etc. represent
behaviors that can be better recorded through a
rating scale.

2) Select the most representative characteristics of it

that is going to be evaluated. If what is going to be evaluated by
a scale is for example the spirit of dedication of the
student or a specific field, subject or task, is
It is important to think reflectively about what will be the
most prominent visible behaviors that make up that
learning outcome.

3) Take into account that the traits and characteristics will be

clearly observable behaviors in instruction.
Check if someone bites their nails or shows it
aggressive when reprimanded, it implies nothing else than
direct attention towards such displays of modality of
student. Know 10 what he thinks about barracks life, about
his superiors or what concept he has of discipline or
of those who do not think or are not like him, it is something more
difficult to know only through direct observation.
It is necessary to resort to other techniques.

8-61
 4) The number of questions to be considered on the scale will be
in intimate relation to the number of traits that exist
could isolate. They should not be so numerous that it is difficult
I work to find the exact terms that define your
limits, nor so few that they overlook points of importance
or mix contents.

5) Having selected the necessary questions, you must

describe itself in the most unambiguous way possible. What each
a phrase will not stimulate two or more meanings in
the mind of the evaluator or of the evaluators.

The rating scale can be three or seven.

ranks or degrees that will serve to locate the qualified of
according to their attitudes, which may contain range or
ranges without characteristics in order to give the alternative to
qualified to establish intermediate scores. The
experience recommends a limit of three ranges or degrees
for attitudes that allow for less detailed judgments and the
maximum limit of seven, as it is not practical to discriminate
with more.

7) In the construction of a grading scale the

Cooperative work usually provides better results
more efficient than the individual. If two or more were to intervene.
people, almost certainly some of the
typical construction defects, inadequate selection
of questions, ambiguity, bias of the approaches,
etc.

c. Application.

Both the observation and the critical judgment that determine

the existence and measure of the trait or characteristic
observed, they will be clear enough and sensible
in order to assume the information is reliable that
supply.

2) Whenever possible, it is advised that in the

rating involves more than one person.
8-62
 3) Do not mark the categories by approximation that by
some reason were not observed.

4) The information that a scale can provide

rating through each indicator is superior to the
included in a global note.

8.33 Questionnaire-Inventory

a. The Questionnaire and the Inventory are prepared based on a

a certain number of questions, tasks, or any stimulus that
the individual must respond, generally in writing and that they have
have been selected to achieve a description of some aspect of
behavior especially in the realm of interests, attitudes and
appreciations.

b. The differences between the questionnaire and the inventory are more
in form and purpose than in function. In the questionnaire, the student
briefly answer a series of questions. In the inventory, it
mark the options that have been established to a broader set
complete with propositions related to some trait
well-defined characteristic. Both are useful for finding out in what
Measurable objectives in the affective domain are being achieved.

c. The main advantage of using questionnaires in the

Appreciation of a certain type of objectives is that they save a lot.
time. In a single session, a large amount of
data, compare the responses and reduce them to statistical terms.
If they are well built, they provide valuable information.
difficult to obtain by other means (perhaps in the interview a
the student does not dare to say something, but it's easier for them to do it in
written).

d. The biggest disadvantage is centered on the fact that it is difficult to trust.

totally in the given answers. The greater or lesser degree of
trust will largely depend on understanding and
voluntary cooperation of the student.

8-63
8.34 Interview

a. It is a technique by which the instructor in a relationship

interpersonal with the student and through structured questions or
unstructured, try to stimulate information related to
opinions, preferences, attitudes, interests, etc. specifically
taught in accordance with the provisions of the program of
instruction.

b. The interview will have a structured basis when it

adapt to a scheme and all students must respond to the
same questions; and it will not be structured when the questions
They are formulated following the turn of the conversation.

c. This procedure, if used efficiently, can

to reveal direct or indirect value information for verification
the scope achieved by certain objectives. The flexibility of the technique,
in the hands of a skilled and perceptive person allows data extraction
impossible to achieve by other means, since regardless
from what the student affirms or denies, it can be observed how it
affirms it or denies it (accent, gestures, inhibitions, fears, etc.)

It is used to investigate the process that has been followed

student to solve a certain situation or how many mistakes
they infiltrated in the learning or what progress has been made to
command a group, etc.

Section VII. PREPARATION OF TESTS

8.35 Responsibilities

a. The Commands at all levels of command are

responsible, at their level, for the preparation and conduct of the
exams whose purpose is to evaluate general progress of the
instruction. In a unit, two types of
exams:

8-64
 1) The prepared and led by the instructors to
measure the effectiveness of the instruction at the end of each
session or subject under their charge as these instructors
those responsible for their management and correction.

2) The ordered and directed by the Unit Commander,

to assess the progress of the instruction determine
certain deficiencies for preparing tactical inspections
that have been ordered and will be conducted by the
upper step.

b. The Unit Command can employ the instructors to

under their command to prepare and conduct exams at the end of each
session or subject or at the end of a phase of instruction by which
that the responsibility before their Unit Chief will fall on the
Designated instructor for this purpose.

c. The preparation for exams or inspections of

Instructions ordered by the upper level are absolute.
responsibility of the Unit Commander, who must have
present that:

1) This type of exam aims to:

a) Serve as a means of instruction.

b) Determine the training level of individuals and

units.

e) Establish efficiency levels.

d) Ensure the uniformity of instruction.

e) Maintain enthusiasm for instruction.

Its value is not only for the Unit and individuals that...
they inspect, but also for the Superior Command
what orders the exam.

8-65
 3) The inspection exams provide to the
individuals the opportunity to respond to the questionnaire or
theme as an application of 10 learned in a situation
dada.

The authority that orders the exam has a means

of comparison between the results achieved by the
individuals or units with the established averages in
the objectives.

5) The graded exams that compare a unit with

another, they have great moral value for the units that it
successfully approved.

6) These exams in no way limit or restrict the

personality of the Unit Commander in the
conduct of the instruction. A great deal is allowed.
flexibility, but at a minimum its unit must approve
these exams.

7) Responsibility requires them to stay alert to

preventing subordinate Commanders from dedicating
instruction time to prepare for the exams.

8.36 Test Preparation

To prepare the tests, whether they were of type

written or practical or execution must follow the following
procedure:
a. To delimit the content of the test, the boundaries must be set.
from the testing of a significant instructional objective or objectives.
The final exams designed to cover an entire subject or a
the instruction phase must encompass much broader objectives and
it may contain points from all the instruction blocks.

b. Prepare a specifications table that combines the

instructional objectives with the course content or phase of
instruction, this table can include all objectives of
instruction, even those that cannot be measured through tests

8-66
 written. The number of questions assigned to each objective
It will depend on its degree of importance. Example:

OBJECTIVES Define Relationship

Terms Classy nar Use aids Execute Total
basics to stay facts y of
TOPICS specify materials Pregu
cos ntas

Scales 2 2 4 8

Observation of Verification
Relieve 2 2 3 7
attitudes of the
in the execution of
help sketch of
Equidistances 1 2 2 and materials itinerary 5

Earrings 2 - 3 5

TOTAL OF
QUESTIONS 7 6 12 25

Oral test Scales of Test

o classification Practice
Written test or of
Execution

c. Determine the test execution standards that

can be described in terms of percentage. A standard of 80 to
85 percent for the correct provides a good starting point
being able to, depending on the nature of the objectives, increase or
reduce the questions to be used and the level of mastery that is
require. From the previous example:

Objective Execution standard

1) Define basic terms 85%

2) Classify 100%
3) Relate specific facts 90%
.............................................................................

8-67
 d. Select the type of question that should be used in the
test. the instructor must be familiar with the advantages)
disadvantages of each type of test to choose the best one
suitable.

8.37 Preparation of the test

Having decided on the relevance of the content of .la

test as well as the type of questions to be used is designed the test
ensure.

a. Writing the Test Questions. Write each

test question separately, in such a way that it is
easy to link it with others or to join them later if
unnecessary.

b. Link the questions in a Test. Once developed a

a sufficient number of questions for the test is required.
carry out the following:

1) Review the questions regarding their relevance to the

instructional objectives, so that they are free of:
technical defects.

Verify the entire set of the test to ensure

that they match the grouping chart of all the
instruction.

3) Arrange the questions from easy to difficult within the same.

test, and within each section of the test up to
wherever possible.

4) Place the questions on the page in such a way that

be easy to read and easy to grade

5) List the questions in consecutive order.

Make duplicate copies of the test that are readable.

and free of typographical errors.

8-68
 c. Preparation of Instructions for the Students

1) At a minimum, the Test Instructions must

indicate to the students how to record the answer and if it is
to be qualified 'by assumption or to reduce the influence
that chance can have in them." Example for
multiple choice questions:

INSTRUCTIONS: Read carefully and select the

response that best completes the premise or answers it
Question. Circle the letter of the answer
that I selected.

Some questions within the test require

Additional instructions. For example, when it is done
a change from one type of question to another is advisable
provide the student with brief instructions for
answer the new type of question.

All kinds of problems arise when students do not

They receive clear instructions for a type of question.
For example, in a multiple choice test, the
students will wonder if they should select more than
a correct answer for each question; if the
Instructions are not specific about it. In a
matching question or pairing question, if the
Instructions are not specific the students
They will ask if they can use each answer more than
once.

Each student must clearly understand what is expected.

that gives the test.

d. Preparation of a key for grading. The answer

correct answer to a question must be indicated at the same time as it
it is being prepared, so at the moment they gather the questions
For the test, the grading key can be easily prepared.

8-69
 3) Do not mark the categories by approximation that by
some reason were not observed.

4) The information that a scale can provide

rating through each indicator is superior to the
included in a global note.

8.33 Questionnaire-Inventory

a. The Questionnaire and the Inventory are prepared based on a

a certain number of questions, tasks, or any stimulus that
the individual must respond, generally in writing and that they have
have been selected to achieve a description of some aspect of
behavior especially in the realm of interests, attitudes and
appreciations.

b. The differences between the questionnaire and the inventory are more
in form and purpose than in function. In the questionnaire, the student
briefly answer a series of questions. In the inventory, it
mark the options that have been established to a broader set
complete with propositions related to some trait
well-defined characteristic. Both are useful for finding out in what
Measurable objectives in the affective domain are being achieved.

c. The main advantage of using questionnaires in the

Appreciation of a certain type of objectives is that they save a lot.
time. In a single session, a large amount of
data, compare the responses and reduce them to statistical terms.
If they are well built, they provide valuable information.
difficult to obtain by other means (perhaps in the interview a
the student does not dare to say something, but it's easier for them to do it in
written).

d. The biggest disadvantage is centered on the fact that it is difficult to trust.

totally in the given answers. The greater or lesser degree of
trust will largely depend on understanding and
voluntary cooperation of the student.

8-63
 3) If verbal instructions are given for the test,
make sure all of these happen before the
students begin the test.

4) No more help should be provided to some students

than others.

An instructor must eliminate the possibility of "deceptions"

during the test. This is achieved:

a) Sitting the students spaced out, if the venue allows it

it allows so that the tests cannot be seen
from the other colleagues.

b) Requiring that students have nothing on

their desks, except for the test.

c) Not leaving the classroom uncontrolled.

d) Monitoring during the test solution.

6) When there is only a short period of time left (perhaps

10 minutes or less than that used for the test,
remind the students how much time they have left to
to finish it. This allows them to distribute their time and
complete the last things they wish to do in the
test.

7) When the test is finished, quickly collect all the

papers.

8.39 Grading of the Written Tests

a. Qualify

It is the process of determining the number of points obtained.

in each question and then we will sum them up to determine the score
total for each student. If a test is well planned and
elaborate, grading the test should be relatively easy. This

8-71
this is true for all types of questions, with the exception of
composition or development questions, which are generally
difficult to grade.

b. Scoring of objective type tests

1) For objective completion type tests,

multiple choice, true-false and situation must
prepare a template for grading by marking all the
correct answers from a test, it should be maintained
the count of the number of students who answer each
question in the incorrect form to the corrected ones. When
all the tests are graded, the instructor will know
how many students failed in each answer in the key
of answers. This information is extremely useful.
when analyzing the test results and for
help the instructor improve 'the tests. The number
the total number of correct answers is the usual way to arrive
to a total gross score of a test.

2) In the grading of objective-type written tests,

multiple choice, and true-false should be considered the
influence that chance may have on the responses
given by assumption.

a) For True-False tests, the result will be

given by:

R = A–E

Where:
R = final result or grade;
A = hits
E = errors.

The number of unanswered questions is not included in the calculation.

Example: A student took a true-false test of 100
questions.

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 Answered correctly 70, answered incorrectly 20, and did not answer 10.
the grade that corresponds to this student will be:

R = 70–20 = 50

b) When it comes to multiple choice tests,

grade is obtained from:

E
R = A - -----------------
N-1

Where:
R = result or final grade
A = aciertos
E = errors
N = number of alternatives
Example:

A multiple choice test with 100 questions has 5

alternatives for each question. .
Below is the number of correct answers and
mistakes of three students:

Answers Answers Answers Correction of the

Correct Wrong Given Rating
Student A 76 24 100 70
Student B 75 8 83 73
Student C 74 0 74 74

Applying the formula, we have:

Student A: R = 76 _ 24 = 76 - 6 = 70
5-1

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Student B: R = 75 _ 8 75 - 2 = 73
5-1

Student C: R = 74 _ 0 = 74
5-1

When corrected for assumption, Student C, who

really knows the highest number of correct answers,
even if she has stopped answering 26, she gets the highest
rating

In situational questions, both can be assessed

product as the process; if what is desired to measure is
only the product will follow the described guidelines
previously in (1) and (2); but if what is desired to measure
it is the process, the guidelines must be followed
composition or development questions.

c. Grading of subjective type tests

For the grading of subjective type tests

(composition or development) the following rules must be observed:

1) Prepare an ideal answer for each question.

2) Organize each ideal response into a series of aspects
specifically indicated.
3) Evaluate each student's response regarding the
checklist and one point for each aspect
that is present in the student's response. No
decrease points for aspects such as handwriting,
spelling, writing, etc. unless this is the
intention of the question.
4) Encode the tests in some way so that the
instructors do not know to whom the test belongs
It is corrected.
When several instructors participate in the grading,
everyone must grade the same question in all the
tests instead of grading all the questions of each
test.

8-74
 When there is enough time and instructors available,
reliability can be increased by qualifying
twice; that is to say that two instructors evaluate the
same question without knowing the score assigned by the other
and then resolve their differences regarding the
grades.

