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  • Front
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STATE THE MANUAL NUMBERS AND TITLES OF NAVETRA 130A MANUAL
A. NAVEDTRA 130A TASK BASED CURRICULUM DEVELOPMENT MANUAL
B. NAVEDTRA 131 PERSONNEL PERFORMANCE PROFILE (PPP) BASED CURRICULUM DEVELOPMENT MANUAL
C. NAVEDTRA 134 NAVY INSTRUCTOR MANUAL
D. NAVEDTRA 135B NAVY SCHOOL MANAGEMENT MANUAL
LIST THE RESPONSIBILITY OF EACH OF THE FOLLOWING MEMBERS OF THE TRAINING ORGANIZATIONAL STRUCTURE: CHIEF OF NAVAL OPERATIONS (CNO), NAVAL EDUCATION AND TRAINING COMMAND (NETC), NAVEDTRACOM SHORE TRAINING ACTIVITIES, CURRICULUM CONTROL AUTHORITY (CCA), COURSE CURRICULUM MODEL MANAGER (CCMM), AND THE PARTICIPATING ACTIVITY
A. CNO PROVIDES POLICY FOR IMPLIMENTING AND SUPPORTING THE DEPARTMENT OF THE NAVY STRATEGIC GOALS REGARDING HUMAN RESOURCES, EDUCATION, AND TRAINING. SPECIFICALLY, CNO WILL STRIVE TO CONTINUOUSLY "IMPROVE THE QUALITY OF OUR MILITARY AND CIVILIAN WORK FORCE THROUGH FACT BASED, INNOVATIVE SYSTEMATIC CHANGES AFFECTING RECRUITMENT, TRINING, AND QUALITY OF LIFE."
B. NETC-NETC TRAINING POLICY IS DESIGNED TO MEET THE NAVEDTRACOM STRATEGIC GOALS IN THE AREAS OF LEADERSHIP, INSTRUCTION, QUALITY OF LIFE, INFRASTRUCTURE, EQUAL OPPORTUNITY, CURRICULUM, AND TECHNOLOGY.
C. NAVEDTRACOM SHORE TARINGIN ACTIVITIES- ARE RESPONSIBLE FOR MONITORING AND SUPPORTING SUBORDINATE COMMANDS IN CARRYING OUT PROCEDURES FOR ENSURING QUALITY TRAINING.
D. CCA- THE CURRICULUM CONTROL AUTHORITY (CCA) IS THE AGENCY, THAT APPROVES INSTRUCTIONAL METHODS AND MATERIALS AND THAT OPERATES AND MAINTAINS ASSIGNED COURSES.
E. CCMM- TRAINING ACTIVITIES ARE DESIGNATED AS COURSE CURRICULUM MODEL MANAGERS AND ARE CHARGED WITH THE PRIMARY RESPONSIBILITY FOR DEVELOPING, REVISING, AND MAINTAINING A COURSE.
F. PARTICIPATING ACTIVITIES- WHEN AN ACTIVITY PROVIDING TRAINING IS NOT THE CCMM, IT IS A PARTICIPATING ACTIVITY.
Descrive the "A", "C". and "F" classes of specialized training.
a. Class "A" Schools provide the basic knowledge and skills required to prepare for rating entry level performance.
b. Class "C" Schools provide advanced specialized skill/knowledge/aptitude/qualification training required to fill a particular billet.
c. Class "F" schools provide individual training to Fleet personnel, officer and enlisted. No NEC awarded.
State the 3 minimum rquirements for instructor certification according to NAVEDTRA 135B.
a. Complete command and course indoctrination.
b. Practice teach in the course for which certification is to be granted.
c. Recive satisfactory evaluations on a minimum of three separate presentations while practice teaching.
How often is training on safety required for all staff?
Quarterly
Discuss the categories of attrition.
a. Academic attrition occurs when a student is unable to achieve the learning objectives because of an academic problem, such as lack of classroom ability or lack of laboratory ability.
b. Non-academic attrition is based on addministrative decisions that are not a result of academic performance. Examples of non-academic attrition include administrative, disciplinary, motivational, or medical. For some non-academic attrites, the direction to attrite is based on decision by higher authority.
When are academic review boards required?
For Class "A" Schools, or Class "C" Schools, and as directed by the commanding officer of training activities.
What grade will be assigned to a retest if the sutdent passes the material retested?
The minimum passing grade.
State the 6 phases of the curriculum development/ revision process
P.A.D.D.I.E. (plan, analyze, design, develop, implement, evaluate)
Who determines what standard will be used for a curriculum revision?
The Curriculum Control Authority.
Who is responsible for maintaining a couse audit trail?
Course Curriculum Model Manager (CCMM)
Who is responsible for maintaining a master record?
Learning Management Office (LMO)
Explain briefly the two purposes of Instructor Evaluations.
Evaluations are required to (1) ensure technical qualifications and (2) satisfactory instructional tecniques.
Into what three areas is the student critique program divided?
a. Critique of the Instructor
b. Critique of the Course
c. Critique of the Quality of Life Issues
State how often a Formal Course Review (FCR) will normally be conducted?
Formal couse reviews are determined by the CCA. They will normally be conducted on either an annual, biennial, or triennial, or triennial cycle. In no case shall the formal course review cycle exceed three years.
Name five types of tests.
a. Pretest
b. Progress
c. Comprehensive
d. Quiz
e. Oral
Into what four areas is the evaluation of the classroom instructor divided?
a. Intorduction
b. Presentation
c. Instuctor/ Student Interaction
d. Summary
Into what four areas is the evaluation of a laboratory instructor divided?
a. Introduction
b. Presentation
c. Instructor/ Student Interaction
d. Summary
Name the Appendices found in the NAVEDTRA 135B.
a. Formal Training Paths
b. Attrition/ Setback analysis Checklist
c. Testing Programs
d. Classroom Evaluation Procedures
e. Laboratory Evaluation Procedures
f. Student Critique Forms
g. Safety Review Checklist
h. Formal course Review Program
i. Navy Training Feedback System Form
Explain the process of identifying training requirements for Naval Personnel.
