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105 Cards in this Set

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EXPLAIN THE PROCESS OF ID'ING TRAINING REQS FOR NAVAL PERSONNEL
THE FLEET NEEDS PERSONNEL WITH PARTICULAR JOB SKILLS. AS NEW SKILLS ARE ID'D NEW COI ARE INTRODUCED.
PURPOSE OF THE NAVY TRAINING SYSTEM
PROVIDE OPERATIONAL FORCES WITH TRAINED PERSONNEL WHO CAN MAINTAIN A HIGH DEGREE OF FLEET READINESS.
MOST ESSENTIAL LINK IN THE TRAINING CHAIN
THE INSTRUCTOR- SIMPLIFY LEARNING OF DIVERSE STUDENTS. PRESENT KNOWLEDGE AND SKILL BECOME PROFICIENT OPERATORS.
3 QUALITIES OF AN EFFECTIVE INSTRUCTOR
KNOWLEDGE,
ABILITY- LEADERSHIP/INSTRUCTIONAL, PERSONALITY- PROFESSIONAL ATTITUDE
INSTRUCTOR RESPONSIBILITY TO STUDENTS
TEACH EFFECTIVELY/ SET EXAMPLE/
INSTRUCTOR RESPONSIBILITY TO TRAINING SAFETY
DEMO/TEACH PROPER PROCEDURES. THEIR SAFETY IS IN YOUR HANDS.
INSTRUCTOR RESPONSIBILITY FOR SECURITY
DEMANDS CONSTANT ATTENTION FROM EVERYONE- ACTIONS SPEAK LOUDER THAN WORDS.
INSTRUCTOR RESPONSIBILITY FOR CURRICULUM
ENSURE COURSE MATERIAL IS CURRENT AND ACCURATE. CHANGES SHOULD BE MADE ASAP
6 KEY PRINCIPLES TO THE MOTIVATION THEORY IN TNG SITUATIONS ARE:
NEEDS AND DRIVES
INTEREST
VAULUES
ATTITUDES
INCENTIVES
ACHIEVEMENT
NEEDS AND DRIVES
A DEFICIT THAT CAUSES A DESIRE FOR SATISFACTION. BEHAVIOR REDUCES NEED AND PRODUCES SATISFACTION
INTEREST
WORTHWHILE AND ENJOYABLE- INTERNAL MOTIVATION. CLEARLY STATED PURPOSE AND EMPHASIZE THE NEED FOR THE MATERIAL
VALUES
ATTITUDES/EXPERIENCES. MOTIVATION MUST FIT THE VALUES AND STUDENT GOALS.
ATTITUDES
FEELINGS ABOUT SOMEONE/THING.
SHOW POSITIVE INSTRUCTOR ATTITUDE AND INTEREST IN THE SUBJECT
INCENTIVES
STIMULATE MOTIVATION: GOOD GRADES, AWARDS, DIST GRAD,
ACHIEVEMENT:
STRONG DESIRE, GOALS, DESIRED OBJECTIVE. A NEED TO ACHIEVE AT A CERTAIN LEVEL.
MOTIVATIONAL STRATEGIES:
MAKE THE SUBJECT MATTER INTERESTING
PLAN MOTIVATIONAL STRATEGIES:
USE A VARIETY OF COURSE MATERIALS/ NO DEATH BY POWERPOINT. GET STUDENTS INVOLVED WITH PALNNED ACTIVITIES.
MOTIVATIONAL STRATEGIES:
ESTABLISH GOALS
FOLLOW LEARNING OBJECTIVES. PRESENT THEM AT THE BEGINNING AND END OF EACH BLOCK OF INST.
MOTIVATIONAL STRATEGIESl:
INFORMATIVE FEEDBACK
ORAL/WRITTEN: RECOGNIZE BEHAVIOR/ACHIEVEMENTS. ERRORS POSITIVE CORRECTIONS
MOTIVATIONAL STRATEGIES:
SHOW INTEREST IN STUDENTS
DETAILED FEEDBACK WHEN THEY RESPOND TO A QUESTION OR PERFORM A TASK. CONTRIBUTE TO FEELING OF SUCCESS/FAILURE
MOTIVATIONAL STRATEGIES:
ENCOURAGE PARTICIPATION
OPEN TO STUDENT CONTIBUTIONS AND POINTS OF VIEW. USE THEIR EXPERIENCES TO STIMULATE LEARNING AND PROVIDE VARIETY.