8.40 Review and analysis of the results

It is not enough to prepare, craft, apply, and grade the

tests, it is necessary to review and analyze them to improve the
evaluation. This analysis includes: Analysis of the questions of the
test, statistical treatment of the test and critique of the test.

a. Analysis of the test questions

It is done by critically considering each question,

determining if they are good, if they should be rewritten or if
They must be eliminated; for this, it is necessary to establish the level of difi-
difficulty, level of discrimination, and efficiency of the distractors of
each question. The level of difficulty and discrimination can be
appreciate in the table detailed below:

Analysis of Questions
Topic: Scales Asignatura:Lectura de cartas Fecha:24 Abr 2016
Total de alumnos que rindieron la prueba:25
High score and low score test number: 5 (20% of the tests)
(1) (2) (3) (4) (5) (1) (2) (3) (4) (5)
Pgta A B A + B A - B Pgta. (A) (B) A + B A–B
1 5 5 10 0 8
2 4 3 7 1 9
3 2 5 7 -3 10
4 2 2 4 0 11
5 0 0 0 0 12
6 5 0 5 5 13
7 3 4 7 -1 14

8-75
Where:
A = número de pruebas de alto puntaje
B = número de pruebas de bajo puntaje
A + B = level of difficulty
A–B = level of discrimination

This the box is filled using the following

procedure:

a) Select 20% of the high-scoring tests

(A) and 20% of the lowest score tests (B).

b) Write in the last column the ordered questions

numerically 1, 2, 3,... etc.

c) In the 2nd column, note the successes of the group

high score tests (A).

d) In the 3rd column, note the successes of the group

low score tests (8).

e) In the 4th column, write down the sum of columns 2 and

3 to determine the level of difficulty.

f) In the 5th column write down the difference of the column

2 and 3 to determine the discriminative level.

2) Level of Difficulty.

If the result of the sum is 0, this indicates that the

the question is very difficult, as neither of the two groups
she could answer it.

Example: Question 5 from the previous table. Yes, the result

it is a high number, representing the least difficulty of
the question. The application of this knowledge allows
combine the questions to balance the difficulty of the
test, of course, at the beginning you will find some that are
easy. In the previous example, the level of difficulty is the most
high would be 10 (five high tests plus five tests
8-76
 Less than 10 has question 1 and it is, by 10 much very
easy.

3) Discriminative level.

If the result of the subtraction is 0 (5th column) the test

does not discriminate between those who know and those who do not. The result
the result can be positive or negative; the values
positives the higher the better discriminatory power
they present; the negative values become creditors to
the suspicion, nullity or poor drafting. In the example
previously the questions 1, 4, and 5 with the discriminative value
0 indicates that the question did not discriminate or did not make the
distinction among the students with the highest
grades in the test (A) and those who obtained the
lower grades (8). Questions 2 and 6 are
questions of positive discrimination indicate that the
the question discriminated in favor of the students who
they obtained higher grades in test (A). The
questions 3 and 7 are of negative discrimination, they indicate
that the students who obtained the lowest
scores in the test (B) were obtained higher
the correct amount question.

4) Effectiveness of distractions.

It is used in multiple choice questions of type

objective. To determine if the distractors are effective
the answers of the larger group must be compared
score with the lowest score. A good distractor
it will be more appealing to the group of students from
lower score. Example:

Pregunta 1: Alternativas A *B C D E
High score 0 6 3 01
Low score 3 2 2 04
Correct answer.

8-77
 Alternatives A, B, and E work effectively, the 'C' is
deficient because it attracted more students from the Group
superior and alternative -D- is completely ineffective due to not
to have been attractive to no student being
changed.

5) Interpretation of the data from the analysis of the questions.

If a question provides a level of discrimination

positive if all alternatives work efficiently
and the question measures a significant result, then
it must be kept in the Question Bank with
you are planning to use it in the future.

b. Statistical treatment of the test

The grading can make use of different methods

statistics, tests with raw scores have by themselves
solas very little meaning. To make interpretable to a
a gross rating of 80, for example, this must be accompanied by
information related to the nature of the group that took the test and to the
distribution of grades obtained. Likewise, if a student
he/she obtains a raw score of 55 in Topography and 85 in
Maintenance, for example, lacks a basis to determine in which
subject has achieved the highest performance. The grade 55 in
Topography could indicate superior or inferior performance,
depending on the difficulty of the exercises. The same can be
to say from the 85 in Maintenance. To compare performance
in different tests, a measurement unit is needed that
have a reasonably uniform meaning from one test to the
another and from one part of the scale to the other (just like those that are
they use in physical measurements, for example: 1.70 m means a
same height regardless of what is being talked about
height of a young person or a wall). The standard grades
they provide units that approximate uniformity that
wishes in test grades. A standard grade is
a numerical report of a student's performance in the test
term of the student's relative position within a group of
clearly defined reference. Basically the grades
8-78
standards express performance on the test in terms of the
units of normal deviation from the mean.

1) Grade 'Z'. It is the simplest of the grades.

standard used in tests. This rating
expresses the student's performance in the test, simple
and directly in terms of the number of units of
standard deviation in a raw score (X)
is above or below the average. The formula
to calculate the "z" rating is as follows:

X-M
Z = ----------------
DS

Where:
Z = Rating 'Z'
X = Any gross grade
M = Arithmetic mean of the gross grades
DS = Standard deviation of gross grades.

The Mean (M) is the arithmetic mean that is determined by adding

all the grades and divide the sum by the number of
grades are expressed using the following formula:

X
M = -----------------------
N

Where:
M = Arithmetic mean
Summation
8-79
 X = Sum of gross grades
N = Number of Grades

The standard deviation (SD) is a measure of distribution

of the group grades. To find the SD first you
it will calculate the deviation of each grade (x) from the mean (M) that
is expressed with:

x = X - M

Where:
X = Deviation of each grade
X = Gross rating
M = Media

This data calculated, below are the

square deviations of each score (x2) and then it is calculated
the DS through the formula:

DS = x2

Where:
SD = Standard deviation
x2Sum of squared deviations
N Number of ratings

It should be noted that a 'z' rating will be negative

when the gross score is less than the average. The fact that
forgetting the negative sign can cause serious errors in the
interpretation of the tests. This can be improved through the
grades 'T' which also avoids working with decimals.
8-80
2) Grades 'T'. These are obtained from the grades
"Z" using the following formula:

T = 10 Z + 50

Since the grades 'T' always have a

mean of 50 and a standard deviation of 10
It is obvious that any 'T' rating is directly
interpretable. A rating of 'T' of 55, for example,
it always indicates a mean (0.5) of standard deviation by
above the average and so on. It is possible
convert the grades 'Z' to grades 'T'
mentally moving the decimal point one place to
to the right (10Z) and then adding 50 to this value. With
a little practice is extremely easy for a
instructor convert the raw grades into
grades "T‖ for each test that applies. In a
simple exercise an instructor can calculate the average
arithmetic, the standard deviation, the "Z" scores and
the "T" grades for a test at a time
approximately 15 minutes. As generally a
The section is made up of 30 students.
unaggregated data to calculate these statistics; but if
if there were more students, the data can be used
grouped.

Example: Fifteen students take a test whose

gross scores are shown on the "Worksheet"
of the Statistics of the Test" that is presented to
continuation in the present chapter.
a) A table of 6 columns is drawn. In the first
the order number is placed in the column.
b) The grades are placed in the second column
previously arranged in descending order and
calculate their sum, resulting in:

8-81
 X = 1242

c) In the third column, the deviations are placed.

each grade (x) for what is necessary
first calculate the arithmetic mean:

M= X = 1242 = 83
N 15

Then it is calculated: x = X - M
Example: of the first grade
x = 96–83 = 13 and so on.

d) In the fourth column, the deviations are noted.

2
squared (x2Example: of the first qualification x1
= 132= 169 and so on. Then they are added.
all of them resulting:

x2 = 1489
e) In the fifth column, the grade 'Z' is noted,
for what is necessary first to calculate the
standard deviation Example of the first
rating;

1489
x2
------------------
DS = = ---------------
N 15

DS = 99.26 = 9.9 = 10

8-82
 Y z1= X –M = x = 13 = 1.3
DS DS 10

f) The grades "T" are recorded in the sixth column.

example of the first grade:

T1= 10Z + 50 = 10 (1.3) + 50

= 13 + 50 = 63
g) Interpretation

The interpretation of the rating 'T' is simple:

If the values fall within the limits of 40 and 60,

they represent the average student.
If 'T' is greater than 60 it means 'very good'
If 'T' is less than 40 it means 'regular'.
If 'T' is greater than 70; it should be interpreted as
that the student has had a performance
outstanding
If "T" is less than 30, its performance will have been
"deficient". It is graphically expressed as follows.

I love you more than anything l____l_

0 10 20 30 40 50 60 70 80 90 100

Deficient Regulation. Al. Prom. MB Outstanding_____

In the previous example, the grade "1" of a student

63 therefore means that he has had a
very good performance.

A continuación .se expone el modelo de hoja de trabajo de las

test statistics, summarizing the procedure described in
the previous example.

8-83
 WORKSHEET OF TEST STATISTICS
COURSE _____________________________________________
SUBJECT_________________________________________
DATE ______________________________________________
THEME________________________________________________

N X X X2 Z T 1) M = X = 1242 = 83
N 15
1 96 13 169 1.3 63

2 91 8 64 0.8 58 2
2) DS = x = 1489
3 90 7 49 0.7 57 N 15

4 90 7 49 0.7 57
= 92.27 = 9.6 =10
5 90 7 49 0.7 57

6 89 6 36 0.6 56

7 88 5 25 0.5 55 3) Z = X - M =X
DS DS
8 86 3 9 0.3 53

9 85 2 4 0.2 52 Z1 = 13 = 1.3
10
10 84 1 1 0.1 51

11 81 -2 4 -0.2 48 4) T = 10z + 50
T1 = 10 (1.3) + 50
12 75 8 64 -0.8 42 T1 = 13 + 50
T1 = 63
13 72 -11 121 -1.1 39
(etc.)
14 64 -19 361 -1.9 31

15 61 -22 484 -2.2 28

X= 1242 x2 = 1489

8-84
 Reliability of the Test

Statistical procedures use, among others, the

calculation of the coefficient o (Phi); thus to determine the
reliability of a test, a sample is taken at
at least 30% of the students in one class
group, to whom the test two can be applied
consecutive times, with an interval of one day and without being
advertised regarding the second application, which
must be carried out under the same conditions in which
the first was made. The results of the applications
from the test must be transferred, in a matrix, as
the one shown in the example:

1st Application
Aprobados Desaprobados

Disapproved
A B A+B
2nd Application
C D C+D
Approved

A+C B+ D

The matrix is filled according to the following procedure.

describe:

In A, the total number of people who passed in the first is noted.

application but that was disapproved in the second, in B, it's recorded the
total number of people who failed in both applications. In C
those who passed in both applications, in D those who
They failed in the first attempt and passed in the second.
These results are applied to the formula of the coefficient of
Phi reliability the one that is written:

8-85
 BC - AD
= ---------------------------------------------

(A+B) (C+D) (A+C) (B+D)

When one wants to compare the reliability coefficients of

two different tests use two matrices in parallel and are
fill according to the procedure described above. Example:

Test A Test B
(Sample of 30 people) (Sample of 40 people)
1st Application 1st Application

Aprobados Desaproba Aprobados desaprob

two ados
Disapprove A+B=11 A+B=14
os A 1 B 10 A 4 B 10
2nd Application. C + D = 19
Approved C 14 D 5 C 16 D 10 C+D=26
A + C = 15 B + D = 15 30 A+C= 20 B+D= 20
40

Applying the formula to the results of Test A yields:

= 140–5 = 135 = 135 0.62

(11) (19) (15) (15) 47025 216.85

= 0.62
For test B:

= 160–40 = 120 = 120 = 0.31

(14)(26)(20)(20) 145,000 381.57

= 0.31

8-86
 How to interpret the results?

Un less than +.50 is an indicator of doubtful reliability

A greater than +0.50 is an indicator of acceptable reliability.
Don't forget that it can have a range of -1.00 to +1.00

It is graphically represented:

-1 0 0.5 1

Doubtful reliability Reliability

Acceptable
Applying this rule we interpret:

That the reliability coefficient From A, it is acceptable.

That the reliability coefficient of B, it is doubtful.
Despite everything, the rule cannot be applied rigidly, if
the results are close to +0.5 cannot define with
clarity the reliability of the post-test.

5) Validate the test.

For the calculation of concurrent validity, it also

use the coefficient (Phi); using the results of
two tests with the same formula and the same index.

= BC - AD

(A+B) (C+D) (A+C) (B+D)

8-87
c. Critique of the Tests

1) After a test has been taken, the instructor must

review it with the students, this is excellent
instructional experience particularly for the
students. There is no better opportunity for the instructor than
clarify misunderstandings, provide help to strengthen
knowledge and reinforce learning. This process of
the review will also allow for improving the questions. It is in
this moment that the students must express their opinions regarding
How correct is a response, why did they answer?
in the way they did it or asking questions about it
meaning of certain questions.

2) The procedure for making a critique will vary depending on:

the nature of the content of the test, the form of the
question, the range of students' skills, the
difficulty of the test and the time available for it
criticism. It is also recommended:

a) Consider each question one by one

test, reading the question and the correct answer.

b) Ask the students to ask questions and

comments inherent to the correct answer.

3) Criticism should be considered as a period of

discussion, not a mere reading of questions. When to
students are allowed and asked to do it,
the students will discuss it freely, particularly the
difficult. When a question is answered
incorrectly by a considerable number of
students, the instructor should discuss it from the point of
view of the content and the skills involved.
You should explain what background and knowledge
immediate son necessary for to answer it
correctly and the nature and skill required. If
cannot determine the cause of the errors of the
students, the instructor must verify the question in the
key of the test and then confirm or deny its
8-88
 diagnosis through subsequent analysis of the
question.

4) Whenever possible, the instructor should relate the

question with the broadest goal of learning, to
to strengthen it and facilitate the application of the
knowledge in future situations.

Section VIII. QUESTION BANK

8.41 Generalities

a. The question bank is the file that contains the

questions from the tests constructed according to techniques
described in the previous sections of this chapter, which measures the
the objectives set for any test once applied; it must be
analyzed to verify its reliability and validity and to go
forming a large set of questions that through
various combinations that can be made between them allow
in future opportunities have a different test for each
evaluation, whether this is a checklist, oral test, or written test.

b. An efficiently constructed question bank means

a savings of human resources, cost, material, and likewise,
facilitates the work of the person in charge of evaluating the instruction. This person must
ser actualizado permanentemente de acuerdo a las necesidades de
the instruction.