The identificaiton of training requirements is an ongoing process. As skill requirements become obsolete, the Navy changes, revises, or deletes courses; as new skill requirements are identified, it introduces new courses.
State the purpose of the Navy Trainin System.
The purpose of the Navy Training System is to ensure a systematic approach for determinng what to train and how best to accomplish that training. Visualize Navy training as a system witht hree distinct but interrelated elements consisting of: preparation to train, delivery of training, and evaluation of training.
What is the most essential, single link in the trainin chain?
The instrucot. He/ she is the one who must simplify the learning process for sutdent fo varied backgrounds ans esperiences in an extremely complex training system. he/ she must present the knowledge and skills required to transform students into proficent and productive members of operating forces.
State and discuss the three qualities of an efficient and effective instructor.
Knowledge, ability, personality.
Knowledge: Be throoughly familiar with the subjsects you're teaching (SME). Be able to teach others how to do a j ob, as well as how to do it yourself. Know more about the subject than what you teach. Conduct training to meet the needs of the Navy, not individual members. Know basic instructional strategies and techniques.
Ability: leadership and instructional- leadership skills include planning and organizing, optimizing use of resources, delegating authority, monitoring progress and results, disciplining , and rewarding. Instructional ability: be efficient and effective. Know principles, methods, and techniques of instruction and how to apply them.
1. if you don't know the answer, admit it.
2. Keep your remarks professional and appropriate (no profanity).
3. Be patient.
4. maintain rapport with students (no sarcasm).
5. Treat student with respect (Be sincere).
Discuss the instructor's responsibilities in terms of:
a. Responsibility to students
b. Responsibility to training safety
c. Responsibility for security
d. Responsibility for curriculum
a. Responsibility to students: Students have many military duties and responsibilities that affect their lives. In addition, personal involvements with family members, friends, and other concerns affect their performance. As an instructor it is your responsiblilty to try and help students resolve any conflicts that my arise from those various outside influences. You have the unique position as an instructor to identify persons who may be experienceing conflict. Since you interact with students on a frequent basis, you should be able to notice changes in a student's performance or behavior; then take steps to help. It is also your responsiblity to teach effectively, set a good example for them to follow, and help them resolve conflicts that can hinder their training.
b. Responsiblity to training safety: Safety is an integral part of all elements of NAVEDTRACOM ( Naval Education and Training Command) mission. As an instrucotr you are a role model for your students. Safety is pramount at all times. You must demonstrate proper safety procedures, in addition to teaching the students. Be aware that you "actions speak louder that words" this is you greatest responsiblitiy as an instructor; to ensure a safe training encironment for your students.
c. Responsibility to secureity: Many courses contain materials that are classified for secuirty purposes. In teaching classified information, you must be aware of all the requirements for the teaching and storage of calssified material. Review the instructions that govern presenting, discussing, storing, and destruction of classified material (SECNAVINST 5510.25 series). Security of classified materials demands constant attention by everyone involved. Behavior has a great impact on the way your students act in following security rules and intstructions. NEVER downplay the importance of the security of classified materials.
d. Responsiblity to curriculum: Although most instructors do not become involved with the curriculum development process at an in depth level, they do become involved with the maintenance of the curriculum that they are presenting to students. You should know the difference between changes and revisions and how they affect the course of instruction. you should know what the surveillance process is an why it is important to your course. Maintenance of the curriculum is an ongoing effort to ensure that the course curriculum is both current and accurate. Any deficiency noted as a result of surveillance requires a change to curriculum or training.
List and discuss the key principles to applying motivationi theory in a training situation.
NEEDS AND DRIVES: When students have a need or drive, they lack something. A need or drive is usally defined as a deficit or lack that causes a desire for satisfaction. Example- the need to belong can motivate a student to seek group acceptance. That need, or drive, can cause the student to behave in a manner that eventually reduces the need and results in satisfaction.
INTEREST: Refers to a person's view of an activity as a worthwhile of enjoyable for its own sake. As an instructor, learn to control student interest throughout the lesson. If the student loses interest, the learning process breaks down.
VALUES: The student's values, attitudes, and previous experiences affect the nature and the ammount that the student learns. You must use a motivation that fits the studetn's value system.
ATTITUDES: attitudes consist of fellings for or against perople, objects, or ideas. show your students a positive attitude when presenting a lesson. If the student sees a positive reinforcement form the instructor, this will cause a desire to learn the material
INCENTIVES: incentives (rewards) are good for stimulating student motivation. Good grades, awards, choice of orders out of school, or selection as honor student can motivate students to achieve.
ACHIEVEMENT: achievement is a strong sesire, an aim, a goal or a desired objective. To make an effort to succeed interesting students must have a need to achieve at a certain level.
List and discuss the five techniques which can assist in developing motivational strategies for instruction:
a. Make the subject matter interesting. Plan motivational strategies to keep the lesson interesting. A dull presentation leads to lack of participation from students, which leads to a lack of interest in the material you are presenting. Use a variety of materials when teaching and present a positive image to keep the students from losing confidence in your teaching ability.
b. Establish goals. The goals of instruction come directly from the learning objectives for the courses you are instructing. Ensure that the information you present during the lesson isunderstood by al student in the class so that they know exatly what they are expected to be able to do as a result of training.
Provide informative feedback. Students need feedback when they are trying to meet their goals. As an instructore you are able to give feedback, both written and oral. You should be sure to give the proper recognition for positive student behavior and achievements when discussing a student error be sure to give help on how to correct the mistake.
Show interest in your students. Give students detailed feedback when they respond to a question or perfrom a task related to the instructional objectives. Feedback can be the difference between a student failing or succeeding. ALWAYS comment on positive performance.
Encourage participation. Open yourself to student contributions and their points of view. Every student brings a wealth of different experiences to the learning environment. Use these as a positive motivational tool to add variety and sustain a high degree of interest in learning the subject matter.
State the ultimate goal of instruction.
To cause students to remain motivated beyond the instructor's influence and apply what they have learned on the job.
State the five different ways of leanring.
Imitation
Trial and Error
Association
Insight
Transfer
Discuss the five different ways of learning.
