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35 Cards in this Set

  • Front
  • Back
102.1 Explain the process of identifying training requirements for naval personnel.
Navy determines by getting the fleet’s need for people with particular job skills. Then decides whether should be OJT or formal classroom.
102.2 State the purpose of the Navy Training System.
The purpose of the Navy’s training system is to ensure a systematic approach for determining what to train and how to best accomplish that training.
102.3 What is the most essential single link in the training chain?
Effective instructors.
102.4 State and discuss the three qualities of an efficient and effective instructor.
1. Knowledge – Must be thoroughly familiar with subject matter you are teaching. Having background experience in the subject can be a big asset.
2. Ability – Must possess leadership and instructional abilities to be effective.
3. Personality – Must gain respect by always displaying a professional attitude. Items of attention:
(a) If you don’t know the answer admit it.
(b) Keep remarks professional and appropriate to the classroom.
(c) Be patient.
(d) Maintain rapport with the students.
(e) Treat students with respect.
102.5 Discuss the Instructor's responsibilities in terms of:
a. Responsibility to students: To teach effectively, set a good example, help resolve conflicts that hinder training.
b. Responsibility to training safety: As a role model to the students, actions may have a greater impact than words therefore, instructors must maintain the highest standards of safety.
c. Responsibility for security: As with safety, actions toward security will have an impact on students and all regulations should be strictly adhered to.
d. Responsibility for curriculum: Curriculum maintenance is an ongoing effort to ensure it is current and accurate.
102.6 List and discuss the essential principles to applying motivation theory in a training situation.
1. Needs and drives – Aid the student to keep needs and drives from outside the class to a minimum.
2. Interest – Internal motivation is triggered when interest is gained at the beginning of topic.
3. Values – Motivation used must fit students values.
4. Attitudes – Students have more desire to learn when instructors show an interest in what they teach.
5. Incentives – Can motivate those who want to achieve (i.e. reward, award, distinguishment).
6. Achievement – Students will make effort to succeed, when given a certain level to achieve.
102.7 List and discuss the five techniques that can assist in developing motivational strategies for instruction:
1. Make subject matter interesting – Keep presentation from becoming dull.
2. Establish goals – They come from learning objectives, ensure students are clear on objectives.
3. Provide informative feedback – Can be oral or written. Ensure positives are recognized and errors and how to correct them are part of feedback.
4. Show interest in your students – Feedback may make the difference between success and failure of a student.
5. Encourage participation – Use student experiences to stimulate interest and add variety to learning.
102.8 State the ultimate goal of instruction.
- To give students knowledge that will serve them in the future.
- To enable students to apply their learning on their jobs.
102.9 State the five different ways of learning. I-T-A-I-T
1. Imitation
2. Trial and Error
3. Association
4. Insight
5. Transfer
102.10 Discuss the five different ways of learning. I-T-A-I-T
1. Imitation – Student will observe others and imitate behavior (primarily the instructor).
2. Trial and error – Learning by doing. Instructor should correct errors as soon as possible.
3. Association – Comparison of past learning to new learning.
4. Insight – Understanding that the whole is more than the some of the parts. A person’s unplanned discovery of a solution to a problem or the “AH-HA” concept.
5. Transfer – Applying past learning to new but somewhat similar situations.
102.11 State the five laws of learning. P-I-E-R-E
1. Readiness
2. Effect
3. Primacy
4. Exercise
5. Intensity
102.12 Discuss the single most important factor in a student's educational advancement.
Motivation – Often has as much or more impact then scholastic ability. Students bring different abilities and experience levels to the training environment. Motivation or lack thereof many times determines whether or not a student masters the course objectives
102.13 List and discuss the five learning senses in their order of importance to the instructional environment.
1. Readiness – Being physically, mentally, and emotionally ready to learn.
2. Effect – An individual learns best those things which result in satisfying consequences.
3. Primacy – Students retain they learn for the first time longer than they retain information they must relearn.
4. Exercise – Practice makes perfect
5. Intensity – A vivid experience is learned better and retained longer.
102.14 State and discuss the six common characteristics all students possess.
1. Maturity – want to be treated as adults.
2. Desire to succeed – None come to the class wanting to fail.
3. Ability to evaluate – All students will form opinions, especially of the instructor.
4. Fallibility – Everyone makes mistakes.
5. Fairness – Students respect instructors more who show a sense of fairplay.
6. Need for recognition – Being recognized for a job well done.
102.15 State and discuss the four basic learning styles.
1. Concrete – Prefer experience based approach to learning.
2. Active – Prefer to become involved in process and taking an active step-by-step approach.
3. Reflective – Prefer to play the role of impartial observers while watching others.
4. Abstract – Prefer the theory based analytical approach to learning (i.e. enjoy case studies).
102.16 List the precentage of information retained when one or more learning styles is involved in the instructional process.
1. Abstract- 20%
2. Abstract / Reflective- 50%
3. Abstract / Reflective / Concrete- 70%
4. Abstract / Reflective / Concrete / Active- 90%
102.17 State the barriers to effective communications.
1. Lack of common core experiences
2. Overuse of abstractions
3. Fear
4. Environmental factors
102.18 State and discuss the purpose of the 3 step communication process.
1. Sending – Send message attempting to compensate for expected barriers.
2. Receiving – Message is received and processed through internal and external barriers and forms mental image.
3. Feedback – Must be done by sender and receiver to ensure the intended message was received.
102.19 Discuss why listening is one of the most important communication skills.
It involves hearing and understanding that demands concentration and attention.
102.20 What five factors must be considered in planning instruction delivery?
1. Articulation – Understandable speech.
2. Grammar – Correct usage of the spoken or written word.
3. Rate of speech – How fast or slow information is given.
4. Inflection – Varying pitch or tone of speakers voice.
5. Force – Volume or carrying power of speakers voice.
102.21 State and discuss the importance of body movement and postures as an important part of successful communication.
Movements and gestures should appear to be natural and reinforce, not contradict the speaker’s voice.
102.22 State and discuss the four purposes of oral questioning.
1. Stimulate the student to think
2. Arouse interest in the subject matter
3. Focus interest on particular area of subject matter.
4. Drills students on subject matter they must recall precisely.
102.23 State and discuss the characteristics of a good oral question.
1. Level of instruction – Use simple words, correct grammar, and complete sentences.
2. Use of interrogative – Lets students know that this is a question so that attention focuses on question.
3. Clarity of meaning – Avoid trick or catch phrases.
102.24 Discuss the types of oral questions and their purposes.
1. Factual question – Asking for specific information
2. Thought provoking question – Stimulates students to think
3. Interest arousing question – Focus attention of subject about to be presented
4. Multiple answer question – Increase student participation/ students to think about other students answers.
5. Yes/No question – Simple yes or no, can be used to lead into another question, focus attention, gain interest.
6. Leading question – Suggests it’s own answer.
7. Canvassing question – Determines those who are familiar with a specific area of subject matter.
102.25 State the five steps of the five step questioning technique.
1. State the question
2. Pause
3. Call on student
4. Comment on answer
5. Emphasize or repeat the answer
102.26 List five of the seven instructional methods.
1. Lecture
2. Lecture with audio-visual
3. Lesson
4. Demonstration
5. Role playing
6. Case study
7. Discussion
102.27 State and discuss the three parts of a learning objective.
1. Behavior – What the learner should be able to do as an outcome of training.
2. Condition – Defines aiding and limiting factors imposed on the student in satisfying performance requirements of the objective.
3. Standard – The criteria the students performance must meet.
102.28 State and discuss the three learning domains.
1. Cognitive – The level of understanding the student should be able to demonstrate as a result of the instruction provided.
2. Affective – Defines learning outcomes associated with emotions and feelings of a student.
3. Psychomotor – Makes use of most of principles of learning in student accomplishment.
102.29 Explain the differences between:

1. Course Learning Objectives and Terminal objectives -

2. Topic Learning Objectives and Enabling Objectives -
1. Course Learning Objectives and Terminal objectives -
a. Course – Reflect the specific skills and knowledge required in a job.
b. Terminal – Specific statement of performance expected of the student as the result of training.

2. Topic Learning Objectives and Enabling Objectives
a. Topic – Support course learning objectives. What student must acquire upon satisfactory completion of a topic.
b. Enabling – Conditions and standards appropriate to the training environment, including knowledge and skills that support a terminal objective.
102.30 Discuss the two methods of testing and their importance.
1. Knowledge – Written or oral, to ensure minimal level of knowledge about subject or procedure.
2. Performance – Measure skill acquisition by demonstrating specific behaviors.
102.31 Explain the five learning levels a knowledge test item may test:
1. Recognition – Verbatim indentification
2. Recall – Verbatim remembering
3. Comprehension – Understanding what was taught
4. Application – Ability to use acquired knowledge
5. Analysis/ Evaluation – Understanding of the elements and relationships of data.
102.32 Discuss the different types of performance tests.
1. Process – Focuses on student doing correct sequential procedures
2. Product – Focuses on student getting correct end product of a process.
3. Product and process – Combining elements of both together.
102.33 List and describe the primary materials used in presenting instruction.
1. Lesson plans – Front matter, introduction, presentation, Review and summary, Application, assignment.
2. Instruction sheets – Assignment, diagram, information, job, problem, and outline.
3. Instructional Media – Chart, poster, illustration, video tape, slide picture, motion picture, model, etc.
102.34 State the purposes of using Instructional Media Materials.
- To increase student understanding, retention, interest, motivation and to provide uniformity in training.
102.35 Describe two types of instructor evaluations.
1. Classroom- Subject matter
2. Laboratory- Effective techniques to accomplish training