Cnattu Mts Mod 2

Front 1

102.1
Explain the process of identifying training requirements for Naval personnel.

Back 1

The Navy determines training requirements from the fleet’s need for people with particular job skills.

Front 2

102.2
State the purpose for the Navy Training System.

Back 2

Ensure a systematic approach for determining what to train and how best to accomplish that training.

Front 3

102.3
What is the most essential, single link in the training chain?

Back 3

The Instructor. He simplifies the learning process.

Front 4

102.4
State and discuss the three qualities of an efficient and effective instructor.

Back 4

Knowledge - Subject matter expert.
Ability - Leadership and instructional abilities.
Personality – The pattern of collective character, behavioral, temperamental, emotional, and mental traits.

Front 5

102.5
Discuss the Instructor’s responsibilities in terms of Responsibility to students.

Back 5

Teach effectively, set a good example.

Front 6

102.5
Discuss the Instructor’s responsibilities in terms of Responsibility to training safely.

Back 6

Demonstrate proper safety.

Front 7

102.5
Discuss the Instructor’s responsibilities in terms of Responsibility for security.

Back 7

Never downplay the importance of the security of classified materials.

Front 8

102.5
Discuss the Instructor’s responsibilities in terms of Responsibility for curriculum.

Back 8

Ensure the course curriculum is both current and accurate.

Front 9

102.6
List and discuss the key principles to applying motivation theory in a training situation.

Back 9

Needs and Drives - A deficit or lack of something that causes a desire for satisfaction.
Attitudes - Feelings for or against people, objects, or ideas.
Values - Ideas or goals that the student sees as important.
Interest - A person's view of an activity as worthwhile or enjoyable.
Incentives – Or rewards can stimulate motivation.
Achievement – A strong desire.

Front 10

102.7
List and discuss the five techniques which can assist in developing motivational strategies for instruction.

Back 10

Make the subject matter interesting – Plan motivational strategies.
Establish goals – The goals of instruction come directly from the learning objectives.
Encourage participation – Be open to student contributions and points of view.
Provide informative feedback – Give either oral or written feedbacks.
Show interest in your students – Give students detailed feedback.

Front 11

102.8
State the ultimate goal of instruction

Back 11

To cause students to remain motivated beyond the instructor's influence.

Front 12

102.9
State the five different ways of learning.

Back 12

a.Imitation
b.Trail and Error
c.Association
d.Insight
e.Transfer

Front 13

102.10
Discuss the five different ways of learning.

Back 13

Imitation – students to observe others (primarily the instructor) and to imitate.
Trail and Error – It is learn by doing.
Association – Comparison of past learning to a new learning situation.
Insight – the “ah-ha” phenomenon.
Transfer – Process of applying past learning to new but somewhat similar situations.

Front 14

102.11
Discuss the five laws of learning.

Back 14

Readiness – Students learn best when they are physically, mentally, and emotionally ready to learn.
Effect-Student learns best those things which result in satisfying consequences.
Primacy - they learn for the first time longer than they retain information they must relearn.
Intensity – Vivid experience is learned better and retained longer.
Exercise – practice makes perfect.

Front 15

102.12
Discuss the single most important factor in a student’s educational advancement.

Back 15

Motivation

Front 16

102.13
List and discuss the five learning senses in their order of importance to the instructional environment.

Back 16

Sight – accounting for as much as 75% of our basic learning.
Hearing – second most important sense.
Touch – a major learning factor when combined with other senses.
Taste
Smell
Kinesthesia - It manifests itself in people’s ability to balance or move with coordination.

Front 17

102.14
State and discuss the six common characteristics all students possess.

Back 17

Belief in maturity – students want to be treated as adults.
Desire to succeed – none of the students come to class wanting to fail.
Ability to evaluate - Students don’t care how much you know until they know how much you care.
Fallibility – everyone makes mistakes.
Fair play – favoring or picking on certain students.
Recognition – basic human need.

Front 18

102.15
State and discuss the four basic learning styles.

Back 18

Abstract learners (Thinkers) – They learn best from lectures by experts, theoretical reading, case studies, and activities that require solitary thinking.
Reflective learners (Watchers)– They learn best from lectures, films, and reading. They prefer to play the role of the impartial observer while watching others.
Concrete learners (Feelers) – They learn best by imitation after watching others take part in a role-playing and simulations.
Active learners (Doer)– They learn best from small group discussions, structured exercises, and problem-solving approaches.

Front 19

102.16
List the percentages of information retained when one or more learning styles are involved in the instructional process.

Back 19

Abstract only = 20% retained
Abstract + Reflective = 50% retained
Abstract + Reflective + Concrete = 70% retained
Abstract + Reflective + Concrete + Active = 90% retained

Front 20

102.17
State the barriers to effective communication.

Back 20

Lack of common core experience
Overuse of abstractions
Fear
Environmental factors

Front 21

102.18
State and discuss the purpose of the 3-step communication process.

Back 21

Sending the message – There are four elements involved in sending a message. Formulate the message, consider possible barriers, you put the message into the words you want to use, you clearly communicate (send) the message.
Receiving the message – There are also four elements involved in receiving a message. Receivers will first hear and/or see the message you sent, is affected by external barriers, students decode the message, the students interpret the message.
Feedback – Obtain meaningful feedback by asking questions.