8.42 Preparation of the Question Bank

The analyzed questions must be classified and filed in

cards that record the analysis procedure and its results.
It is recommended that each time the question is used, it is recorded.
the new analysis data of the question on the reverse of the
card. This data will be used to observe the variability of the level
of difficulty and discrimination of the question and therefore it will be more
easy to interpret the information.

8-89
ANNEXES
ANNEX 01: EDUCATIONAL MODEL OF THE ARMY

EDUCATIONAL MODEL

INSTITUTIONAL OBJECTIVES/CAPABILITIES

THEORETICAL FOUNDATION
HUMANIST SOCIO-COGNITIVE PARADIGM

PROFESSIONAL PROFILE

GRADUATE PROFILE

CURRICULAR DESIGN

CURRICULAR DEVELOPMENT

CURRICULAR MONITORING AND EVALUATION

1
 ANNUAL T MODEL: GENERAL CULTURE AND HUMANITIES
1INSTITUCIÓN EDUCATIVA: ESGE 2 NIVEL: SUPERIOR 3 GRADO: PERFECCIONAMIENTO 4 CICLO: ANUAL
5 ACADEMIC PROGRAM: USE OF GGUUCC 6 AREA: GENERAL CULTURE AND HUMANITIES
7 TEACHER: MULTIDISCIPLINARY

CONTENTS MEDIA LEARNING METHODS

1. The CYCLE (157 periods) Identification of cases, historical facts, situations
schematic using methodological techniques y
a. History and Military Strategy (51 periods). various technologies.
Theoretical-practical integration of doctrinal aspects
b. Language and communication (34 periods). with technology, through the use of cartography
c. Human Rights and International Law virtual google Earth.
Humanitarian (34 periods) Definition of problems in various situations
d. Use of virtual cartography–Google using application methods and procedures.
Earth (17 periods). Generation of alternative solutions to the different
presented problems.
2. II CYCLE (111 periods) Teamwork during task solution and
practical exercises to reach consensus y
collegiate solutions through the application of techniques
a. Geopolitics and Geostrategy (37 periods). diverse groups.
b. Strategic Resource Management Presentation of recommendations at the end of
Humans and Public (37 periods). various analyses and evaluations, using methods,
c. Political Science and International Relations various analytical procedures and techniques.
(37 periods). Demonstrate mental flexibility in understanding
d. Military Leadership at the Strategic Level (34 situations, absolution of TASKS y questions
through the presentation of exhibitions, work.
Periods). Action planning for the development of processes,
applied tasks, negotiation, handling of situations of
crisis and others, applying foreign techniques and lessons
learned.

CAPABILITIES-SKILLS FINES VALUES-ATTITUDES

A. Responsibility
A. Compression Commit the effort
Identify - Adoptar un sentido práctico.
Integrate Participate with analytical capacity.
Adapt to a higher level of observation.
B. Resolutive Thinking B. Trust
Define the problem Show conviction of intellectual efficiency.
Generate alternative solutions To participate with dignity in reciprocal relationships.
Working in a team To assume one's own capability.
Present recommendations C. Honor
Highlight moral awareness.
C. Creative Thinking Recognize personal qualities.
Show mental flexibility Recognize the dignity of others
Plan actions D. Loyalty
Be authentic.
Cultivate unity.
Demonstrate commitment.
Integrate and share with everyone

2
 ANNEX 03: GENERAL FRAMEWORK OF CAPACITIES AND SKILLS
BASIC SKILLS BASIC CAPABILITIES
CAPACITIES
ATTENTION AND MEMORY COMPREHENSION EXPRESSION ORIENTATION SOCIALIZATION
PERCEPTION (LOGICAL REASONING) SPACETIME
Attention to Associate Analyze Celebrate faith -Search for references Act in a way
entry Memory Apply Encode Coordinating motor skills autonomous
Attention semantics Classify Decode Demonstrate sense of Adopt attitudes
semantics Visual memory Compare Demonstrate fluency orientation human-Christian
Attend to memorize from Check mental and verbal Demonstrate sense of Assume attitudes
focused form form Define Describe rhythm positive and leadership
Attend to significant Demonstrate - substantiate Explain Create maps and Define problems
shape Memorize in Discriminate Expressing oneself in shape plans social
logical (symbolic) global form Draw conclusions corporal Interpret maps and Demonstrate skills
Attend to To outline Express oneself in form plans interpersonal
selective form Evaluate-assess graphic Locate-position Demonstrate
Attend Explain Express oneself in shape Observe independence and
Concentrate Expose in a logical manner motor Order security
Demonstrate -Formulate hypotheses Express oneself in form Organize information To dialogue
speed -Formulate problems oral Relate Interpret
STRENGTHS perceptive Identify-recognize Formulate propositions To represent Identify problems
Describe -Induce Graph Sequence based on Investigate
Explain Infer-deduce Investigate of space Show autonomy
Explore Interpret Read Sequence based on social
Identify -Jerarquizar Demonstrate good of time Participate
Show Observe diction To sequence Plan projects
sensitivity Organize the information Narrate Serial cooperatives
musical Plan Produce To locate Propose alternatives
Follow Produce Represent -Solve problems
indications Recognize-Identify Symbolize social
Visualize Relate To trace - to draw -Work in a team
Follow instructions -Use calligraphy, Use strategies
synthesize-summarize spelling and grammar Verify facts and
Use algorithms correct situations
Use strategies Vocalize
adequate
Verify

3
 SUPERIOR OR FUNDAMENTAL CAPABILITIES
CAPABILITIES THOUGHT THOUGHT THOUGHT EXECUTIVE THINKING
CRITICAL CREATIVE RESOLUTIVE (DECISION MAKING)
(RESOLUTION OF
PROBLEMS
-Critically analyze Search for alternatives for Analyze Analyze
To argue solution Anticipate results Anticipate results
Self-evaluate Communicate Apply laws or algorithms Apply
Categorize Contextualize Calculate Show objectivity
Defend opinions -Create symbols or Compare Demonstrate assertiveness
Demonstrate judgment images Check-verify Demonstrate autonomy
critic Demonstrate flexibility Deduce-infer Disagree
Discriminate mental Define the problem Choose between several
Make value judgments Show initiative To demonstrate possibilities
Evaluate-value Demonstrate originality Design strategies Establish causal chains
Generalize Diagram - draw Establish causes and Evaluate the result
Identify Design consequences Hierarchize
To infer Dramatize Establish similarities and Show an open mind
SKILLS -Draw conclusions To infer differences -Negotiate to reach
Perceive Interpret Experiment consensus
Plan Intuit Explore systematically Predict consequences
Relate Research Formulate propositions Prioritize
Feedback -Handle instruments Generalize Select alternatives
Sequencing Show fluency of ideas Generate alternatives Utilize strategies
Select Show initiative Interpret adequate
Systematize -Producir To hierarchize Value
Use criteria of Recreate Organize the information
authority -Representar Predict outcomes
To value Reproduce Process information
Select Propose alternatives for
To feel curiosity solution
Synthesize Use measurement techniques
Use body language Use collection techniques
Use graphic language of data
Use algorithms
Verify results

4
ANNEX 04: TABLE OF INSTITUTIONAL VALUES AND ATTITUDES

INSTITUTIONAL VALUES ATTITUDES

BE RESPONSIBLE
DISCIPLINE SHOW OBEDIENCE
DIMENSION: DOING BE FAIR
BE PUNCTUAL
BE RESPECTFUL

PROCEED WITH HONOR

BE LOYAL
INTEGRITY TRUE SIGHT
DIMENSION: BEING BE HONEST
ACT WITH DIGNITY
HAVING SELF-ESTEEM

BEING A LEADER
BE COMPETENT
COMMITMENT SHOW SPIRIT OF OVERCOMING
(DIMENSION: KNOWLEDGE) DEMONSTRATE INITIATIVE AND INGENUITY
RESPECT THE IDENTITY
INSTITUTIONAL

SHOW COURAGE
BE PERSEVERANT
SHOW DETACHMENT AND
CALLING TO SERVICE DELIVERY
(DIMENSION: COEXISTENCE) STRENGTHEN THE SPIRIT OF
BODY
SHOW VALUE AND PATRIOTISM
BE TOLERANT
BEING SOLIDARITY

5
 ANNEX 5. ATTITUDE RATING SCALE

SCALES
ATTITUDES
C B A
Cooperation Neither gives nor allows Evidence Collaborate with great
(Show ayuda. Evita todo compliance and pleasure detachment
will to common work. by integrating groups of within the group.
to work with work. It is projected.
others)

2. Initiative Indecisive to act Take the initiative in From the initiative and

(Takes charge even when he must) some tasks. always ready

tasks do the homework Carries out work of to act.
uncontrolled routine.
3. Enthusiasm Slow to enter He is charismatic, he leads.
He/She is in good spirits action Show dynamism to others for their
to work Quiet, passive. in some tasks. push.

4. Responsibility Needs control Act with conviction It is absolute

(Complies with its permanent for and without the need for trust.
homework) fulfill their duties. control

5. Expression He has difficulty in Clara, simple and Awaken interest.

(Form of express oneself. I don't know succinct. Some Convince a lot
to manifest let it be understood. words distract the ease.
attention.
6. Method and Disorganized in his Do a job His procedures
Organization performance. organized and they are timely and
(Presentation He does not propose his work. provisionally. effective.
formal

7. Coordination It does not balance your Channel the work Promotes the activity
(Quality for) I work with the own with the group harmonica with the
establish others others.
communication

6
 ANNEX 06: EXAMPLE OF A LEARNING UNIT

EDUCATION COMMAND
AND DOCTRINE OF THE ARMY

MILITARY SCHOOL OF CHORRILLOS

CRL FRANCISCO BOLOGNESI

SECTION TEACHING AND MILITARY CULTURE

LEARNING UNIT FILE

1. SUBJECT: UNIVERSAL MILITARY HISTORY II

2. ARMA : ……………….
3. AÑO/SECCIÓN : ASPIRANTES
4. FACILITATOR: CRL 'R' GONZALO DIAZ GUTIERREZ

2017

7
 COMMAND OF EDUCATION
AND DOCTRINE OF THE ARMY

MILITARY SCHOOL OF CHORRILLOS

CRL FRANCISCO BOLOGNESI

SECTION ON TEACHING AND MILITARY CULTURE

LEARNING UNIT No. 01

ADMINISTRATIVE DATA

SUBJECT UNIVERSAL MILITARY HISTORY II

2. ARMA : ……...
3. YEAR/SECTION ASPIRANTS
4. UNIT TITLE: UNIVERSAL MILITARY HISTORY
Contemporary
5. FACILITATOR CRL―R‖ GONZALO DIAZ GUTIERREZ

2017
 CONTENT

COORDINATION SHEET

2. SECURITY MEASURES

3. STUDENT GUIDE

3.1 ADMINISTRATIVE RULES AND DATA

3.2 LEARNING ACTIVITIES GUIDE

4. FACILITATOR'S GUIDE

4.1 ADMINISTRATIVE STANDARDS AND DATA

4.2 FACILITATOR NOTES

4.3 SUPPLEMENTARY STUDY

5. SYLLABUS OF THE SUBJECT

6. CURRICULAR DESIGN

6.1 GENERAL PROGRAMMING OF THE SUBJECT

6.2 SPECIFIC PROGRAMMING (UUAA)

7. INFORME DEL FACILITADOR

1. COORDINATION SHEET
 COORDINATION SHEET No. 01

[Link] DATA:

a. SUBJECT UNIVERSAL MILITARY HISTORY II.

b. ARMA : …………..
b. YEAR / SECTION 2ND YEAR /
c. TITLE OF THE UNIT: UNIVERSAL MILITARY HISTORY
CONTEMPORARY.
d. SECTION COORDINATOR: Lt. Col. 'R' Armin ZAMALLOA
TOWERS

DEPENDENCIA FECHA SIGNATURE OBS

SECTION
TEACHING AND
CULTURE April 22, 2017
MILITARY
Armin ZAMALLOA TORRES
Tte Crl ― R ―
Coordinator

Chorrillos, of from 2017

______________________________
Crl 'R' Díaz Gutiérrez Gonzalo
Facilitator

-------------------------------------------
O–110494074–O (+)
Alfredo LAGUNA RUBATTO
My EP
Head of the DFM–EMCH–Colonel Francisco Bolognesi
2. SECURITY MEASURES
SAFETY AND ACCIDENT PREVENTION GUIDELINES
DURING INSTRUCTION

1. OBJECTIVE

Dictate rules and regulations to prevent accidents that can

occurring during the development of instruction in the subject of
Military History of Peru, inside and outside the classroom of the EMCH ―CFB―.

2. PURPOSE

a. To form, encourage and maintain security awareness in the

students of the EMCH ―CFB―.

b. Preserve the human potential and heritage of the EMCH - CFB.

3. SCOPE

It contains general rules for the prevention of accidents during

the development of the subject Military History of Peru and will be distributed to
the students who attend the instruction.

4. STANDARDS

a. During the current year, strict compliance will be given to the

provisions on safety against accidents typified in RE 37-
5, COEDE Safety Guide and Safety and Prevention Directive
of Accidents of the EMCH ―CFB‖.

b. Likewise, the prescription regarding safety will also be taken into account.
against the following accidents:

BEFORE THE CLASS SESSION:

Check that the cadet staff is in perfect condition.

health status.

If there were any service cadet present in the classroom carrying

give armament the instructions that should not be disregarded under any circumstances

manipulating the weapon and causing an accident.

If any anomaly is detected in the cadet personnel, report it.
immediately to the Officer who is on duty in your sector.
Briefly remind them of the current provisions in order to
avoid accidents against yourself (good behavior in the
classroom, etc.).

DURING THE CLASS SESSION

Permanently remind of the good manners that must be observed.

to conserve in class with the aim of avoiding accidents
personal and material.

If any health and/or other issues arise with the

cadets, report immediately to the Officer who is present
service in the sector.

AT THE END OF THE CLASS SESSION

•Ensure that there is no occurrence with the staff, nor

if any failure is detected, report it immediately to
service officer in the sector.
3. STUDENT GUIDE

3.1. ADMINISTRATIVE RULES AND DATA

3.2. LEARNING ACTIVITIES GUIDE

3.1. ADMINISTRATIVE RULES AND DATA
 STUDENT GUIDE

3.1 ADMINISTRATIVE NORMS AND DATA

1. OBJECTIVE

Guide the student on their participation before, during, and after

the learning session, as well as the way in which you will be evaluated in each one
of the sessions of the corresponding subject.