Imitation: Students observe the behavior of others (primarily the instructor) and imitate that behavior. Even without direct reinforcement of the repeated behavior learning still occurs.
Trial and Error: This is also called discovery learning. Trial and error is learning by doing. hands on experience is how some students learn and are able to achieve success sooner. The instructor is instrumental in setting the proper example for the student to follow so that less errors are likely to occur.
Association: A comparison of past learning to new learning situations, association is a mental process that serves as a reference point for students. The new problems are easier to comprehend and solve when there is a similar element that can be rememebred from past experiences.
Insight: Insight is the understanding that the whole is more than just the sum of thep arts. To learn by insight, the learner suddenly grasps the way elemebts of a problem situation are connected. It is an unplanned discorery of a slolutiong to a problem-- often called the "ah-ha" phenomenon, resulting from a mental reorganization of ideas and concepts rather than from simple trial and errror.
Transfer: the process of applying past learning to new but somewhat similar situations. This is an importan process in navy technical training because the training environment can rarely duplicate the actual job environment. If possible, use of the actual equipment that the student will use in the Fleet should be used for training.
State the five laws of learning
a. readiness
b. Effect
c. Primacy
d. Exercise
e. Intensity
Discuss the single most important factor in a student's educational advancement.
Motivation
List and discuss the five learning senses in tehir order of importance to the intructional environment.
a. Sight-75% of our basic learning ocmes from sight. most early learning comes from seeing and imitating. use of visual aids in your presentation will enhance student learning of the subject matter.
b. hearing- Hearing is the second most important of hte five learning senses. Used with sight, the learning capabilities are overwhelming. Watch the volume of your voice when presenting the lesson, ensure that your speech is clear and that words are enunciated correctly.
c. youch- A major learning factor when it is combined with orther leanring senses. reinforces the association way of learning by taking an dexperience (e. temperature sensitivity) and applying it to a new situration ( heat from a soldering iron). Knowing that soldering irons get hot, the student does not need to put his hand on it to verify that it is hot.
d. and e. Taste and Smell- Although not important in many Navy training situations, these two learning senses are used as a warning system. Examples would include a baker who is able to tell if food is burning by using his sense of smell or if a pie was baked through completely by tasting a section.
State and discuss the six common characteristics all sutdents posses.
a. Students want to be treated as adults. Demand an adult level of work from each student. Emphasize adult learning techniques that deman "hands on" experience, and treat your students with respect.
b. They possess the basic desire to succeed. Nobody wants to fail. use tha basic deisre to succeed to its strongest advantage by striving to help students move from success to success. Instill confidence in your studnets by providing reinforcement that encourages further learning.
c. They possess an ability to evaluate. they are quick to detect lack of competence, sincerity, and enthusiasm in an instructor. Dedicate yourself to you students and be sincere about your attitude towards them. Students are quick to recognize when an instructor does not "want to be there."
d. students make mistakes. be patient with your students and rememebr that you were once in the same learning situation. The experience can be turened into a positive learning experience for both student and the instructor.
e. Students respect instructors who show a sense of fair play. Treat all leanrrs farily, equally, and as adults.
f. Students need to be recognized for a job well done, especially in the classroom situation. When a student does a good job, tell him.
State and discuss the four basic learning styles.
a. Concrete learners. this type of learner prefers an experience based approach to learning, relying heavily on feelins and personal judgements. They have to be perosnlly involved in the actions that are being performed. A concrete learner learns best by imitation after watching a perfromance of the actual action.
b. Active learners. This type of learner prefers to use a step by step approach to learning, relying on small group discussion, structured exercises, and problem solving skills. Active learners are experimenters who prefer to systematically try out new skills. A trial and error way to learning appeals to them
c. Reflective learners. This type of learner likes to observe and reflect (make comparisons and contrasts) before drawing conclusions. Reflective learners learn best by listening to lectures, watching films and reading. This type of learner does not does not like a hands on experience. They would rather be the observer, analyze the action that is being performed, figure out all the possible solutions, then perfrom the action.
d. Abstract learners. This type of learner perfers a theory based analytical approach to learning, relying on lectures from experts, theoretical reading, case studies, and activities that require solitary thinking.
List the percentages of information retained when one or more learning styles is involved in the instructioinal process.
a Abstract = 20% retained
b. Abstract and reflective = 50% retained
c. Abstract, reflective, and Concrete = 70% retained
d. All four = 90% retained
State the barriers to effective communications.
a. Lack of common core experience
b. Overuse of abstractions
c. Fear
d. Environmental factors
State and discuss the purpose of the 3 step communication process
a. Transmit (send)
The three elements of sending a message are:
Formulate the message you intend to send. Consider the barriers that may affect your message. Encode your message (put in the words you want to use)
SEND THE MESSAGE
b. Receive (decode)
The four elements of receiving a message are:
The message is seen or heard by the person.
The message is affected by barriers.
The messge is decoded via mental imagery
The message is interpreted.
c. Feedback (sender makes sure the receiver correctly understands the message). To make sure the message sent is the same one that is received, feedback is necessary. Any type of feedback can help to ensure that the message has been interpreted correctly. Oral questions, written information, and body language/ facial expressions are some of the ways that feedback can be given.
Discuss why listening is one of the most important communication skills
Listening. this is one of our most importan sommunication skills. It is an active process of hearing and understanding that demands concentration and attention. Both the instructor and the student have responsibilities in the communication process. The instructor must ensure that the learning environment is free of distractions that might interfere with the students ability to listen and he should be alert to their non verbal behavior. he should learn to determine if students are listenting by the type of feedback they provide. Effective listening depends on motivation and the instroctor is the prime motivation. Students must take responsiblity for their own learning through active listening, arriving ready for learning, and participating and asking questions.
List the 5 effective instructor delivery techniques.
a. aritculation
b. grammar
c. rate of speech
d. voice inflection
e. force (of delivery)
State and discuss the importance of body movement as an important part of successful communication.
Body movement reinforces, re emphasizes, and clarifies verbally expressed ideas.
