Opota Instructor Course

Front 1

Active Listening

Back 1

HEARING the other person

UNDERSTANDING what they're saying

Front 2

3 Domains of Learning

Back 2

Cognitive

Affective

Psychomotor

Front 3

Problem Based Learning is:

Back 3

Cognitive

Front 4

3 Teaching methods that make up Student Centered Learning (SCL)

Back 4

Scenario based training

Problem based learning

Lecture

Front 5

S.C.L. Venn Diagram

Back 5

Front 6

When properly used, S.C.L. enhances:

Back 6

Understanding

Knowledge retention

Motivation

Front 7

Anchoring

Back 7

1. Debrief groups to DETERMINE THEIR ANSWERS AND SOLUTIONS.

2. Ensure that students received the PROPER INFORMATION.

Front 8

S.C.L. 3 core principles

Back 8

1. Students must be RESPONSIBLE for their own learning

2. Students must be ACTIVE, not passive learners.

3. Learning can be SELF PACED.

Front 9

Five steps to solving a problem using Problem Based Learning

Back 9

1. Ideas

2. Known Facts

3. Learning Issues

4. Action Plan

5. Evaluating

Front 10

Problem based learning is:

Back 10

Cognitive

Front 11

Scenario Based training is:

Back 11

Hands On

Front 12

3 Domains of learning

Back 12

1. Cognitive

2. Affective

3. Psychomotor

Front 13

Bloom's Taxonomy

Back 13

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

Front 14

3 Different types of Learners

Back 14

Visual

Auditory

Kinesthetic

Front 15

WII-FM

Back 15

"Whats in it for me ?"

Adults must feel they will benefit from your training.

Front 16

MMFG-AM

Back 16

"Make me feel good about myself"

Treat as adults

Acknowledge experience

Tap into experiences

Allow them to be resources

Focus on their needs

Front 17

Goal Statement

Back 17

To state in broad, general terms what the instructor wishes to accomplish in the class

Front 18

Essentials (parts) of an S.P.O. in order

Back 18

1. Condition - what they can use or not use

2. Behavior - action preformed by the student

3. Criterion - states "How well"

Front 19

3 Functions of an SPO

Back 19

1. Give direction for TEACHING and CURRICULUM development.

2. Give guidance in EVALUATION.

3. FACILITATE learning.

Front 20

The Purpose of tests

Back 20

1. Measure whether the training goal has been accomplished.

2. Create permanent documentation that the student met the goal

3. Prevent inadequately trained students from being certified.

4. Defend against litigation concerning training issues.

Hint 20

There are 4

Front 21

Purpose of a lesson plan

Back 21

Provides direction toward attainment of the selected S.P.O

Front 22

3 Lesson plan formats

Back 22

1. Outline

2. Manuscript

3. Power Point

Front 23

4 parts of a lesson plan

Back 23

I. Preparation

II. Presentation

III. Practice

IV. Test

Front 24

Define Platform Skills

Back 24

How the instructor presents themselves in front of the class.

Front 25

5 Aspects of Correct Verbal Platform Skills

Back 25

1. Practice difficult words

2. Define acronyms and jargon

3. No inappropriate language

4. Project voice, articulate words

Front 26

Gestures

Back 26

1. Should be well timed

2. Correspond with the message

Front 27

5 effective classroom management techniques

Back 27

1. Begin with a strong credibility statement

2. Use a variety of instructional techniques

3. Monitor the class continually

4. Model the behavior you expect from students

5. Use positive reinforcement

Front 28

Purpose of Training Aids

Back 28

1. Bring clarity to teaching points

2. Illustrate information

Front 29

Disadvantages of Training Aids

Back 29

1. Can become a crutch

2. Training aid cannot be seen or heard by students

3. Training aid is not conducive to topic taught

4. Training aid fails to function properly

Front 30

4 characteristics of an effective training aid

Back 30

1. Simplicity

2. Effectiveness

3. Adequate Size

4. Accuracy

S.E.AS.A

Front 31

Two types of tests

Back 31

Practical

Written

Front 32

5 Ineffective Classroom Management Techniques

Back 32

Insults / Disparaging remarks

Personal attacks on student, or anyone

Using physical force

Acting superior / Preaching

Making generalized statements about all students

Front 33

4 Methods for handling disruptions

Back 33

Do NOT embarrass the troublemaker

Handle a major disruptive person early

Use tact and diplomacy

Remain calm and poised

Front 34

Define "Oppositional Student"

Back 34

One who argues for arguments sake and sees conflict as a form of stimulating communication.

Front 35

Define "Hostile Student"

Back 35

One who attacks people rather than issues, with intent to harm.

Front 36

3 Factors when choosing a training aid

Back 36

Time

Cost

Portability