Challenge & Selection 

 The tool that I chose to use for my challenge was visualization , particularly because I thought it was a   good answer to the what works question for my example .   When I was in the National Guard , I attended   a course called WLC , or Warrior Leaders Course , which was for soldiers who were either in a team leader   position , or ready to be put in that position .   Part of the course was to successfully teach a short class to   a group .   I chose to teach the basics of how to flank an enemy position as a squad , since I had spent my   last two years as an infantry fire team leader while I was still serving on active duty , and I had a lot of   training on the topic .   Flanking as a squad involves breaking the squad into two separate parts , and it is   critical to be aware of the position of the other half of the squad .   Using visualization allowed me to   show the group everything they needed to see in order to perform the maneuver successfully . 

 Application 

 This class was open to any MOS , or military occupational specialty , not just infantry , so while everyone   knew what flanking was , we did not all have the same type of training .   The whole class was moved   outside and broke up into groups , and each person in the group would take a turn giving their lesson .    Each group had a course instructor observing , who would quiz the rest of the group after each lesson to   ensure that it was taught successfully . 

 To begin , I had everyone gather around me and went over some basic points , outlining what I was going   to cover in my instruction .   I drew in the dirt what was essentially a grid , marked an area in the middle to   represent an enemy position , and broke a stick into pieces to represent each member of the squad .   The   squad was made up of one squad leader , two team leaders , and a few soldiers in each team , usually   seven to nine people total .   Before flanking , the squad would be moving together until they locate the   enemy position , and at this point the squad leader might make the decision to flank on the position . 

 The next part of my instruction demonstrates why visualization is a great tool to teach something like   this .   On the squad leader ’s call , one team would pick up and move either to the left or the right , and get   on line as a team perpendicular to the team which had stayed put .   I grabbed the sticks from one team ,   and moved them as I explained to the group what was happening and why .   Once the sticks were in   place , I explained how the two teams would coordinate their movement with each other , and each team   would move towards and beyond the enemy position , and then regroup afterwards .   Using the   visualization tool by moving sticks over a grid worked very well to get my point across to the group , as   they were all able to watch it happen , and see all the moving pieces involved in the maneuver . 

 Insight & Approach 

 In retrospect , if I were to go through the same exercise again , there is at least one thing that I would add   to the way I taught my lesson .   As I put the sticks in their places on the ground , I would have the others   in the group line up in the same way instead of just as a big huddle around me .   I think having them   follow the movement of the sticks as I moved them through the flanking maneuver would help simulate   what it is like to coordinate the movement of the two teams , and it would also help to ensure that   everyone continues to pay attention .   In addition to getting everyone involved , I believe that seeing the 

 others in the group directly in front of them would make it very clear why the movement has to be   coordinated perfectly , due to the friendly soldiers moving through their field of fire . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Challenge & Selection 

 The tool that I chose to use for my challenge was visualization , particularly because I thought it was a   good answer to the what works question for my example .   When I was in the National Guard , I attended   a course called WLC , or Warrior Leaders Course , which was for soldiers who were either in a team leader   position , or ready to be put in that position .   Part of the course was to successfully teach a short class to   a group .   I chose to teach the basics of how to flank an enemy position as a squad , since I had spent my   last two years as an infantry fire team leader while I was still serving on active duty , and I had a lot of   training on the topic .   Flanking as a squad involves breaking the squad into two separate parts , and it is   critical to be aware of the position of the other half of the squad .   Using visualization allowed me to   show the group everything they needed to see in order to perform the maneuver successfully . 

 Application 

 This class was open to any MOS , or military occupational specialty , not just infantry , so while everyone   knew what flanking was , we did not all have the same type of training .   The whole class was moved   outside and broke up into groups , and each person in the group would take a turn giving their lesson .    Each group had a course instructor observing , who would quiz the rest of the group after each lesson to   ensure that it was taught successfully . 

 To begin , I had everyone gather around me and went over some basic points , outlining what I was going   to cover in my instruction .   I drew in the dirt what was essentially a grid , marked an area in the middle to   represent an enemy position , and broke a stick into pieces to represent each member of the squad .   The   squad was made up of one squad leader , two team leaders , and a few soldiers in each team , usually   seven to nine people total .   Before flanking , the squad would be moving together until they locate the   enemy position , and at this point the squad leader might make the decision to flank on the position . 

 The next part of my instruction demonstrates why visualization is a great tool to teach something like   this .   On the squad leader ’s call , one team would pick up and move either to the left or the right , and get   on line as a team perpendicular to the team which had stayed put .   I grabbed the sticks from one team ,   and moved them as I explained to the group what was happening and why .   Once the sticks were in   place , I explained how the two teams would coordinate their movement with each other , and each team   would move towards and beyond the enemy position , and then regroup afterwards .   Using the   visualization tool by moving sticks over a grid worked very well to get my point across to the group , as   they were all able to watch it happen , and see all the moving pieces involved in the maneuver . 

 Insight & Approach 

 In retrospect , if I were to go through the same exercise again , there is at least one thing that I would add   to the way I taught my lesson .   As I put the sticks in their places on the ground , I would have the others   in the group line up in the same way instead of just as a big huddle around me .   I think having them   follow the movement of the sticks as I moved them through the flanking maneuver would help simulate   what it is like to coordinate the movement of the two teams , and it would also help to ensure that   everyone continues to pay attention .   In addition to getting everyone involved , I believe that seeing the 

 others in the group directly in front of them would make it very clear why the movement has to be   coordinated perfectly , due to the friendly soldiers moving through their field of fire .
### Output: 