Mts 102

Front 1

State the purporse of the Navy Training System.

Back 1

A systematic approach for determining what to train and how best to accomplish the training.

Front 2

Define the most essential, single link in the training chain.

Back 2

The Instructor - must simplify the learning process for students of varied backgrounds and experiences in a complex training system.

Front 3

State and discuss the three qualities of an efficient and effective instructor.

Back 3

Knowledge: Be the subject matter expert. Know more about a subject than what you teach.

Ability: Professional Ability and Instructor Ability.

Personality: Gain the respect of the students by displaying a professional attitude towards others, showing sincere interest in students regardless of race, geographical heritage, or level of intellect.

Hint 3

K A P

Front 4

Discuss the Instructors responsibilities in terms of:

Students

Back 4

To help students resolve conflicts that may arise from outside influences.

Front 5

Discuss the Instructors responsibilities in terms of:

Training Safety

Back 5

Be a role model by demonstrating proper safety procedures, in addition to teaching the students. Safety is paramount.

Front 6

Discuss the Instructors responsibilities in terms of:

Security

Back 6

Make sure all classified material is handled properly IAW OPNAVINST 5510.1 series. Never downplay the importance of the security of classified material.

Front 7

Discuss the Instructors responsibilities in terms of:

Curriculum

Back 7

Maintenance of the curriculum is an ongoing effort to ensure course remains current and accurate.

Front 8

List and discuss the four principles of John Keller's model of motivational theory.

Back 8

Attention: Attract and keep attention. Learners must think about what they hear, see, or do to optimize learning.

Relevance: Relevance motivates trainees by connecting what they are learning to what they will be doing on the job.

Confidence: When students feel confident they can do something competently, even if it takes some effort, they are more likely to try.

Satisfaction: Feeling good about an experience often serves as its own motivator. You can increase learners' satisfaction by creating opportunities for them to succeed, maintaining high standards, and recognizing students' attainment of those standards.

Hint 8

ARCS

Front 9

List and discuss the key principles of applying motivation theory in a training situation.

Back 9

Needs and Drives: A need or drive is usually defined as a lack of something desirable or useful that causes a desire for satisfaction.

Interests: Refers to a person's view of an activity as worthwhile or enjoyable for its own sake.

Attitudes: Consists of feelings for or against people, objects, or ideas. A positive reinforcement from the instructor will cause a desire to learn.

Values: The students values, attitudes, and previous experiences affect the nature and the amount that the student learns. The instructor must use a motivation technique which fits the student's value system.

Incentives: Incentives stimulate student motivation. Good grades, awards, choice of orders. or selection as a honor student can motivate students to achieve.

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.

Hint 9

NIAVIA

Front 10

State the ultimate goal of instruction.

Back 10

To cause students to remain motivated beyond the instructor's influence and apply what they have learned on the job in other areas of their lives.

Front 11

State and discuss the six laws of learning.

Back 11

Readiness: People can only learn when they are physically and mentally ready.
Exercise: Practice makes permanent and perfect (when taught correctly)
Effect: Learning with always be much more effective when a feeling of satisfaction, pleasantness, or reward accompanies or is a result of the learning process.
Primacy: This law states that the first instructional event often creates a strong, almost unshakeable, impression on the learner.
Intensity: The Law of Intensity states that if the stimulus (experience) is real, a change in behavior (learning) is far more likely to occur.
Recency: All things being equal, the things learned last will be best remembered.

Hint 11

REEPIR

Front 12

State and discuss five ways of learning.

Back 12

Imitation: Students observe the behavior of others and imitate that behavior.

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.

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.

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”.

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.

Hint 12

I AT IT

Front 13

Discuss how motivation affects student learning.

Back 13

Motivation often has as much or more impact than scholastic ability. Students bring different abilities and experience levels to the training environment. Motivation often determines whether or not a student achieves course objectives.

Front 14

State and discuss the types of sensory learners.

Back 14

Visual Learner: Sight is considered the most important sense, accounting for as much as 75 percent of our basic learning. Most early learning comes from seeing and imitating.

Auditory Learner: Hearing is the second most important sense, accounting for a large percentage of the remaining sensory learning capacity.

Kinesthetic Learner: Although it is not normally identified as one of the senses, the phenomenon of kinesthesia is an extension of sensory learning. Think of it as a sensory perception residing in one’s muscles, joints, and tendons that gives people a special awareness of their spatial relationship with their surroundings.

