102 Instructor Fundamentals

Question 1

State the Purpose of the Navy Training System

Answer 1

Ensure a systematic approach for determining what to train and how best to accomplish that training

Three elements:
Preparation to train
Delivery of training
Evaluation of training

Question 2

Define the most essential, single link in the training chain

Answer 2

The instructor

Question 3

State the three qualities of an efficient and effective instructor

Answer 3

K A P
Knolwedge - Subject matter expert, know more about the subject than what you teach

Ability - Instructional ability; be efficient and effective. Know principles, methods, techniques of instruction, and how to apply them

Personality - Gain the respect of the students by displaying a professional attitude towards others, showing sincere interest in students regardless of race, geographical heritage, or level of intellect.

Question 4

Discuss Instructor’s responsibilities to the students

Answer 4

Fraternization
Sexual Harassment
Diversity

Question 5

Discuss Instructor’s responsibilities to training safety

Answer 5

An instructor is a role model for his students. Safety is paramount at all times. The instructor must demonstrate proper safety procedures, in addition to teaching the students. Be aware that the instructor’s “actions speak louder than words”. The instructor’s greatest responsibility is to ensure a safe training environment for his students.

Question 6

Discuss Instructor’s responsibilities to security

Answer 6

In teaching classified information, the instructor must be aware of all requirements for the teaching and storage of classified material. Never downplay the importance of the security of classified material.

Question 7

Discuss Instructor’s responsibilities to curriculum

Answer 7

They maintain the curriculum which they are presenting to students. The instructor should know the difference between changes and revisions and how they affect the course of instruction (a change is minor, pen and ink, a revision requires TPP, CCA approval).

Question 8

List and discuss the four principles of John Keller’s model of motivational theory

Answer 8

A R C S
Attention
Relevance
Confidence
Satisfaction

Question 9

Discuss the Attention Principle of motivational theory

Answer 9

Learners must think about what they hear,
see, or do to optimize learning. The vivid descriptions of relevant sea stories or questions posed
directly to the learner are among the best strategies that can capture their attention and focus
their thinking.

Question 10

Discuss the Relevance Principle of motivational theory

Answer 10

Relevance motivates trainees by connecting what they are learning to what they will
be doing on the job. When they see the relevance, they are more likely to put forth the effort it
takes to understand and apply what is being taught.

Question 11

Discuss the Confidence Principle of motivational theory

Answer 11

When students feel confident they can do something competently, even if it takes
some effort, they are more likely to give it a try. Instructors can guide learners by helping them
set challenging but achievable goals, building their confidence, and helping them become aware
of the relationship between effort and success.

Question 12

Discuss the Satisfaction Principle of motivational theory

Answer 12

Feeling good about an experience often serves as its own motivator. Some tasks
are rewarding in themselves, and students will stay motivated until they achieve their goals.
Other times, recognition from others contributes to their sense of satisfaction. As an instructor,
you can increase learners’ satisfaction by creating opportunities for them to succeed,
maintaining high standards, and recognizing students’ attainment of those standards.

Question 13

List the 6 key principles of applying motivation theory in a training
situation.

Answer 13

N A A V I I 
N-eeds and Drives
A-ttitudes
A-chievements
V-alues
I-nterests
I-ncentives

Question 14

Discuss Needs and Drives principle of applying motivation theory

Answer 14

A need or drive is usually defined as a lack of something desirable or useful that causes a desire for satisfaction

Question 15

Discuss Attitudes principle of applying motivation theory

Answer 15

Show students a positive attitude when presenting a lesson. The students seeing a positive reinforcement from the instructor will cause a desire to learn the material.

Question 16

Discuss Achievements principle of applying motivation theory

Answer 16

To make an effort to succeed, interesting students must have a need to achieve at a certain level.

Question 17

Discuss Values principle of applying motivation theory

Answer 17

The students values, attitudes, and previous experience affect the nature and the amount that the student learns. The instructor must use a motivation technique which fits the student’s value system.

Question 18

Discuss Interests principle of applying motivation theory

Answer 18

As an instructor, learn to control student interest throughout the lesson. If the student loses interest, the learning process breaks down

Question 19

Discuss Incentives principle of applying motivation theory

Answer 19

Incentives (rewards) stimulate student motivation. Good grades, awards, choice of orders out of school, or selection as an honor student can motivate students to achieve.

Question 20

State the Ultimate Goal of Instruction

Answer 20

cause students to remain motivated beyond the instructor’s

influence and apply what they have learned on the job and in other areas of their lives

Question 21

State Six Laws of Learning

Answer 21

R R E E P I

Law of Readiness - can only learn when they are physically and mentally ready

Law of Recency - the things learned last will be best remembered.

Law of Exercise - stresses that practice makes permanent and perfect

Law of Effect - more effective when a feeling of satisfaction, pleasantness, or reward accompanies or is a result of the learning process.

