Mts Pqs Domain 2 - Content Implementation & Maintenance - Section B - Task Based Curriculum Development

Front 1

2.B1 Discuss the item(s) developed in Phase I (Plan) of Task-Based Curriculum Development.

Back 1

The Plan phase consists of gathering information and building the plan for training material revision, development, or cancellation. The output product of this phase is the Training Project Plan (TPP). When approved, the TPP becomes the authorization and blueprint to undertake a course revision or a new course development project and initiate resource requisitions.

Front 2

2.B1 - XQ1: When is a TPP normally required?

Back 2

A TPP is normally required in the following circumstances:
 New course development.
 Course revision – Revision or development of new training materials for existing courses, including an increase or decrease in course length.
 Course cancellation

Front 3

2.B1 - XQ2: Where does the justification for initiating the development of a new course, canceling a course, or the revision of existing training materials come from?

Back 3

The justification for initiating the development of a new course, canceling a course, or the revision of existing training materials may come from:
 Navy Training Plans (NTPs)
 Tasking by higher authority
 Internal course reviews and local command initiatives
 External course reviews
 Surveillance and external feedback
 Training appraisal

Front 4

2.B1 - XQ3: What are the elements of data and informatio n included in the TPP?

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 Cover Page
 Table of Contents
 Justification
 Impact if the course development, change, or revision is not undertaken
 Course Data Page
 Safety Risks and Hazardous Materials exposure
 Curriculum development method recommended
 Resource Requirements
 Milestones

Front 5

2.B2 Discuss the items developed in Phase II (Analyze).

Back 5

The purpose of the analyze Phase is to determine what will be taught in the new or revised course. The analysis conducted is a continuation of the preliminary analysis completed during the Plan Phase. The Analyze Phase produces the job tasks, task sequence, level of performance, and the skills and knowledge that must be taught. (Similar to USAF Course Training Standard (CTS)) The items that you select for training will be organized in a COURSE TRAINING TASK LIST(CTTL).

Front 6

2.B2 - XQ-1 What is the CTTL?

Back 6

Course Training Task List (CTTL) – A list of duties and tasks to be trained in a course used for developing LO’s, instructional strategies, techniques and methods.

(REFER TO NAVEDTRA 130A FOR MORE INFO)

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2.B3 Discuss the items developed in Phase III (Design).

Back 7

LO'S & TCCD

In the Design Phase, you will first write the Learning Objectives, and arrange them in a logical teaching sequence. This compilation of Learning Objectives is referred to as the Curriculum Outline of Instruction (COI).
The COI forms the central part of the final output of the Design Phase, the Training Course Control Document (TCCD). The TCCD is the document that will be submitted for approval before Phase IV (Develop) is undertaken.

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2.B4 State the two categories of learning objectives.

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(TERMINAL & ENABLING)

A Terminal Objective
 Is developed from one or more duties listed on the CTTL.
 Is a learning objective that the trainee will accomplish by the end of the course.
 Indicates the ability to perform those tasks selected for training.
An Enabling Objective
 Is developed from one or more Tasks listed on the CTTL
 Is a learning objective that the trainee may accomplish at any point in the course after receiving appropriate training
 Supports directly the achievement of a TO
 May support other EOs
 Identifies the behaviors necessary to demonstrate the achievement of a particular task

Front 9

2.B5 Discuss the items developed in Phase IV (Develop).

Back 9

Lesson Plans
Trainee Guide w/ instruction sheets
Tests
IMM

Front 10

2.B6 Discuss the purpose of Instructional Media Materials (IMM) and Visual Information (VI).

Back 10

Provides training for which formal schools have a lack of equipment, space, time, or instructors.
Provides training that may be used for remedial or accelerated instruction.
Provide prerequisite training for advanced courses
Fill gaps in training that occur within or between courses
Provide instruction in subjects that are difficult to present
Generate/maintain student interest in a Lesson Topic

Front 11

2.B7 State and discuss the elements of the Lesson Plan.

Back 11

FRONT MATTER & LESSON TOPICS

Front 12

2.B7 - 1 State and discuss the elements of the Lesson Plan.

"FRONT MATTER"

Back 12

Front Matter consists of…
 Cover Page (optional)
 Title Page
 Change Record Page
 Table of Contents Page(s)
 Security Awareness Notice Page(s)
 Safety/Hazard Awareness Notice Page(s)
 Terminal Objective Page(s)

Front 13

2.B7 - 2 State and discuss the elements of the Lesson Plan.

"LESSON TOPICS"

Back 13

Lesson Topics (contain two parts)
 Topic Pages List
 allocation of classroom and laboratory time
 enabling objectives
 trainee preparation materials
 instructor preparation materials
 training materials required
 Discussion-Demonstration Activity Pages (consist of two columns)
 discussion point
 related instructor activity

Front 14

2.B8: State and discuss the elements of the Trainee Guide.

Back 14

FRONT MATTER AND INSTRUCTION SHEETS

Front 15

2.B8 - 1: State and discuss the elements of the Trainee Guide.

FRONT MATTER

Back 15

Front Matter:
 Trainee Name Page
 Cover
 Title Page
 Change Record
 Table of Contents Page(s)
 Security Awareness Notice Page(s)
 Safety/Hazard Awareness Notice Page(s)
 How To Use Your Trainee Guide Page(s)
 Terminal Objectives Page(s)
 Course Master Schedule (optional)

Front 16

2.B8 - 2: State and discuss the elements of the Trainee Guide.

