Mts Module 2 Navedtra 134 Navy Inst Man

Front 1

EXPLAIN THE PROCESS OF ID'ING TRAINING REQS FOR NAVAL PERSONNEL

Back 1

THE FLEET NEEDS PERSONNEL WITH PARTICULAR JOB SKILLS. AS NEW SKILLS ARE ID'D NEW COI ARE INTRODUCED.

Front 2

PURPOSE OF THE NAVY TRAINING SYSTEM

Back 2

PROVIDE OPERATIONAL FORCES WITH TRAINED PERSONNEL WHO CAN MAINTAIN A HIGH DEGREE OF FLEET READINESS.

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MOST ESSENTIAL LINK IN THE TRAINING CHAIN

Back 3

THE INSTRUCTOR- SIMPLIFY LEARNING OF DIVERSE STUDENTS. PRESENT KNOWLEDGE AND SKILL BECOME PROFICIENT OPERATORS.

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3 QUALITIES OF AN EFFECTIVE INSTRUCTOR

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KNOWLEDGE,
ABILITY- LEADERSHIP/INSTRUCTIONAL, PERSONALITY- PROFESSIONAL ATTITUDE

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INSTRUCTOR RESPONSIBILITY TO STUDENTS

Back 5

TEACH EFFECTIVELY/ SET EXAMPLE/

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INSTRUCTOR RESPONSIBILITY TO TRAINING SAFETY

Back 6

DEMO/TEACH PROPER PROCEDURES. THEIR SAFETY IS IN YOUR HANDS.

Front 7

INSTRUCTOR RESPONSIBILITY FOR SECURITY

Back 7

DEMANDS CONSTANT ATTENTION FROM EVERYONE- ACTIONS SPEAK LOUDER THAN WORDS.

Front 8

INSTRUCTOR RESPONSIBILITY FOR CURRICULUM

Back 8

ENSURE COURSE MATERIAL IS CURRENT AND ACCURATE. CHANGES SHOULD BE MADE ASAP

Front 9

6 KEY PRINCIPLES TO THE MOTIVATION THEORY IN TNG SITUATIONS ARE:

Back 9

NEEDS AND DRIVES
INTEREST
VAULUES
ATTITUDES
INCENTIVES
ACHIEVEMENT

Front 10

NEEDS AND DRIVES

Back 10

A DEFICIT THAT CAUSES A DESIRE FOR SATISFACTION. BEHAVIOR REDUCES NEED AND PRODUCES SATISFACTION

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INTEREST

Back 11

WORTHWHILE AND ENJOYABLE- INTERNAL MOTIVATION. CLEARLY STATED PURPOSE AND EMPHASIZE THE NEED FOR THE MATERIAL

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VALUES

Back 12

ATTITUDES/EXPERIENCES. MOTIVATION MUST FIT THE VALUES AND STUDENT GOALS.

Front 13

ATTITUDES

Back 13

FEELINGS ABOUT SOMEONE/THING.
SHOW POSITIVE INSTRUCTOR ATTITUDE AND INTEREST IN THE SUBJECT

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INCENTIVES

Back 14

STIMULATE MOTIVATION: GOOD GRADES, AWARDS, DIST GRAD,

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ACHIEVEMENT:

Back 15

STRONG DESIRE, GOALS, DESIRED OBJECTIVE. A NEED TO ACHIEVE AT A CERTAIN LEVEL.

Front 16

MOTIVATIONAL STRATEGIES:
MAKE THE SUBJECT MATTER INTERESTING

Back 16

PLAN MOTIVATIONAL STRATEGIES:
USE A VARIETY OF COURSE MATERIALS/ NO DEATH BY POWERPOINT. GET STUDENTS INVOLVED WITH PALNNED ACTIVITIES.

Front 17

MOTIVATIONAL STRATEGIES:
ESTABLISH GOALS

Back 17

FOLLOW LEARNING OBJECTIVES. PRESENT THEM AT THE BEGINNING AND END OF EACH BLOCK OF INST.

