Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
34 Cards in this Set
- Front
- Back
|
STATE THE PURPOSE OF THE NAVY TRAINING SYSTEM
|
WHAT TO TRAIN AND HOW TO BEST DELIVER TRAINING
|
|
|
MOST ESSENTIAL LINK IN THE TRAINING CHAIN
|
INSTRUCTOR
|
|
|
THREE QUALITIES OF AN EFFICIENT AND EFFECTIVE INSTRUCTOR
|
**PAK**
PERSONALITY ABILITY KNOWLEDGE |
|
|
INSTRUCTORS RESPONSIBILTY TO STUDENTS
|
EQUALITY
HELP OVERCOME OUTSIDE INFLUENCES |
|
|
INSTRUCTORS RESPONSIBILTY TO TRAINING SAFETY
|
SAFETY IS ALWAYS PARAMOUNT
|
|
|
INSTRUCTORS RESPONSIBILTY TO SECURITY
|
IF CLASSIFIED MATERIAL IS PRESENT ENSURE IT IS SAFEGAURDED
|
|
|
INSTRUCTORS RESPONSIBILTY TO CURRICULUM
|
ACCURACY THRU MINOR AND MAJOR REVISIONS
|
|
|
4 PRINCIPALS OF JOHN KELLERS MOTIVATIONAL THEORY
|
**ARCS**
Attitude Relevance Confidence Satisfaction |
|
|
6 KEY PRINCIPALS OF APPLYING MOTIVATIONAL THEORY IN A TRAINING SITUATION
|
**NIVIAA**
Needs and drives Interest Values Incentives Achievement Attitudes |
|
|
STATE THE ULTIMATE GOAL OF INSTRUCTION
|
KEEP THE TRAINEE MOTIVATED TO DO THE JOB WELL AFTER THE LEAVE YOU
|
|
|
6 LAWS OF LEARNING
|
**REEPIR**
Readiness Exercise Effect Primacy Intensity Recency |
|
|
5 WAYS OF LEARNING
|
**ATITI
Association Trial and error Insight Transfer Imitation |
|
|
DISCUSS HOW MOTIVATION AFFECTS STUDENT LEARNING
|
MUST BE ABLE TO MOTIVATE THRU A FAILURE OR ROUGH TIME. MOTIVATION HAS MORE IMPACT THAN SCHOLASTIC ABILITY
|
|
|
3 TYPES OF SENSORY LEARNERS
|
**VAK**
Visually-see Auditory-hear Kinesthetic-do |
|
|
4 BASIC LEARNING STYLES
|
**CARA**
Concrete-real thing/alone Active-step by step/trial and error/group Reflective-sit back and watch others Abstract-theory based |
|
|
4 BARRIERS TO EFFECTIVE COMMUNICATION
|
**LOFE**
Lack of common core experience Overuse of abstraction Fear Environmental factors |
|
|
3 PURPOSES OF AN EFFECTIVE COMMUNICATION PROCESS
|
SENDER
RECEIVER FEEDBACK |
|
|
DISCUSS THE IMPORTANCE OF LISTENING COMMUNICATION SKILLS
|
HEARING AND UNDERSTANDING
|
|
|
6 FACTORS TO BE CONSIDERED WHEN PLANNING INSTRUCTIONAL DELIVERY
|
**FIG RAP**
Force Inflection Grammer Rate of speech Articulation Pauses |
|
|
STATE THE IMPORTANCE OF BODY MOVEMENT TO AID COMMUNICATIONS
|
EMPHASIZES VERBAL EXPRESSIONS, BUT DONT OVER DO IT
|
|
|
4 PRINCIPALS OF ORAL QUESTIONING
|
**FADS**
Focus Arouse Drill Stimulate |
|
|
3 CHARACTERISTICS OF GOOD ORAL QUESTIONS
|
**LUC**
Level of instruction Use of an interogative Clarity of meaning |
|
|
7 TYPES OF ORAL QUESTIONS
|
**Y MILF CT**
Yes/no Multiple Answer Leading Factual Canvassing Thought provoking |
|
|
5 STEP QUESTIONING TECHNIQUE
|
**APPLE**
Ask Pause Pick Listen Emphasize |
|
|
7 TYPES OF INSTRUCTIONAL METHODS
|
**L3 DRTG**
Lecture Lecture w/ AV Lesson Demo Role playing Team Gaming and simulation Case study! only in 134 |
|
|
3 PARTS OF A LEARNING OBJECTIVE
|
**BCS**
Behavior Condition Standard |
|
|
2 METHODS OF TESTING
|
KNOWLEDGE
PERFORMANCE |
|
|
5 LEARNING LEVEL A KNOWLEDGE TEST ITEM MAY TEST
|
**RACAR**
Recognition Application Comprehension Analysis/evaluation Recall |
|
|
3 TYPES OF PERFORMANCE TESTS
|
**PCP**
Product Combination Process |
|
|
PRIMARY MATERIALS USED IN PRESENTING INSTRUCTION
|
IMM-INSTRUCTIONAL MEDIA MATERIAL
LESSON PLAN INSTRUCTION SHEETS |
|
|
IMPORTANCE OF FEEDBACK.COURSE CRITIQUE
|
INSTRUCTOR PERFORMANCE
COURSE CONTENT ENVIRONMENT |
|
|
HOW DOES AN INSTRUCTOR GET QUALIFIED TO TEACH
|
IUT-INSTRUCTOR UNDER TRAINING JQR
|
|
|
INSTRUCTOR DISQUALIFIATION FACTORS
|
LACK OF MOTIVATION
FAILED EVALUATIONS RESULTS IN THE LOSS OF 9502 NEC |
|
|
WHERE CAN ADDITIONAL INFORMATION REGARDING MTS BE FOUND (NOT IN INSTRUCTION)
|
NKO OR MTS FORUMS
|
