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37 Cards in this Set

  • Front
  • Back
1.A.1
The purpose of the Navy Training System
To ensure a systematic approach for determining what to train and how to best accomplish that training.
1.A.2
Most essential link in the training chain
INSTRUCTOR
1.A.3-1
3 Qualities of an effective and effcient Instructor
Knowledge

Ability

Personality
1.A.3-2
Knowledge
-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.
1.A.3-3
Ability
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.
1.A.3-4
Personality
-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.
1.A.4
Intructor Responsibilities
To:
-Students
-Safety
-Security
-Curriculum
1.A.4-1
Responsibility to Students
-Teach effectively
-Set a good example
-Help Resolve conflicts that might hinder training.
1.A.4-2
Responsibility To Safety
-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.
1.A.4-3
Responsibility to Security
-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.
1.A.4-4
Responsibility ro Curriculum
-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.
1.A.5
Key principals to applying Motivation theory in a Training Situation.
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.
1.A.6
List and discuss 5 techniques which can assist ain developing motivational strategies for Instructors
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.
1.a.7
State the ultimate goal of the instructor.
cause student to remaine motivated beon the instrucor influence and apply what they have learneed on the job.
1.a.8
5 ways of learning
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
1.a.9
5 laws of learning
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.
1.a.10
Motivation affect learning.
motivation is the single most important factor of advancement. Motivation can be more inportant than scolastic ability
1.a.11
6 commond characteristics all students possess
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.
1.a.12
State and discuss the 4 basic learning styles
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.
1.a.13
Discuss the barriers to effective communication.
1. lack of Common Core Experience
2. Over use of abstractions
3. Fear
4. Environmental factors
1.a.14
State and dicuss the purpose of the 3-step communication process.
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
1.a.15
discuss why listening is one of the most important communication skills
Its the active process of understanding that demands concentration and attention
1.a.16
describe the 5 factors concidered in planning instructional delivery
AGIRF
1. Articulation
2. Grammer
3. rate of speach
4. Inflection
5. Force
1.a.16
describe the 5 factors concidered in planning instructional delivery
AGIRF
1. Articulation
2. Grammer
3. rate of speach
4. Inflection
5. Force
1.a.17
Importance of body movement
body movement is an important part of communication it reinforces emphasizes, and clarifies wverbally expressed ideas.
1.a.17
Importance of body movement
body movement is an important part of communication it reinforces emphasizes, and clarifies wverbally expressed ideas.
1.A.18
Four purposes of oral questioniing
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
1.A.19
Characteristics of a good oral question
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.
1.A.20
Types of oral questions and their purposes.
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.
1.A.21
5 STEP QUESTIONING TECHNIQUE
1.State tha Question
2. Pause
3. Call on Student
4. Comment
5. Emphasize or repeat answer
1.A.22
Different Instructional methods
1. Lecture
2. Lesson
3. Demonstration
4. Role Play
5. Case Study
6. Lecture with audiovisuals
7. Discussion
1.A.23
Three parts of learning objective
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.
1.A.24
two methods of testing and there importance
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
1.A.25
5 learning levels a knowledge test item may test
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.
1.A.26
Discuss different parts of performance test
process and product.
The devolopement steps ar essentally the same for both types with the exception of final evaluation
1.a.27
list and describe the primary materials used in presenting instruction
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
1.a.28 state the purpose of using instructional media material and visual information
purpose is to increase students understanding and increases students retention, intrest, and motivation.