Front 18

MOTIVATIONAL STRATEGIESl:
INFORMATIVE FEEDBACK

Back 18

ORAL/WRITTEN: RECOGNIZE BEHAVIOR/ACHIEVEMENTS. ERRORS POSITIVE CORRECTIONS

Front 19

MOTIVATIONAL STRATEGIES:
SHOW INTEREST IN STUDENTS

Back 19

DETAILED FEEDBACK WHEN THEY RESPOND TO A QUESTION OR PERFORM A TASK. CONTRIBUTE TO FEELING OF SUCCESS/FAILURE

Front 20

MOTIVATIONAL STRATEGIES:
ENCOURAGE PARTICIPATION

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OPEN TO STUDENT CONTIBUTIONS AND POINTS OF VIEW. USE THEIR EXPERIENCES TO STIMULATE LEARNING AND PROVIDE VARIETY.

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STATE THE ULTIMATE GOAL OF INSTRUCTION

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CAUSE STUDENTS TO REMAIN MOTIVATED BEYOND THE INSTRUCTORS INFLUENCE AND APPLY WHAT THEY HAVE LEARNED ON THE JOB

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5 WAYS OF LEARNING

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IMITATION/ TRIAL AND ERROR
ASSOCIATION/ INSIGHT/ TRANSFER

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DISCUSS THE 5 WAYS OF LEARNING:
IMITATION

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SET PROPER EXAMPLE: YOU ARE THE ROLE MODEL. STARTS AT YOUTH. STUDENTS MIMIC REPEATED BEHAVIOR. PROVIDE POSITIVE REINFORCEMENT

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DISCUSS THE 5 WAYS OF LEARNING:
TRIAL AND ERROR

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DISCOVERY LEARNING: lEARN BY DOING. CAN BE DANGEROUS TO STUDENTS/EQUIPMENT/EGOS. MUST BE PROPERLY SUPERVISED/REINFORCED

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DISCUSS THE 5 WAYS OF LEARNING:
ASSOCIATION

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PAST EXPERIENCE PAIRED WITH NEW LEARING. PROVIDES A REFERENCE POINT. COMPARE AND CONTRAST SCENARIOS.

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DISCUSS THE 5 WAYS OF LEARNING:
INSIGHT

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CONNECT THE DOTS. THE WHOLE IS MORE IMPORTANT THAN THE PARTS. USE EFFECTIVE QUESTIONING. ENOURAGE THOUGHT AND ASSOCIATION

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DISCUSS THE 5 WAYS OF LEARNING:
TRANSFER

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APPLY PAST LEARING TO NEW SIMILAR SITUATIONS. APPLY LEARING TO THE JOB. USE REALISTIC EXERCISES/ EQUIPMENT

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5 LAWS OF LEARNING

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READINESS
EFFECT
PRIMACY
EXERCISE

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THE SINGLE MOST IMPORTANT FACTOR IN A STUDENT'S EDUCATIONAL ADV.

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MOTIVATION

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5 LEARNING SENSES

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SIGHT-75% OF BASIC LEARNING- USE VISUAL AIDS.
HEARING- VARY SPEECH PATTERNS/VOLUME
TOUCH: FEEL ASSOCIATION
TAST/SMELL- AWARENESS OF ENVIRONMENT

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6 COMMON CHARACTERISITICS OF STUDENTS:
MATURITY

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ADULT LEARNERS: HOLD THEM ACCOUNTABLE FOR BEHAVIOR/LEVEL OF WORK. USE ADULT LEARING

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6 COMMON CHARACTERISITICS OF STUDENTS:
SUCCESS

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INSTILL SELF CONFIDENCE/ REINFORCE POSITIVE BEHAVIORS BE SUPPORTIVE/ INTERSESTED/ ENCOURAGING

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6 COMMON CHARACTERISITICS OF STUDENTS:
EVALUATE

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THEY EVALUATE EVERYTHING: BE DEDICATED TO THE STUDENTS AND THE CLASS.

