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109 Cards in this Set
- Front
- Back
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NITRAS
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NAVY INTEGRATED TRAINING SYSTEM
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STASS
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STANDARD TRAINING ACTIVITY SUPPORT SYSTEM
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CANTRAC
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CATALOG OF NAVY TRAINING CATALOG
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CETARS
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CORPORATE ENTERPRISE TRAINING ACTIVITY RESOURCE SYSTEM
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ILE
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INTEGRATED LEARNING ENVIROMENT
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NCOM
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NAVY CONTENT OBJECT MODEL
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SCORM
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SHAREABLE CONTENT OBJECT REFERENCE MODEL
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IMSO
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INTERNATIONAL MILITARY STUDENT OFFICE
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TPP
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TRAINING PROJECT PLAN
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TCCD
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TRAINING COURSE CONTROL DOCUMENT
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PPP
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PERSONAL PERFORMANCE PROFILE
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CTTL
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COURSE TRAINING TOPIC LIST
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MPT&E
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MAN POWER TRAINING AND EDUCATION
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CCA
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COURSE CURRICULUM AUTHORITY
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CCMM
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COURSE CIRRICULUM MODEL MANAGER
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LSO
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LEARNING STANDARDS OFFICE
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CDP
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COURSE DATA PROCESSING CODE
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CIN
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COURSE IDENTIFICATON NUMBER
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MCRF
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MASTER COURSE REFERENCE FILE
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PCRF
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PILOT COURSE REFERENCE FILE
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IMM
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INSTRUCTOR MEDIA MATERIAL
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RIA
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RELATED INSTRUCTOR ACTIVITY
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DP
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DISCUSSION POINT
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EO
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ENABLING OBJECTIVE
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TO
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TERMINAL OBJECTIVE
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TLO
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TOPIC LEARNING OBJECTIVE
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CLO
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COURSE LEARNING OBJECTIVE
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OAC
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OBJECTIVE ASSIGNMENT CHART
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COI
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CIRRICULUM OUTLINE OF INSTRUCTION
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RRL
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RESOURCE REQUIREMENTS LIST
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TAAP
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TRAINING ACTIVITY ASSESSMENT PROGRAM
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FCR
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FORMAL COURSE REVIEW
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NTSP
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NAVY TRAINING SYSTEM PLAN
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HOW OFTEN ARE SAFTEY STANDOWNS REQUIRED?
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QUARTERLY
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HOW MANY PAGES MAKE UP ONE VOLUME OF A LESSON PLAN?
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200
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WHAT ARE THE 2 CATEGORIES OF ATTRITION
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ACADEMIC
NON-ACADEMIC |
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WHAT ARE THE TWO CATEGORIES OF LEARNING OBJECTIVES?
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TERMINAL OBJECTIVE
ENABLING OBJECTIVE |
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WHAT IS THE PURPOSE OF TESTING?
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IT'S A METHOD FOR DETERMINING HOW WELL THE TRAINEE HAS ACHIEVED OBJECTIVES
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JOB
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MADE UP OF DUTIES AND TASKS
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DUTY
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A MAJOR PART OF A JOB AND INVOLVES A GROUP OF TASKS
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TASK
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PART OF A DUTY AND
CAN BE PERFORMED |
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DIFFERENCE BTW A COURSE MISSION STATEMENT AND A TERMINAL OBJECTIVE
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CMS RELATES TO COURSE
TO REFERS TO TRAINEE BAHEVIOR |
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3 VOLUMES OF NAVEDTRA 130
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DEVELOPER'S GUIDE
SAMPLE PRODUCT MANAGER'S GUIDE |
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WHAT ARE THE 6 INSTRUCTIONAL SHEETS?
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PROBLEM
DIAGRAM ASSIGNMENT INFORMATION JOB OUTLINE |
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8 WAYS TO SEQUENCE A COURSE
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COMPARATIVE
CRITICAL COMBINATION CHRONOLOGICAL SIMPLE TO COMPLEX RELATIONSHIP TO COI JOB PERFORMANCE PRINCIPLE TO REVERSE |
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WHAT IS THE PURPOSE OF THE NAVY TRAINING SYSTEM?