2. CONTENT AND SCOPE

It contains general rules for the development of the subjects

corresponding to the current academic year and will be distributed to the students.

3. STUDENT PROFILE

Leader, creative, entrepreneur, assertive, researcher, and self-disciplined.

4. RULES

a. Before each session you must:

1) Review the activity guide of the Learning Unit and

carry out the required readings or tasks in order to attend the
prepared classes for presenting, working in groups, etc.

2) Have the material that you will need during the development of
the learning session.

b. During the development of each session, it should:

1) Get informed about the competencies, capabilities, and indicators of

goal (skills-attitudes) to be achieved during the development of the
session and have a clear and precise idea of them.

Process and acquire the contents systematically

relating them to previous experiences and learnings.
3) Create summaries or visual organizers (charts, maps
conceptual, semantic maps) that help him understand,
explain, synthesize, evaluate and remember what has been learned.
 4) Adopt a critical attitude towards the information you receive,
investigating and proposing alternatives for them to put in
Play your creative capacity and judgment.

5) Form study groups to learn and execute the

activities or tasks.

6) Actively and reflectively participate in each learning session.

7) In the assigned work, themes or exercises, verify their

conclusions.

If you have any doubts, ask the facilitator.

In all small group work, intervene and let

your companions do it too.

10) Make sure you have understood the contents of the session.

If you master the subject, share it with your colleagues.

c. Each session of the different learning units of the

subject contains:

1) The number of the learning unit and duration.

2) Competition, capacidades-destrezas, valores-actitudes e

achievement indicators of the learning unit
corresponding.

3) The activity guides you should follow: before, during and

after each learning session, and the materials that
must be employed.

4) Evaluation: participation, summary, and conclusions.

5) The references of the information sources.

d. At the end of the session, you should:

Make sure you have reached the proposed capabilities in the

achievement indicators.
2) Discuss the conclusions of the learning session.

3) Review what has been learned and complete the tasks left by the
facilitator
3.2. LEARNING ACTIVITY GUIDE
 GUIDE TO LEARNING UNIT ACTIVITIES No. 01

ACTIVITIES AS STRATEGIES OF
LEARNING
EVALUATION
Skill + content + learning method + attitude

Activity No. 0
Analyze the Syllabus and verify its content. I. CRITERIOS DE EVALUACION

Processes Capabilities
Read the syllabus
Check its content Understanding
Pay attention regarding the evaluation Critical and Creative Thinking
• If you have any questions, feel free to ask. Space-time orientation
convenient for the facilitator
2. Values
Activity No. 01
Analyze the information about the Industrial Revolution Commitment to excellence
starting from the video shown and from the reading in the study institutional
supplementary, through a summary, demonstrating Discipline
veracity. Integrity
Processes
Watch the video and read the information from the study. II. PERFORMANCE INDICATORS
Supplementary provided and/or online.
Extract the main ideas based on the analysis of the Skills
reading, underline the most important and rescue what has been seen in
the video. Analyze
Exchange information with your group mates and
Investigate
prepare a summary.
Draw conclusions
Activity No. 02 Describe
Summarize the information about the French Revolution to
based on the video shown and the reading in the study
2. Attitudes
supplementary, demonstrating veracity.

Processes Be a leader
1. Watch the video, read the study information Be punctual
supplementary and broaden your search on the internet. Be responsible
2. Based on the analysis of the reading, and what was shown in Be
theHonest
video, highlight the most important.
3. Identify dates, places, events y
characters from the reading and video, with this formulate in
a timeline the synthesis about this
event.

Activity No. 03
Based on the projected video and the reading of the study
supplementary, draft five (5) conclusions about the
LIBERALISM, demonstrating veracity.
Processes
Read the information of the supplementary study and expand.
the information projected in the video.
Capture the most important.
3. Exchange information with your groupmates
and then formulate five (5) conclusions with your
respective justification.

Activity No. 04

Describe what happened with CAPITALISM and the link

what exists between this current and the formation of the
armies and war, based on the reading in the study
supplementary and the projected video, through a
graphic scheme, demonstrating discipline.

Processes
1. Read the information from the supplementary study and expand.
the information with the projected video.
Capture the most important.
3. Exchange information with your groupmates
and describe what happened with capitalism in a
graphic diagram.

Activity No. 05

Describe the ECONOMIC EVOLUTION AND THE AXES

OF POLITICAL POWER IN THE WORLD, based on the video
projected and the reading in the supplementary study,
through a double entry table, demonstrating
honesty.

Procesos
1. Read the information from the supplementary study and expand.
with information from the projected video.
Highlight the most important.
Exchange information with your classmates.
group and formulate a double-entry table.
 GUÍA DE ACTIVIDADES DE UNIDAD DE APRENDIZAJE Nº 02

ACTIVITIES AS LEARNING STRATEGIES

(Skill + content + learning method + attitude) EVALUATION

Activity No. 01 III. EVALUATION CRITERIA

Analyze everything related to the great transformations 3. Capacities

from the war in the 20th century, based on the reading of the study
supplementary and what is projected in the video, through a Comprehension
summary, demonstrating honesty. Thinking Critical y
Creative
Processes Space-time orientation
1. Read the information described in the supplementary study.
2. Pay close attention to the video projection 4. Values
3. Formulate an individual summary.
Commitment to excellence
Activity No. 02 institutional
Discipline
Analyze the events that occurred in World War I from the Integrity
reading of the supplementary study and the projection of the video,
responding to the following questionnaire, demonstrating
honesty. IV. ACHIEVEMENT INDICATORS
Processes Skills
1. Read the information described in the supplementary study.
2. Look for more information on the internet if available.
Analyze
3. Answer the following questions:
Investigate
Draw conclusions
What powers dominated Europe at that time?
What countries made up the Triple Alliance and the Triple Entente? Describe
Entente?
Which countries participated in World War I?
4. Attitudes
What were the causes and consequences of the 1st
GM?
Why is World War I called the "War of the Be a leader
trench? Be punctual
What does the 'Treaty of Versailles' mean? Be responsible
Be Honest
Activity No. 03

Analyze World War II (background, events y

consequences) a based on the reading of the study
supplementary, video projection and information of
internet if available, responding individually to a
questionnaire, demonstrating veracity.

Processes
1. Read the information described in the study
supplementary
2. Rescue the most important part of the projected video and it
found on the internet if available.
3. Answer the following questions:

Why was World War II called a "Total War"?

What does the Weimar Republic mean?
Who was A. Hitler and what were his thoughts or plans?
What was the function of the "S.S." before World War II?
What were the concentration camps?
What were the causes of World War II?
What were the repercussions of World War II?

Activity No. 04

Based on the reading of the supplementary study, the

projection of a video and what is available on the internet about the
Cold War (background and consequences), elaborate five
(5) conclusions, demonstrating honesty.

Processes
1. Read the information described in the study
supplementary
2. Rescue the most important part of the projected video and it
found on the internet.
3. Exchange opinions with your classmates
4. Elabora cinco (5) conclusiones sobre la Guerra Fría.
 GUIDE TO ACTIVITIES OF LEARNING UNIT No. 03

ACTIVITIES AS STRATEGIES OF EVALUATION

LEARNING
(Skill + content + learning method +
attitude?
2. EVALUATION CRITERIA
Activity No. 01
1. CAPABILITIES
Analyze everything related to the Gulf War
1991 (background, events, and consequences) from Understanding
from the reading of the supplementary study and what is projected in Critical thinking
the video or another virtual source, if available, providing Time-space orientation
response to a questionnaire, demonstrating truthfulness.
2. VALUES
Processes
Read the information described in the study. Commitment to the
supplementary institutional excellence.
2. Rescue the most important points from the projected video and/or Integrity
internet Discipline
3. Exchange opinions with your classmates
4. Respond individually the following 3. ACHIEVEMENT INDICATORS
cuestionario:
1. SKILLS
What were the reasons for Iraq to invade Kuwait? Analyze
Which countries made up the coalition? Draw conclusions
In how many stages did this conflict develop?
What were the consequences of this? 2. ATTITUDES
conflict? Justify Be a leader
What did this war contribute to the world? Be truthful
Be honest
Activity No. 02 Be responsible

From the reading of the supplementary study and the

projected in the video, about the Gulf War
2003 (background, events and consequences), develop
cinco (5) conclusiones, demostrando veracidad.

Processes
Read the information described in the study
supplementary
2. Rescue the most important points from what was seen in the video
3. Exchange opinions with your classmates
4. Develop five (5) conclusions about the
background, events, and consequences of the war
of the Gulf (2003).

Activity No. 03
From the reading of the supplementary study and it
projected in the video, about what happened between Russia and
Ukraine (background, events, and consequences)
to elaboratefive (5) conclusions, demonstrating
honesty.

Processes
1. Read the information described in the study
supplementary
2. Rescue the most important aspects of what is projected in the
video.
3. Exchange opinions with your classmates
4. Elaborate five (5) conclusions about the
background, events and consequences of what
it happened between Russia and Ukraine (2013).

Activity No. 04

Analyze the conflict between North Korea and South Korea.

Sure, based on the reading of the supplementary study and the
projected video and/or internet if available, through a
summary, demonstrating truth.

Processes
Read the information described in the study
supplementary
2. Highlight the most important aspects of the projected video and
internet is available
3. Exchange opinions with your classmates
4. Formula un resumen personal sobre el conflicto entre
North Korea and South Korea (background,
events and consequences.

Activity No. 05

Based on the information from the supplementary study, the

projected video and the information available on the internet
about a new war between South Korea and North Korea
North, develop five (5) conclusions, demonstrating
veracity.

Processes
Read the information described in the study.
supplementary
2. Highlight the most important findings in the
supplementary study, what was seen in the projected video
and/or internet if available
3. Exchange opinions with your classmates
4. Formula (5) conclusions on the possibilities of
a new war between North Korea and South Korea
Justifying with arguments.
4. GUIDE FOR THE FACILITATOR OR INSTRUCTOR

4.1 ADMINISTRATIVE NORMS AND DATA

4.2 NOTES FROM THE FACILITATOR

4.3 SUPPLEMENTARY STUDY

4.1 STANDARDS AND ADMINISTRATIVE DATA
 FACILITATOR GUIDE

1. OBJECTIVE
Guide the work of the Facilitator in the preparation, execution and
evaluation of the Learning of the Subject of Military History of Peru II.

2. SCOPE

This guide is aimed at Year Subject Facilitators.

3. CONTENT

It contains the rules that guide the preparation, conduction and

evaluation of the subject, as well as the administrative data, plans of
lesson and profile of the Cadet.

4. CADET PROFILE:

Líder, emprendedor, investigador, asertivo y auto disciplinado.

Critical, creative, problem-solving, and executive thinking.

5. DESCRIPTION OF THE SUBJECT

a. Subject: Military History of Peru II

b. General Competence:

Develop the capacities of comprehension, critical thinking and

creative and spatial-temporal orientation, in learning and updating
permanently in a critical and self-critical manner, expressing the values of
commitment to institutional excellence, integrity, and discipline, so that
Act with efficiency and effectiveness in the social, academic, and professional fields.

c. Unit Competencies:

C.1. Analyze and investigate the Study Method of History

Military, carrying out the learning activities, with
leadership and punctuality.
 C.2. Analyze, synthesize and investigate the facts in the conflicts
with Colombia, carrying out the learning activities, with
leadership, loyalty, and responsibility.

C.3 Organize the information, analyze, synthesize, research, develop

conclusions, sequence and relate, about the events in the
conflicts with Ecuador, carrying out the activities of
learning, with leadership, loyalty, veracity, honesty
responsibility, punctuality and respect

d. RequirementNone.

[Link]: Colonel 'R' DIAZ GUTIERREZ Gonzalo

f. Duration 13 weeks

6. STANDARDS

a. For the development of the Subject:

We read the Facilitator and Student Guides.

We need our teaching work to be framed in the

Educational Model of Constructivism, the Pedagogical Model of
Socio-Cognitive-Humanist Paradigm and the Curriculum Design of
Model T.

3) We review the reports on the conduct and results

of the subjects in previous years.

4) We review the general competition and the competencies of

learning units that we will develop in the subject.
We are aware of the context in which it will take place.
teaching-learning process.

5) We reviewed the skills-abilities and the values-attitudes.

the contents and learning methods considered in the
Subject T model and those of the learning units.

6) We coordinate the necessary adjustments in the curricular design of

syllabus, adjusting the skills-abilities and the values-
attitudes, content, and learning methods depending on
 of the purpose, the competencies, the evaluations, and the time
assigned to the subject; respecting the steps of the
annual programming that establishes the Model T.

7) We developed the T Model of the learning units,

planning activities with varied content for the
learning the skills, respecting the steps of the
unit programming established by the T Model.

8) We prepare the Notes according to the planning,

Professor, who understands the learning units, for the
conducting each of the Learning Sessions of the
Subject.

9) We select the most appropriate educational media and materials.

suitable for the purpose, competencies, skills-abilities and
values-attitudes indicated for the Subject.

We made the necessary arrangements with the colleagues who

they teach the same subject.

b. For the development of each Session

1) For the Preparation

a) Keep in mind:

(1) We review the skills-abilities and values-attitudes

of the Unit and Learning Session.

We ensure that we master the content, the

learning strategies and we understand the
skills-abilities and the values-attitudes to work on
in the learning unit.
(3) We reviewed the learning activities indicated for
each session. We check that they are varied and
significant in its content.

(4) We verified the teaching media and materials.

We coordinate practical work and/or visits abroad.

from the institution.
 We prepare and organize the Teacher's Notes
adhering to the established model.

b) Our notes from the Professor contain:

(1) Competencies, skills (abilities), content,

methods and values (attitudes)

(2) The learning activities to be developed in the

unit, that must be understood the skill, the
content, the techniques or learning procedures
specific, as well as the attitude. Likewise, the criteria
the evaluation indicators, the vocabulary or concepts
fundamentals, the media and informational references.

Facts, testimonies, or anecdotes that motivate the

Cadets.

(4) Organization of the Cadets in the classroom, seeking that

the groups should not exceed four members.

(5) Questions that you will ask the Cadets during the
driving

Summary and conclusion of the Learning Session.

(7) Applied works and/or supplementary studies

requeridas para las próximas sesiones de aprendizaje.