State and discuss the four purposes of oral questioning.
a. Stimulates students to think.
b. Arouses interest in subject matter
c. Focuses attention
d. Drills student on subject matter
State and discuss the characteristics of a good oral question
a. Level of instruction. use simple words, grammar that is correct, and complete sentences. use words that students can understand.
b. Use of interrogatice. Be sure to use the interrogatory at the beginning of your question so that the student know immediately when a question is being asked.
c. Clarity of meaning. do not use trick phrases. make sure the questions that you are presenting conveys the ture or intended meaning that you are trying to send. make your questions brief, limiting them to on thought so as not to confuse the student. State your question clearly and in a conversational tone.
Discuss the types of oral questions and their purposes.
a. Factual question. Asks for specific information.
b. Throught provoking. stimualtes student thinking.
c. Interest arousing. used to focus student attention
d. Multiple Answer. has more than one correct answer. Increases student participation.
e. Yes/No. can be used to arouse interest
f. Leading. Suggests its own answer. Helps the student focus on the information that the instructore is looking for.
g. Canvassing. helps to determine how many students may already be familiar with a specific area of subject matter.
State the five steps of the five step questioning technique.
a. Ask (state question)
b. Pause
c. Call on student (by name)
d. Comment (on answer)
e. Emphasize correct answer
List five of the seven instructional methods.
a. lecture
b. Lecture with audiovisual
c. lesson
d. demonstration
e. role playing
f. case study
g. discussion
State and discuss the three parts of a learning objective.
a. behavior: what the student will be able to do as a result of a learning experience.
b. condition: the aiding and the limiting factors imposed upon the student in satisfying the performance requirements of the objective.
c. Standard: what degree of proficiency will be required to perform the behavior
State and discuss the three learning domains.
Cognitive Domain: Contains six categories. Each category illustrates the level of understanding the student should be able to demonstrate as a result of instruction provided.
Knowledge (level 1) recall, requiring students to demonstrate their knowledge of the subject, but not their understanding of it.
Comprehension (level 2) ability to grasp the meaning of material. More complex than recall of material
Application (level 3) ability to apply learning in new and concrete ways
Analysis (level 4) ability to separate material into its component parts to arrive at an understanding of its organizational structure. Involves decision making, problem solving or troubleshooting skills
synthesis (level5) ability to reason from general to particular. Creative behavior that combines many parts into a menainful whole
Evaluation (level 6) Ability to judge the value of the material based on defined criteria. Contains elements of all th ecognitive categories. This is the highest level of understanding in the cognitive domain.
b. Affective Domain: Defines learning outcomes associated with emotions and feelings, such as interst, attitudes, and appreciation. this domain is interesteed in more than just a "correct response." It is also interested in determining how a student feels towards the subject.
Psychomotor Domain: Contains five categories. students accomplish much of their skill learning by imitating, trial and error, transfer, association, and insight. While none of these ways are unique to any on domain, trial and error, and transfer are closely associated with the psychomotor domain.
Perception (level1) students use of sensory organs to obtain clues that guide their motor activity.
Set (level 2) refers to student's being ready to perform a particular action
Guided Response (level 3) Early stages of learning a complex skill. Includes learning through trial and error imitation.
Explain the differences between
a. Terminal Objectives (TO)
b. Enabling Objectives (EO)
a. A terminal objective is a specific statement of the performance expected from a student as a result of training. It expresses the behavior to be exhibited, the condition(s) under which it is to be exhibited, and the standard to which it will be performed. TOs support the course mission statement.
b. An enabling Objective is a specific statement of the behavior to be exhibited. EOs support a terminal objective.
Discuss the two methods of testing and their importance.
a. Knowledge: knowledge tests measure the achievement of the objectives through the use of test items written at the appropriate learning level.
b. Performance: performance tests measure skill acquisition by having the student demonstrate specific behaviors defined by learning objectives.
Explain the five learning levels that a knowledge test item may test:
a. Recognition: Process of verbatim identification of terms, facts, rules, methods, principles, procedures, objects, and the lik, presented during training.
b. Recall: Requires the student to respond from memory instead of selecting the response from two or more alternatives. To answer a recall test item, students remember and respond exactly as taught.
c. Comprehension: Requires the understanding of what was taught rather than simply memorizing the information. used with questions that require interpretation, explanation, translation, and summarizing information.
d. Application: Ability to use acquired knowledge in a job related situation. requires the student to demonstrate knowledge through mental skill exercises like performing computations, using information learned during trainin, and applying it to a new situation.
e. Analysis/Evaluation: Involves the understanding of elements of data and relationships among the data that mak the meaing of information explicit. Involves the judgement of the value or the effectiveness of procedures or solutions based on data, criteria, or standards.
Discuss the different types of performance tests
used for objectives that require the demonstration of observable skills. It is a simulated work situation in which students demonstrate their ability to complet procedures, produce a product, or a combination of both.
types:
a Product: test involves comparing a student's efforts to an acceptable completed example. (Has to be within the standards as set forth in the learning objective.)
Process: test involves the student's ability to correctly follow procedural steps in competing a task.
c. combinatin: test involves both process and product where both ehte end result and the procedures utilized to get there are of equal importance and need to be tested.
List and descrive the primary materials used in presneting instruction
a. Lesson Plan (Front matter, lesson topics)
b. instruction sheets (assignment, diagram, information)
c. Instructional Media Material (Transparencies, Videos, Wallcharts, etc)
State the purposes of using Instructional media Material
a. Increase student understanding
b. increase student interest and motivation
c. Increase student retention
d. Increase uniformity of training
Describe two types of instructor evaluations
a. Classroom
Evaluates the classroom instruction and is divided into four major categories including:
(1) Introduction
(2) Presentation
(3) Instructor/ Student Interaction
(4) Summary
b.Laboratory
Evaluates the performance of the instructor and the students in a laboratory situation and is divided into four major categories including:
(1) Introduction
(2) Presentation
(3) Instructor/ Student Interaction
(4) Summary
Discuss the item(s) developed in Phase I (PLAN) of Task based Curriculum Development.
Training Project Plan- this document, once developed, becomes the blueprint for the revision for an existing course or the development of a new course. Refer to CNETINST 1550.1 series (reference module 5) for other requirements of a Training Project Plan (or cancellation of a course).