STATE THE ULTIMATE GOAL OF INSTRUCTION
CAUSE STUDENTS TO REMAIN MOTIVATED BEYOND THE INSTRUCTORS INFLUENCE AND APPLY WHAT THEY HAVE LEARNED ON THE JOB
5 WAYS OF LEARNING
IMITATION/ TRIAL AND ERROR
ASSOCIATION/ INSIGHT/ TRANSFER
DISCUSS THE 5 WAYS OF LEARNING:
IMITATION
SET PROPER EXAMPLE: YOU ARE THE ROLE MODEL. STARTS AT YOUTH. STUDENTS MIMIC REPEATED BEHAVIOR. PROVIDE POSITIVE REINFORCEMENT
DISCUSS THE 5 WAYS OF LEARNING:
TRIAL AND ERROR
DISCOVERY LEARNING: lEARN BY DOING. CAN BE DANGEROUS TO STUDENTS/EQUIPMENT/EGOS. MUST BE PROPERLY SUPERVISED/REINFORCED
DISCUSS THE 5 WAYS OF LEARNING:
ASSOCIATION
PAST EXPERIENCE PAIRED WITH NEW LEARING. PROVIDES A REFERENCE POINT. COMPARE AND CONTRAST SCENARIOS.
DISCUSS THE 5 WAYS OF LEARNING:
INSIGHT
CONNECT THE DOTS. THE WHOLE IS MORE IMPORTANT THAN THE PARTS. USE EFFECTIVE QUESTIONING. ENOURAGE THOUGHT AND ASSOCIATION
DISCUSS THE 5 WAYS OF LEARNING:
TRANSFER
APPLY PAST LEARING TO NEW SIMILAR SITUATIONS. APPLY LEARING TO THE JOB. USE REALISTIC EXERCISES/ EQUIPMENT
5 LAWS OF LEARNING
READINESS
EFFECT
PRIMACY
EXERCISE
THE SINGLE MOST IMPORTANT FACTOR IN A STUDENT'S EDUCATIONAL ADV.
MOTIVATION
5 LEARNING SENSES
SIGHT-75% OF BASIC LEARNING- USE VISUAL AIDS.
HEARING- VARY SPEECH PATTERNS/VOLUME
TOUCH: FEEL ASSOCIATION
TAST/SMELL- AWARENESS OF ENVIRONMENT
6 COMMON CHARACTERISITICS OF STUDENTS:
MATURITY
ADULT LEARNERS: HOLD THEM ACCOUNTABLE FOR BEHAVIOR/LEVEL OF WORK. USE ADULT LEARING
6 COMMON CHARACTERISITICS OF STUDENTS:
SUCCESS
INSTILL SELF CONFIDENCE/ REINFORCE POSITIVE BEHAVIORS BE SUPPORTIVE/ INTERSESTED/ ENCOURAGING
6 COMMON CHARACTERISITICS OF STUDENTS:
EVALUATE
THEY EVALUATE EVERYTHING: BE DEDICATED TO THE STUDENTS AND THE CLASS.
6 COMMON CHARACTERISITICS OF STUDENTS:
FALLIBILITY
EVERYONE MAKES MISTAKES: MAINTAIN PATIENCE PROVIDE ENCOURAGEMENT TURN MINOR FAILURES INTO POSITIVE EXPERIENCES
6 COMMON CHARACTERISITICS OF STUDENTS:
FAIRPLAY
TREAT STUDENTS FAIRLY, EQUALLY AND AS ADULTS
6 COMMON CHARACTERISITICS OF STUDENTS:
RECOGNITION
MOTIVATES STUDENTS TO LEARN. RECOGNIZE ALL CONTRIBUTIONS ESPECIALLY GOOD PERFORMANCE.
FOUR BASIC LEARNING STYLES
CONCRETE LEARNERS
ACTIVE LEARNERS
REFLECTIVE LEARNERS
ABSTRACT LEARNERS
FOUR BASIC LEARNING STYLES
CONCRETE
EXPERIENCE BASED APPROACH TO LEARNING. RELY ON OWN FEELINGS AND JUDGEMENT.
