Mts Module 2

Front 1

Explain the process of identifying training requirements for Naval personnel.

Back 1

As skill requirements become obsolete, the Navy changes, revises, or deletes courses.
As new skill requirements are identified, it introduces new courses.

Front 2

State the purpose of the Navy Training System.

Back 2

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

Front 4

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

Back 4

K - Knowledge (SME)
A - Ability (Leadership and Instructional)
P - Personality (Attitude as Instructor)

Front 5

State the four instructor responsibilities.

Back 5

Students
Training Safety
Security
Curriculum

Front 6

Discuss the instructor's responsibilities to students.

Back 6

Teach effectively, set a good example, and resolve conflicts that hinder training.

Front 7

Discuss the instructor's responsibilities to Training Safety.

Back 7

Demonstrate proper procedures and ensure a safe training environment.

Front 8

Discuss the instructor's responsibilities to Security.

Back 8

Never discuss any classified materials not approved for the curriculum.

Front 9

Discuss the instructor's responsibilities to Curriculum.

Back 9

Maintenance of the curriculum is an ongoing effort to ensure the course remains current and accurate.

Front 10

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

Back 10

N - Needs and Drives (need to belong and drive to be accepted)
A - Attitudes (feelings for or against people, objects, or ideas)
A - Achievement (strong desire, longing, aim or goal like graduation)
V - Values (affect the nature and amount of what they learn)
I - Interest (how a student views an activity)
I - Incentives (rewards can stimulate motivation)

Front 11

List five techniques which can assist in developing motivational strategies for instruction.

Back 11

M - Make subject matter interesting.
E - Encourage participation.
E - Establish goals.
P - Provide informative feedback.
S - Show interest in students.

Front 12

State the ultimate goal of instruction.

Back 12

To cause students to remain motivated beyond the instructor's influence and apply what they have learned on the job.

Front 13

State the five different ways of learning.

Back 13

I - Imitation
T - Trail and Error
A - Association
I - Insight
T - Transfer

Front 14

Discuss the five different ways of learning.

Back 14

Imitation - Observe and imitate.
Trail and Error - Discovery learning.
Association - Compare past to new.
Insight - Suddenly grasps learning concepts, Ah-ha.
Transfer – Applying past to new but similar situations.

Front 15

State the five laws of learning.

Back 15

P - Primacy
I - Intensity
E - Effect
R - Readiness
E - Exercise

Front 16

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

Back 16

Motivation

Front 17

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

Back 17

Sight - 75% of basic learning.
Hearing-Second most important.
Touch - Major learning factor when combined w/other senses.
Taste & Smell - May serve as warning systems.

Front 18

State and discuss the six common characteristics all students possess.

Back 18

Treated as adults - Maturity.
Succeed – None want to fail.
Evaluate – students evaluate everthing.
Fallibility – Everyone makes mistakes.
Fair play - Instructors show fair play.
Recognition - Rewards.

Front 19

State and discuss the four basic learning styles.

Back 19

A - Abstract learners - Theory based.
R - Reflective learners - Observe and reflect.
C - Concrete learners - Imitation.
A - Active learners - Trial & error.

Front 20

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

Back 20

Abstract = 20%.
Abstract & Reflective = 50%.
Abstract & Reflective & Concrete = 70%.
Abstract & Reflective & Concrete & Active = 90%.

Front 21

State the barriers to effective communication.

Back 21

L - Lack of common core experience.
O - Overuse of abstractions.
F - Fear.
E - Environmental factors.

Front 22

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

Back 22

Sending the message
Receiving the message (decode)
Feedback (ask questions)

Front 23

Discuss why listening is one of the most important communication skills.

Back 23

Active process of hearing and understanding.

Front 24

What five factors must be considered in planning instruction delivery?

Back 24

G - Grammar.
R - Rate of speech.
A - Articulation.
F - Force.
I - Inflection.

Front 25

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

Back 25

It reinforces, emphasizes and clarifies verbally expressed ideas.

Front 26

State and discuss the four purposes of oral questioning.

Back 26

F - Focus attention.
A - Arouse interest in subject matter.
D - Drills students on subject matter.
S - Stimulate students to think.

Front 27

State and discuss the characteristics of a good oral question.

Back 27

C - Clarity of meaning - no trick phrases.
U - Use of interrogative - students know you are asking a question.
L - Level of instruction – Understandable.

Front 28

Discuss the types of oral questions and their purposes.

Back 28

M - Multiple answer.
Y - Yes/no.
C - Canvassing.
L - Leading.
I - Interest arousing.
F - Factual.
T - Thought provoking

Front 29

State the five steps of the five-step questioning technique.

Back 29

A - Ask.
P - Pause.
P - Pick.
L - Listen.
E - Emphasize correct answer.

Front 30

List the various instructional methods.

Back 30

Lecture.
Lecture with audiovisuals.
Lesson.
Demonstration.
Role playing.
Case Study.
Discussion.

Front 31

State and discuss the three parts of a learning objective.

Back 31

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

Front 32

State the three learning domains.

Back 32

Cognitive Domain
Affective Domain
Psychomotor Domain

Front 33

State the six major categories of the Cognitive Domain.

Back 33

Knowledge.
Comprehension.
Application.
Analysis.
Synthesis.
Evaluation.

Front 34

State the seven categories of the Psychomotor Domain.

Back 34

Perception.
Set.
Guided Response.
Mechanism.
Complex Overt Response.
Adaptation.
Origination.

Front 35

Course Learning Objectives (CLO).

Back 35

Reflect specific skills and knowledge required in a job.

Front 36

Terminal Objectives (TO).

Back 36

Specific statement of the performance expected from a student as the result of training.

Front 37

Topic Learning Objectives (TLO).

Back 37

State performance, conditions, and standards for knowledge and skills students must acquire.

Front 38

Enabling Objectives (EO).

Back 38

Specific statement of knowledge and skills to support the terminal objectives.

Front 39

Discuss the two methods of testing and their importance.

Back 39

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

Front 40

Explain the five learning levels a knowledge test item may test.

Back 40

Recognition.
Recall.
Comprehension.
Application.
Analysis/Evaluation.

Front 41

Discuss the different types of performance tests.

Back 41

Product - Compare students efforts to acceptable completed example.
Process - Student's ability to correctly follow procedural steps in completing a task.
Combination - both.

Front 42

List the primary materials used in presenting instruction.

Back 42

Lesson Plans.
Instruction Sheets.
Instructional Media Material.

Front 43

Describe a Lesson Plan.

Back 43

Blueprint that ensures instruction is presented in proper sequence.

Front 44

Describe a Instruction Sheet.

Back 44

Provides trainee with information and directions needed to complete course.

Front 45

Describe Instructional Media Material.

Back 45

Device or equipment used to help student understand and learn.

Front 46

State the purposes of using Instructional Media Materials.

Back 46

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

Front 47

Describe two types of instructor evaluations.

Back 47

Technical – Subject Matter Experts.
Technique – Use of most effective training method.

Front 48

State the two checklists used to evaluate instructors.

Back 48

Classroom.
Laboratory.

Front 49

State the four major categories of the Classroom Evaluation.

Back 49

Introduction.
Presentation.
Instructor.
Summary.

Front 50

State the three major categories of the Laboratory Evaluation.

Back 50

Instructor performance.
Student Performance.
Facilities.