102 Flashcards
102.1 State the purpose of the Navy Training System
Systematic approach for determining what to train and accomplish it.
Preparation to training
Delivery of training
Evaluation of training
102.2 Most essential, single link in the training chain.
The instructor
The instructor must simplify the learning process for students
102.3 Three qualities of efficient and effective instructor.
Knowledge - Subject Matter Expert
Ability- Leadership skills plannning
Personality - Profession attitude
102.4 Responsibility to students
Help students resolve conflicts that may arise from those outside influences.
Fraternization: 0 tolerance
Sexual Harassment: 0 Tolerance.
Diversity:
102.4 Responsibility to training safety
Safety is paramount.
Demonstrate proper safety procedures.
102.4 Responsibility to security
Aware of all presentation, discussion, storage, and destruction of classified material.
Never downplay the importance of the security of classified material.
102.4 Responsibility to curriculum
Ensure it is current.
A change is minor, pen and ink.
A revision full rewrite requires TPP, CCA Approval
102.5 Four Principles of John Keller’s model of motivational theory
ARCS
Attention - Gains student attention, use vivid stories
Relevance - Connect what they are learning to what doing
Confidence - learner is confident more likely to try. Instructor builds confidence
Satisfaction - feel good. Set high example and recognizes.
102.6 Applying motivation theory
NIA VIA
Needs and drives- lack of something desirable
Interests - worthwhile for someone to do
Attitudes - feelings for against
Values - student values attitude
Incentives - stimulate motivation
Achievements - a strong desire
102.7 Ultimate goal of instruction
Motivated beyond the instructor’s influence.
102.8 State and discuss the six laws of learning
Keyword REEPIR
Readiness - Learn when physically and mentally ready
Effect - Feelings of satisfaction, pleasantness, or reward
Exercise - Practice makes perfect
Primacy - what was learned first
Intensity - experience
Recency - what was learned most recently
102.9 Five ways of learning
ATITI
ATITI
Association - A comparison of past learning to new learning situations.
Transfer - Applying past learning to new but somewhat similar
Insight - An unplanned discovery of a solution to a problem
Trial and error- Discovery learning
Imitation - observing the behavior and do it
102.10 Motivation affects student learning
Motivation often determines whether or not student achieves course objectives
102.11 Types of sensory learners
Kinesthetic
Auditory
Visual
102.12 Four Basic Learning Styles
Keyword CARA Concrete - Experienced based Active - Trial by error Reflective - Play the role Abstract - Theory Based
102.13 Barrier to Effective Communication
FOEL
Keyword FOEL
Fear - One of the greatest barriers to effective communication
Overuse of abstractionisms - words that are not directly related to the subject being discussed
Environmental Factors - Temperature, noise
Lack of common core experience - students don’t have similar experience
102.14 Purpose of an effective communication process
communication is the exchange of thoughts, messages, delivery vehicles, and receivers.
102.15 Importance of listening communication skills
HUDCA
It is an active process of hearing and understanding, which demands concentration and attention.
active process of Hearing Understanding Demands Concentration Attention
102.16 6 factors that must be considered in planning instructional delivery
RIPFAG
RIPFAG
Rate of speech Inflection Pauses Force Articulation Grammar
102.17 Importance of body movement as an important part of successful communication.
Keyword REC
reinforces
Emphasizes
clarifies
102.18 Four purpose of oral questions
FADS
FADS Focuses Attention Arouses Interest in subject matter Drills students on subject matter Stimulates student to think
102.19 Characteristic of a good oral question
CLU
CLU
Clarity of meaning - states question clearly
Level of instruction - use simple words that students can understand
Uses of an interrogative - use at the beginning of a question (WHO, WHAT, WHEBN, WHERE, WHY)
102.20 Discuss the types of oral questions
FMLCITY
Factual question - ask specific info
Multiple Question - Has more than one correct answer. Increases student participation.
Leading - suggest its own answer
Canvassing - Helps to determine how many students may already be familiar with the subject matter.
Interesting Arousing - Used to focus student attention.
Thought provoking - stimulates thinking
Yes/No - can be used to arouse interest
.
102.21 Five steps of the five-step questing technique
APPLE
APPLE Ask Pause Pick Listen Emphasize
102.22 Different Instructional Method’s
LLLRTDG
LLLRTDG
Lecture - presenting a large amount of information in a short period of time
Lecture with audiovisual - includes visual/audio learning aids
Lesson - interactive in nature and the most often use method
Role-playing - simulated situation
Team dimensional training - correct own performance
Demonstration - teaching skill type subject
Gaming and simulation - split second decision
102.23 Three parts of learning objective
BCS
Behavior - what students will learn and do
Condition - aiding and limiting factors
Standard - Degree of proficiency to perform
102.24 Two methods of testing and their importance
Knowledge - achievement through written test
Performance - measure skill through demonstration (lab)
102.25 Knowledge test item may test
RARAC
RARAC
Recognition - identification Application - job related situation Recall - student memory Analysis - understanding the data Comprehension - understanding
102.26 Types of performance test
PCP
PCP
Product - compare to an example
Combination - Both process and product
process - Follow steps
102.27 Primary material used for presenting instruction
LII
OJPAID
LII
Lesson plan - ensures proper sequence and depth
Instruction sheets - Direction
-OJPAID (Outline Job Problem Assignment Information Diagram)
Instructional media material (IMM)- visual aides
102.28 Student Feedback Critques
Provides feedback on Course Training, Curriculum, instructor performance, quality of life..
102.29 Programs and responsibilities of the instructor
SEND
Sexual Harassment - SECNAVINST 5300.26 Unacceptable, undermine student teacher relationship
Equal employment opportunity - both genders in leadership role.
Navy Core Values - Instructor is role model
Diversity - race, religion, gender enhances mission readiness.
102.30 Instructor Qualification Process
NITC Instructor Indoc P1 P2 M1 M2 M3 IED MTS
102.31 Instructor Disqualification
Failing to maintain original screening requirements.
UnSat evaluation
102.32 Items with your mentor that can be found on the MTS Community of Practice (COP)
FCAMMP
FCAMMP Feedback Cert Request All applicable Instructions MTS Program Manager MTS PQS PRogram Description