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6 COMMON CHARACTERISITICS OF STUDENTS:
FALLIBILITY

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EVERYONE MAKES MISTAKES: MAINTAIN PATIENCE PROVIDE ENCOURAGEMENT TURN MINOR FAILURES INTO POSITIVE EXPERIENCES

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6 COMMON CHARACTERISITICS OF STUDENTS:
FAIRPLAY

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TREAT STUDENTS FAIRLY, EQUALLY AND AS ADULTS

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6 COMMON CHARACTERISITICS OF STUDENTS:
RECOGNITION

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MOTIVATES STUDENTS TO LEARN. RECOGNIZE ALL CONTRIBUTIONS ESPECIALLY GOOD PERFORMANCE.

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FOUR BASIC LEARNING STYLES

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CONCRETE LEARNERS
ACTIVE LEARNERS
REFLECTIVE LEARNERS
ABSTRACT LEARNERS

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FOUR BASIC LEARNING STYLES
CONCRETE

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EXPERIENCE BASED APPROACH TO LEARNING. RELY ON OWN FEELINGS AND JUDGEMENT.
IMITATION/ROLEPLAY/SIMULATION

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FOUR BASIC LEARNING STYLES
ACTIVE

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STEP BY STEP APPROACH. SMALL GROUPS, STRUCTURED EXERCISES. PROBLEM SOLVING APPROACH. TRIAL AND ERROR LEARNING. TRY SEVERAL WAYS/ USE THE BEST

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FOUR BASIC LEARNING STYLES
REFLECTIVE

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OBSERVE AND REFLECT/ COMPARE/CONTRAST
LECTURES/FILMS/READING
AN OBSERVER WHO ANALYZES SITUATIONS

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FOUR BASIC LEARNING STYLES
ABSTRACT

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THEORY BASED ANALYTICAL APPROACH. EXPERT LECTURES/CASE STUDIES/SOLITARY THINKING

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HOW MUCH INFORMATION IS RETAINED USING BLENDED LEARING STYLE

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ABSTRACT 20%
ABSTRACT AND REFLECTIVE- 50%
ABSTRACT/REFLECT/CONCRETE 70%
ALL SYLES 90%

Front 43

BARRIERS TO EFFECTIVE COMMUNICATION

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LACK OF COMMON EXPERIENCES
OVERUSE OF ABSTRATIONS
FEAR
ENVIRONMENTAL FACTORS

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PURPOSE OF 3 STEP COMMUNICATION PROCESS

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SEND MSG
RCV A MSG
PROVIDE FEEDBACK
COMMUNICATE W/STUDENTS EFFECTIVELY- WAS THE MSG RCVD EXACTLY AS INTENDED?

Front 45

WHY IS LISTENING ONE OF THE MOST IMPORTANT COMMUNICATIONS SKILLS?

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AN ACTIVE PROCESS OF HEARING AND UNDERSTANDING DEMAND CONCENTRATION AND ATTENTION

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5 FACTORS FOR PLANNING INSTRUCTION DELIVERY

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ARTICULATION, GRAMMER, RATE OF SPEECH, INFLECTION, FORCE

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DISCUSS THE IMPORTANCE OF BODY MOVEMENT TO COMMUNICATION

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REINFORCES, IMPHASIZES, AND CLARIFIES VERBAL COMMS

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4 PURPOSES OF ORAL QUESTIONING

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STIMULATES STUDENTS TO THINK.
AROUSES INTEREST
FOCUSES ATTENTION
MAKES STUDENTS RECALL SUBJ MATTER

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CHARACTERISTICS OF GOOD ORAL QUESTIONING

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LEVEL OF INSTRUCTION
USE OF INTERROGATIVE
CLARITY OF MEANING

Front 50

TYPES/PURPOSE OF ORAL ?S
FACTUAL

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FACTUAL- ASKS FOR SPECIFIC INFO.
AROUSE INTEREST FOCUS ATTENTION, DETERMINE LEVEL OF INSTRUCTION

Front 51

INSTRUCTOR RESPONSIBILITY TO TRAINING SAFETY

Back 51

DEMO/TEACH PROPER PROCEDURES. THEIR SAFETY IS IN YOUR HANDS.

Front 52

INSTRUCTOR RESPONSIBILITY FOR SECURITY

Back 52

DEMANDS CONSTANT ATTENTION FROM EVERYONE- ACTIONS SPEAK LOUDER THAN WORDS.