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A SYSTEMATIC APPROACH FOR WHAT TO TRAIN AND HOW BEST TO TRAIN
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5 WAYS OF LEARNING
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IMITATION
TRIAL AND ERROR ASSOCIATION INSIGHT TRANSFER |
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5 LAWS OF LEARNING
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READINESS
EFFECT PRIMACY EXERCISE INTENSITY |
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5 SENSES IN ORDER OF IMPORTANCE
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SIGHT
HEARING TOUCH TASTE SMELL |
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4 BARRIERS TO EFFECTIVE COMMUNICATION
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LACK OF COMMON CORE EXPERIENCE
OVERUSE OF ABSTRACTION FEAR ENVIROMENTAL FACTORS |
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5 FACOTRS TO CONSIDER WHEN PLANNING INTRUCTIONAL DELIVERY
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ARTICULATION
GRAMMAR RATE OF SPEECH VOICE INFLECTION FORCE |
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7 TYPES OF ORAL QUESTION
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FACTUAL, THOUGHT PROVOKING
INTEREST AROUSING MULTIPLE CHOICE YES/NO LEADING CANVASSING |
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7 INSTRUCTIONAL METHODS
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LECTURE
LECTURE W/ AUDIO VISUAL LESSON DEMONSTRATION ROLE PLAYING CASE STUDY DISCUSSION |
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WHAT ARE THE 3 TASK SETS?
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COORDINATOR
DIRECTOR PERFORMER |
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WHAT ARE THE SECTIONS OF THE INTRUCTOR EVALUATION SHEET?
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INTRODUCTION
PRESENTATION INST/STUDENT INTERACTION SUMMARY |
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5 TYPES OF TEST
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PRETEST
PROGRESS COMPREHENSIVE QUIZ ORAL |
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4 REASONS FOR ARB
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FAIL TO MEET MIN. PASSING GRADE, FAIL A RETEST, FAIL A TEST AFTER A SETBACK, CHALLENGE COURSE
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WHAT GRADE IS ASSIGNED IF STUDENT PASSES RETEST?
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MINIMUM PASSING GRADE
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10 APPENDICES FOUND IN NAVEDTRA 135
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FORMAL TRAINING COURSE TITLES,
TRAINING ANALYSIS CHECKLIST, TESTING PROGRAMS, CLASSROOM EVAL PROCEDURES, STUDENT CRITIQUE FORMS, SAFETY REVIEW CHECKLIST, FORMAL REVIEW CHECKLIST, FORMAL COURSE REVIEW PROGRAM, NITRAS FORMULAS, GLOSSARY |
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WHAT IS THE MOST ESSENTIAL SINGLE LINK IN THE TRAINING CHAIN
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INSTRUCTOR
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3 QUALITIES OF AN EFFICIENT AND EFFECTIVE INSTRUCTOR
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KNOWLEDGE
PERSONALITY ABILITY |
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KEY PRINCIPLES TO APPLYING MOTIVATION THEORY
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NEEDS AND DRIVES,
INTEREST, VALUES, ATTITUDES, INCENTIVES, ACHIEVEMENTS |
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5 TECHNIQUES WHICH CAN ASSIST IN DEVELOPING MOTIVATION
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MAKE SUBJECT MATTER INTERESTING,
ESTABLISH GOALS, PROVIDE INFORMATIVE FEEDBACK, SHOW INTEREST IN STUDENTS, ENCOURAGE PARTICIPATION |
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STATE THE ULTIMATE GOAL OF INSTRUCTION
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CAUSE STUDENTS TO REMAIN MOTIVATED BEYOND THE INSTRUCTOR'S INFLUENCE AND WHAT THEY APPLY WHAT THEY HAVE LEARNED ON THE JOB
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WHAT 4 NAVEDTRA DO INSTRUCTORS USE?
