Mts Module 2

Front 1

Explain the process of identifiying training requirements for Naval personnel.

Back 1

It is an ongoing process. As skill requirements become obsolete, the Navy changes, revises, or deletes courses.

Front 2

State the purpose of the Navy Training System.

Back 2

To ensure a systematic approach for determining what to train and how to best 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

- Knowledge: Subject Matter Expert.
- Ability: leadership & Instructional.
- Personality: Gain respect of students.

Hint 4

KAP

Front 5

Discuss the Instructor's responsibilites in terms of:

a. Responsibility to students.

Back 5

Set a good example, resolve conflicts, teach effectively.

Front 6

Discuss the Instructor's responsibilites in terms of:

b. Responsibility to training safety

Back 6

Ensure a safe training environment for students

Front 7

Discuss the Instructor's responsibilites in terms of:

c. Responsibility to security

Back 7

Know all requirements in teaching, handling, and storage of classified material.

Front 8

Discuss the Instructor's responsibilities in terms of:

d. Responsibility to curriculum

Back 8

Maintain the curriculum, making sure it is accurate and up to date, know the difference between a change/revision

Front 9

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

Back 9

-Needs & Drives: a deficit or lack that causes a desire for satisfaction.

- Interests: worthwhile or enjoyable for its own sake.

- Values: Attitude and previous experience affect the nature and the amount that the student learns.

- Incentives: Rewards

- Attitudes: Consists of feelings for or against people, objects, or ideals.

- Achievement: A strong desire, an aim, goal, or a desired objective

Hint 9

NIVIAA

Front 10

Five techniques for developing motivational strategies

Back 10

1. Make subject matter interesting

2. Establish Goals

3. Encourage Participation

4. Provide informative feedback

5. Show interest in students

Hint 10

MEEPS

Front 11

The ultimate goal of instruction.

Back 11

Cause the student to remain motivated beyond the the instructors influence and apply what they have been trained on the job.

Front 12

Five different ways of learning

Back 12

1. Association: Comparison of past learning to a new learning situation

2. Trial & Error: Discovery learning by doing

3. Imitation: Imitating or following the example of others

4. Transfer: Applying past learning to new but somewhat similar situations.

5. Insight: Occurs when the learner suddenly grasps the way elements of a problem situation are connected.

Hint 12

ATITI

Front 13

Five laws of learning

Back 13

1. Readiness
a. Students learn best when they are physically, mentally, and emotionally ready

2. Effect
a. Based on emotional reaction of student, directly related to motivation

3. Primacy
a. Things learned first create a strong impression in the mind, difficult to erase.

4. Intensity
a. More intense the material the more it is likely to be retained

5. Exercise
a. Things that are most repeated are best remembered

Hint 13

REPIE

Front 14

Single most important factor in a student's educational advancement.

Back 14

Motivation

Front 15

The five learning senses in their order of importance to the instructional environment.

Back 15

1. Sight
a. Accounts for 75%

2. Hearing
a. Accounts for 22%

3. Touch

4. Taste

5. Smell

Touch, Taste & Smell account for the additional 3%

Front 16

Six common characteristics all students possess

Back 16

1. Desire to succeed.

2. Recognized for job well done

3. Ability to evaluate

4. Students make mistakes

5. Want to be treated as adults

6. Respect instructors who show a sense of fair play

Front 17

Four basic learning styles

Back 17

1. Concrete: Being involved in a new experience

2. Abstract: Creating theories to explain observations

3. Reflective: Watching others or developing observations about one's own experience

4. Active: Using theories to solve problems, make decisions

Hint 17

CARA

Front 18

Percentages of information retained when one or more learning styles is involved in the instructional process

Back 18

1. Abstract = 20%

2. Abstract + Reflective = 50%

3. Abstract, Reflective, & Concrete = 70%

4. All four (Concrete, Absolute, Reflective, Abstract) = 90%

Front 19

Barriers to effective communication

Back 19

1. Lack of common core knowledge

2. Overuse of abstractions

3. Fear

4. Environmental factors

Hint 19

LOFE

Front 20

Purpose of the 3-step communication process

Back 20

1. Transmit

2. Receive

3. Feedback

Front 21

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

Back 21

Active process of hearing and understanding which demands concentration and attention.

Front 22

Five factors considered in planning instructional delivery

Back 22

1. Grammar

2. Inflection of voice

3. Rate of speech

4. Articulation

5. Force of delivery

Hint 22

GIRAF

Front 23

Importance of body movement as an important part of successful communication

Back 23

Reinforces, emphasizes, & clarifies verbally expressed ideas.

Front 24

Four purposes of an oral question

Back 24

1. Drills student on subject matter.

2. Focuses attention

3. Arouses interest

4. Stimulates students to think

Hint 24

DFAS

Front 25

Characteristics of a good oral question

Back 25

1. Level of instruction

2. Use of interrogative

3. Clarity of meaning

Front 26

Types of oral questions and their purposes

Back 26

1. Factual
a. Asks for specific information

2. Multiple Answer
a. More than one answer and increases student participation

3. Yes/No
a. Can serve as lead-in to other questions such as "Why do believe that to be true?"

4. Canvassing
a. Determine those who are familiar with specific area of subject matter

5. Leading
a. One suggests its own answer; such as, "The 40mm gun is larger than the 20mm gun, isn't it?"

6. Interest Arousing
a. Focuses attention

7. Thought provoking
a. Stimulates students to think

Hint 26

FMYCLIT

Front 27

Discuss the five-step questioning technique

Back 27

1. Ask question

2. Pause

3. Call on student (by name)

4. Comment on answer

5. Emphasize the correct answer

Hint 27

APCCE

Front 28

Seven instructional methods

Back 28

1. Case study

2. Demonstration

3. Role-play

4. Discussion

5. Lesson

6. Lecture

7. Lecture with Audio/Visual

Hint 28

CDRDLLL

Code Red Level 3

Front 29

Three parts of a learning objective

Back 29

1. Behavior

2. Condition

3. Standard

Hint 29

BCS

Front 30

Three learning domains

Back 30

1. Cognitive
a. Involves knowledge and development of intellectual skills.

2. Affective
a. Manner in which we deal with things emotionally

3. Psychromotor
a. Physical movement, coordination, and use of motor skills.

Hint 30

CAP

Front 31

Differences between

a. CLO/TO

b. TLO/EO

Back 31

a. Reflect specific skills and knowledge required in a job.

b. Support CLO, state performance (Behavior, condition, standard)

Front 32

Two methods of testing

Back 32

1. Knowledge

2. Performance

Front 33

Five learning levels a knowledge item may test

Back 33

1. Recognition

2. Application

3. Comprehension

4. Analysis & Evaluation

5. Recall

Hint 33

RACAR

Front 34

Discuss the different types of performance tests

Back 34

1. Simulated work situations

2. Evaluation of performance

3. Skill objectives to be performance tested

4. Final product test

Front 35

Primary materials used in presenting instruction.

Back 35

1. Lesson plan (front matter, lesson topics)

2. Instructional sheets (JOPAID)

3. Instructional Media Material (IMM)

Front 36

Purpose of using IMM

Back 36

1. Increase student understanding

2. Increase interest & motivation

3. Increase retention

4. Increase uniformity of training

Front 37

Two types of instructor evaluations.

Back 37

1. Classroom
a. Introduction
b. Presentation
c. Instructor to student interaction.
d. Summary

2. Laboratory
a. Instructor Performance
b. Student Performance
c. Facilities