Front 53

INSTRUCTOR RESPONSIBILITY FOR CURRICULUM

Back 53

ENSURE COURSE MATERIAL IS CURRENT AND ACCURATE. CHANGES SHOULD BE MADE ASAP

Front 54

6 KEY PRINCIPLES TO THE MOTIVATION THEORY IN TNG SITUATIONS ARE:

Back 54

NEEDS AND DRIVES
INTEREST
VAULUES
ATTITUDES
INCENTIVES
ACHIEVEMENT

Front 55

NEEDS AND DRIVES

Back 55

A DEFICIT THAT CAUSES A DESIRE FOR SATISFACTION. BEHAVIOR REDUCES NEED AND PRODUCES SATISFACTION

Front 56

INTEREST

Back 56

WORTHWHILE AND ENJOYABLE- INTERNAL MOTIVATION. CLEARLY STATED PURPOSE AND EMPHASIZE THE NEED FOR THE MATERIAL

Front 57

VALUES

Back 57

ATTITUDES/EXPERIENCES. MOTIVATION MUST FIT THE VALUES AND STUDENT GOALS.

Front 58

ATTITUDES

Back 58

FEELINGS ABOUT SOMEONE/THING.
SHOW POSITIVE INSTRUCTOR ATTITUDE AND INTEREST IN THE SUBJECT

Front 59

INCENTIVES

Back 59

STIMULATE MOTIVATION: GOOD GRADES, AWARDS, DIST GRAD,

Front 60

ACHIEVEMENT:

Back 60

STRONG DESIRE, GOALS, DESIRED OBJECTIVE. A NEED TO ACHIEVE AT A CERTAIN LEVEL.

Front 61

MOTIVATIONAL STRATEGIES:
MAKE THE SUBJECT MATTER INTERESTING

Back 61

PLAN MOTIVATIONAL STRATEGIES:
USE A VARIETY OF COURSE MATERIALS/ NO DEATH BY POWERPOINT. GET STUDENTS INVOLVED WITH PALNNED ACTIVITIES.

Front 62

MOTIVATIONAL STRATEGIES:
ESTABLISH GOALS

Back 62

FOLLOW LEARNING OBJECTIVES. PRESENT THEM AT THE BEGINNING AND END OF EACH BLOCK OF INST.

Front 63

MOTIVATIONAL STRATEGIESl:
INFORMATIVE FEEDBACK

Back 63

ORAL/WRITTEN: RECOGNIZE BEHAVIOR/ACHIEVEMENTS. ERRORS POSITIVE CORRECTIONS

Front 64

MOTIVATIONAL STRATEGIES:
SHOW INTEREST IN STUDENTS

Back 64

DETAILED FEEDBACK WHEN THEY RESPOND TO A QUESTION OR PERFORM A TASK. CONTRIBUTE TO FEELING OF SUCCESS/FAILURE

Front 65

MOTIVATIONAL STRATEGIES:
ENCOURAGE PARTICIPATION

Back 65

OPEN TO STUDENT CONTIBUTIONS AND POINTS OF VIEW. USE THEIR EXPERIENCES TO STIMULATE LEARNING AND PROVIDE VARIETY.

Front 66

TYPES/PURPOSE OF ORAL ?S
THOUGHT PROVOKING

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STIMUALTES STUDENTS TO THINK AND FORMULATE ANSWERS

Front 67

TYPES/PURPOSE OF ORAL ?S
INTEREST AROUSING

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NOT INTERESTED IN EXACT NAMES/#S OR CIRCUMSTANCES. FOCUSES ATTENTION AND GETS STUDENTS THINKING ABOUT THE SUBJ.