Law of Primacy - irst instructional event often creates a strong, almost unshakeable, impression

Law of Intensity - if the stimulus (experience) is real, a change in behavior (learning) is far more likely to occur

Question 22

State the Five ways of Learning

Answer 22

I T A I T
I-mitation - obeserve the behavior then imitate

T-rial and Error - learned by doing hands-on

A-ssociation - comparison of past learning to new learning situations, easier to comprehend when there is a similar element from past experiences

I-nsight - “ah-ha” phenomenon, the whole is more than the sum of the parts

T-ransfer - process of applying past learning to new but similar situations, training enviornment can rarely duplicate actual job environment

Question 23

Discuss how motivation affects student learning

Answer 23

Motivation often has as much or more impact than scholastic ability. Students bring different abilities and experience levels to the training environment. Motivation often determines whether or not a student achieves course objectives.

Question 24

Discuss sensory Visual Learner

Answer 24

Sight is the most important sense. Seeing and imitating. Prefer illustrations, maps, drawings and designs.

Question 25

Discuss sensory Auditory Learner

Answer 25

Hearing is the second most important sense. Your speech pattern and volume are critical. Prefer verbal presentation of information, lecture, joke/story or group discussion

Question 26

Discuss sensory Kinesthic Learner

Answer 26

Kinesthesia is a blend of all the senses with motor and perceptual skills. Prefer movement, hands on experience, role play exercises, trying new things, rather do than just talk about it.

Question 27

State and discuss the four basic learning styles

Answer 27

C A R A

C-oncrete - prefer an experienced based approach to learning. They rely heavily on their own feelings and personal judgments

A-ctive - prefer to learn by becoming involved with the subject and taking an active step by step approach. A trial and error way of learning appeals to them

R-eflective - like to observe and reflect before drawing conclusions. They learn best from lectures, films, and reading. Reflective learners prefer to play the role of the impartial observer while watching others.

A-bstract - prefer a theory based, analytical approach to learning. They learn best from lectures by experts, theoretical reading, case studies, and activities that require solitary thinking

Question 28

Discuss the barriers to effective communication

Answer 28

Lack of common core experience - unlikley to find group with same common core experience

Overuse of abstractionisms - concepts or ideas not directly related to the subject. You should speak in concrete terms and be specific

Fear - fear of showing ignorance, disapproval, losing status, or judgement

Enviornmental - noises and temperature

Question 29

State and discuss the purpose of an effective communication process

Answer 29

Communication is the exchange of thoughts, opinions, and information
through speech, writing, nonverbal cues, signs and images. The
communication process consists of a sender, a message, a delivery
vehicle, and a receiver.

Question 30

Discuss the importance of listening communication skills.

Answer 30

This is one of our most important communication skills. It is an active process of hearing and understanding, which demands concentration and attention. Both the instructor and the student have responsibilities in the communication process. The instructor must ensure the learning environment is free of distractions, which might interfere with the student’s ability to listen, and should be alert to their non-verbal behavior. The instructor should learn to determine if
students are listening by the type of feedback they provide. Effective listening depends on motivation and the instructor is the prime motivator. Students must take responsibility for their own learning through active listening, arriving ready to learn, and participating and asking questions.

Question 31

Describe six factors that must be considered in planning instructional delivery.

Answer 31

G R A P I F

Grammar
Rate of Speech
Articulation
Pauses
Inflection
Force of delivery

Question 32

State and discuss the importance of body movement as an important part of
successful communication.

Answer 32

Body movement reinforces, emphasizes, and clarifies verbally expressed ideas

Question 33

State and discuss the four purposes of oral questioning

Answer 33

F A D S

F-ocuses attention
A-rouses interest
D-rills students on subject
S-timulates students to think

Question 34

State and discuss the characteristics of a good oral question

Answer 34

C L U

C-larity of meaning - do not use trick phrases. Make questions brief to not confuse the student

L-evel of instruction - Use simple words, correct grammar

U-se of an interrogative - use at the beginning of your question so students know when a question is being asked

Question 35

Discuss the types and purpose of oral questions

Answer 35

M Y C L I F T
Multiple Answer: Has more than one correct answer. Increases student participation.
Yes / No: Can be used to arouse interest
Canvassing: Helps to determine how many students may already be familiar with the subject matter.
Leading: Suggests its own answer
Interest arousing: Used to focus student attention.
Factual Question: Asks for specific information.
Thought provoking: Stimulates student thinking

Question 36

State the five steps of the five-step questioning technique

Answer 36

A P P L E
Ask (State the question)
Pause
Pick (Call on a student by name)
Listen (Comment on answer)
Emphasize correct answer

Question 37

List and discuss the different instructional methods

Answer 37

Lecture : Lecture method is an instructional presentation of information, concepts, or principles. Its main purpose is to present a large amount of information in a short period of time.

Lecture with Audiovisuals: Lecture with audiovisuals includes visual and/or audio learning aids.