INSTRUCTION SHEETS

Back 16

Instruction Sheets include:
 Outline: statements concerning overall scope and content of lesson topic.
 Assignment: statements concerning overall scope and content of assignment.
 Information: provides general explanation of how or why an understanding of the covered material benefits the trainee.
 Job: purpose of the job sheet and trainee benefits is explained.
 Problem: normally used for paperwork troubleshooting when the equipment is not available.
 Diagram: provides diagrams, schematics and charts.

Front 17

2.B9 State the rules for writing a Course Training Task List (CTTL) statement.

Back 17

Support the Course Mission Statement
Be short
Begin with a verb
End with an object
Be observable and measurable
Meet all guidelines of the NAVEDTRA 130

Front 18

2.B10 State the purpose of testing.

Back 18

Tests are the primary tool for determining trainee attainment of TOs/EOs and, therefore his/her relative success in the course.

Front 19

2.B11 Explain the purpose of conducting a Pilot (Phase IV).

Back 19

The purpose is to validate the Curriculum and Material, and to determine their effectiveness in attaining the Course Objective(s).

Front 20

2.B12 List the justifiable reasons for developing, revising, or canceling a course.

Back 20

 Navy Training Plans (NTPs)
 Tasking by higher authority
 Internal course reviews and local command initiatives
 External course reviews
 Surveillance and external feedback
 Training appraisal

Front 21

2.B13 Discuss the purpose of phase V (Implementation).

Back 21

Authorization to use the course is granted by the CCA through a Letter of Promulgation and then the course will be implements by the CCMM and the sites teaching the course.

Front 22

2.B14 Discuss the purpose of phase VI (Evaluate).

Back 22

The constant improvement of training materials through a process that provides a means of keeping training materials current and accurate and is responsive to changing training requirements and changes and is open to innovation.

Front 23

2.B15 Discuss the relationship between the following as used in the CTTL.

"JOB"

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(1) Job

 is made up of duties and tasks

Front 24

2.B15 Discuss the relationship between the following as used in the CTTL.

"DUTY"

Back 24

Duty

 Is a major part of a job
 Collection of duties make up a job
 Occupies a major part of the work time
 Occurs often in the work cycle
 Must be measurable
 Involves a group of closely related tasks

Front 25

2.B15 Discuss the relationship between the following as used in the CTTL.

"TASK"

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Task

 Is a major part of a duty, clusters of tasks
 Make up a duty
 Is performed in a relatively short period of time
 Must be measurable

Front 26

2.B16 State the difference between the Course Mission Statement and a Terminal Objective.

Back 26

The Course Mission Statement might be confused with a TO. The primary difference is that a TO relates to trainee behavior, while the Course Mission Statement is descriptive of the course — not the trainee.

Front 27

2.B17 Describe the three products of a Training Course Control Document:

FRONT MATTER
COI
ANNEXES

Back 27

Front Matter
 Cover Page
 Letter of Promulgation
 Table of Contents
 Forward (if required)
 Course Data
 Trainee Data (consists of the following)
 Personnel physical requirements
 Security clearance
 Prerequisites
 Obligated service
 NOBC/NEC earned

Curriculum Outline of Instruction
 In the Curriculum Outline of Instruction, Units and Lesson Topics consisting of terminal and enabling objectives are displayed in the order they will be taught.

Annexes
 Training course control document annexes provide the resource requirements and time allocations for the training course.
 Resource Requirements List (RRL) lists all the resources required to conduct the course.
 Course Master Schedule (CMS)

Front 28

2.B18 List the Volumes of NAVEDTRA 130 and their purpose.

"SHORT"

Back 28

 Volume I Developers Guide
 Volume II Sample Products
 Volume III Managers Guide

Front 29

2.B18 - XQ 1: What is the purpose of VOLUME 1 of the NAVEDTRA 130

Back 29

 Volume I Developers Guide

Contains standards and conventions for the development of training programs. It is designed for use by the individual actually revising or developing training materials. A "standard" is a specification or binding restriction that must be adhered to, or negotiated and approved for every exception. A "convention" offers some choice and flexibility. Waivers from any content "standard" and establishment of any format "standard" are the responsibility of the Curriculum Control Authority (CCA) for the individual course.

Front 30

2.B18 - XQ 2: What is the purpose of VOLUME 2 of the NAVEDTRA 130

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 Volume II Sample Products

Provides samples of each of the management and curriculum documents in a format that is consistent with the standards and conventions discussed in Volume I.

Front 31

2.B18 - XQ 3: What is the purpose of VOLUME 3 of the NAVEDTRA 130

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 Volume III Managers Guide

Designed for the individual charged with the management of a course revision or development. It describes approval points, approval authorities, and responsibilities. The volume addresses the manager's responsibilities in each of the six phases of TASK BASED CURRICULUM DEVELOPMENT

Front 32

2.B19 Spell out the full term for the following abbreviations/acronyms:

LP D-D-A page TO EO DP RIA IMM

Back 32

(1) LP Lesson Plan
(2) D-D-A Page Discussion-Demonstration-Activity Page
(3) TO Terminal Objective
(4) EO Enabling Objective
(5) DP Discussion Point
(6) RIA Related Instructor Activity
(7) IMM Instructional Media Material

Front 33

2.B20 Discuss where to find the procedures for handling and storing classified training materials.

Back 33

SECNAV-M 5510