Front 15

State and discuss the four basic learning styles.

Back 15

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. They learn best from small group discussions, structured exercises, and problem solving approaches. A trial and error way of learning appeals to them.

Reflective Learners: like to observe and reflect (make comparisons and contrasts) before drawing conclusions. They learn best from lectures, films, and reading. Reflective learners prefer to play the role of the impartial observer while watching others.

Abstract Learners: prefer a theory based, analytical approach to learning. They learn best from lectures by experts, theoretical reading, case studies, and activities that require solitary thinking. Abstract learners like to find the “theory” behind the subject matter and analyze the approach to discover what concepts are involved.

Hint 15

CARA or CAAR

Front 16

Discuss the barriers to effective communication.

Back 16

Lack of common core experience: You are unlikely to find any group in which students have the same common core experience.
Overuse of Abstractionisms: Concepts, ideas, or words that are not directly related to the subject being discussed. To avoid confusion you should speak in concrete terms be specific.
Fear: One of the greatest barriers to effective communication. The fear of showing ignorance, fear of disapproval, fear of losing status, and fear of judgment are common barriers.
Environmental Factors: such as noises and temperature may interfere with the communication process.

Front 17

State and discuss the purpose of an effective communication process.

Back 17

Communication is the exchange of thoughts, opinions, and information through speech, writing, nonverbal cues, signs and images.

The communication process consists of a sender, a message, a delivery vehicle, and a receiver.

Front 18

Discuss the importance of listening communication skills.

Back 18

This is one of our most important communication skills. It is an active process of hearing and understanding, which demands concentration and attention.

Front 19

Describe six factors that must be considered in planning instructional delivery.

Back 19

Force (of delivery)

Articulation

Rate of Speech

Pauses

Inflection

Grammar

Hint 19

FAR PIG

Front 20

State and discuss the importance of body movement as an important part of successful communication.

Back 20

Body movement reinforces, emphasizes, and clarifies verbally expressed ideas.

Front 21

State and discuss the four purposes of oral questioning.

Back 21

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

Hint 21

FADS

Front 22

State and discuss the characteristics of a good oral question.

Back 22

Clarity of Meaning: Do not use trick phrases. Ensure the question being presented convey the true or intended meaning. Make questions brief, limiting them to one thought, not to confuse the student. State questions clearly and in a conversational tone.
Level of instruction: Use simple words, grammar which is correct, and complete sentences. Use words students can understand.
Use of an interrogative: Be sure to use the interrogatory at the beginning of your question so that the students know immediately when a question is being asked

Hint 22

CLU

Front 23

Discuss the types and purpose of oral questions

Back 23

Multiple Answer: Has more than one correct answer. Increases student participation.

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.

Hint 23

MY CLIFT

Front 24

State the five steps of the five-step questioning technique.

Back 24

Ask (State the question)
Pause
Pick (Call on a student by name)
Listen (Comment on answer)
Emphasize correct answer

Hint 24

APPLE

Front 25

List and discuss the different instructional methods.

Back 25

Lecture: Lecture method is an instructional presentation of information, concepts, or principles. Its main purpose is to present a large amount of information in a short period of time.

Lecture with Audiovisuals: Lecture with audiovisuals includes visual and/or audio learning aids.

Lesson: The most often used method of classroom instruction within Navy training is the lesson method. The lesson method is interactive in nature and is primarily used to transfer knowledge or information to the students.

Demonstration: The basic, and most often used, method of instruction for teaching skill-type subjects is the demonstration method. It covers all of the steps your students need to learn a skill in an effective learning sequence.

Role-Playing: Role-playing requires the students to assume active roles in a simulated situation followed by a group discussion.

Team Dimensional Training (TDT): TDT is a process that enables team members to diagnose and correct their own performance problems, thereby enabling them to adapt quickly to unfolding events, and to learn from and build upon their previous experiences together.

Gaming and Simulation: The most recent generation of learners entering the Navy has grown up playing video games. This generation has no problem learning how to manipulate hundreds of video-game characters in a variety of crises that require split-second decisions.

Front 26

State and discuss the three parts of a learning objective.

Back 26

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.

Hint 26

BCS

Front 27

Discuss the two methods of testing and their importance.