For Driving

a) We acknowledge that driving is the second stage of

teaching-learning process.

b) The guidance is aimed at achieving active and reflective

participation of the Cadet, in such a way that they reach the
achievement indicators of the Session.
c) We make sure that all the Cadets they have a
committed and responsible participation in their learning
individual or cooperative.
Let's not confuse 'Discipline' with 'Passivity' or 'Inertia'

d) Teaching strategies:
We apply the strategies (Learning activities) that
allow the Cadet to learn by doing, with the aim of
achieve the competence (Skills-abilities, content,
learning methods and values-attitudes), of each unit
and the achievement indicators of each Learning Session.
For which, permanently and in accordance with the
skills and attitudes of the Learning Activity:

We make them observe.

(2) Los hacemos describir.
We make them explain
We make them investigate.
We make them experience.
We make them expose.
We make them have a dialogue.
We make them work in teams.
We make them assess what they've learned.
We make them reflect on their achievements.

Educational Media and Materials:

We use visual organizers (diagrams, charts,

concept maps, semantic maps, PowerPoint.

We prefer the active participation of the Cadets, to

our exhibition.
We use the appropriate environment to achieve
realism, motivation and harmony.

(4) We position the Cadets in such a way that they can observe
and interact during the learning process.

We use auxiliary teaching resources, but

without abusing them.
 We promote the use of laptops in the search for
information on the Internet and in the preparation of its
reports, applied work or exhibitions, but with the
respective control.

3) For the Evaluation

a) We propose a coherent and useful evaluation:

We reviewed and ensured that the criteria

(competencies, capabilities, values) and indicators of
learning achievements (skills and attitudes) are the
suitable.

Remember that just as we teach, we must evaluate. If

we teach by skills-abilities and values-
attitudes, we must assess skills-abilities and
values-attitudes. In other words, how we work in
Learning Activities based on our evaluations
they must also have the structure and form of an activity
of learning.

I spend enough time preparing the tests of

evaluation, including the rubrics or matrices of
evaluation.

I focus the evaluations on aspects that have been

developed in class.

(5) Try to make an evaluation that is valid and reliable

balanced - that is, evaluate different skills, not just one
alone, in the exit or final evaluations. In those of
the process specifically evaluates the skills
worked, one by one.

Use a variety of techniques and instruments. Do not evaluate only

through written tests.

Each skill must be evaluated at least three times.

opportunities.

Use questions that assess different skills or

skills, using different methods for the purpose:
 (a) Define: concepts, facts, principles, etc.

(b) Interpret: understand facts, principles, situations,

etc.

(c) Apply: laws, principles, transpose principles to new

situations, etc.

(d) Analyze: information in general, situations

problems, etc.

(e) Synthesize: general information in organizers

graphics.

(f) Evaluate, judge, argue, etc., about facts o

real situations or problems.

Solve the test before applying it and calculate the double

of time for the students.

(10) Insists on the following:

(a) Apply a diagnostic test to find out what they know and
What level of basic skills do they have?

Take into account that we evaluate capabilities-

skills and values-attitudes, through the
contents and learning methods.

(c) Evaluate continuously and use among others: the

systematic observation, exhibitions, dialogues,
individual participations, the reports of
research, essays, graphic organizers,
oral participations. Do not abuse the tests
written nor exaggerate in the number of questions.

b) For our evaluation to be reliable and objective

we must
Having a diligent and objective record of the participations
of the students (Academic Record)

We encourage students to engage in both self

evaluation as systematic co-evaluation and
permanent.

We keep students informed of their achievement level

of the skills and attitudes worked on in the classroom.
4.3 NOTES FROM THE FACILITATOR
 FACILITATOR NOTES Nº 01

1. ADMINISTRATIVE DATA
[Link] UNIVERSAL MILITARY HISTORY II
[Link] : ………….
[Link]/SECTION CANDIDATES
[Link] OF THE UNIT: HISTORY MILITARY UNIVERSAL
CONTEMPORARY
DURATION 3 WEEKS

2. MANAGEMENT OF THE UNIT

a. General Competence:
Develop the skills of comprehension, critical-creative thinking
and spatial-temporal orientation in order to learn and stay updated
permanently on the historical process in the military field and its
implications in our history and the values of commitment to the
institutional excellence, integrity, and discipline, so that it acts with
efficiency and effectiveness in the social, academic, and professional fields.

b. Unit Competence:
Analyze, synthesize, draw conclusions, and describe what happened in
the contemporary universal military history, proving to be a leader, truthful,
honest and responsible.

c. Motivation:
Bidders as future professionals of arms must be knowledgeable
the history in the military field in contemporary times and what were
the consequences and repercussions in Peruvian society and what
lagging behind remains in the present.
 3. ACTIVITIES OF LEARNING UNIT No 01:

ACTIVITIES AS STRATEGIES OF
LEARNING EVALUATION
(Skill + content + learning method +
attitude?
Activity No. 0 EVALUATION CRITERIA

- Analyze the Syllabus and verify its content. CAPABILITIES

Processes Understanding
1. Read the syllabus Critical thinking
2. Check its content Space-time orientation
3. Pay attention to what is related to the evaluation
4. If you have any doubts, ask any questions you think are necessary. VALUES
convenient for the facilitator.
Commitment to the
Activity No. 01 institutional excellence.
Integrity
Analyze the information about the Industrial Revolution Discipline
based on the video shown and the reading in the study
supplementary, through a summary, demonstrating
veracity. ACHIEVEMENT INDICATORS

Processes SKILLS
Analyze
1. Watch the video, read the study information. Draw conclusions
supplementary, look for more information on the internet and Describe
rescue the most important thing of everything related to Synthesize
this event.
2. From the analysis of the reading, underline the ATTITUDES
most
important and rescue what was seen in the video. Be a leader
3. Share information with your peers To be truthful
group and prepare a summary. Be honest
Be responsible
Activity No. 02

Summarize the information about the French Revolution.

based on the video shown and the reading in the study
supplementary, demonstrating truthfulness.

Processes
1. Watch the video, read the study information
supplementary and broaden your search on the internet.
2. Based on the analysis of the reading, and what is shown in the
video, highlights the most important.
3. Identify dates, places, events and
characters from the reading and video, with that formulate in
a timeline the synthesis about this
event.

Activity No. 03
From the projected video and the reading of the study
supplementary, prepare five (5) conclusions about the
LIBERALISM, demonstrating truthfulness.

Processes
1. Read the information from the supplementary study and
expand the information with what is projected in the video.
Capture the most important things.
3. Exchange information with your peers from
group and then formulate five (5) conclusions with your
respective justification.

Activity No. 04

Describe what happened with CAPITALISM and the connection

what exists between this current and the formation of the
armies and war, based on the reading in the study
supplementary and the projected video, demonstrating
discipline.

Processes
1. Read the information from the supplementary study and
expand the information with the projected video.
2. Capture the most important.
3. Exchange information with your classmates.
group and describe what has happened with capitalism,
including a graphic scheme.

Activity No. 05

Describe THE ECONOMIC EVOLUTION AND THE AXES

OF POLITICAL POWER IN THE WORLD, starting from
projected video and the reading in the supplementary study
by means of a double entry table, demonstrating
honesty.

Processes

1. Read the information from the supplemental study and

expand with information from the projected video.
Highlight the most important.
3. Exchange information with your peers
group and create a double-entry table.
4. SUMMARY, CONCLUSIONS AND EVALUATION:

[Link]
The class will be recapitulated based on questions about the aspects.
fundamentals of content developed with active participation
of the cadets.

b. Conclusions

The cadet will be induced, through situations or cases, to link the

content of the session with the profile of your training.

c. Evaluation

The evaluation will take place throughout the entire learning session.
diagnostic, motivational, feedback function, etc.

Chorrillos, April 2017

____________________________
Crl 'R' Gonzalo Diaz Gutierrez
Facilitator
 FACILITATOR NOTES No. 02

1. ADMINISTRATIVE DATA
[Link] UNIVERSAL MILITARY HISTORY II
[Link] : ………….
[Link]/SECTION APPLICANTS/
d. UNIT TITLE THE WARS OF THE 20TH –21ST CENTURY
[Link] 06 WEEKS

2. UNIT MANAGEMENT
a. General Competence:
Develop comprehension, critical-creative thinking skills
and spatial-temporal orientation in order to learn and stay updated
permanently on the historical process in the military field and its
implications in our history and the values of commitment to the
institutional excellence, integrity, and discipline, so that it acts with
efficiency and effectiveness in the social, academic, and professional fields.

b. Unit Competence:
Analyze, synthesize, and draw conclusions about the wars of the 20th century.
XXI, demonstrating to be a leader, truthful, honest, and responsible.

c. Motivation:
Aspirants as future professionals of arms must know
the history in the military field of the wars that shook the world
during the last century and the present, the consequences in society
worldwide and what were the consequences and repercussions in the
Peruvian society.
3. ACTIVITIES OF LEARNING UNIT No 02:
ACTIVITIES AS STRATEGIES OF EVALUATION
LEARNING
(Skill + content + learning method +
attitude?
Activity No. 01 EVALUATION CRITERIA
Analyze everything related to the big ones
transformations of war in the 20th century, starting from CAPABILITIES
the reading of the supplementary study and what is projected in the
video, through a summary, demonstrating honesty. Understanding
Critical thinking
Processes Space-time orientation
1. Read the information described in the study
supplementary VALUES
2. Pay close attention to the video projection
3. Formulate a summary individually. Commitment to the
institutional excellence.
Activity No. 02 - Integridad
Analyze the events that occurred in World War I from the Discipline
reading of the supplementary study and the projection of
video, answering the following questionnaire, ACHIEVEMENT INDICATORS
demonstrating honesty.
SKILLS
Processes
Read the information described in the study Synthesize
supplementary Analyze
2. Search for more information on the internet if available. Issue conclusions
3. Answer the following questions:
ATTITUDES
What powers dominated Europe at that time? Be a leader
What countries made up the Triple Alliance and the Triple Entente? Be truthful
Entente? Be honest
Which countries participated in World War I? Be responsible
What were the causes and consequences of
World War I?
Why is World War I called the "War of the ...
trench?
What does the 'Treaty of Versailles' mean?

Activity No. 03
Analyze World War II (background, events y
consequences) based on the reading of the study
supplementary, video projection and information of
internet if available, responding individually to
a questionnaire, demonstrating truthfulness.

Processes
Read the information described in the study
supplementary
2. Rescue the most important aspect of the projected video and the
found on the internet if available.
3. Answer the following questions:
 Why was World War II called the 'Total War'?
What does the Weimar Republic mean?
Who was A. Hitler and what was his thought or
plan?
What role did the 'S.S.' have before World War II?
What were the concentration camps?
What were the causes of World War II?
What were the repercussions of World War II?

Activity No. 04
Based on the reading of the supplemental study, the
projection of a video and what is available on the internet about
the Cold War (background and consequences), elaborate
cinco (5) conclusiones, demostrando honestidad.

Processes
1. Read the information described in the study
supplementary
2. Rescue the most important part of the projected video and it
found on the internet.
3. Exchange opinions with your classmates
4. Elabora cinco (5) conclusiones sobre la Guerra Fría.

4. SUMMARY, CONCLUSIONS AND EVALUATION:

a. Summary
The class will be summarized based on questions about the aspects.
fundamentals of the content developed with active participation
of the cadets.

b. Conclusions
It will be induced, through situations or cases, for the cadet to link the
content of the session with the profile of your training.

c. Evaluation
The evaluation will be carried out throughout the entire learning session in its
diagnostic function, motivation, feedback, etc.

Chorrillos, April 2017

____________________________
Crl 'R' Gonzalo DIAZ GUTIERREZ
Facilitator
 FACILITATOR NOTES No. 03

1. ADMINISTRATIVE DATA
[Link] UNIVERSAL MILITARY HISTORY II
[Link] : ………….
[Link]/SECTION APPLICANTS/
d. UNIT TITLE: THE GULF WAR AND
CONFLICTS INTERNATIONAL
CURRENT.
[Link] 07 WEEKS

2. MANAGEMENT OF THE UNIT

a. General Competence:
Desarrollar las capacidades de comprensión, pensamiento crítico-
creative and of spatial-temporal orientation in order to learn and
to keep permanently updated about the historical process in the field
military and its implications in our history and the values of commitment
with institutional excellence, integrity, and discipline, so that it acts with
efficiency and effectiveness in social, academic, and professional spheres.

b. Unit Competence:
Analyze and draw conclusions about the Persian Gulf Wars and the
current international conflicts, proving to be a leader, truthful, honest
and responsible.

c. Motivación:
Candidates, as future professionals of weapons, must know
the history in the military field of the wars that shook the world
during the past century and the present, the consequences in society
worldwide and what were the consequences and repercussions in the
Peruvian society.
3. ACTIVITIES OF LEARNING UNIT No 03:
ACTIVITIES AS STRATEGIES OF
LEARNING EVALUATION
(Skill + content + learning method + )
(attitude?)

Activity No. 01 EVALUATION CRITERIA

Analyze everything related to the Persian Gulf War CAPABILITIES

1991 (background, events, and consequences) from
from the reading of the supplementary study and what is projected in Understanding
the video or another virtual source, if available, providing Critical thinking
response to a questionnaire, demonstrating truthfulness. Spatial-temporal orientation

Processes VALUES
1. Read the information described in the study
supplementary Commitment to the
2. Rescue the most important aspects of the projected video and/or institutional excellence.
internet Integrity
3. Exchange opinions with your classmates. Discipline
4. Respond individually to the following
questionnaire: Achievement Indicators

What causes Iraq to invade Kuwait? SKILLS

Which countries made up the coalition? Analyze
How many stages did this conflict develop in? Draw conclusions
What were the consequences of this?
conflict? Justify ATTITUDES
What did this war bring to the world? Be a leader
Be truthful
Activity No. 02 Be honest
Be responsible
From the reading of the supplementary study and the
projected in the video, about the Gulf War
2003 (background, events and consequences), develop
cinco (5) conclusiones, demostrando veracidad.
Processes
1. Read the information described in the study
supplementary
2. Rescue the most important aspects from what was seen in the video.
3. Exchange opinions with your peers
4. Elaborar cinco (5) conclusiones sobre los
background, events and consequences of the
Gulf War (2003).

Activity No. 03
From the reading of the supplementary study and the
projected in the video, about what happened between Russia and
Ukraine (background, events, and consequences)
elaborar cinco (5) conclusiones, demostrando honestidad.

