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36 Cards in this Set
- Front
- Back
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102.1 Explain the process of identifying training requirements for Naval personnel.
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The Navy determines training requirements from the fleet’s need for people with particular job skills.
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102.2 State the purpose for the Navy Training System.
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To ensure a systematic approach for determining what to train and how best to accomplish that training.
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102.3 What is the most essential, single link in the training chain?
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The Instructor. He simplifies the learning process
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102.4 State and discuss the three qualities of an efficient and effective instructor.
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Knowledge - Subject matter expert.
Ability - Leadership and instructional abilities. Personality – The pattern of collective character, behavioral, temperamental, emotional, and mental traits |
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102.5 Discuss the Instructor’s responsibilities
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Responsibility to students - Teach effectively, set a good example
Responsibility to training safely - demonstrate proper safety Responsibility for security - Never downplay the importance of the security of classified materials. Responsibility for curriculum ensure the course curriculum is both current and accurate. |
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102.6 List and discuss the key principles to applying motivation theory in a training situation.
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Needs and Drives-A deficit or lack of something that causes a desire for satisfaction.
Interest-A person's view of an activity as worthwhile or enjoyable Values-Ideas or goals that the student sees as important Attitudes-Feelings for or against people, objects, or ideas. Incentives-rewards can stimulate motivation. Achievement-A strong desire |
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102.7 List and discuss the five techniques which can assist in developing motivational strategies for instruction.
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Make the subject matter interesting
Establish goals Provide informative feedback Show interest in your students Encourage participation |
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102.8 State the ultimate goal of instruction.
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To cause students to remain motivated beyond the instructor's influence and apply what they have learned on the job.
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102.9 State the five different ways of learning.
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(ITAIT)
Imitation Trail and Error Association Insight Transfer |
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102.10 Discuss the five different ways of learning.
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Imitation-imitate
Trail and Error-discovery learning Association-compare past to new Insight-ah-ha/light bulb theory Transfer-apply past to new |
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102.11 Discuss the five laws of learning.
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Law of Readiness
Law of Effect Law of Primacy Law of Exercise Law of Intensity |
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102.12 Discuss the single most important factor in a student’s educational advancement.
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Motivation
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102.13 List and discuss the five learning senses in their order of importance to the instructional environment.
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Sight
Hearing Touch Taste Smell Kinesthesia |
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102.14 State and discuss the six common characteristics all students possess.
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Belief in maturity
Desire to succeed Ability to evaluate Fallibility Fair play Recognition |
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102.15 State and discuss the four basic learning styles.
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Concrete learners
Active learners Reflective learners Abstract learners |
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102.16 List the percentages of information retained when one or more learning styles are involved in the instructional process.
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Abstract only = 20% retained
Abstract + Reflective = 50% retained Abstract + Reflective + Concrete = 70% retained Abstract + Reflective + Concrete + Active = 90% retained |
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102.17 State the barriers to effective communication.
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Lack of common core experience
Overuse of abstractions Fear Environmental factors |
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102.18 State and discuss the purpose of the 3-step communication process.
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Sending the message
Receiving the message Feedback |
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102.19 Discuss why listening is one of the most important communication skills.
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Active process of hearing and understanding. Effective listening depends on motivation.
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102.20 What five factors must be considered in planning instruction delivery?
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Articulation
Grammar Rate of speech Inflection Force |
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102.21 State and discuss the importance of body movement as an important part of successful communication.
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It reinforces, emphasizes and clarifies verbally expressed ideas.
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102.22 State and discuss the four purposes of oral questioning.
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To stimulate student thinking
Establish level of instruction Arouse interest in the subject matter. ocus attention upon a particular area of the subject matter. Drills students on subject matter they must recall precisely, |
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102.23 State and discuss the characteristics of a good oral question.
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Proper level of instruction
Begins with an interrogative Clear in meaning |
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102.24 Discuss the types of oral questions and their purposes.
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Factual – asks for specific information.
Thought-provoking Interest-arousing – may sound, superficially, like a factual question. Multiple-answer –more than one correct answer Yes/no Leading – one that suggest its own answer Canvassing – use this type of question to determine those who are familiar with a specific area of subject matter. |
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102.25 State the five steps of the five-step questioning technique.
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(apple)
Ask the question Pause Call on student by name Acknowledge or comment on answer Emphasize or repeat answer (optional) |
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02.26 List five of the seven instructional methods.
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Lecture
Lecture with audiovisuals Lesson Demonstration Role playing Case Study Discussion |
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102.27 State and discuss the three parts of a learning objective.
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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. |
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102.28 State and discuss the three learning domains.
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Cognitive Domain
Affective Domain Psychomotor Domain |
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102.29 Explain the differences between Course Learning Objectives (CLO) and Terminal Objectives (TO)
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CLO - reflects specific skills and knowledge required in a job.
TO - is a specific statement of the performance expected from a student as the result of training. |
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102.29 Explain the differences between Topic Learning Objectives (TLO) and Enabling Objectives (EO)
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TLO - States performance (behaviors), conditions, and standards Supports the CLOs.
EO - is a specific statement of the behavior to be exhibited, Supports TOs. |
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102.30 Discuss the two methods of testing and their importance.
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Knowledge Tests
Performance Tests |
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102.31 Explain the five learning levels a knowledge test item may test.
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Recognition – the process of verbatim identification
Recall – the verbatim remembering of specific terms, facts, rules, methods, procedures, principles, and the like Comprehension – understanding what was taught rather than simply memorizing the words. Application – involves the ability to use acquired knowledge in a job-related situation. Analysis/Evaluation – involves the understanding of the elements of data and relationships among the data that make the meaning of information explicit. |
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102.32 Discuss the different types of performance tests.
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Process – consists of step-by-step procedures required to produce a product or a
complete task. Product – is an observable result Combination |
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102.33 List and describe the primary materials used in presenting instruction.
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Lesson plans
Instruction sheets Instructional media material |
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102.34 State the purposes of using Instructional Media Materials.
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To increase student understanding, retention, interest, motivation and provide uniformity in training.
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102.35 Describe two types of instructor evaluations.
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Technical – personnel considered to be subject matter experts
Technique – trained instructor evaluators |