Front 68

TYPES/PURPOSE OF ORAL ?S
MULTIPLE ANSWER

Back 68

INCREASE PARTICIPATION/ CAUSE STUDENTS TO THINK ABOUT OTHER STUDENTS ANSWERS/GENERATES HIGH INTEREST/IMPROVES LISTENING

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TYPES/PURPOSE OF ORAL ?S
YES/NO

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AROUSES INTEREST/FOCUS ATTENTION/ENCOURAGES PARTICIAPTION/SERVES AS LEAD IN QUESTION

Front 70

TYPES/PURPOSE OF ORAL ?S
LEADING QUESTION

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ANSWERS ITS OWN QUESTION. EMPHASIZES A POINT. REDIRECT FLOUNDERING STUDENTS

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TYPES/PURPOSE OF ORAL ?S
CANVASSING QUESTION

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DETERMINE WHO IS FAMILIAR WITH COI. DETRMINE CLASS LEVEL

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5 STEP ?ING TECHNIQUE

Back 72

ASK THE QUESTION
PAUSE
CALL ON STUDENT
EVALUATE STUDENT ANSWER
EMPHASIZE CORRECT ANSWER

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7 INSTRUCTIONAL METHODS

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LECTURE, LECTURE W/ AUDIOVISUAL, LESSON, DEMO, ROLE PLAY, CASE STUDY, DISCUSSION

Front 74

3 PARTS OF LEARNING OBJ:

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BEHAVIOR-WHAT THE WILL BE ABLE TO DO
CONDITION- HOW THEY WILL DO IT
STANDARD- HOW WELL IT MUST BE DONE

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3 LEARNING DOMAINS:

Back 75

COGNITIVE- LEVEL OF UNDERSTANDING ACHIEVED
AFFECTIVE: LEARNING OUTCOMES ASSOCIATED W/FEELINGS/EMOTIONS
PSYCHOMOTOR- CAN TECHNICAL RATES REPEAT THE LEARNED PROCESS

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COURSE LEARNING OBJECTIVES

Back 76

SPECIFIC SKILLS AND KNOWLEDGE REQD FOR A JOB

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TERMINAL OBJ:

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SPECIFIC STATEMENT OF PERFORMANCE EXPECTED AS A RESULT OF TRAINING. EXPRESSES BEHAVIOR, CONDITION, STANDARD

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TOPIC LEARNING OBJECTIVES

Back 78

SUPPORT COURSE LEARING OBJS. STATE BEHAVIOR CONDITION STANDARD FOR COMPLETING THE TOPIC

Front 79

ENABLING OBJECTIVE

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SPECIFIC STATEMENT OF BEHAVIOR TO BE EXHIBITED CONDITIONS IT IS TO BE EXHIBITED AND STANDARD IT WILL BE PERFORMED

Front 80

TWO METHODS OF TESTING

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KNOWLEDGE: TEST ITEMS WRITTEN AT APPROPRIATE LEVEL OF UNDERSTANDING
PERFORMANCE: MEASURE SKILL LEVEL

Front 81

INSTRUCTOR RESPONSIBILITY TO TRAINING SAFETY

Back 81

DEMO/TEACH PROPER PROCEDURES. THEIR SAFETY IS IN YOUR HANDS.

Front 82

INSTRUCTOR RESPONSIBILITY FOR SECURITY

Back 82

DEMANDS CONSTANT ATTENTION FROM EVERYONE- ACTIONS SPEAK LOUDER THAN WORDS.

Front 83

INSTRUCTOR RESPONSIBILITY FOR CURRICULUM

Back 83

ENSURE COURSE MATERIAL IS CURRENT AND ACCURATE. CHANGES SHOULD BE MADE ASAP

Front 84

6 KEY PRINCIPLES TO THE MOTIVATION THEORY IN TNG SITUATIONS ARE:

Back 84

NEEDS AND DRIVES
INTEREST
VAULUES
ATTITUDES
INCENTIVES
ACHIEVEMENT

Front 85

NEEDS AND DRIVES

Back 85

A DEFICIT THAT CAUSES A DESIRE FOR SATISFACTION. BEHAVIOR REDUCES NEED AND PRODUCES SATISFACTION

Front 86

INTEREST

Back 86

WORTHWHILE AND ENJOYABLE- INTERNAL MOTIVATION. CLEARLY STATED PURPOSE AND EMPHASIZE THE NEED FOR THE MATERIAL

Front 87

VALUES

Back 87

ATTITUDES/EXPERIENCES. MOTIVATION MUST FIT THE VALUES AND STUDENT GOALS.