State and discuss the three parts of a learning objective.
a. behavior: what the student will be able to do as a result of a learning experience.
b. condition: the aiding and the limiting factors imposed upon the student in satisfying the performance requirements of the objective.
c. Standard: what degree of proficiency will be required to perform the behavior
State and discuss the three learning domains.
Cognitive Domain: Contains six categories. Each category illustrates the level of understanding the student should be able to demonstrate as a result of instruction provided.
Knowledge (level 1) recall, requiring students to demonstrate their knowledge of the subject, but not their understanding of it.
Comprehension (level 2) ability to grasp the meaning of material. More complex than recall of material
Application (level 3) ability to apply learning in new and concrete ways
Analysis (level 4) ability to separate material into its component parts to arrive at an understanding of its organizational structure. Involves decision making, problem solving or troubleshooting skills
synthesis (level5) ability to reason from general to particular. Creative behavior that combines many parts into a menainful whole
Evaluation (level 6) Ability to judge the value of the material based on defined criteria. Contains elements of all th ecognitive categories. This is the highest level of understanding in the cognitive domain.
b. Affective Domain: Defines learning outcomes associated with emotions and feelings, such as interst, attitudes, and appreciation. this domain is interesteed in more than just a "correct response." It is also interested in determining how a student feels towards the subject.
Psychomotor Domain: Contains five categories. students accomplish much of their skill learning by imitating, trial and error, transfer, association, and insight. While none of these ways are unique to any on domain, trial and error, and transfer are closely associated with the psychomotor domain.
Perception (level1) students use of sensory organs to obtain clues that guide their motor activity.
Set (level 2) refers to student's being ready to perform a particular action
Guided Response (level 3) Early stages of learning a complex skill. Includes learning through trial and error imitation.
Explain the differences between
a. Terminal Objectives (TO)
b. Enabling Objectives (EO)
a. A terminal objective is a specific statement of the performance expected from a student as a result of training. It expresses the behavior to be exhibited, the condition(s) under which it is to be exhibited, and the standard to which it will be performed. TOs support the course mission statement.
b. An enabling Objective is a specific statement of the behavior to be exhibited. EOs support a terminal objective.
Discuss the two methods of testing and their importance.
a. Knowledge: knowledge tests measure the achievement of the objectives through the use of test items written at the appropriate learning level.
b. Performance: performance tests measure skill acquisition by having the student demonstrate specific behaviors defined by learning objectives.
Explain the five learning levels that a knowledge test item may test:
a. Recognition: Process of verbatim identification of terms, facts, rules, methods, principles, procedures, objects, and the lik, presented during training.
b. Recall: Requires the student to respond from memory instead of selecting the response from two or more alternatives. To answer a recall test item, students remember and respond exactly as taught.
c. Comprehension: Requires the understanding of what was taught rather than simply memorizing the information. used with questions that require interpretation, explanation, translation, and summarizing information.
d. Application: Ability to use acquired knowledge in a job related situation. requires the student to demonstrate knowledge through mental skill exercises like performing computations, using information learned during trainin, and applying it to a new situation.
e. Analysis/Evaluation: Involves the understanding of elements of data and relationships among the data that mak the meaing of information explicit. Involves the judgement of the value or the effectiveness of procedures or solutions based on data, criteria, or standards.
Discuss the different types of performance tests
used for objectives that require the demonstration of observable skills. It is a simulated work situation in which students demonstrate their ability to complet procedures, produce a product, or a combination of both.
types:
a Product: test involves comparing a student's efforts to an acceptable completed example. (Has to be within the standards as set forth in the learning objective.)
Process: test involves the student's ability to correctly follow procedural steps in competing a task.
c. combinatin: test involves both process and product where both ehte end result and the procedures utilized to get there are of equal importance and need to be tested.
List and descrive the primary materials used in presneting instruction
a. Lesson Plan (Front matter, lesson topics)
b. instruction sheets (assignment, diagram, information)
c. Instructional Media Material (Transparencies, Videos, Wallcharts, etc)
State the purposes of using Instructional media Material
a. Increase student understanding
b. increase student interest and motivation
c. Increase student retention
d. Increase uniformity of training
Describe two types of instructor evaluations
a. Classroom
Evaluates the classroom instruction and is divided into four major categories including:
(1) Introduction
(2) Presentation
(3) Instructor/ Student Interaction
(4) Summary
b.Laboratory
Evaluates the performance of the instructor and the students in a laboratory situation and is divided into four major categories including:
(1) Introduction
(2) Presentation
(3) Instructor/ Student Interaction
(4) Summary
Discuss the item(s) developed in Phase I (PLAN) of Task based Curriculum Development.
Training Project Plan- this document, once developed, becomes the blueprint for the revision for an existing course or the development of a new course. Refer to CNETINST 1550.1 series (reference module 5) for other requirements of a Training Project Plan (or cancellation of a course).
State and discuss the three parts of a learning objective.
a. behavior: what the student will be able to do as a result of a learning experience.
b. condition: the aiding and the limiting factors imposed upon the student in satisfying the performance requirements of the objective.
c. Standard: what degree of proficiency will be required to perform the behavior
State and discuss the three learning domains.
Cognitive Domain: Contains six categories. Each category illustrates the level of understanding the student should be able to demonstrate as a result of instruction provided.
Knowledge (level 1) recall, requiring students to demonstrate their knowledge of the subject, but not their understanding of it.
Comprehension (level 2) ability to grasp the meaning of material. More complex than recall of material
Application (level 3) ability to apply learning in new and concrete ways
Analysis (level 4) ability to separate material into its component parts to arrive at an understanding of its organizational structure. Involves decision making, problem solving or troubleshooting skills
synthesis (level5) ability to reason from general to particular. Creative behavior that combines many parts into a menainful whole
Evaluation (level 6) Ability to judge the value of the material based on defined criteria. Contains elements of all th ecognitive categories. This is the highest level of understanding in the cognitive domain.
b. Affective Domain: Defines learning outcomes associated with emotions and feelings, such as interst, attitudes, and appreciation. this domain is interesteed in more than just a "correct response." It is also interested in determining how a student feels towards the subject.
