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20 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Purpose of the Navy training system |
A systematic approach for determining what to train and how best to accomplish that that training. Preparation to train delivery of training and evaluation of training |
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Define the most essential single link to the training chain |
The instructor |
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State and discuss three qualities of an efficient and effective instructor |
Knowledge - subject matter expert. Ability - leadership skills principles methods techniques of instruction and how to apply them. Personality - gained respect for students, adhere to instructors code of ethics. |
K.A.P. |
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List and discuss the four principles of John Keller's model of motivational theory |
Attention - keep Learners attention. Relevance - motivates trainees by connecting what they're learning to what they will be doing on the job. Confidence - If students feel confident students will try. Satisfaction - create opportunities to succeed and give recognition. |
A. R. C. S. |
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List and discuss the key principles of applying motivation Theory and a training situation |
Needs and drives - call the desire for satisfaction. Attitudes - consists of feelings for or against people objects or ideas. Achievements - strong desire and aim or a desired objective. Values - students values attitudes and previous experience affect nature and the amount the student learns. Incentives - rewards stimulate student motivation. Interest - view or activity worthwhile or enjoyable. |
N. A. A. V. I. I. |
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State the ultimate goal of instruction |
Causes students to remain motivated beyond the instructors influence and apply what they have learned on the job and in other areas of their lives |
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State and discuss the six laws of learning |
Law of Readiness - learn when ready. Law of exercise - practice makes perfect. Law of effect - learning is more effective when satisfaction pleasantness or reward acompanies. Law premacy - first instructional event students have leaves a strong impression. Law of intensity - When students have a real experience learning is far more likely to occur. Law of recency - things learned last will be remembered. |
R. E. E. P. I. R. |
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State and discuss five ways of learning |
Imitation - students imitate behavior of others. Trial and error - learning by doing. Association - comparison of past learning to new learning situations. Insight - whole is more than just a sum of Parts "aha phenomenon". Transfer - applying past learning to new but similar situations. |
I. T. A. I. T. |
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State and discuss the types of sensory learners |
Visual learner - graphic illustrations, color coding, Maps, written material. Accounts for 75% of our basic learning. Auditory learning - prefers verbal presentation of new info, a lecture, and group discussions. Kinesthetic Learners - sensory perception residing in one's muscles, joints, and tendons gives people a special awareness |
V. A. K. |
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List and discuss the four basic learning styles |
Concrete Learners - prefer experience based approach. 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 before drawing conclusions. Abstract Learners - prefer a theory based analytic approach to learning. |
C. A. R. A. |
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Discuss the barriers to effective communication |
Lack of Common Core experience - Unlikely to find a group with same experience. Overuse of abstractions - Overuse of concepts, ideas, or words that are not directly related to the subject being discussed. Fear - fear of ignorance, disapproval, losing status, and judgment. Environmental factors - noises and temperature may interfere with communication process. |
L. O. F. E. |
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Describe six factors that must be considered in planning instructional delivery |
Articulation grammar rate of speech pauses inflection force of delivery |
A. F. G. R. I. P. |
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State and discuss the four purposes of oral questioning |
Focus attention arouse interest in subject matter drill students on subject matter stimulate students to think |
F. A. D. S. |
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State and discuss the characteristics of a good oral question |
Clarity of meaning - do not use trick phrases. Level of instruction - use words students can understand. Use of interrogative - use interrogative at beginning of questions so student knows a question is being asked. |
C. L. U. |
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Discuss the types and purpose of oral questions |
Multiple answer more than one answer. Yes / no - can arouse interest canvassing - can help determine who is familiar with subject. Leading - suggest its own answer. Interest rousing - focuses students attention. Factual question - specific information. Thought - provoking stimulate student thinking. |
F. M. Y. C. L. I. T. |
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State the five steps of the five-step questioning technique |
Ask pause pick listen emphasized correct answer |
A. P. P. L. E. |
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List and discuss the different instructional methods |
Lecture - presents large amount of info in a short time. Lecture with audio visuals. Lesson - interactive in nature most used method within Navy training. Demonstration - most used method for teaching skill type subjects. Role-playing - students assume roles in a simulated situation. Team / dimensional training - teams diagnose and correct problems. Gaming / simulation |
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State and discuss the three parts of a learning objective |
Behavior - what the student will be able to do as a result of a learning experience. Condition - aiding and limiting factors imposed upon the student in satisfying the performance requirements of the objective. Standard - what degree of proficiency will be required to perform the behavior. |
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Discuss the methods of testing and their importance |
Knowledge - measures achievement of objectives to the use of test items written at appropriate learning objectives. Performance - measures skill acquisition by having the student demonstrate specific behaviors defined by learning objectives. |
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Explain the five learning learning levels a Knowledge Test item May test |
Recognition - verbatim identification of terms, facts, rules, methods, principles, procedures, objects presented during training. Recall - respond from memory. Comprehension - requires understanding of what was taught. Application - ability to use acquired knowledge in job-related tasks. Analysis / evaluation - understanding of elements of data and relationship of data that make info explicit. |
R. R. C. A. A. |
