Master Training Specialist

Front 1

1.A.1
The purpose of the Navy Training System

Back 1

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

Front 2

1.A.2
Most essential link in the training chain

Back 2

INSTRUCTOR

Front 3

1.A.3-1
3 Qualities of an effective and effcient Instructor

Back 3

Knowledge

Ability

Personality

Front 4

1.A.3-2
Knowledge

Back 4

-Must have many types of knowledge to be efficient and effective as an Instructor

-Must be thouroghly familiar with subject

-Must know far more about subject than you teach.

-Need to know basic instructional strategies and techniques.

Front 5

1.A.3-3
Ability

Back 5

2 Types of Abilities- Leadership and Instructional.

-Leadership- Planning, Organizing, optimizing the use of resources, delegating authority, monitoring progress, disciplining and rewarding.

-Instructional-Must know prinicples, methods, amd techniques of instruction and apply them effectively.

Front 6

1.A.3-4
Personality

Back 6

-Defined as the pattern of collective charater behaivoral, tempermantal, emotional and mental traits of an individual

-Always shows a sincere interest in all students regardless of race, geography, heritage or level of intelligence.

Front 7

1.A.4
Intructor Responsibilities

Back 7

To:
-Students
-Safety
-Security
-Curriculum

Front 8

1.A.4-1
Responsibility to Students

Back 8

-Teach effectively
-Set a good example
-Help Resolve conflicts that might hinder training.

Front 9

1.A.4-2
Responsibility To Safety

Back 9

-Demonstrate proper safet in addition to teaching it.
-Be aware that your behaivor often has greater impact on your students than words do.
-Instructor has no greater responsibility than SAFETY.

Front 10

1.A.4-3
Responsibility to Security

Back 10

-Never Discuss classified materials not in the approved curriculum
-Never present or discuss material to a higher level than your security level.
-Ensure you can account for classified materials at all times.
-Immediatly report any security violation.

Front 11

1.A.4-4
Responsibility ro Curriculum

Back 11

-Curriculum-all training in school, outlined into specific topics, along with detailed training objectives
-Surveilence-Ongoing evaluation of training to ensure effectivness and currency of training.
-Interim Change-A minor change to correct editorial, typographical errors, teachability, safety, or urgent-type commander issued subjects.
-Change-Modifications to training Materialsthat does not affect course objectives, increase course length, or require additional resources.
-Technical Change-Any change to tactical or training equipment or documentation. A technical change may or may not affect individual lesson objectives, but DOES NOT AFFECT course objectives, course length, or resources.
-Revision-A change to any course/learning/terminial objective or any change to resource requirements.

Front 12

1.A.5
Key principals to applying Motivation theory in a Training Situation.

Back 12

NIVIAA

-Needs- or drive, they lack something.
-Interest- a persons view of an activity as being worthwhile.
-Value-attitude and previous experince affect the amount and the nature of waht is being learned.(What is Important to them).
-Incentives-Good Grades, awards, distingushed Graduates.
-Attitudes-Feelings for or against people, objects or ideas (shows a posotive attitude)
-Achievment-Is a strong desire, a longing an aim, a goal or a desired objective. students must have a need to acheive a certain level.

Front 13

1.A.6
List and discuss 5 techniques which can assist ain developing motivational strategies for Instructors

Back 13

1. Make subject matter interesting, establish goals, provide informative feedback, show interest in your students and encourage participation.
2. Plan motivational strategies to keep lesson interesting.
3. Ensure to present the objective for each block of instruction so that students will understand exactly what thaey are expected to be able to do as aresult of training.
4. Use appropriate questioning techniques to determine the students comprehension level and provide to appropriate feedback to increase motivation.
5. Be sure you give recognition for proper student behaivor and acheivments. Also point out there error and correct them.
6. Be open to students contributions and points of view.

Front 14

1.a.7
State the ultimate goal of the instructor.

Back 14

cause student to remaine motivated beon the instrucor influence and apply what they have learneed on the job.

Front 15

1.a.8
5 ways of learning

Back 15

ITAIT
1. Imatation- students who observe other and imutate there behavior
2. trial an error- learn by doing
3. association-comparsion of past learning to new learning
4. insight- ahha understanding that the whole is more than the sum of the parts
5. transfer- process of appling past learning to a new but somewhat similar situation

Front 16

1.a.9
5 laws of learning

Back 16

REPEI

1. rediness- physically, mentally, ready to learn.
2. effect- satifing concequences
3. primacy - first time is the best time to learn something
4. Excercise - Meaningful practice and reps
5. Intensity- vivid expercences are best retained.

Front 17

1.a.10
Motivation affect learning.

Back 17

motivation is the single most important factor of advancement. Motivation can be more inportant than scolastic ability

Front 18

1.a.11
6 commond characteristics all students possess

Back 18

MSEFFR

1. MATUIRITY- Students want to be treated as adults and respect.
2. Sucess- Always be supportive interesting and encouraging.
3. Evaluation- Students can detect the lack competence, enthusiasm, and security
4. Falliability- Have paience and provide encouragement as students move through the various stages of competency.
5. fair play- treat all learners fairly, equial, and as adults.
6. Recognition- Always give to student who respond to questions or contribute to classroom discussion.