IMITATION/ROLEPLAY/SIMULATION
FOUR BASIC LEARNING STYLES
ACTIVE
STEP BY STEP APPROACH. SMALL GROUPS, STRUCTURED EXERCISES. PROBLEM SOLVING APPROACH. TRIAL AND ERROR LEARNING. TRY SEVERAL WAYS/ USE THE BEST
FOUR BASIC LEARNING STYLES
REFLECTIVE
OBSERVE AND REFLECT/ COMPARE/CONTRAST
LECTURES/FILMS/READING
AN OBSERVER WHO ANALYZES SITUATIONS
FOUR BASIC LEARNING STYLES
ABSTRACT
THEORY BASED ANALYTICAL APPROACH. EXPERT LECTURES/CASE STUDIES/SOLITARY THINKING
HOW MUCH INFORMATION IS RETAINED USING BLENDED LEARING STYLE
ABSTRACT 20%
ABSTRACT AND REFLECTIVE- 50%
ABSTRACT/REFLECT/CONCRETE 70%
ALL SYLES 90%
BARRIERS TO EFFECTIVE COMMUNICATION
LACK OF COMMON EXPERIENCES
OVERUSE OF ABSTRATIONS
FEAR
ENVIRONMENTAL FACTORS
PURPOSE OF 3 STEP COMMUNICATION PROCESS
SEND MSG
RCV A MSG
PROVIDE FEEDBACK
COMMUNICATE W/STUDENTS EFFECTIVELY- WAS THE MSG RCVD EXACTLY AS INTENDED?
WHY IS LISTENING ONE OF THE MOST IMPORTANT COMMUNICATIONS SKILLS?
AN ACTIVE PROCESS OF HEARING AND UNDERSTANDING DEMAND CONCENTRATION AND ATTENTION
5 FACTORS FOR PLANNING INSTRUCTION DELIVERY
ARTICULATION, GRAMMER, RATE OF SPEECH, INFLECTION, FORCE
DISCUSS THE IMPORTANCE OF BODY MOVEMENT TO COMMUNICATION
REINFORCES, IMPHASIZES, AND CLARIFIES VERBAL COMMS
4 PURPOSES OF ORAL QUESTIONING
STIMULATES STUDENTS TO THINK.
AROUSES INTEREST
FOCUSES ATTENTION
MAKES STUDENTS RECALL SUBJ MATTER
CHARACTERISTICS OF GOOD ORAL QUESTIONING
LEVEL OF INSTRUCTION
USE OF INTERROGATIVE
CLARITY OF MEANING
TYPES/PURPOSE OF ORAL ?S
FACTUAL
FACTUAL- ASKS FOR SPECIFIC INFO.
AROUSE INTEREST FOCUS ATTENTION, DETERMINE LEVEL OF INSTRUCTION
INSTRUCTOR RESPONSIBILITY TO TRAINING SAFETY
DEMO/TEACH PROPER PROCEDURES. THEIR SAFETY IS IN YOUR HANDS.
INSTRUCTOR RESPONSIBILITY FOR SECURITY
DEMANDS CONSTANT ATTENTION FROM EVERYONE- ACTIONS SPEAK LOUDER THAN WORDS.
INSTRUCTOR RESPONSIBILITY FOR CURRICULUM
ENSURE COURSE MATERIAL IS CURRENT AND ACCURATE. CHANGES SHOULD BE MADE ASAP
6 KEY PRINCIPLES TO THE MOTIVATION THEORY IN TNG SITUATIONS ARE:
NEEDS AND DRIVES
INTEREST
VAULUES
ATTITUDES
INCENTIVES
ACHIEVEMENT
NEEDS AND DRIVES
A DEFICIT THAT CAUSES A DESIRE FOR SATISFACTION. BEHAVIOR REDUCES NEED AND PRODUCES SATISFACTION
INTEREST
WORTHWHILE AND ENJOYABLE- INTERNAL MOTIVATION. CLEARLY STATED PURPOSE AND EMPHASIZE THE NEED FOR THE MATERIAL
VALUES
ATTITUDES/EXPERIENCES. MOTIVATION MUST FIT THE VALUES AND STUDENT GOALS.
ATTITUDES
FEELINGS ABOUT SOMEONE/THING.
SHOW POSITIVE INSTRUCTOR ATTITUDE AND INTEREST IN THE SUBJECT
INCENTIVES
STIMULATE MOTIVATION: GOOD GRADES, AWARDS, DIST GRAD,
ACHIEVEMENT:
STRONG DESIRE, GOALS, DESIRED OBJECTIVE. A NEED TO ACHIEVE AT A CERTAIN LEVEL.
MOTIVATIONAL STRATEGIES:
MAKE THE SUBJECT MATTER INTERESTING
PLAN MOTIVATIONAL STRATEGIES:
USE A VARIETY OF COURSE MATERIALS/ NO DEATH BY POWERPOINT. GET STUDENTS INVOLVED WITH PALNNED ACTIVITIES.
MOTIVATIONAL STRATEGIES:
ESTABLISH GOALS
FOLLOW LEARNING OBJECTIVES. PRESENT THEM AT THE BEGINNING AND END OF EACH BLOCK OF INST.