Psychomotor Domain: Contains five categories. students accomplish much of their skill learning by imitating, trial and error, transfer, association, and insight. While none of these ways are unique to any on domain, trial and error, and transfer are closely associated with the psychomotor domain.
Perception (level1) students use of sensory organs to obtain clues that guide their motor activity.
Set (level 2) refers to student's being ready to perform a particular action
Guided Response (level 3) Early stages of learning a complex skill. Includes learning through trial and error imitation.
Explain the differences between
a. Terminal Objectives (TO)
b. Enabling Objectives (EO)
a. A terminal objective is a specific statement of the performance expected from a student as a result of training. It expresses the behavior to be exhibited, the condition(s) under which it is to be exhibited, and the standard to which it will be performed. TOs support the course mission statement.
b. An enabling Objective is a specific statement of the behavior to be exhibited. EOs support a terminal objective.
Discuss the two methods of testing and their importance.
a. Knowledge: knowledge tests measure the achievement of the objectives through the use of test items written at the appropriate learning level.
b. Performance: performance tests measure skill acquisition by having the student demonstrate specific behaviors defined by learning objectives.
Explain the five learning levels that a knowledge test item may test:
a. Recognition: Process of verbatim identification of terms, facts, rules, methods, principles, procedures, objects, and the lik, presented during training.
b. Recall: Requires the student to respond from memory instead of selecting the response from two or more alternatives. To answer a recall test item, students remember and respond exactly as taught.
c. Comprehension: Requires the understanding of what was taught rather than simply memorizing the information. used with questions that require interpretation, explanation, translation, and summarizing information.
d. Application: Ability to use acquired knowledge in a job related situation. requires the student to demonstrate knowledge through mental skill exercises like performing computations, using information learned during trainin, and applying it to a new situation.
e. Analysis/Evaluation: Involves the understanding of elements of data and relationships among the data that mak the meaing of information explicit. Involves the judgement of the value or the effectiveness of procedures or solutions based on data, criteria, or standards.
Discuss the different types of performance tests
used for objectives that require the demonstration of observable skills. It is a simulated work situation in which students demonstrate their ability to complet procedures, produce a product, or a combination of both.
types:
a Product: test involves comparing a student's efforts to an acceptable completed example. (Has to be within the standards as set forth in the learning objective.)
Process: test involves the student's ability to correctly follow procedural steps in competing a task.
c. combinatin: test involves both process and product where both ehte end result and the procedures utilized to get there are of equal importance and need to be tested.
List and descrive the primary materials used in presneting instruction
a. Lesson Plan (Front matter, lesson topics)
b. instruction sheets (assignment, diagram, information)
c. Instructional Media Material (Transparencies, Videos, Wallcharts, etc)
State the purposes of using Instructional media Material
a. Increase student understanding
b. increase student interest and motivation
c. Increase student retention
d. Increase uniformity of training
Describe two types of instructor evaluations
a. Classroom
Evaluates the classroom instruction and is divided into four major categories including:
(1) Introduction
(2) Presentation
(3) Instructor/ Student Interaction
(4) Summary
b.Laboratory
Evaluates the performance of the instructor and the students in a laboratory situation and is divided into four major categories including:
(1) Introduction
(2) Presentation
(3) Instructor/ Student Interaction
(4) Summary
Discuss the item(s) developed in Phase I (PLAN) of Task based Curriculum Development.
Training Project Plan- this document, once developed, becomes the blueprint for the revision for an existing course or the development of a new course. Refer to CNETINST 1550.1 series (reference module 5) for other requirements of a Training Project Plan (or cancellation of a course).
State the barriers to effective communications.
a. Lack of common core experience
b. Overuse of abstractions
c. Fear
d. Environmental factors
State and discuss the purpose of the 3 step communication process
a. Transmit (send)
Formulate the message you intend to send. Consider the barriers that may affect your message.put in the words you want to use SEND THE MESSAGE
b. Receive (decode)
The message is seen or heard by the person.The message is interpreted.
c. Feedback (sender makes sure the receiver correctly understands the message). Any type of feedback can help to ensure that the message has been interpreted correctly.
Discuss why listening is one of the most important communication skills
Listening. this is one of our most important communication skills. It is an active process of hearing and understanding that demands concentration and attention. The instructor must ensure that the learning environment is free of distractions that might interfere with the students ability to listen and he should be alert to their non verbal behavior. he should learn to determine if they are listenting by the type of feedback they provide. Effective listening depends on motivation and the instructor is the prime motivation.
List the 5 effective instructor delivery techniques.
a. aritculation
b. grammar
c. rate of speech
d. voice inflection
e. force (of delivery)
State and discuss the importance of body movement as an important part of successful communication.
Body movement reinforces, re emphasizes, and clarifies verbally expressed ideas.
State and discuss the four purposes of oral questioning.
a. Stimulates students to think.
b. Arouses interest in subject matter
c. Focuses attention
d. Drills student on subject matter
State and discuss the characteristics of a good oral question
a. Level of instruction. use simple words, correct grammer and complete sentences use words that students can understand.
b. Use of interrogative. Be sure to use it at the beginning of your question so that the student knows immediately when a question is being asked.
c. Clarity of meaning. make sure the questions that you are presenting conveys the true or intended meaning that you are trying to send. make your questions brief, State your question clearly and in a conversational tone.
Discuss the types of oral questions and their purposes.
a. Factual question. Asks for specific information.
b. Throught provoking. stimualtes student thinking.
c. Interest arousing. used to focus student attention
d. Multiple Answer. has more than one correct answer. Increases student participation.
e. Yes/No. can be used to arouse interest
f. Leading. Suggests its own answer. Helps the student focus on the information that the instructore is looking for.
g. Canvassing. helps to determine how many students may already be familiar with a specific area of subject matter.