Processes
1. Lee la información descrita en el estudio
supplementary
2. Rescue the most important aspects of what was projected in the
video.
3. Exchange opinions with your classmates
4. Elabora cinco (5) conclusiones sobre los
background, events and consequences of what
it happened between Russia and Ukraine (2013).

Activity No. 04

Analyze the conflict between North Korea and South Korea

Sure, based on the reading of the supplemental study and the
projected video and/or internet if available, through a
summary, demonstrating truthfulness.

Processes
1. Read the information described in the study
supplementary
2. Highlight the most important aspects of the projected video.
internet is available
3. Exchange opinions with your classmates
4. Formulate a personal summary about the conflict
between North Korea y South Korea
(background, events, and consequences).

Activity No. 05

Based on the information from the supplementary study, the

projected video and the information available on the internet
about a new war between South Korea and North Korea
Norte, elaborar cinco (5) conclusiones, demostrando
veracity.

Processes
1. Read the information described in the study
supplementary
2. Highlight the most important findings in the
supplementary study, what was seen in the video
projected and/or internet if available
3. Exchange opinions with your peers.
4. Formula (5) conclusions on the possibilities of
a new war between North Korea and Korea
from the South justifying with arguments.
4. SUMMARY, CONCLUSIONS AND EVALUATION:

a. Summary
The class will be recapitulated based on questions about the aspects.
fundamentals of content developed with active participation
of the cadets.

b. Conclusions

Through situations or cases, the cadet will be induced to link the

content of the session with the profile of your training.

c. Evaluation

The evaluation will take place throughout the entire learning session.
diagnostic function, motivational function, feedback function, etc.

Chorrillos, April 2017

____________________________
Crl ―R‖ Gonzalo DIAZ GUTIERREZ
Facilitator
 4.4 SUPPLEMENTARY STUDY

HERE TO PLACE THE SEPARATOR, THAT YOU

DEVELOP, WITH THE CONTENTS THAT YOU ARE GOING TO
WORK IN THE LEARNING UNIT.
They constitute the theoretical texts and/or the exercises
that will work either in the acquisition phase of
learning or in application
5. SYLLABUS OF THE SUBJECT
 MILITARY SCHOOL OF CHORRILLOS - CRL FRANCISCO BOLOGNESI
Alma Mater of the Peruvian Army

Syllabus :
PROMOTION ;
SUBJECT: UNIVERSAL MILITARY HISTORY - II CODE: FGM 251

1 GENERAL DATA
1.1 Faculty Military Sciences
1.2 School Military Sciences
Professional
1.3 Department Military Training Department
Academic
1.4 Semester 2017 - I
Academic
1.5 Cycle of Second
Studies
1.6 Year of Study Aspirants
1.7 Credits 02
1.8 Basic Training Study Area
1.9 Type Mandatory
1.10 Prerequisite None
1.11 Hours Theory 01 Practice 02 Week 03 Cycle 48
1.12 Teachers 1. Tte Crl 'R' ARMIN ZAMALLOA TORRES (Coordinator)
2. Crl 'R' GONZALO DIAZ GUTIERREZ (Teacher-Facilitator)
2 SUMMARY:
The subject of Universal Military History–II belongs to the Basic Area in Military Science of
Military Science Curriculum. It is of a theoretical-practical nature. Its purpose is to develop
skills of abstraction, analysis, and research of the historical process in the military field and its
implications in our history for the comprehensive training of the future Army officer in the
performance of its tactical role, of Military Instructor and of social outreach. The development of the
The subject includes the following learning units: 1) Universal Military History
["contemporary;","2) The Wars of the 20th–21st Century","3) The Persian Gulf Wars and conflicts"]
current international
3 COMPETENCIES
3.1 General Competence
3.1.1 Develop the capacities for critical thinking comprehension,
creativo y orientación espacio temporal, en aprender y actualizarse
permanently in a critical and self-critical manner, expressing values
of commitment to institutional excellence, integrity, and discipline,
to act with efficiency and effectiveness in the social and academic fields
and professional.
3.2 Specific Competencies
3.2.1 Analyze, synthesize, draw conclusions, and describe what happened in
the contemporary universal military history, proving to be a leader, truthful,
honest and responsible.
3.2.2 Analyze, synthesize, and draw conclusions about the wars of the 20th century.
XXI, proving to be a leader, truthful, honest, and responsible.
3.2.3 Analyze and draw conclusions about the Persian Gulf Wars and the
current international conflicts, demonstrating to be a leader, truthful, honest
and responsible.
4 DIDACTIC ORGANIZATION
Unit Unit Title of Week Number Hours Observations
Learning
I MILITARY HISTORY
UNIVERSAL 03 09
CONTEMPORARY
II Finishing the
THE WARS OF
20th–21st Century.
06 18 One will take
Partial exam
III THE WARS OF
PERSIAN GULF AND Finalizing the
CONFLICTS 07 21 A unit will be taken.
INTERNATIONAL Final exam
CURRENT.
Total de Horas: 48
5 DIDACTIC PROGRAMMING
MODEL T
CONTENTS MEDIA LEARNING METHOD
I. HISTORIA MILITAR UNIVERSAL
CONTEMPORARY – Analysis of oral, visual, and information
1. The Industrial Revolution, the Revolution writing identifying the main ideas and
French, Liberalism and Capitalism and secondary, through a summary and
its connection with wars and the origin questionnaire of questions.
of the armies. Evolution.
2. The economic evolution and the axes of – Synthesis of information, oral, visual and
political power in the world. written through the elaboration of
3. The currents of thought and their role esquemas, redes conceptuales, gráficos,
ideological in the configuration of the axes timelines, summaries, pictures
of world power. synoptic etc.

II. THE WARS OF THE 20TH - 21ST CENTURY – Preparation of conclusions of

4. The great transformations of war historical events through the
in the twentieth century. interpretation of data, facts, phenomena,
5. The 1st World War. experiences.
The Second World War.
7. Consequences of the Cold War (Korea- – Description of zones, geographic areas,
Indochina-Vietnam events, characters, etc., through brief
writings, timelines, etc.
III. THE GULF WAR AND
CONFLICTS INTERNATIONAL
CURRENT
8. The Persian Gulf War (1991-2003)
Background, development, and consequences.
9. Current conflicts: Russia–Ukraine, Korea
North Korea–South Korea.

CAPACIDADES - DESTREZAS FINES VALUES–ATTITUDES

1. CAPACIDAD: COMPRENSION 1. VALUE: COMMITMENT TO EXCELLENCE
Skill INSTITUTIONAL
Analyze Attitude
Synthesize Be a leader

2. CAPACITY: CRITICAL THINKING 2. VALUE: INTEGRITY

Skill Attitude
Draw conclusions Be truthful
Be honest
3. CAPACITY: SPATIAL ORIENTATION -
TEMPORAL 3. VALUE: DISCIPLINE
Skill Attitude
Describe Be responsible
6 METHODOLOGICAL STRATEGIES
6.1 Methods
They must promote the active participation of the Cadets in the construction of their
learning, prioritizing active, cooperative, and research methods: Method of
cases, Problem-based learning, seminars, problem situations,
research, workshops, etc.

6.2 Learning techniques

Analysis, synthesis, comparison, analytical reading, research, presentations
individuals and groups, group dynamics, dialogue, brainstorming, organizers
graphics, strategies, metacognitive monographs, etc.
6.4 Educational materials and resources
Visual media (whiteboard, projection equipment, objects, printed materials); media
sound recordings (recordings, CD); audiovisual media (video, film, etc.); media
technological (multimedia, e-mail, etc.)
7 EVALUATION
7.1
The evaluation is integral, formative, permanent, gradual, contextualized, and flexible.

7.2 Learning is assessed according to the skills and values.

attitudes planned in the programming
7.3 It includes the initial, progress, and exit evaluations (partial and final).
7.4 Evaluation Criteria
Capabilities Values
. Understanding . Commitment to excellence
. Critical thinking institutional
. Spatial-temporal orientation . Integrity
. Discipline
7.5 Achievement Indicators
Skills Attitudes
. Analyze
. Be a leader
. Synthesize
. Be Truthful
. Draw conclusions
. Be Honest
. Describe
. Be Responsible

7.6 Evaluation Techniques

 Observation
 Self-assessment
 Co-evaluation
 Hetero assessment
Verbal and written procedures
 FACILITATOR NOTES No. 03

1. ADMINISTRATIVE DATA
[Link] UNIVERSAL MILITARY HISTORY II
[Link] : ………….
[Link]/SECTION APPLICANTS/
d. UNIT TITLE: THE GULF WAR AND
CONFLICTS INTERNATIONAL
CURRENT.
[Link] 07 WEEKS

2. MANAGEMENT OF THE UNIT

a. General Competence:
Desarrollar las capacidades de comprensión, pensamiento crítico-
creative and of spatial-temporal orientation in order to learn and
to keep permanently updated about the historical process in the field
military and its implications in our history and the values of commitment
with institutional excellence, integrity, and discipline, so that it acts with
efficiency and effectiveness in social, academic, and professional spheres.

b. Unit Competence:
Analyze and draw conclusions about the Persian Gulf Wars and the
current international conflicts, proving to be a leader, truthful, honest
and responsible.

c. Motivación:
Candidates, as future professionals of weapons, must know
the history in the military field of the wars that shook the world
during the past century and the present, the consequences in society
worldwide and what were the consequences and repercussions in the
Peruvian society.
 Teacher / Instructor
EMCH
Email Address Teacher / Instructor Signature
EMCH
Teacher / Instructor
EMCH

Email Address Teacher / Instructor Signature

EMCH
Teacher / Instructor
EMCH

Email Address
9.2 Date Chorrillos, from 2017

--------------------------------------------
O–110494074–O (+)
Alfredo LAGUNA RUBATTO
My EP
Head of DFM–EMCH
Crl Francisco Bolognesi
7. CURRICULAR DESIGN

7.1 GENERAL SCHEDULING OF THE SUBJECT

7.2 SPECIFIC PROGRAMMING (UUAA)

7.1 GENERAL PROGRAMMING OF THE
SUBJECT
I. GENERAL PROGRAMMING OF THE SUBJECT

1.1. Framework of Skills and Abilities in the Area

1.2. Understanding the capabilities and skills of the area

1.3. Mental processes of skills

1.4. Learning methods for the selected skills (3

or 4 methods)

1.5. Values and attitudes framework of the EMCH

1.6. Definition of the Values and Attitudes of EMCH

1.7. Initial Assessment:

1.7.1 Visual image
1.7.2 Approaching the previous concepts
1.7.3 Diagnostic Evaluation

1.8. Subject T Model (Annual or Cycle Programming)

1.9. Architecture of knowledge

1.9.1 Conceptual framework of the Area in the respective degree

1.10. Grids for qualitative evaluation:

Self-assessment grid of a value, by micro
attitudes
 1.1. FRAME OF ABILITIES AND SKILLS

CAPABILITIES AND SKILLS

CAPABILITIES COMPREHENSION THOUGHT ORIENTATION
(Reasoning CRITICAL AND SPACE
Logical) CREATIVE TEMPORAL
SKILLS Analyze Elaborate Describe
Synthesize conclusions.

1.2. DEFINITIONS OF ABILITIES - SKILLS

CAPABILITIES SKILLS

I. COMPREHENSION ANALYZE
- The action of understanding (= to comprehend, to reach, Synonyms)
penetrate). (Decompose, distinguish
- Faculty, capacity or general ability (= examine, disaggregate)
insight) to understand and penetrate the * Study that is done of the
things. elements of a work, writing,
- It is a general skill to understand text, etc., and its properties and
information in different situations functions.
communicative. It is a way of perceiving the
- It is a basic general skill. It is a nuclear reality through which one
in the knowledge society. break down a whole into its parts
- Reasoning is understood as the way of constitutive elements and
discursive thinking of the mind that allows linking for inferences.
extract specific conclusions from
of the knowledge available SYNTHESIZE
- Reasoning as understanding is more
broader than mere inductive reasoning or summarize, to condense
deductive. to scheme, to summarize.
It's about presenting in a
number essential of
words the juice of the
information that includes the
subtopics or main ideas.
II. CRITICAL AND CREATIVE THINKING

Critical Thinking ELABORATE CONCLUSIONS

It is a general skill through which, Synonyms
once a situation or information is defined, the (Prepare, prepare, carry out,
a person is capable of reflecting, weighing, producing
to eliminate, appreciate, to opine, to analyze, to value Specific ability to
argue logically, based on the formulate conclusions following
principles of science, about that situation or the established steps
information. * Establish u obtain
2. Creative Thinking conclusions following the steps
It is a general skill that allows the established.
individual generate proposals or solutions
original in front of a situation or problem
determined.
Express a divergent thought to the
usual responses or solutions.
General ability to generate multiple
answers or solutions to a problem;
willingness to see the reality or situation
from different points of view; to elaborate
a novel, uncommon product.

III. SPATIO-TEMPORAL ORIENTATION DESCRIBE

It is to locate the representative space in the Synonyms
time as well as the planning of actions (Explain, review, detail)
*
for the solution of the problems To explain is to define or represent
with detail the qualities,
characteristics or circumstances of
something or someone.
 1.3. MENTAL PROCESSES OF SKILLS IN THE AREA

CAPABILITIES SKILLS PROCESSES

COMPREHENSION 1. Analyze 1) Delimit the object or element by
analyze.
2) Determine analysis criteria.
3) Delimit the parts of the object that
to analyze.
4) Decompose the whole into its
parts.
5) Identify each part of the whole.
6) Relate the parts, elements
and properties of the text
analyzed.
2. Synthesize 1) Read, listen and observe with
attention.
2) To understand or comprehend with
clarity and precision what is
wants to transmit.
3) Extract the ideas from the text.
4) Select the most relevant.
5) Organize the main ideas
6) Organize a scheme.

THOUGHT 3. Develop Read the information.

