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10 Cards in this Set
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- Back
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Discuss the item(s) development in Plan Phase of Task-Based Curriculum development.
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Chapter 2 pg 2-3 NAVEDTRA 130 Volume I
Chapter 2 pg 2-2 NAVEDTRA 130 Volume III Training Prodject Plan: Used as a blueprint for the development of a new course or revision of an existing course. CCA approves the TPP. |
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Discuss the items developed in Analysis Phase.
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Chapter 3 pg 3-2 NAVEDTRA 130 Volume I
Chapter 3 pg 3-2 NAVEDTRA 130 Volume III You will examine and analyze all available documents/data in order to determine what is necessary to do a job. The duties, tasks and/or skills that you select for training will be organized in a Course Training Task List (CTTL). The CTTL is the output of the Analysis Phase and is the building block of the new/revised course. |
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Discuss the items developed in Design Phase.
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Chapter 5 pg 5-2 NAVEDTRA 130 Volume I
Chapter 4 pg 4-2 NAVEDTRA 130 Volume III The TCCD is a Collection of products that expresses the content, structure, and essential management information for a course. The TCCD consists of the following items: Front Matter Curriculum Outline of Inistruction Annexes |
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Discuss the two categories of learning Objectives.
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Chapter 3 pg 3-13 NAVEDTRA 130 Volume I
Knowledge Performance Objectives will either be skill or knowledge. If skill, isolate the "action" portion, consisting of a performance action verb, the object of that action, and the minimum qualifiers, so that the statement makes sense. |
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Discuss the items in the Develop Phase
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Chapter 6 pg 6-2 NAVEDTRA 130 Volume I
Curriculum materials, which include the following Lesson Plan (LP) Trainee Guide (TG) Test Items Instructional Media Material |
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Discuss the purpose of the Implementation Phase.
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Chapter 1 pg 1-2 NAVEDTRA 130 Volume I
Chapter 10 pg 10-2 NAVEDTRA 130 Volume I Resolve and discrepancies identified in the pilot course and implement the course by issuance of the CCA Letter of Promulgation. |
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Discuss the purpose of the Evaluation Phase.
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Chapter 1 pg 1-2 NAVEDTRA 130 Volume I
Internal assessment of training methods, material, and external feedback of performance of graduates in the fleet. |
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Desribe and discuss the seven stages involved in developing materials following the Personnel Performance Profile (PPP)-based curriculum development method.
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NAVEDTRA 131 Chapter 1 pg 1-2
PLANNING identifies resources requirements and the sequence of events in the development process. STAGE ONE consists of determining job tasks, supporting skills and knowledge, and level of performance. STAGE TWO determines the skills and knowledge which must be taught and produces the course learning objectives and an instructional sequence. STAGE THREE produces the instructional materials for the instructor and the trainee. STAGE FOUR begins when the CCA has approved a course for pilot and ends with submittal of the Pilot Course Montoring Report. STAGE FIVE begins after incorporation of the results of the pilot course("red-line") into smooth curriculum and mangement materials, and ends with the CCA's Letter of Promulgation that approves the material for use in support of Navy Training. EVALUATION is the surveillance, evaluation, change, and revision of the training materials based on assessment of the training materials and the performance of the graduates in the fleet. |
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Discuss the products of the Training Path System (TPS) stage 1.
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NAVEDTRA 131 Chapter 4 pg 4-3
Training Objective Statements (TOS) decribes skills and knowledge to be learned by the individual. Training Level Assignments (TLAs) list specific PPP line itmes to be taught, the training environment where each will be taught, and the level of training to be provided to each PPP line item. Table Assignment Matrix (TAM) summarizes the training requirements for PPP Tables listed on the Training Path Chart.by showing all TOS associated with each PPP Training Path Chart (TPC) graphically shows a complete training path for a category of people by listing courses in the path, and PPP Tables covered by each. |
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Define the three task sets.
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NAVEDTRA 131 Chapter 4 pg 4-4
The following descriptions will help to identify who will be trained , or that group of personnel for which the training is to be designed: COORDINATOR who has overall authority and responsibility (i.e., CO/XO, the system manger) DIRECTOR direct supervisor, i.e. department head, division officer, leading petty officer. PERFORMER. One who does the hands-on work of operating and/or maintaining the system, subsyste, or equipment, or doing the task/function, i.e. technician/operator? |