State the five steps of the five step questioning technique.
a. Ask (state question)
b. Pause
c. Call on student (by name)
d. Comment (on answer)
e. Emphasize correct answer
List five of the seven instructional methods.
a. lecture
b. Lecture with audiovisual
c. lesson
d. demonstration
e. role playing
f. case study
g. discussion
State and discuss the three parts of a learning objective
a. Behavior: What the student will be able to do as a result of a learning experience
b. Condition: The aiding and limiting factors imposed upon the student in satisfying the performance requirements of the objective.
c. Standard: What degree of proficiency will be required to perform the behavior.
Explain the differences between:

A. Terminal objectives (TO)
b. Enableing Objectives (EO)
a. A terminal objective is a specific statement of the performance expected from a student as a result of traiing. It expresses the behavior to be exhibited, the condition(s) under which it is to be exhibited, and the standard to which it will be performed. TOs support the course mission statement.
b. An enabling objective is a specific statement of the behavior to be exhibited. EOs support a terminal objective.
Discuss the two methods of testing and their importance.
a. Knowledge:measure the achiewment of the objectives through the use of test items written at the approproate learning level.
b. Performance:measure skill acquisition by having the student demonstrate specific behaviors defined by learning objectives.
Discuss the different types of performance tests.
It is simulated work situation in which students demonstrate their ability to complete procedures, produce a product, or a combination of both.
Types:
a. Product involves comparing a student's efforts to an acceptable completed example.
b. Process: involves the student's ability to correctly follow procedural steps in completing a task.
c. Cobinatinon:involves both process and product where both the end result and the procedures utilized to get there are of equal importance and need to be tested.
List and describe the pirmary materials used in presenting instruction
a. Lesson Plan (Front matter, lesson topics)
b. Instruction Sheets (Assignment, Diagram, Information)
c. Instructional Media Material (Transparencies, videos, Wallcharts, etc.)
State the purposes of using instructional media amterial
a. Increase student understanding
b. increase student interest and motivation.
c. increase student retention.
d. increase uniformity of training.
Describe two types of instructor evaluations
a. Classroom
Evaluates the classroom instruction and is divided into four major categories including:
(1)Introduction
(2)presntation
(3)instructor/student interation
(4)summary
b. Laboratory
Evaluates the performance of the instructor and the students in a laboratory situation and is divided into four major categories including:
(1) Introduction
(2) Presentation
(3) Instructor/ Student Interaction
(4) Summary
Discuss the item(s) developed in Phase I (PLAN) of Task based Curriculum Development.
Training Project Plan- this document, once developed, becomes the blueprint for the revision for an existing course or the development of a new course. Refer to CNETINST 1550.1 series (reference module 5) for other requirements of a training project plan ( or cancellation of a course).
Discuss the items developed in a Phase II (Analyze).
Course Training Tsk List(CTTL)- This is the foundation for the writing of the Terminal and Enabling Objectives which comprise a course of instruction and carry out the course mission statement as explained in the Training Project Plan(Tpp). It is archived as part of the Course Audit Trail. The CTTL is the list of duties and tasks to be trained in a course. It is developed by analyzing the Course Mission and Technical documentation.
Discuss the items developed in Phase III (Design)
The Training Course Control Document serves as the primary development and management document for a course. The approved TCCD serves as the authority for further development and consolidates the information needed by the curriculum developers to create the curriculum and support materials for a course. TCCD consists of the Front Matter, The Curriculum Outline of Instruction and two annexes which include: resource Requirements List (RRL) and the Course master Schedule (CMS) with the Master Schedule Summary Sheet (MSSS)
State the two categories of learning objectives.
Knowledge
Performance
Discuss the items developed in Phase IV (Develop)
Curriculum materials for a course are developed to support the objectives. The curriculum materials developed in theis phase are: 1. lesson plan 2 trainee guide 3 tests/ test items and 4 IMM- Instructional Media Materials
State and discuss the elements of the Lesson Plan
Front Matter -Cover page, title page, change record page, table of contents page(s), Security Awareness Notice Page (s), safety/Hazard Awareness Notice Page (s), and Terminal Objectives Page (s)

Lesson Topic Guides- Topic page(s) and Discussion-Demonstraion-Activity (DDA) pages
state and discuss the elements of the student guide
Front matter- Student name page, Cover page, Title page, Change record page, table of contents page, security awareness notice page, safety/hazard awareness notice page, how to use your student guide, terminal objective page, course master schedule. Student name page, cover page and course master schedule are optional at CCMM or CCA direction

Instructional Sheets-assignment sheets, and information sheets which may contain outline sheets, diagrams, job sheets, and problem sheets
State the rules for writing a course Training task List (CTTL) statement
aSupport the course mission statement
b. be short
c. begin with a performance verb
d. end with an object
e. be observable
f. meet all guidelines listed in NAVEDTRA 130A
State the purpose of testing
Tests are developed when a grade (either within-course or end of course) is to be assigned, or a trainee's course PASSING/FAILURE must be decided and recorded. It is a mehod for determining how well the trainee has achieved the objectives.
Explain the purpose of conducting a pilot course
The purpose of conducting a pilot course is to validate the curriculum materials. It determines the effectiveness in attaining the course objectives. pilot course is actually conducted at a navy school using navy instructors
List the justifiable reasons for developing, revising, or canceling a course
Actions that either reveal or confirm a need to develop or revise training. usually as a result of a navy training plan, tasking by a higher authority, internal course reviews and local command initiatives, external course reviews, surveillance and external feedback, and training appraisals.
Discuss the purpose of PHASE V (implement)
At the conclusion of the course pilot, and after corrections indicated by the pilot have been incorporated into the course matrial, the course is implemented by issuance of a letter of promulgation by the CCA. Formal trainin the nommences at all designated sites.
Discuss the Purpose of PHASE VI (EVALUATE)
The central concept behind evaluation is the constant improvement of training materials through a proecess that provides a means of keeping training materials current current and accurate, is responsive to changing training requirements and equipment, documentation alterations, and is open to innovation.
Discuss the relationship between the following as used in the CTTL.
a. Job: a job is made up of duties and tasks
b. Duty: a duty is a major part of a job. It involves a group of closely related tasks. it must be measurable.
c. Task: a task is a major part of a duty- clusters of tasks make up a duty. It can be performed in a short amount of time. It must be measurable.
State the difference between the Course Mission Statement and a terminal Objective.