Lesson: The most often used method of classroom instruction within Navy training is the lesson method. The lesson method is interactive in nature and is primarily used to transfer knowledge or information to the students.

Demonstration: The basic, and most often used, method of instruction for teaching skill-type subjects is the demonstration method. It covers all of the steps your students need to learn a skill in an effective learning sequence.
Role-Playing: Role-playing requires the students to assume active roles in a simulated situation followed by a group discussion.

Team Dimensional Training (TDT) : TDT is a process that enables team members to diagnose and correct their own performance problems, thereby enabling them to adapt quickly to unfolding events, and to learn from and build upon their previous experiences together.

Gaming and Simulation: The most recent generation of learners entering the Navy has grown up playing video games. This generation has no problem learning how to manipulate hundreds of video-game characters in a variety of crises that require split-second decisions.

Question 38

State and discuss the three parts of a learning objective

Answer 38

Behavior: What the student will be able to do as a result of a learning experience. Consists of subject / object / verb.

Condition: The aiding and limiting factors imposed upon the student in satisfying the performance requirements of the objective. From memory if not specified in TLO.

Standard: What degree of proficiency will be required to perform the behavior 100% if not stated in the TLO.

Question 39

Discuss the two methods of testing and their importance.

Answer 39

Knowledge: Knowledge tests measure the achievement of objectives through the use of test items written at the appropriate learning level.
Performance: Performance tests measure skill acquisition by having the student demonstrate
specific behaviors defined by learning objectives.

Question 40

Explain the five learning levels a knowledge test item may test.

Answer 40

R R A A C

R-ecognition - Process of verbatim identification of terms, facts, rules, methods, principles, procedures, objects.

R-ecall - Requires the student to respond from memory instead of selecting the response from two or more alternatives

A-pplication - Ability to use acquired knowledge in a job-related situation

A-nalysis/Evaluation - Involves the understanding of elements of data and relationships among the data which make the meaning of information explicit. Involves the judgment
of the value of effectiveness of procedures or solutions based on data, criteria, or standards.

Question 41

Discuss the different types of performance tests.

Answer 41

Product: Test involves comparing students efforts to an acceptable completed example.

Process: Test involves the students’ ability to correctly follow procedural steps in completing a task.

Combination: Some performance tests require a combination of both process and product measurement.

Question 42

List and describe the primary materials used in presenting instruction

Answer 42

Lesson Plan: ensures proper sequence and depth required by objectives.

Instruction Sheets: (Outline, Job, Problem, Assignment, Information, and Diagram) provide students with information or directions. “O J P A I D”

Instructional Media Material/Visual Media Material: IMM is a specially prepared transparency, illustration, video tape/DVD, computer-based, flash animation or MPEG movie, slide presentation

Question 43

Discuss student feedback/course critique

Answer 43

The purpose of the student critique program is to provide feed back to the training and course supervisors on areas such as training and curriculum effectiveness, instructor performance, safety, and quality of life issues. It also provides a source of feedback to the Instructors on their performance.

Question 44

Discuss Equal Employment Opportunity and include possible actions and responsibilities
of an instructor

Answer 44

Instructors should provide equal opportunities for both genders to serve in leadership roles and ensure both genders actively participate in learning activities. This effort ensures all students have the chance to do complex technical work.

Question 45

Discuss Navy Core Values and include possible actions and responsibilities
of an instructor

Answer 45

you must also serve as a role model in your military conduct, attitude, appearance, and bearing

Question 46

Discuss Sexual Harassment and include possible actions and responsibilities
of an instructor

Answer 46

Sexual harassment is unacceptable conduct that undermines the integrity of the instructor-student relationship. Sexual harassment is a form of discrimination involving unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature

Question 47

Discuss Diversity and include possible actions and responsibilities
of an instructor

Answer 47

The term diversity encompasses not only the traditional categories of race, religion, age, gender, and national origin, but also all the different characteristics and attributes of individuals that enhance the mission readiness of the Department of the Navy and strengthen the capabilities of our Navy Total Force

Question 48

Discuss the instructor qualification process

Answer 48

Learning Centers will direct a formal process to certify their new instructors to
Ensure proficiency in two areas: Instructional technique and technical knowledge

Question 49

Discuss the instructor disqualification factors and process

Answer 49

Instuctors failing to maintain original screening requirements as well as instructors receiving
unsatisfactory evaluations shall be disqualified. Individuals considered unsuitable for continued
Instructor duties per reference (d) shall be reclassified (NEC 9502 removal process and reassignment); additionally cognizant Learning Centers (LC) will have the authority to establish what constitutes disqualification of their instructors. When appropriate, LCs may re-qualify individuals when deficiencies have been corrected or standards met by cognizant LC guidelines

Question 50

Discuss the items with your mentor that can be found on the MTS Community
of Practice (CoP).

Answer 50

MTS program manager, all applicable instructions, MTS PQS, certificate requests,
program description, and feedback.