102 Flashcards

1
Q

102.1 State the purpose of the Navy Training System

A

Systematic approach for determining what to train and accomplish it.

Preparation to training
Delivery of training
Evaluation of training

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2
Q

102.2 Most essential, single link in the training chain.

A

The instructor

The instructor must simplify the learning process for students

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3
Q

102.3 Three qualities of efficient and effective instructor.

A

Knowledge - Subject Matter Expert
Ability- Leadership skills plannning
Personality - Profession attitude

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4
Q

102.4 Responsibility to students

A

Help students resolve conflicts that may arise from those outside influences.
Fraternization: 0 tolerance
Sexual Harassment: 0 Tolerance.
Diversity:

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5
Q

102.4 Responsibility to training safety

A

Safety is paramount.

Demonstrate proper safety procedures.

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6
Q

102.4 Responsibility to security

A

Aware of all presentation, discussion, storage, and destruction of classified material.

Never downplay the importance of the security of classified material.

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7
Q

102.4 Responsibility to curriculum

A

Ensure it is current.

A change is minor, pen and ink.
A revision full rewrite requires TPP, CCA Approval

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8
Q

102.5 Four Principles of John Keller’s model of motivational theory

A

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.

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9
Q

102.6 Applying motivation theory

NIA VIA

A

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

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10
Q

102.7 Ultimate goal of instruction

A

Motivated beyond the instructor’s influence.

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11
Q

102.8 State and discuss the six laws of learning

A

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

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12
Q

102.9 Five ways of learning

ATITI

A

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

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13
Q

102.10 Motivation affects student learning

A

Motivation often determines whether or not student achieves course objectives

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14
Q

102.11 Types of sensory learners

A

Kinesthetic
Auditory
Visual

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15
Q

102.12 Four Basic Learning Styles

A
Keyword CARA
Concrete - Experienced based
Active - Trial by error
Reflective - Play the role
Abstract - Theory Based
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16
Q

102.13 Barrier to Effective Communication

FOEL

A

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

17
Q

102.14 Purpose of an effective communication process

A

communication is the exchange of thoughts, messages, delivery vehicles, and receivers.

18
Q

102.15 Importance of listening communication skills

A

HUDCA

It is an active process of hearing and understanding, which demands concentration and attention.

active process of 
Hearing 
Understanding
Demands
Concentration
Attention
19
Q

102.16 6 factors that must be considered in planning instructional delivery

RIPFAG

A

RIPFAG

Rate of speech
Inflection
Pauses
Force
Articulation
Grammar
20
Q

102.17 Importance of body movement as an important part of successful communication.

A

Keyword REC
reinforces
Emphasizes
clarifies

21
Q

102.18 Four purpose of oral questions

FADS

A
FADS
Focuses Attention
Arouses Interest in subject matter
Drills students on subject matter
Stimulates student to think
22
Q

102.19 Characteristic of a good oral question

CLU

A

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)

23
Q

102.20 Discuss the types of oral questions

A

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
.

24
Q

102.21 Five steps of the five-step questing technique

APPLE

A
APPLE
Ask
Pause
Pick
Listen
Emphasize
25
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
26
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
27
102.24 Two methods of testing and their importance
Knowledge - achievement through written test | Performance - measure skill through demonstration (lab)
28
102.25 Knowledge test item may test RARAC
RARAC ``` Recognition - identification Application - job related situation Recall - student memory Analysis - understanding the data Comprehension - understanding ```
29
102.26 Types of performance test PCP
PCP Product - compare to an example Combination - Both process and product process - Follow steps
30
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
31
102.28 Student Feedback Critques
Provides feedback on Course Training, Curriculum, instructor performance, quality of life..
32
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.
33
102.30 Instructor Qualification Process
``` NITC Instructor Indoc P1 P2 M1 M2 M3 IED MTS ```
34
102.31 Instructor Disqualification
Failing to maintain original screening requirements. | UnSat evaluation
35
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 ```