MOTIVATIONAL STRATEGIESl:
INFORMATIVE FEEDBACK
ORAL/WRITTEN: RECOGNIZE BEHAVIOR/ACHIEVEMENTS. ERRORS POSITIVE CORRECTIONS
MOTIVATIONAL STRATEGIES:
SHOW INTEREST IN STUDENTS
DETAILED FEEDBACK WHEN THEY RESPOND TO A QUESTION OR PERFORM A TASK. CONTRIBUTE TO FEELING OF SUCCESS/FAILURE
MOTIVATIONAL STRATEGIES:
ENCOURAGE PARTICIPATION
OPEN TO STUDENT CONTIBUTIONS AND POINTS OF VIEW. USE THEIR EXPERIENCES TO STIMULATE LEARNING AND PROVIDE VARIETY.
TYPES/PURPOSE OF ORAL ?S
THOUGHT PROVOKING
STIMUALTES STUDENTS TO THINK AND FORMULATE ANSWERS
TYPES/PURPOSE OF ORAL ?S
INTEREST AROUSING
NOT INTERESTED IN EXACT NAMES/#S OR CIRCUMSTANCES. FOCUSES ATTENTION AND GETS STUDENTS THINKING ABOUT THE SUBJ.
TYPES/PURPOSE OF ORAL ?S
MULTIPLE ANSWER
INCREASE PARTICIPATION/ CAUSE STUDENTS TO THINK ABOUT OTHER STUDENTS ANSWERS/GENERATES HIGH INTEREST/IMPROVES LISTENING
TYPES/PURPOSE OF ORAL ?S
YES/NO
AROUSES INTEREST/FOCUS ATTENTION/ENCOURAGES PARTICIAPTION/SERVES AS LEAD IN QUESTION
TYPES/PURPOSE OF ORAL ?S
LEADING QUESTION
ANSWERS ITS OWN QUESTION. EMPHASIZES A POINT. REDIRECT FLOUNDERING STUDENTS
TYPES/PURPOSE OF ORAL ?S
CANVASSING QUESTION
DETERMINE WHO IS FAMILIAR WITH COI. DETRMINE CLASS LEVEL
5 STEP ?ING TECHNIQUE
ASK THE QUESTION
PAUSE
CALL ON STUDENT
EVALUATE STUDENT ANSWER
EMPHASIZE CORRECT ANSWER
7 INSTRUCTIONAL METHODS
LECTURE, LECTURE W/ AUDIOVISUAL, LESSON, DEMO, ROLE PLAY, CASE STUDY, DISCUSSION
3 PARTS OF LEARNING OBJ:
BEHAVIOR-WHAT THE WILL BE ABLE TO DO
CONDITION- HOW THEY WILL DO IT
STANDARD- HOW WELL IT MUST BE DONE
3 LEARNING DOMAINS:
COGNITIVE- LEVEL OF UNDERSTANDING ACHIEVED
AFFECTIVE: LEARNING OUTCOMES ASSOCIATED W/FEELINGS/EMOTIONS
PSYCHOMOTOR- CAN TECHNICAL RATES REPEAT THE LEARNED PROCESS
COURSE LEARNING OBJECTIVES
SPECIFIC SKILLS AND KNOWLEDGE REQD FOR A JOB
TERMINAL OBJ:
SPECIFIC STATEMENT OF PERFORMANCE EXPECTED AS A RESULT OF TRAINING. EXPRESSES BEHAVIOR, CONDITION, STANDARD
TOPIC LEARNING OBJECTIVES
SUPPORT COURSE LEARING OBJS. STATE BEHAVIOR CONDITION STANDARD FOR COMPLETING THE TOPIC
ENABLING OBJECTIVE
SPECIFIC STATEMENT OF BEHAVIOR TO BE EXHIBITED CONDITIONS IT IS TO BE EXHIBITED AND STANDARD IT WILL BE PERFORMED
TWO METHODS OF TESTING
KNOWLEDGE: TEST ITEMS WRITTEN AT APPROPRIATE LEVEL OF UNDERSTANDING
PERFORMANCE: MEASURE SKILL LEVEL
INSTRUCTOR RESPONSIBILITY TO TRAINING SAFETY
DEMO/TEACH PROPER PROCEDURES. THEIR SAFETY IS IN YOUR HANDS.
INSTRUCTOR RESPONSIBILITY FOR SECURITY
DEMANDS CONSTANT ATTENTION FROM EVERYONE- ACTIONS SPEAK LOUDER THAN WORDS.