Back 27

Knowledge: Knowledge tests measure the achievement of objectives through the use of test items written at the appropriate learning level.
Performance: Performance tests measure skill acquisition by having the student demonstrate specific behaviors defined by learning objectives.

Front 28

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

Back 28

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. To answer a recall test item, students remember and respond exactly
as taught.
Comprehension: Requires the understanding of what was taught rather than simply memorizing the information. Used when questions which require interpretation, explanation, translation,
and summarizing information.
Application: Ability to use acquired knowledge in a job-related situation. Requires the student to demonstrate knowledge through mental skill exercises like performing computation, using information learned during training, and applying it to a new 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 of the value of effectiveness of procedures or solutions based on data, criteria, or standards

Front 29

Discuss the different types of performance tests.

Back 29

Product: Test involves comparing students efforts to an acceptable completed example. (Within the standards as set forth by the learning objective).
Process: Test involves the students’ ability to correctly follow procedural steps in completing a task.
Combination: Some performance tests require a combination of both process and product measurement.

Front 30

List and describe the primary materials used in presenting instruction.

Back 30

Lesson Plan: (front matter, lesson topics), ensures proper sequence and depth required by objectives.
Instruction Sheets: (Outline, Job, Problem, Assignment, Information, and Diagram) provide students with information or directions.

“O J P A I D”
Instructional Media Material/Visual Media Material: IMM is a specially prepared transparency, illustration, video tape/DVD, computer-based, flash animation or MPEG movie, slide presentation, or exhibit that will assist students in understanding and expedite their learning.

Front 31

Discuss student feedback/course critique.

Back 31

To provide feed back to the training and course supervisors on areas such as training and curriculum effectiveness, instructor performance, safety, and quality of life issues. It also provides a source of feedback to the Instructors on their performance.

Front 32

Discuss the following program and include possible actions and responsibilities of an instructor:

Equal Employment Opportunity (EEO)

Back 32

Instructors should provide equal opportunities for both genders to serve in leadership roles and ensure both genders actively participate in learning activities. This effort ensures all students have the chance to do complex technical work.

Front 33

Discuss the following program and include possible actions and responsibilities of an instructor:

Navy Core Values

Back 33

Not only must you instruct in an efficient and effective manner, you must also serve as a role model in your military conduct, attitude, appearance, and bearing. You should exemplify the Navy’s Core Values of Honor, Courage, and Commitment

Front 34

Discuss the following program and include possible actions and responsibilities of an instructor:

Sexual Harassment

Back 34

Sexual harassment is unacceptable conduct that undermines the integrity of the instructor-student relationship. The Navy has a policy of zero tolerance of sexual harassment, per the SECNAVINST 5300.26 (series) and individual command policy. Sexual harassment is a form of discrimination involving unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when the following occurs:

• Submission to or rejection of such conduct is made either explicitly or implicitly a term or condition of a person’s job, pay, or career.

• Submission to or rejection of such conduct by a person is used as a basis for career or employment decisions affecting this person.

• Such conduct interferes with an individual’s performance or creates an intimidating, hostile, or offensive environment.

Front 35

Discuss the following program and include possible actions and responsibilities of an instructor:

Diversity

Back 35

According to the Department of the Navy Diversity Statement, dated August 27, 2007: “The term diversity encompasses not only the traditional categories of race, religion, age, gender, and national origin, but also all the different characteristics and attributes of individuals that enhance the mission readiness of the Department of the Navy and strengthen the capabilities of our Navy Total Force.”

Front 36

Discuss the instructor qualification process.

Back 36

Upon completion of formal instructor training and immediately upon arrival at the instructor Assignment, Learning Centers will direct a formal process to certify their new instructors to ensure proficiency in two areas: Instructional technique and technical knowledge.

Front 37

Discuss the instructor disqualification factors and process.

Back 37

Instuctors failing to maintain original screening requirements as well as instructors receiving unsatisfactory evaluations shall be disqualified. Individuals considered unsuitable for continued Instructor duties per reference (d) shall be reclassified (NEC 9502 removal process and reassignment); additionally cognizant Learning Centers (LC) will have the authority to establish what constitutes disqualification of their instructors. When appropriate, LCs may re-qualify individuals when deficiencies have been corrected or standards met by cognizant LC guidelines.

Front 38

Discuss the items with your mentor that can be found on the MTS Community of Practice (CoP).

Back 38

MTS program manager, all applicable instructions, MTS PQS, certificate requests, program description, and feedback.