CRITICAL AND conclusions 2) Interpret the information
CREATIVE obtained.
3) Relate the information with
statements
4) Verify the results
5) Issue the conclusion
ORIENTATION 4. Describe Observe
SPACE 2) Note or record what was observed
TEMPORAL 3) Sort the observed elements
4) Select the instrument to
describe
5) Describe the events - facts
 1.4. LEARNING METHODS OF THE SPECIALTY AREA

CAPABILITIES SKILLS LEARNING METHOD

COMPREHENSION Analyze Analysis of oral information and
writing identifying the ideas
main and secondary
through a questionnaire of
questions.
-Analysis of oral texts and
written, documentary through
the directed dialogue, questions, etc.
Synthesize Summary of the information, oral and
written through the elaboration
of schemes, conceptual networks,
graphics, lines of time
summaries synoptic charts
etc.
Synthesis of the information
recogida en diferentes fuentes
medium techniques diverse.
THOUGHT Elaborate Preparation of conclusions
CRITICAL conclusions. about the main ideas of
a text through its reading
attentive.
Drafting of conclusions
events historical a
through the interpretation of
data, facts, phenomena,
experiences

ORIENTATION Describe - Description of situations in

SPACE individual or group form,
TEMPORAL using graphic material through
techniques and instruments
Description of places
characters, events, etc.
making use of computers
graphics, timelines, etc.
1.5. TABLE OF VALUES AND ATTITUDES

COMMITMENT TO THE
VALUES EXCELLENCE INTEGRITY DISCIPLINE
INSTITUTIONAL
ATTITUDES Be a leader Be truthful To be
Be honest responsible

1.6. DEFINITIONS OF VALUES AND ATTITUDES

UNDERSTANDING THE UNDERSTANDING THE

VALUES ATTITUDES
[Link] TO THE
INSTITUTIONAL EXCELLENCE LEADERSHIP
a COMMITMENT: obligation
contracted, given word, faithSYNONYM
pledged, in a way that deserves to lead, to head, to command.
the consideration and respect of directing, leading, carrying, teaching,
people. Pact, duty, to instruct.
responsibility promise
agreement, effort. DICTIONARY CONCEPT
b EXCELLENCE: Goodness o (LEADER) Driver or initiator of a
superior quality. Social behavior treatment. Leader or chief
of respect given to certain with the voluntary acceptance of their
people. Merit. Superiority, followers.
eminence, dignity, quality
perfection excellency, CONCEPT: ME 31 - 11
magnificence elevación,LIDERAZGO
greatness. It is the process of exercising influence
The sum of skills, about the subordinates in such a way
competencies and determination to fulfill the mission. Degree that
our soldiers, with the chief tends to be in relation to their
training and subordinates. The leader can be
feedback directive or non-directive constant.
they will be
the base of It is the art of influencing the
Commitment to Excellence behavior of men in
 Institutional that will be reflected in such a way that it earns its
all our actions. obedience, respect loyal y
We must instill cooperation in everyone to achieve a
members of our common goal.
organization, which every day is
an opportunity to be better
in our work, individual and
collectively, we know that
being better with others is
to be better with us
same.
It is the professional capacity of the
military; that is to say, their aptitude,
sufficiency y preparation
technical doctrine; based on
the enormous and rapid advances
scientific and technological that
they demand ever more from her
assimilation of knowledge.
f It is expected of the military to be
expert in everything it implies
the knowledge of strategies and
tactics, knowledge and management
of weapons, of the regulations and
manuals, of the techniques of
combat, in the innovations and
progress technological in
war material; in short, of everything
necessary to be able to defend
effectively to this society to
the one that belongs.
We need a military
specialized no
encyclopedic. One official
committed with yes
Institution.

II. INTEGRITY VERACITY

the inherent valor of the military.
Fortress constituted by SYNONYM
 principles, values, and virtues, to Authenticity, frankness, loyalty,
through which a sincerity.
the person expresses their morality. MANUAL - FORCES
It refers to the quality of the MILITARY MORALES
character of a person, HERNAN MONSANTE RUBIO
determined by the factor Colonel of the Corps
genetic, learning, and the MILITARY JURISDICTION–1969
maturation. One of the qualities that
Integrity is the seed of the distinguished man is the
achievement that brings honesty and truthfulness, which consists of
truth. Us allows always tell the truth, in
examine us a we introducing oneself to others without
the same and make an evaluation no lies or hypocrisies, with the
true knowing what they are frankness of what it is in
our talents and skills. reality, without pretending to be what we
I would like or should be.
Thus, the search for truth
The veracity is the
our integrity. complement of the
This value involves honesty, personality; it is your expression
responsibility justice more eloquent and trustworthy. Not
veracity, loyalty, strength, we can conceive of a man
respect, perseverance, honor noble brave y worthy
dignity, solidarity. using lies to
Integrity is the pursuit of to save a situation or to get out
better way to do the out of a bind, for the lie
things, of hearing from those who us
it has a lot of cowardice and
surround us, and judge us filth
the same, aware that all
labor always himself
can DICTIONARY CONCEPT
mejorar. Esta búsqueda es lo Action of telling the truth.
what the harvest will give us
abundant every day of DICTIONARY CONCEPT
our life. The greatest joy NAVAL AND LAND
it is the one that comes to us like
It is the usual arrangement of
result of our achievements. a person to tell the truth,
f An upright soldier is honorable, the character of the subject that is
do the right thing even if no one truthful. Truthfulness applies to
I observed it, it meets its people and not objects.
word assume the On the other hand, it is a relationship
responsibility for their own subjective, that is, a relationship
 acts, he is sincere, admits his between two states of the
errors or mistakes, we people, one merely
adhere to its principles although interior, the thought and another
resulting unpopular, himself exterior, the expression and for what
characterizes for yes same, different from the truth,
professionalism es well, the truthfulness often in
incorruptible. nothing affects real connection
g The military will always have of the stated thing.
I present myself to be a member of the
The army is a privilege, to which
2. HONESTY
one becomes worthy by living with
INTEGRITY. This is the foundation. SYNONYM
for critical self-confidence Decency, decorum modesty
same y for to feel reserve, composure, modesty
accepted by the Institution. honor, chastity.

CONCEPT OF
DICTIONARY
Composure, decency y
moderation in the person,
actions and words, modesty and
shame
III. DISCIPLINE
1. RESPONSIBILITY
a Latin word that means
SYNONYM
doctrine
Guilt, culpability, obligation,
b It is the everyday exercise of the duty, task.
the science and art of respecting,
to receivey to fulfill standards DICTIONARY CONCEPT
Ability or obligation to
morales scientific
to respond to one's own actions and
constitutional, legal y in some cases of others.
regulatory.
c Discipline constitutes the GUIDE CONCEPT
strength and the fundamental basis DEONTOLOGICAL OF 1998
of the armies and it is the factor It is a moral category that
give in the action to respond
more powerful than success. No
of their own actions and of their
 a force can be conceived consequences; implies the
organized without discipline. moral obligation that entails
I achieve the performance of a
d A disciplined army is
cargo or of a mission,
characterizes why the assuming the consequences
superiors command well and the that derives from it. The
subordinates obey well; responsibility is a
there is a harmonious relationship, necessary consequence of the
fosters cohesion or unity freedom, of the will; in
by virtue of this, the moral person
joint efforts,
as a decisive cause of a
promotes the pride of to act good or bad, must
belong to that force; in to respond to their actions. For the
these conditions an order, both the responsibility is,
well thought out and well given to well. Commitment guarantee,
obligation, charge and commitment.
this force has a very high
level of probability of success
in the result. 2. PUNCTUALITY
e Disciplined soldiers do
SYNONYM
a disciplined force. A
Care, diligence, accuracy,
disciplined strength guarantees the pressure, regularity.
fulfillment of the mission
commissioned. DICTIONARY CONCEPT
f This value involves: Action of doing things to your own
Obedience (component time. Accuracy and diligence in
fulfill or enforce in
fundamental), respect for the
opportune or due moment.
superiors, the spirit of Certainty, adequacy o
body, observance of the convenience between means and
laws, strict adherence to the fines.
regulations. Uniformity in the
DICTIONARY CONCEPT
vestir, orden, compañerismo,
MILITARY
punctuality punch It is the accuracy and diligence in
self-denial will to comply or do at the moment
punctuality, military character, opportune the due, appropriate
veracity, loyalty, honor conveniently the purposes and
trust, responsibility. available means; for the
the very acts and of their
g Discipline helps to eliminate consequences; implies the
all individual ambition moral obligation that leads to
I achieve the performance of a
impertinent to stand out in
cargo or of a mission,
the peace, and of all exaltation of
assuming the consequences
arbitrarily achieve glory that derives from her. The
personal in the war. Thus - nothing responsibility it a
it should interest the bee that necessary consequence of the
it does not benefit the hive. freedom, of the will; in
by virtue of this, the moral person
h Military discipline is the
as a decisive cause of a
obligation that man has to act good or bad, must
before his own consciousness of Respond to your actions. For that
always act in a straight manner and both the responsibility is,
impeccable. Assume with well. Commitment guarantee,
obligation, position, and pledge.
pride and respect for the position
military.
 1.7 UNIVERSAL MILITARY HISTORY–II

1.7.1 INITIAL EVALUATION OR

DIAGNOSTICS

I. MILITARY HISTORY II. THE WARS OF

UNIVERSAL 20th - 21st Century
CONTEMPORARY The changes in the
The wars in the world after
world and its influence the 1st and 2nd War
World Cup.
in our homeland. 2. The Cold War and its
The economy and power consequences
politician in the world.

VALUES
III. THE GULF WARS Commitment
PERSIAN Y CONFLICTS with the
CURRENT INTERNATIONAL excellence
Oil and Wars institutional
Integridad
in the Persian Gulf.
2. Current events: Russia-
Ukraine, North Korea
Corea del Sur. ATTITUDES

Be a leader
Be truthful
Be honest
CAPACITIES AND SKILLS Be responsible

COMPREHENSION: Analyze, synthesize.

CRITICAL THINKING: Draw conclusions.

SPATIAL TEMPORAL ORIENTATION: Describe

 1.7.2 APPROACHING THE PREVIOUS CONCEPTS

No CONCEPTS MEANINGS
01 Civilization Set of customs, ideas, sciences, arts, etc., that constitute and
they characterize the social status of a people or race.

02 Process Set of the successive phases of a phenomenon.

03 Contemporary That exists at the same time as another person or thing

04 Revolution Action and effect of stirring. Violent change in political institutions of

a state.

05 Liberalism Doctrine of the supporters of the liberal system.

06 Liberal That work with generosity. That is supportive of political freedom.

07 Capitalism Economic regime based on the predominance of capital as a factor of

production and wealth.

08 Marxist Supporter of Carlos Marx or one who professes his doctrine.

09 Materialism Philosophical doctrine that admits matter as the only substance.

10 Dialectic Philosophical science that studies reasoning and its laws. Ordered series of
theorems or truths.

11 Italian trace Military fortification that is difficult to capture, which was a technological element in the
early European modernity, key in the Military Revolution. This type of
fortifications motivated a profound change in military strategy.

12 The Republic Didactic work of Plato

13 Power Dominion, empire, authority to order or do something. Power of a State.

Instrument in which the authority that one gives to another is stated, so that in his
place and representing him, do something.

14 Monarchy State governed by a monarch. Form of government in which power resides

in the monarch.

15 Bourgeois Person of comfortable economic status.

16 Absolutism Absolute system of government that can employ despotism, tyranny or

autocracy as a method of government.

17 Imperialism Regime and doctrine of the imperialists

18 Imperialist Proponent of extending the domination of one state over another.

19 World politics The German term (World Politics, in Spanish) is called a

strategy that was adopted in Germany at the end of the 19th century by the
Emperor William II, thus replacing Realpolitik.

20 Realpolitik Reality politics in German is the politics or diplomacy based on

practical interests and concrete actions, without attending to theory or philosophy
as 'policy-making' elements.
Realpolitik advocates for the advancement of a country's interests accordingly.
with the current circumstances of their environment, instead of following principles
philosophical, theoretical or moral. In this regard, it shares its approach.
philosophical with philosophical realism and pragmatism.

21 Dreadnought The dreadnoughts, also called monocaliber battleships, were the type
predominant battleship during the 20th century.

22 Dictate It was a trial that condemned the criminals (the defeated) without granting them the
right of defense. The Germans call it the Diktat, which means
condemnation

23 Emperor Emperor in German

24 Bolshevik Supporter of Bolshevism, the system of government established in Russia in

1917 which practices collectivism through the dictatorship it exerts in
name of the proletariat.

25 Collectivism Political and social doctrine that advocates for the abolition of property
individual to entrust the State with the distribution of wealth.

26 Ario Individual of a race that inhabited Central Asia and of which it is believed
from which all Indo-European peoples proceed.

27 Jew Hebrew, belonging to Judea.

28 Nazi National Socialist

29 National Socialist Individual who belongs to the German political and social movement, led by
Adolf Hitler, who was characterized by his extreme nationalism and his
exaltation of the Aryan race and the totalitarian State.

30 Coup Political coup in German.

31 Sudetes Mountain range of Germany, Poland, and Czechoslovakia (600 Km) whose height
maximum is 1,700 meters above sea level

32 lightning warfare Blitzkrieg

33 Kominform Office of Information of Communist and Workers' Parties.

34 Sputnik Russian voice. Name given by the Russians to several artificial satellites, launched
to space.

35 Pol Pot Saloth Sar, known as Pol Pot, was a Cambodian dictator and the main
leader of the Khmer Rouge since their genesis in the 1960s
until his death in 1998.

36 Gulf Portion of the sea that extends inland.

37 Persian Gulf Region that forms the Indian Ocean between Persia and Arabia.
1.7.3 DIAGNOSTIC EVALUATION
Test 1
Identify the major wars and their influence

ACHIEVEMENT INDICATORS FOR LEVEL CORRECTION LEVEL OF

FROM THE QUESTION ACHIEVEMENT
ACHIEVEMENT
1. Correctly identify all the wars 4 AD
succeeded in the world
2. Correctly identify the majority of wars 3 A
in the world
3. Correctly identify some wars in the 2 B
world
4. Incorrectly identifies the wars in the 1 C
world

Test 2
Identify the 1st and 2nd World Wars and their consequences

ACHIEVEMENT INDICATORS FOR CORRECTION LEVEL OF LEVEL OF

FROM THE QUESTION ACHIEVEMENT
ACHIEVEMENT
1 Correctly identify World War I and World War II and 4 AD
its consequences
2. Correctly identify one of the wars 1st or 3 A
World War II and its consequences
Incorrectly identifies World War I and World War II. 2 B
4. Incorrectly identifies the consequences of the 1 C
World War I and World War II

Test 3
Identify the campaigns in the Persian Gulf and the international conflicts
current.