INSTRUCTOR RESPONSIBILITY FOR CURRICULUM
ENSURE COURSE MATERIAL IS CURRENT AND ACCURATE. CHANGES SHOULD BE MADE ASAP
6 KEY PRINCIPLES TO THE MOTIVATION THEORY IN TNG SITUATIONS ARE:
NEEDS AND DRIVES
INTEREST
VAULUES
ATTITUDES
INCENTIVES
ACHIEVEMENT
NEEDS AND DRIVES
A DEFICIT THAT CAUSES A DESIRE FOR SATISFACTION. BEHAVIOR REDUCES NEED AND PRODUCES SATISFACTION
INTEREST
WORTHWHILE AND ENJOYABLE- INTERNAL MOTIVATION. CLEARLY STATED PURPOSE AND EMPHASIZE THE NEED FOR THE MATERIAL
VALUES
ATTITUDES/EXPERIENCES. MOTIVATION MUST FIT THE VALUES AND STUDENT GOALS.
ATTITUDES
FEELINGS ABOUT SOMEONE/THING.
SHOW POSITIVE INSTRUCTOR ATTITUDE AND INTEREST IN THE SUBJECT
INCENTIVES
STIMULATE MOTIVATION: GOOD GRADES, AWARDS, DIST GRAD,
ACHIEVEMENT:
STRONG DESIRE, GOALS, DESIRED OBJECTIVE. A NEED TO ACHIEVE AT A CERTAIN LEVEL.
MOTIVATIONAL STRATEGIES:
MAKE THE SUBJECT MATTER INTERESTING
PLAN MOTIVATIONAL STRATEGIES:
USE A VARIETY OF COURSE MATERIALS/ NO DEATH BY POWERPOINT. GET STUDENTS INVOLVED WITH PALNNED ACTIVITIES.
MOTIVATIONAL STRATEGIES:
ESTABLISH GOALS
FOLLOW LEARNING OBJECTIVES. PRESENT THEM AT THE BEGINNING AND END OF EACH BLOCK OF INST.
MOTIVATIONAL STRATEGIESl:
INFORMATIVE FEEDBACK
ORAL/WRITTEN: RECOGNIZE BEHAVIOR/ACHIEVEMENTS. ERRORS POSITIVE CORRECTIONS
MOTIVATIONAL STRATEGIES:
SHOW INTEREST IN STUDENTS
DETAILED FEEDBACK WHEN THEY RESPOND TO A QUESTION OR PERFORM A TASK. CONTRIBUTE TO FEELING OF SUCCESS/FAILURE
MOTIVATIONAL STRATEGIES:
ENCOURAGE PARTICIPATION
OPEN TO STUDENT CONTIBUTIONS AND POINTS OF VIEW. USE THEIR EXPERIENCES TO STIMULATE LEARNING AND PROVIDE VARIETY.
5 LEARNING LEVELS A KNOWLEDGE TEST WILL ASSESS.
RECOGNITION
RECALL, COMPREHENSION, APPLICATION
AND ANALYSIS/EVALUATION
RECOGNITION
TERMS/FACTS/RULES/METHODS/PRINCIPALS/PROCEDURES/OBJECTS
RECALL
VERBATIM REMEBERING OF TERMS/FACTS/RULES ETC.
COMPREHENSION
UNDRSTANDING RATHER THAN MEMORIZING. EXPLAIN, TRANSLATE, SUMMARIZE, DEMONSTRATE
APPLICATION.
USE ACQUIRED KNOWLEDGE IN JOB APPLICATIONS
ANALYSIS/EVALUATION
UNDERSTANDING DATA ELEMENTS AND RELATIONSHIPS THAT MAKE THE MEANING EXPLICIT. APPLYING JUDGEMENT.
2 TYPES OF PERFORMANCE TESTS
MEASURE SKILL, PROCESS AND PRODUCT.
PRIMARY MATERIALS USED TO PRESENT INSTRUCTION
LESSON PLAN- BLUEPRINT ENURES PROPER SEQUENCE AND DEPTH
INSTRUCTION SHEETS- INFO/INSTR FOR STUDENTST TO COMPLETE TASKS
IMM: PROPS VISUAL AIDS THAT ASSISST LEARNING. SHOWING ID EASIER THAN TELLING.
PURPOSE OF INSTRUCTIONAL MEDIA MATERIALS
INCREASE UNDERSTANDING, RETENTION, INTEREST, MOTIVATION AND UNIFORMITY OF TRAINING.
2 TYPES OF INSTRUCTOR EVALS
SUBJECT MATTER QUALS- RIGHT JOB KNOWLEDGE
INSTRUCTOR QUALS- EFFECTIVE TECHNIQUES TO ACCOMPLISH TRNG