Mts Mod 2

Front 1

Explain the process of identifying training requirements for Naval personnel.

Back 1

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

Front 2

State the purpose for the Navy Training System.

Back 2

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

Front 3

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

Back 3

The Instructor. He simplifies the learning process

Front 4

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

Back 4

* Knowledge - Subject matter expert
* Ability
* Personality - The pattern of collective character, behavioral, temperamental, emotional, and mental traits

Front 5

The instructor's resopnsibilities in terms of " to the students"

Back 5

Teach effectively, set a good example.

Front 6

The instructor's resopnsibilities in terms of " to training safely"

Back 6

demonstrate proper safety

Front 7

The instructor's resopnsibilities in terms of " security"

Back 7

Never say or do anything that will downplay the importance of the security of classified materials.

Front 8

The instructor's resopnsibilities in terms of " curriculum "

Back 8

ensure the course curriculum is both current and accurate.

Front 9

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

Back 9

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

Front 10

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

Back 10

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

Front 11

State the ultimate goal of instruction

Back 11

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

Front 12

State the five different ways of learning

Back 12

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

Front 13

Discuss the five different ways of learning

Back 13

Imitation- observe others and imitate
Trail and Error- learn by doing
Association- past learning to a new learning situation.
Insight- suddenly grasps learning concepts.
Transfer – Process of applying past learning to new but somewhat similar situations

Front 14

Discuss the five laws of learning

Back 14

- Law of Readiness – Students learn best when they are physically, mentally, and emotionally.
- Law of Effect
- Law of Primacy - they learn for the first time longer than they retain information they must relearn.
- Law of Exercise - pratice makes perfect
- Law of Intensity – Vivid experience is learned better and retained longer.

Front 15

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

Back 15

Motivation

Front 16

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

Back 16

Sight -75% of our basic learning.
Hearing -second most important sense.
Touch- Major learning factor when combined with other senses.
Taste- important to cooks/ bakers
Smell-
Kinesthesia –a blend of all senses with psychomotor and perceptual skills

Front 17

State and discuss the six common characteristics all students possess.

Back 17

Belief in maturity – want to be treated as adults.
Desire to succeed – none of the students come to class wanting to fail.
Ability to evaluate – students evaluate everthing
Fallibility – everyone makes mistakes
Fair play- favoring or picking on certain students
Recognition- basic human need

Front 18

State and discuss the four basic learning styles

Back 18

Concrete learners- learn by watching others.
Active learners- learn by group disscussion, problem- solving approaches and exercises.
Reflective learners- learn from lectures, flim and reading.
Abstract learners- learn by lectures from experts and case studies.

Front 19

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

Back 19

a. Abstract only = 20% retained
b. Abstract + Reflective = 50% retained
c. Abstract + Reflective + Concrete = 70% retained
d. Abstract + Reflective + Concrete + Active = 90% retained

Front 20

State the barriers to effective communication

Back 20

a. Lack of common core experience
b. Overuse of abstractions
c. Fear
d. Environmental factors

Front 21

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

Back 21

- Sending the message
- Receiving the message
- Feedback

Front 22

Discuss why listening is one of the most important communication skills

Back 22

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

Front 23

What five factors must be considered in planning instruction delivery?

Back 23

a. Articulation
b. Grammar
c. Rate of speech
d. Inflection
e. Force

Front 24

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

Back 24

It reinforces, emphasizes and clarifies verbally expressed ideas.

Front 25

State and discuss the four purposes of oral questioning.

Back 25

- To stimulate student thinking
- Establish level of instruction ( background experience)
- Arouse interest in the subject matter.
- Focus attention upon a particular area of the subject matter.
- Drills students on subject matter they must recall precisely.

Front 26

State and discuss the characteristics of a good oral question.

Back 26

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

Front 27

Discuss the types of oral questions and their purposes.

Back 27

Factual
Thought-provoking
Interest-arousing
Multiple-answer
Yes/no
Leading
Canvassing

Front 28

State the five steps of the five-step questioning technique

Back 28

a. Ask the question
b. Pause
c. Call on student by name (apple)
d. Acknowledge or comment on answer
e. Emphasize or repeat answer (optional

Front 29

List five of the seven instructional methods

Back 29

a. Lecture
b. Lecture with audiovisuals
c. Lesson
d. Demonstration
e. Role playing
f. Case Study
g. Discussion

Front 30

State and discuss the three parts of a learning objective

Back 30

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

Front 31

State the three learning domains

Back 31

Cognitive Domain
Affective Domain
Psychomotor Domain

Front 32

Course Learning Objectives (CLO)

Back 32

reflects specific skills and knowledge required in a job.

Front 33

Terminal Objectives (TO)

Back 33

a specific statement of the performance expected from a student as the result of training

Front 34

Topic Learning Objectives (TLO)

Back 34

States performance (behaviors), conditions, and standards

Front 35

Enabling Objectives (EO)

Back 35

is a specific statement of the behavior to be exhibited

Front 36

the two methods of testing and their importance

Back 36

Knowledge Tests- test items written at the appropriate learning level.
Performance Tests- student demonstrate specific behaviors defined by the learning objectives

Front 37

Explain the five learning levels a knowledge test item may test

Back 37

Recognition
Recall
Comprehension
Application
Analysis/Evaluation

Front 38

Discuss the different types of performance tests

Back 38

Process- step by step procedures required to complete a task.
Product- observalble results
Combination- both

Front 39

List and describe the primary materials used in presenting instruction

Back 39

Lesson plans
Instruction sheets
Instructional media material

Front 40

State the purposes of using Instructional Media Materials.

Back 40

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

Front 41

Describe two types of instructor evaluations

Back 41

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