Front 22

102.19
Discuss why listening is one of the most important communication skills.

Back 22

Active process of hearing and understanding. Effective listening depends on motivation.

Front 23

102.20
What five factors must be considered in planning instruction delivery?

Back 23

Grammar
Rate of speech
Articulation
Force
Inflection

Front 24

102.21
State and discuss the importance of body movement as an important part of successful communication.

Back 24

It reinforces, emphasizes and clarifies verbally expressed ideas.

Front 25

102.22 State and discuss the five purposes of oral questioning.

Back 25

To stimulate student thinking.
Establish level of instruction – Students may vary greatly in the quantity and quality of background knowledge they have acquired through previous training and experience.
Arouse interest in the subject matter.
Focus attention upon a particular area of the subject matter.
Drills students on subject matter they must recall precisely.

Front 26

102.23
State and discuss the characteristics of a good oral question.

Back 26

Proper level of instruction – Use simple words, correct grammar, and complete sentences.
Begins with an interrogative – so that students know immediately when you are asking a question.
Clear in meaning – Make sure the wording of the question conveys to the students the true or intended meaning.

Front 27

102.24
Discuss the types of oral questions and their purposes.

Back 27

Factual – asks for specific information.
Thought-provoking – properly used will stimulate the students to think.
Interest-arousing – may sound, superficially, like a factual question.
Multiple-answer – more than one correct answer.
Yes/no
Leading – one that suggest its own answer.
Canvassing – use this type of question to determine those who are familiar with a specific area of subject matter.

Front 28

102.25
State the five steps of the five-step questioning technique.

Back 28

Ask
Pause
Pick
Listen
Emphasize

Front 29

102.26
List five of the seven instructional methods.

Back 29

Lecture
Lecture with audiovisuals
Lesson
Demonstration
Role playing
Case Study
Discussion

Front 30

102.27
State and discuss the three parts of a learning objective.

Back 30

Behavior – What the learner should be able to do as an outcome of training.
Condition – Defines aiding and limiting factors imposed upon the student.
Standard – Specifies the criteria the student’s performance must meet.

Front 31

102.28
State the three learning domains.

Back 31

Cognitive Domain
Affective Domain
Psychomotor Domain

Front 32

102.28
Describe the Cognitive Domain.

Back 32

Ability to apply knowlege (brain power) in a classroom situation.

Front 33

102.28
Describe the Affective Domain.

Back 33

Defines learning outcomes associated with emotions and feelings.

Front 34

102.28
Describe the Psychomotor Domain.

Back 34

Ability to apply knowledge into physical motion.

Hand-eye coordination.

Front 35

102.29
Explain the differences between Course Learning Objectives (CLO) and Terminal Objectives (TO)

Back 35

CLO - reflects specific skills and knowledge required in a job.
TO - is a specific statement of the performance expected from a student as the result of training.

Front 36

102.29
Explain the differences between Topic Learning Objectives (TLO) and Enabling Objectives (EO)

Back 36

TLO - States performance (behaviors), conditions, and standards, supports the CLOs.
EO - is a specific statement of the behavior to be exhibited, supports TOs.

Front 37

102.30
Discuss the two methods of testing and their importance.

Back 37

Knowledge Tests – measure achievement of objectives through the use of test items written at the appropriate learning level.
Performance Tests – measure skill acquisition by having the student demonstrate specific behaviors defined by the learning objectives.

Front 38

102.31
Explain the five learning levels a knowledge test item may test.

Back 38

Recognition – the process of verbatim identification.
Recall – the verbatim remembering of specific terms, facts, rules, methods, procedures, principles, and the like.
Comprehension – understanding what was taught rather than simply memorizing the words.
Application – involves the ability to use acquired knowledge in a job-related situation.
Analysis/Evaluation – involves the understanding of the elements of data and relationships among the data that make the meaning of information explicit.

Front 39

102.32
Discuss the different types of performance tests.

Back 39

Process – consists of step-by-step procedures required to produce a product or a complete task.
Product – is an observable result.
Combination – concerned with both.

Front 40

102.33
List and describe the primary materials used in presenting instruction.

Back 40

Lesson plans – the blueprint that ensures instruction is presented in proper sequence.
Instruction sheets – provide students with information or directions they need to complete a particular course of study.
Instructional media material – any device or piece of equipment that is used to help the student understand and learn.

Front 41

102.34
State the purposes of using Instructional Media Materials.

Back 41

To increase student understanding, retention, interest, motivation and provide uniformity in training.

Front 42

102.35
Describe two types of instructor evaluations.

Back 42

Technical – personnel considered to be subject matter experts.
Technique – trained instructor evaluators.