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130
131 134 135 |
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SINGLE MOST IMPORTANT FACTOR IN A STUDENT'S EDUCATIONAL ADVANCEMENT
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MOTIVATION
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STATE AND DISCUSS 4 BASIC LEARNING STYLES
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CONCRETE- IMITATION
ACTIVE- TRIAL AND ERROR REFLECTIVE- OBSERVES THEN PERFORMS ABSTRACT- THEORY BASED |
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WHY IS LISTENING SO IMPORTANT
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IT'S THE ACTIVE PART OF HEARING AND UNDERSTANDING WHICH DEMANDS CONCENTRATION AND ATTENTION
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5 FACTORS CONSIDERED IN PLANNING INSTRUCTION DELIVERY
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ARTICULATION
GRAMMAR RATE OF SPEECH INFLECTION FORCE |
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4 PURPOSES OF ORAL QUESTIONING
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FOCUSES ATTENTION
STIMULATE AROUSES INTEREST DRILL STUDENTS |
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5 STEP QUESTIONING TECHNIQUE
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ASK
PAUSE CALL ON COMMENT EMPHASIZE |
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STATE AND DISCUSS 3 PARTS OF LEARNING OBJECTIVE
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BEHAVIOR- WHAT STUDENT WILL ACCOMPLISH
CONDITION- AIDING AND LIMITING FACTOR STANDARD- DEGREE OF PROFICIENCY |
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STATE 3 LEARNING DOMAINS
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COGNITIVE
AFFECTIVE PSYCHOMOTOR |
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DISCUSS TWO METHODS OF TESTING AND THEIR IMPORTANCE
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KNOWLEDGE- MEASURES ACHIEVEMENT
PERFORMANCE- MEASURES SKILL |
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STATE PURPOSE OF TESTING
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DETERMINES HOW WELL A TRAINEE HAS ACHIEVED OBJECTIVES
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PURPOSE OF CONDUCTING PILOT COURSE
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VALIDATE CIRRICULUM
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DISCUSS TWO METHODS OF TESTING AND THEIR IMPORTANCE
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KNOWLEDGE- MEASURES ACHIEVEMENT
PERFORMANCE- MEASURES SKILL |
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DISCUSS TWO METHODS OF TESTING AND THEIR IMPORTANCE
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KNOWLEDGE- MEASURES ACHIEVEMENT
PERFORMANCE- MEASURES SKILL |
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STATE PURPOSE OF TESTING
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DETERMINES HOW WELL A TRAINEE HAS ACHIEVED OBJECTIVES
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STATE PURPOSE OF TESTING
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DETERMINES HOW WELL A TRAINEE HAS ACHIEVED OBJECTIVES
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PURPOSE OF CONDUCTING PILOT COURSE
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VALIDATE CIRRICULUM
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PURPOSE OF CONDUCTING PILOT COURSE
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VALIDATE CIRRICULUM
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WHERE ARE PROCEDURES FOR HANDLING AND STORAGE OF CLASSIFIED TRAINING MATERIALS FOUND
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OPNAVINST 5510.1 SERIES
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MOST CRITICAL ELEMENT OF CIRRICULUM DEVELOPMENT PER 131
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PPP
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2 TYPES OF PERFORMANCE TESTS
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PROCESS AND PRODUCT
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REUSE
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USE OF NEW OBJECT IN A NEW LEARNING EVENT WITHOUT ANY MODIFICATION TO ITS INSTRUCTIONAL TREATMENT
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REPURPOSE
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WITH LITTLE TO NO MODIFICATION
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REFERENCE
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USE OF EXISTING OBJECT AS INFORMATION SOURCE FOR GENERATING IDEAS
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S
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SKILL (BACKGROUND)
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J
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SKILL (TASK/FUNCTION)
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O
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OPERATOR
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P
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PREVENTIVE MAINTENANCE
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C
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CORRECTIVE MAINTENANCE
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M
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MAINTAINER
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F
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FAMILIARIZATION
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T
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THEORY
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DESCRIBE "A","C", AND "F"
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A- BASIC KNOWLDEGE AND SKILL
C- ADVANCED KNOWLEDGE F- INDIVIDUAL FUNCTIONAL SKILL |
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WHO DETERMINES WHAT CIRRICULUM DEVELOPMENT USED
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LSO
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WHO IS RESPONSIBLE FOR MAINTAINING A COURSE AUDIT TRAIL AND COURSE MASTER RECORD
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CCMM
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3 STUDENT CRITIQUE PROGRAM SHEETS IN NAVEDTRA 135
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COURSE
INSTRUCTOR COMMAND |
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DEFINE COMMUNITY OF PRACTICE
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DESIGNATED NETWORK OF PEOPLE THAT SHARE INFORMATION AND KNOWLEDGE
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DEFINE TERMINAL OBJECTIVE
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LEARNING OBJECTIVE THAT TRAINEE WILL ACCOMPLISH BY END OF COURSE
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DEFINE ENABLING OBJECTIVE
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TRAINEE MAY ACCOMPLISH AT ANY POINT IN THE COURSE
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4 CATEGORIES IF TRAINING MATERIAL MODIFICATION
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INTERIM CHANGE
CHANGE TECHNICAL REVISION |
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4 VOLUMES FOR 131
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DEVELOPER'S GUIDE
SAMPLE PRODUCT MANAGER'S GUIDE SUPPORT MATERIAL |
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TOS
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TRAINING OBJECTIVE STATEMENT
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TLA
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TRAINING LEVEL ASSIGNMENT
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TAM
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TABLE ASSIGNMENT MATRIX
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TPC
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TRAINING PATH CHART
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