Navy Mts 2012 Section 102 Instructor Fundamentals

Front 1

State and Discuss the 3 qualities of efficient and effective instructor.

Back 1

Knowledge: Be the SME. conduct training to Navy not the individual.
Ability: Know principles, methods, and techniques of instruction and how to apply them.

Personality: Gain respect, show intrest and be genuine.

Front 2

List and Discuss the Four Principles of John Kellers model of motivational theory.

Back 2

Attention: Gain and Keep attention to ensure learning.
Relevance: Show relevance to motivate. Students learn more when they see whats in it for them.
Confidence: Build by setting challenging but achievable goals. Show relationship of Effort and Success
Satisfaction: Can be inner by completion of task or by recognition by peers and sups.

Front 3

Key principles of Applying motivation theory in a training situation.

Back 3

Needs and Drives: A need or drive is usually defined as a lack of something desirable or useful that causes a desire for satisfaction. .
Attitudes: Attitudes consist of feelings for or against people, objects, or ideas. Show students a positive attitude when presenting a lesson. Achievements: Achievement is a strong desire, an aim, a goal or a desired objective. To make an effort to succeed interesting students must have a need to achieve at a certain level.
Values: The students values, attitudes, and previous experience affect the nature and the amount that the student learns.
Interests: Refers to a person’s view of an activity as worthwhile or enjoyable for its own sake.
Incentives: Incentives (rewards) stimulate student motivation.

Front 4

State and discuss the six laws of learning.

Back 4

LAW OF READINESS : people can only learn when they are physically and mentally read.
LAW OF EXERCISE : stresses that practice makes permanent and perfect
LAW OF EFFECT: Learning will always be much more effective when a feeling of satisfaction, pleasantness, or reward accompanies or is a result of the learning process.
LAW OF PRIMACY:the first instructional event often creates a strong, almost unshakeable, impression on the learner.
LAW OF INTENSITY: if the stimulus (experience) is real, a change in behavior (learning) is far more likely to occur.
LAW OF RECENCY: All things being equal, the things learned last will be best remembered.

Front 5

State and discuss five ways of learning.

Back 5

Imitation: Students observe the behavior of others (primarily the instructor) and imitate that
behavior. Even without direct reinforcement of the repeated behavior, learning still occurs.
Trial and error: Also called discovery learning, trial and error is learning by doing. Hands-On
experience is how some students learn and are able to achieve success sooner. The instructor
is instrumental in setting the proper example for the student, resulting in fewer errors.
Association: A comparison of past learning to new learning situations, association is a mental
process which serves as a reference point for students. New problems are easier to
comprehend and solve when there is a similar element which can be remembered from past
experiences.
Insight: Insight is the understanding that the whole is more than just the sum of the parts. To
learn by insight, the learner grasps the way the elements of a problem situation are connected.
It is unplanned discovery of a solution to a problem, often called the ―ah-ha‖ phenomenon,
resulting from a mental reorganization of ideas and concepts rather from simple ―trial and error‖.
Transfer: The process of applying past learning to new but somewhat similar situations. This is
an important process in Navy technical training because the training environment can rarely
duplicate the actual job environment. If possible, use of the actual equipment the student will
use in the fleet should be used for training.

Front 6

State and discuss the four basic learning styles.

Back 6

Concrete learners: prefer an experienced based approach to learning. They rely heavily on their own feelings and personal judgments.
Active Learners: prefer to learn by becoming involved with the subject and taking an active step by step approach. .
Reflective Learners: like to observe and reflect (make comparisons and contrasts) before drawing conclusions. Abstract Learners: prefer a theory based, analytical approach to learning.

Front 7

Describe six factors that must be considered in planning instructional delivery

Back 7

Articulation
Grammar
Rate of Speech
Pauses
Inflection
Force (of delivery)

Front 8

State and discuss the four purposes of oral questioning.

Back 8

Focuses attention
Arouses interest in subject matter
Drills students on subject matter
Stimulates students to think

Front 9

Discuss the types and purpose of oral questions.

Back 9

Multiple Answer: Has more than one correct answer.
Yes / No: Can be used to arouse interest
Canvassing: Helps to determine how many students may already be familiar with the subject matter.
Leading: Suggests its own answer
Interest arousing: Used to focus student attention.
Factual Question: Asks for specific information.
Thought provoking: Stimulates student thinking

Front 10

State and discuss the three parts of a learning objective.

Back 10

Behavior: What the student will be able to do as a result of a learning experience. Consists of subject / object / verb.
Condition: The aiding and limiting factors imposed upon the student in satisfying the performance requirements of the objective. From memory if not specified in TLO.
Standard: What degree of proficiency will be required to perform the behavior 100% if not stated in the TLO.

Front 11

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

Back 11

Recognition: Process of verbatim identification of terms, facts, rules, methods, principles, procedures, objects, and the like, presented during training.
Recall: Requires the student to respond from memory instead of selecting the response from two or more alternatives.
Comprehension: Requires the understanding of what was taught rather than simply memorizing the information.
Application: Ability to use acquired knowledge in a job-related situation.
Analysis / Evaluation: Involves the understanding of elements of data and relationships among the data which make the meaning of information explicit. Involves the judgment
.