Course Mission Statement relates to information about the course, while the terminal objective is concerned with the Trainee behavior
Describe the three products of the Training Course Control Document:
a. Front Matter: Cover page, Letter of Promulgation, Foreword, Table of Contents, Course Data, trainee Data.

b. Curriculum Outline of instruction- course learning objectives

c. Annexes: Resource Requirements List (RRL) Course master schedule (CMS)
List the volumes of the NAVEDTRA 130A and their purpose.
a. I. Development Guide: Contains standards and conventions for course development. Designed for use by the individual revising or developing training materials.
b. II- Sample Products: Provides samples of each of the management and curriculum documents in a format consistent with Volume I
c. III- Managers Guide: addresses the manager's responsiblities in each of the six phases of the Task based Curriculum development
LP
lesson Plan
D-D-A
Discussion-Demonstration-Activity Page
TO
Terminal Objective
EO
Enabling Objective
DP
Discussion Point
RIA
Related Instructor Activity
IMM
Instructional media material
What is the purpose and scope of OPNAVINST 1500.2?
Provide procedures, policy, and responsibilities for coordination of contractor-developed training for military and civilian personnel
The term "contractor-developed training" is defined as training for use within the Navy from what three sources?
Contractors, equipment vendors, manufacutrers
Initial training usually consists of what parts/phases?
a. Training and intial cadre of mainenance, operator, instructor, or supervisory personnel
b. training on equipment for which no schools/ courses in USN exist or will exist
c. Pilot course given by military instructors using materials developed by a contractor
When will preliminary evaluation take place?
preliminary evaluation will take place during the in process reviews as required by the contract
Final acceptance shall occur when?
Final acceptance will occur only after deficiencies from the pilot course critique are corrected and reviewed by the TA, TSA and Principal Contracting Officer (PCO)
From the training activity viewpoint, what is the most important duty that NETC has in dealing with contractor developed training/materials?
to ensure that instructor-level perosnnel are involved and have input at every oppropriate phase of the acquistion process for training programs
What type of courses are considered "high-risk"?
Aircrew, Survival training, law Enforcement and any physically dangerous courses
What is a "DOR" and the procedures for the conduction of one?
DOR stands for drop on request. it is an administrative procedure that is available to the student which allows removal from a high risk training course.

Procedures: After removal from voluntary training, the student will submit a written request detailing the reasons for the DOR. The request should clearly indicate that the studnet desires to drop from the course of instruction. This is submitted directly to the training or division oficer and becomes part of the student's training record. (if a student is currently being processed for an Academic Review Board (ARB) action prior to the DOR, the ARB shall take precedence. In either case, the student will be removed from training.)
What is a "TTO" and the procedures for the conduction of one?
TTO is a Training Time Out. it is a procedure that allows the instructor OR the student to immediately stop training if concerened for safety or a need for clarifiction of procedures or requiremnts exist.
What is an Emergency Action plan (EAP) used for, and how often must it be reviewed for accuracy of information? Fully exercised?
An Emergency Action Plan is a plan of procedures that can be used in the even of an emergency, containing locations of emergency equipment, personnel that should be contacted, and procedures to follow for injured personnel.
It must be reviewed for accuracy of information monthly and exercised annually
how often are Safety Stand downs required to be held?
A safety stand down is required to be held annually
State the purpose of NITRAS
a. Provide training information to NETC and other high-level commands
b. support BUPERS and Recruit Training Commands (RTC)
c. Provide NETC, its functional commanders and activities with automated means to manage and support the training effort. It is the sole official source for the type of statistical information contained in it.
State the name and discuss the contents of each of the files that comprise NITRAS
a. MCRF- Master Course Reference File Contains the descriptive data elements, class schedules, training plans by FY, quotas, and convening dates
b. SMF- Student Master FIle Information about individual students by SSN, courses, date of attrition, dates of setback, and information for the training summary file (TSF)
c. PMF-Pipeline management File Provides monitoring of selected pipelines; students tracked by SSN and name. Tracks students through a pipeline series of courses.
What is the purpose of the Course Master Schedule?
The purpose is to provide a single document showing planned period by period subject matter for each course, time specified for theory and laboratory, the detailed sequence of the instructional program, and optimum student to instructor ratio for each period
What is purpose of the Master Schedule summary Sheet?
to summarize detailed data contained in the body of the course master schedule
How many standard technical training hours shall the course master schedule reflect for the workweek?
40 hours
what is the standard classroom student to instructor ratio?
25:1
What is a "bottleneck ratio"?
It is a time in training where equipment or space restricts the entire class from completing a period of instruction simultaneously
What kind of informatin can an instructor/command input to NITRAS?
a. Course description
b. course schedule
c. convening dates
d. class quotas
e. course statistics
Discuss the difference between calendar days and instructional days as referenced to course length?
Calendar Days- the number of work days the class is in session excluding weekends and holidays
Instructional days- The actual number of work days in the class is i nsession excluding weekends and holidays
State five data elements that are contained in both NITRAS and CANTRAC?
CIN (Course Identification Number)
course long title
course length
convening date
graduation date
state the meaning of the acronym "CDP"
Course Data Processing- identifies each course by location
All training activities testing programs shall be designed to ensure what indicator?
the student's ability to perform the objectives of the course.
What five items does the testing program contain?
-test item bank
-test security
-test administration, review, and remediation
-testing plan
-test item analysis and test analysis
The two methods of testing are?
Performance tests

Knowledge tests
The five types of tests are?
Pretest

Progress test

Comprehensive test

Quiz

Oral test
What three factores have the greatest influence on quality trainnig?
Curriculum, Instruction and Evaluation
List at least four responsibilities of the LMO.
a. Maintain a master record to track the status of curriculum.
b. Provide professional guidance and support to the curriculum development and revision program.
c. Serve as advisor for input and review of contractor developed curriculum materials
d. provide guidance on tinternal and external evaluation programs.
e. provide guidance in course reviews.
f. provide professional direction in the testing program.
g. monitor the instructor certification and evaluation programs.
What does DOT mean?
Director of Training. DOT is normally assigned to large training activities.