Achievement Indicators for Correction LEVEL OF LEVEL OF

FROM THE QUESTION ACHIEVEMENT
ACHIEVEMENT
1 Correctly identify what happened in the Gulf 4 AD
Persico (1991-2003) and current armed conflicts.
2. Correctly identify most conflicts 3 A
current bellicose
3 Correctly identify some military conflicts 2 B
current
4. Incorrectly identifies all the war conflicts 1 C
current
1.8. ANNUAL SUBJECT MODEL (CYCLE PROGRAMMING)
SEMESTRAL T MODEL
1. I.E.: EMCH - CRL FRANCISCO 2. YEAR OF STUDY: 3. SECTIONS:
BOLOGNESE Aspirants
4. AREA: Training 5. SUBJECT: Universal Military History - II
Basic
6. TEMPORIZACION: 48Hrs 7. FACILITATOR: CRL(R) Gonzalo DIAZ
GUTIERREZ
CONTENTS MEDIA LEARNING METHODS
I. HISTORY MILITARY UNIVERSAL –Analysis of oral and visual information
CONTEMPORARY writing identifying the main ideas and
The Revolution Industrial, the secondary schools, through a summary and
French Revolution, Liberalism, questionnaire of questions.
Capitalism and its connection with
the wars and the origin of the –Synthesis of information, oral, visual and
armies. Evolution. written through the elaboration of
2. The economic evolution and the axes of diagrams, conceptual networks, graphics,
political power in the world. timelines, summaries, frames
3. The currents of thought and their synoptic etc.
ideological role in the configuration
of the axes of world power. Preparation of conclusions of
II. THE WARS OF THE 20TH - 21ST CENTURY historical events through the
The great transformations of the interpretation of data, facts, phenomena,
war in the 20th century. experiences
2, The First World War.
3. The Second World War. Description of zones, geographical areas,
4. Consequences of the Cold War (Korea- events, characters, etc., through brief ones
Indochina-Vietnam writings, timelines, etc.
III. THE GULF WARS AND
CONFLICTS INTERNATIONAL
CURRENT
The Gulf War (1991-
2003). Background, development and
consequences.
2. Current conflicts: Russia–Ukraine
North Korea–South Korea.
CAPABILITIES -
FINES VALUES–ATTITUDES
SKILLS
1. CAPACIDAD: COMPRENSION VALUE: COMMITMENT TO THE
Skill INSTITUTIONAL EXCELLENCE
Analyze Attitude
Synthesize Be a leader
2. CAPACITY: CRITICAL THINKING 2. VALUE: INTEGRITY
AND CREATIVE Attitude
Skill Be truthful
Draw conclusions Be honest
3. CAPACITY: SPACE ORIENTATION [Link]:DISCIPLINA
TEMPORAL Attitude
Skill Be responsible
Describe
 MILITARY HISTORY
UNIVERSAL–II

II. THE WARS OF THE CENTURY III. THE GULF WARS

I. MILITARY HISTORY PERSIAN AND CONFLICTS
XX–XXI
UNIVERSAL CURRENT INTERNATIONAL
CONTEMPORARY

THE INDUSTRIAL REVOLUTION 4. THE GREAT TRANSFORMATIONS 8. THE GULF WAR

THE FRENCH REVOLUTION FROM THE WAR IN THE 20TH CENTURY PERSIAN
LIBERALISM AND CAPITALISM 1991-2003
5. THE FIRST WORLD WAR
9. THE CONFLICTS
2. THE ECONOMIC EVOLUTION 6. THE 2ND WORLD WAR INTERNATIONALS
The axes of political power in the world
CURRENT
7. CONSEQUENCES OF THE COLD WAR
3. THE CURRENTS OF
THOUGHT (Korea-Indochina-Vietnam)
The axes of economic power in the
world
II. SPECIFIC PROGRAMMING

2.1. Programación de una Unidad de aprendizaje-Modelo T,

and Activities.

2.2. Red conceptual of the learning unit

2.3. Activity Guide for the Learning Unit

2.4. Process evaluations of the learning unit.

(4 tests)

2.5 Final evaluation of the Learning Unit. (Multiple Tests)

globalizing the work done in the Learning Unit.

.
2.1 PROGRAMMING OF THE LEARNING UNIT-MODEL T
LEARNING UNIT N° 01
1. I.E.:EMCH ―CRL FRANCISCO2. AÑO DE ESTUDIO: SECTION: 5th
BOLOGNESE Aspirants
4. AREA:Formación Básica 5. SUBJECT: Universal Military History – II
6. TEMPORIZACION:03 semanas 7. FACILITATOR: Crl (R) Gonzalo DIAZ
GUTIERREZ
CONTENTS MEDIA LEARNING METHODS

I. History Military Universal - Analysis of information about the Revolution

contemporary industrial based on the video shown and the reading in
the supplementary study, through a summary.
[Link] Industrial Revolution, the
French Revolution, the Summary of the information about the Revolution
Liberalism and Capitalism French from reading in the study
linked to the origin of the supplementary, through a timeline.
armies and wars
Based on the projected video and the reading of the
supplementary
2. The economic evolution and the study, preparation of five (5)
axes of power in the world. conclusions about Liberalism.

Description of what happened with Capitalism and the

3. The Streams of Thought link that exists between this current with the
and its ideological role in the
formation of armies and war, starting from the
configuration of the axes of the reading in the supplementary study and the video
world power. projected, presenting a graphic organizer.

Description of Economic Evolution and the Axes of

political power in the world, based on the video
projected and the reading in the supplementary study
through a double entry table.

CAPABILITIES -
FINES VALUES–ATTITUDES
SKILLS
1. CAPACIDAD: COMPRENSION VALUE: COMMITMENT TO EXCELLENCE
Skill INSTITUCIONAL
Analyze Attitude
Synthesize Be a leader

2. CAPACITY: THINKING 2. VALOR: INTEGRIDAD

CRITICAL AND CREATIVE Attitude
Skill Be truthful
Draw conclusions Be honest

3. CAPACITY: ORIENTATION 3. VALUE: DISCIPLINE

SPACE–TIME Attitude
Describe Be responsible
 LEARNING UNIT N° 02
1. I.E.:EMCH ―CRL FRANCISCO2. AÑO DE ESTUDIO: 3. SECTION: 5th
BOLOGNESE Aspirants
4. AREA: Basic Training 5. SUBJECT: Universal Military History – II
6. TIMING: 03 weeks 7. FACILITATOR: Crl (R) Gonzalo DIAZ
GUTIERREZ
CONTENTS MEDIA LEARNING METHODS

II. The Wars of the 20th - 21st Century Analysis of everything related to the grandes
transformations of war in the 20th century, starting from
The great transformations of from the reading of the supplementary study and the projected one
the war in the twentieth century. in the video, through a summary.

2. The First World War. Analysis of the events that occurred in World War I from
from the reading of the supplementary study and the projection
3. The 2nd World War. of the video, answering a questionnaire.

4. La Guerra Fría. Consecuencias Analysis of World War II based on the reading of the study
supplementary, the projection of the video and the exploration
on the internet if available, responding in a way
individual has a questionnaire

From the reading of the supplementary study, the

video projection and what is available on the internet,
elaboración de cinco (5) conclusiones sobre las
consequences produced by the Cold War.

CAPABILITIES– FINES
SKILLS VALUES–ATTITUDES

1. CAPACIDAD: COMPRENSION [Link]: COMMITMENT TO EXCELLENCE

Skill INSTITUCIONAL
Analyze Attitude
2. CAPACITY: THINKING Be a leader
CRITICAL AND CREATIVE 2. VALUE: INTEGRITY
Skill Attitude
Draw conclusions Be truthful
3. CAPACITY: ORIENTATION Be honest
SPACE–TIME 3 VALOR:DISCIPLINA
Skill Attitude
Describe Be responsible
 LEARNING UNIT N° 03
1. I.E.: EMCH - CRL FRANCISCO 2. YEAR OF STUDY: SECTION: 5th
BOLOGNESI Aspirants
4. AREA:Formación Básica 5. SUBJECT: Universal Military History–II
6. TEMPORIZACION: 07 semanas 7. FACILITATOR: Crl (R) Gonzalo DIAZ
GUTIERREZ
CONTENTS MEDIA LEARNING METHODS
Analysis of everything related to the Gulf War
III. The Gulf Wars and Persico 1991 (background, events y
conflicts international consequences) based on the reading of the study
current supplementary and what is projected in the video or another
virtual source, if available, responding to a
The Persian Gulf War questionnaire.
(1991-2003).
Based on the reading of the supplementary study and the
2. International conflicts projected in the video, about the Gulf War
current: Russia-Ukraine, Korea Perch 2003 (background, events y
of North-South. consequences) preparation of five (5)
conclusions.

Based on the reading of the supplementary study and the

projected in the video, about what happened between Russia
and Ukraine (background, events and consequences)
elaboración de cinco (5) conclusiones.

Analysis of the conflict between North Korea and South Korea

Sure, based on the reading of the supplementary study and
the projected video and/or internet if available,
through a summary.

Based on the information from the supplementary study, the

projected video and the information available on
internet about the possibility of a new war between
South Korea and North Korea, making five
(5) conclusions,
CAPABILITIES -
FINES VALUES - ATTITUDES
SKILLS
1. CAPACIDAD: COMPRENSION [Link]: COMMITMENT TO EXCELLENCE
Skill INSTITUTIONAL
Analyze Attitude
2. CAPACITY: THINKING Be a leader
CRITICAL AND CREATIVE 2. VALOR: INTEGRIDAD
Skill Attitude
Develop conclusions Be truthful
[Link]: ORIENTATION Be honest
SPACE–TIME 3. VALUE: DISCIPLINE
Skill Attitude
Describe Be responsible
 2.2 CONCEPTUAL NETWORK OF THE UNIT
APRENDIZAJE

I. MILITARY HISTORY
UNIVERSAL CONTEMPORARY

THE INDUSTRIAL REVOLUTION 2. THE ECONOMIC EVOLUTION AND 3. THE CURRENTS OF

THE FRENCH REVOLUTION THE AXES OF POWER POLITICAL THOUGHT AND OF
Liberalism ECONOMIC POWER IN THE WORLD
CAPITALISM

2.2 CONCEPTUAL NETWORK OF THE UNIT

APRENDIZAJE
 II. THE WARS OF THE CENTURY
XX–XXI

THE BIG ONES 5. THE 1st WAR 6. THE 2ND WAR 7. CONSEQUENCES
TRANSFORMATIONS OF THE FROM THE
WAR IN THE 20TH CENTURY WORLD CUP WORLD CUP COLD WAR

2.2 CONCEPTUAL NETWORK OF THE LEARNING UNIT

 III. THE GULF WARS
PERSIAN
INTERNATIONAL CONFLICTS
CURRENT

8. THE GULF WAR 9. THE CONFLICTS

PERSIAN (1991-2003) CURRENT INTERNATIONAL
6. REPORT OF THE FACILITATOR
 REPORT OF LEARNING UNIT No. 1

I. ADMINISTRATIVE DATA
SUBJECT: UNIVERSAL MILITARY HISTORY II
ARMA: ………………
YEAR/SECTION: Aspiring candidates
FACILITATOR: CRL―R‖ GonzaloDIAZ GUTIERREZ

II. ASPECTS OR CRITERIA:

N/O ASPECTS ATTRIBUTES

SB MB B SUF INSU
01 ENVIRONMENT (Facilitator)
a. Presentation: Organization-Cleaning
[Link]: Furniture, help,
lighting.
c. Others: Ventilation, comfort.
02 EXPECTED COMPETENCE
a. Appreciation:
(1) In the Course Syllabus.
(2) In the Unit Plan.
b. Estimated time for development of the
Activities of Learning (Skill,
content, method, attitude
c. Degree of relationship with Competitors
General of the Subject.
d. Degree of relationship with the Analysis
Occupational.
e. Degree of relationship with Professional Profile:
(1)Genérico(2)Especifico
03 FACILITIES AND INSTRUCTIONAL AIDS
IN RELATION TO THE ACTIVITIES OF
LEARNING PROPOSALS Y
DEVELOPED
a. Sufficient (1) Quality
(2)Cantidad
b. Relationship with the achievement indicators and
foreseen themes.
 [Link] for application of
knowledge and/or practice execution
d. Degree of operability and maintenance.
04 ABOUT SKILLS AND ATTITUDES
a. Knowledge and mastery of skills and
attitudes from the Cadets:
When starting the course.
At the end of the course.
b. Management and compliance with the Guide of
Learning.
b.1. Achievement indicators.

III. PROGRESS OR ACHIEVEMENTS

IV. DIFFICULTIES OR OBSTACLES.
V. RECOMMENDATIONS.

CHORRILLOS of from 2017

____________________________
Crl "R" Gonzalo DIAZ GUTIERREZ
FACILITATOR
ANNEX 7. FORMAT GUIDE FOR THE DEBATE DIRECTOR

(Indication of the Session)

NAME OF THE DEBATE DIRECTOR___________________

SUBJECT_________________________________________
SESSION TITLE _________________________________
DATE AND TIME ______________________________________
GROUP No __________________________________________

1. Generalities
This paragraph will indicate the object of the Session, its relationship
with other sessions and their application in the following.

2. Type and Purpose of Work in Small Groups

Present the type or types of work in small groups that
it will be used in the different tasks for the conduction of the
Session and the specific purpose of each one.

3. Date-Time and Place of the Verbal Orientation to the

Debate Directors
Indicate whether there will be more than one verbal orientation for the

debate directors.

4. Time Assigned to Group Work

Indicate the total time for each task and the partial time for the
proper discussion.

5. Composition and Internal Organization of Groups.

Only when it is necessary to indicate the number of groups that

8
 they will be organized, the composition and direction of each one of
they, as well as the subdivisions that must be made in each
group, if there is room.

6. Available Help for Groups

Indicate the available aid to groups in form
exclusive to your work as well as the usage aids
generate!

7. Presentation of Solutions
When appropriate, indicate how the arrangements will be made
expositions of the respective solutions.

8. Special References for the Debate Director

Present those references that will be useful for the
conducting the discussion and it is advisable that they be
known by the debate directors.

9. Conduct of Work.
Indicate here as far as they are relevant to the type of
I work in small ones groups by employing, the following
information, by tasks and when it is convenient.
a. Points to address.
b. Recommendation on time management
assigned for the group discussion.
c. Questions to be used by the directors of
debate in the management of the discussion.
d. Special tips for managing group work.
as points that can lead to discussions
lateral.
e. Questions and their answers (only in the directed discussion)
f. Suggestions for recording the conclusions of the
discussion as it progresses.
g. Summary to be used at the end of the discussion of the
group.
h. Specific references of the bibliography used that
they can be useful for defining discussions about concepts
current doctrines.
i. Extracts or references from instructional material
delivered in previous classes and that are related
with the work of the group.