Front 19

1.a.12
State and discuss the 4 basic learning styles

Back 19

CARA
1. Concrete- Learners prefer an experienced-bases approach to learning. They rely heavily on their own feelings and personal judgments.
2. Active- learners prefer to learn by becoming involved with subject
3. Reflective- learners like to observe and reflect befor drawing a conclusion.
4. Abstract- learners prefer a theory-based analytical approach to learning.

Front 20

1.a.13
Discuss the barriers to effective communication.

Back 20

1. lack of Common Core Experience
2. Over use of abstractions
3. Fear
4. Environmental factors

Front 21

1.a.14
State and dicuss the purpose of the 3-step communication process.

Back 21

1. SENDING THE MESSAGE
a. formulate message
b. consider the barries
c. Encode the message
d. Communicate (send) the message
2. Receiving the message
a. Hear or see the message
b. Overcome barrier
c. decode the message
d. Interpret the message
3. Feed back
a. Use oral feed back
b. identify non-verbal behavior
c. facial expressions/ body movement

Front 22

1.a.15
discuss why listening is one of the most important communication skills

Back 22

Its the active process of understanding that demands concentration and attention

Front 23

1.a.16
describe the 5 factors concidered in planning instructional delivery

Back 23

AGIRF
1. Articulation
2. Grammer
3. rate of speach
4. Inflection
5. Force

Front 24

1.a.16
describe the 5 factors concidered in planning instructional delivery

Back 24

AGIRF
1. Articulation
2. Grammer
3. rate of speach
4. Inflection
5. Force

Front 25

1.a.17
Importance of body movement

Back 25

body movement is an important part of communication it reinforces emphasizes, and clarifies wverbally expressed ideas.

Front 26

1.a.17
Importance of body movement

Back 26

body movement is an important part of communication it reinforces emphasizes, and clarifies wverbally expressed ideas.

Front 27

1.A.18
Four purposes of oral questioniing

Back 27

1. Stimulate the students
2. Arouse interest in subject matter
3. Focus attention upon a particular area of the subject matter
4. Drill students on subject matter they must recall precisley

Front 28

1.A.19
Characteristics of a good oral question

Back 28

1. Level of instruction- In asking questions use simple words, correct grammar and complete sentences. Use words that students know and understand, don't use questions that give away the awnsers or that students can awnser with a simple yes or no.
2. Use of Interogative- Use the interagatory word or phrase at the begining of your question so that students know immediatly when you are asking a question.
3. Clarity of meaning- Avoid using catch or trick questions as a teasching device, especially for begineers.

Front 29

1.A.20
Types of oral questions and their purposes.

Back 29

1.Factual- ask for specific information
2. Thought provoking questions- Normally begins with such interagatory expressions " Who, What Where, When, Why, How"
3. Interest arousing question- used to focus the students attention and get them thinking about the subjet matter.
4. Multiple Answer - self explanitory
5. YES/NO - Arousing interest, Serves as a lead into other types of questions.
6. Leading - Ones that sugest their own answer and build confidence.
7. Canvassing - Used to determine those who are familiar with the subject.

Front 30

1.A.21
5 STEP QUESTIONING TECHNIQUE

Back 30

1.State tha Question
2. Pause
3. Call on Student
4. Comment
5. Emphasize or repeat answer

Front 31

1.A.22
Different Instructional methods

Back 31

1. Lecture
2. Lesson
3. Demonstration
4. Role Play
5. Case Study
6. Lecture with audiovisuals
7. Discussion

Front 32

1.A.23
Three parts of learning objective

Back 32

BCS
1. Behavior- defines what the learner should be able to do as an outcome of training
2. Condition- Basically define adding and limmiting factors imposed upon the student in satisfing the preformance requirement of the objective
3. Standard- specifies criterial the students performance must meet like defined as time accuracy quantity speed or some other quantifiable.

Front 33

1.A.24
two methods of testing and there importance

Back 33

1. knowledge test
they measure achivement of objectives threw the use of test items at the approprite learning level
2. Performance test
Measures skill aquisition by having the student demonstraite specific behaviores defined by the learning objectives

Front 34

1.A.25
5 learning levels a knowledge test item may test

Back 34

1. recognition- the process of verbatim identifation of specific tearms facts principles rules methods and the like. student select from two or more options
2. recall- the verbatim remebery of specific terms rules facts an the like. students must remeber exactly
3. comprehension
understanding rather than memorising, can be demonstrated by interpting explaing ex ex
4. application
Ability to use aquired knowledge in a job related situation. Demonstrate knowledge mental skill excercises
5. Anaysis/evaluation
Understanding of the element of data and relationship umong the data that make the meaning of information explicit. involves the judgment of the valuse of the effectiveness of procedures of sloutions based on data criteria of standards.

Front 35

1.A.26
Discuss different parts of performance test

Back 35

process and product.
The devolopement steps ar essentally the same for both types with the exception of final evaluation

Front 36

1.a.27
list and describe the primary materials used in presenting instruction

Back 36

lesson plan- is the most important document available to you as an instructor.

Instruction sheet- provides students with information or directions

Instructional Media- is any device or piece of equipment that is used to help the student understand an learn. IMM charts poster, illustration, video tape slides picture or piece of eguipment that will assist student understanding an expedite learning

Front 37

1.a.28 state the purpose of using instructional media material and visual information

Back 37

purpose is to increase students understanding and increases students retention, intrest, and motivation.