Front 88

ATTITUDES

Back 88

FEELINGS ABOUT SOMEONE/THING.
SHOW POSITIVE INSTRUCTOR ATTITUDE AND INTEREST IN THE SUBJECT

Front 89

INCENTIVES

Back 89

STIMULATE MOTIVATION: GOOD GRADES, AWARDS, DIST GRAD,

Front 90

ACHIEVEMENT:

Back 90

STRONG DESIRE, GOALS, DESIRED OBJECTIVE. A NEED TO ACHIEVE AT A CERTAIN LEVEL.

Front 91

MOTIVATIONAL STRATEGIES:
MAKE THE SUBJECT MATTER INTERESTING

Back 91

PLAN MOTIVATIONAL STRATEGIES:
USE A VARIETY OF COURSE MATERIALS/ NO DEATH BY POWERPOINT. GET STUDENTS INVOLVED WITH PALNNED ACTIVITIES.

Front 92

MOTIVATIONAL STRATEGIES:
ESTABLISH GOALS

Back 92

FOLLOW LEARNING OBJECTIVES. PRESENT THEM AT THE BEGINNING AND END OF EACH BLOCK OF INST.

Front 93

MOTIVATIONAL STRATEGIESl:
INFORMATIVE FEEDBACK

Back 93

ORAL/WRITTEN: RECOGNIZE BEHAVIOR/ACHIEVEMENTS. ERRORS POSITIVE CORRECTIONS

Front 94

MOTIVATIONAL STRATEGIES:
SHOW INTEREST IN STUDENTS

Back 94

DETAILED FEEDBACK WHEN THEY RESPOND TO A QUESTION OR PERFORM A TASK. CONTRIBUTE TO FEELING OF SUCCESS/FAILURE

Front 95

MOTIVATIONAL STRATEGIES:
ENCOURAGE PARTICIPATION

Back 95

OPEN TO STUDENT CONTIBUTIONS AND POINTS OF VIEW. USE THEIR EXPERIENCES TO STIMULATE LEARNING AND PROVIDE VARIETY.

Front 96

5 LEARNING LEVELS A KNOWLEDGE TEST WILL ASSESS.

Back 96

RECOGNITION
RECALL, COMPREHENSION, APPLICATION
AND ANALYSIS/EVALUATION

Front 97

RECOGNITION

Back 97

TERMS/FACTS/RULES/METHODS/PRINCIPALS/PROCEDURES/OBJECTS

Front 98

RECALL

Back 98

VERBATIM REMEBERING OF TERMS/FACTS/RULES ETC.

Front 99

COMPREHENSION

Back 99

UNDRSTANDING RATHER THAN MEMORIZING. EXPLAIN, TRANSLATE, SUMMARIZE, DEMONSTRATE

Front 100

APPLICATION.

Back 100

USE ACQUIRED KNOWLEDGE IN JOB APPLICATIONS

Front 101

ANALYSIS/EVALUATION

Back 101

UNDERSTANDING DATA ELEMENTS AND RELATIONSHIPS THAT MAKE THE MEANING EXPLICIT. APPLYING JUDGEMENT.

Front 102

2 TYPES OF PERFORMANCE TESTS

Back 102

MEASURE SKILL, PROCESS AND PRODUCT.

Front 103

PRIMARY MATERIALS USED TO PRESENT INSTRUCTION

Back 103

LESSON PLAN- BLUEPRINT ENURES PROPER SEQUENCE AND DEPTH
INSTRUCTION SHEETS- INFO/INSTR FOR STUDENTST TO COMPLETE TASKS
IMM: PROPS VISUAL AIDS THAT ASSISST LEARNING. SHOWING ID EASIER THAN TELLING.

Front 104

PURPOSE OF INSTRUCTIONAL MEDIA MATERIALS

Back 104

INCREASE UNDERSTANDING, RETENTION, INTEREST, MOTIVATION AND UNIFORMITY OF TRAINING.

Front 105

2 TYPES OF INSTRUCTOR EVALS

Back 105

SUBJECT MATTER QUALS- RIGHT JOB KNOWLEDGE
INSTRUCTOR QUALS- EFFECTIVE TECHNIQUES TO ACCOMPLISH TRNG