102 Instructor Fundamentals Flashcards
102.1 State the purpose of the Navy Training System.
To ensure a systematic approach for determining what to train and how best to accomplish the training.
- Preparation to train
- Delivery of training
- Evaluation of training
102.2 Define the most essential, single link in the training chain.
Instructors must simplify the learning process for students of varied backgrounds and experiences in a complex training system.
102.3 State and discuss the three qualities of an efficient and effective instructor.
Knowledge: Be thoroughly familiar with the subject being taught (SME). Know more about the subject than what you teach.
Ability: Know principles, methods, techniques of instruction, and how to apply them.
Personality: Adhere to the rules of conduct; also called Instructor’s code of ethics. 1. If the answer is unknown, admit it. 2. Keep remarks professional and appropriate(no profanity). 3. Be patient. 4. Maintain rapport with students(no sarcasm) 5. Treat students with respect(be sincere).
- 4 Discuss the Instructor’s responsibility in terms of: NAVEDTRA 134 Chapter 2 pg. 14-18
a. Responsibility to students.
Help students resolve conflicts that may arise from outside influences. Teach effectively, set a good example for students to follow, and resolve conflicts, which can hinder training.
- 4 Discuss the Instructor’s responsibility in terms of: NAVEDTRA 134 Chapter 2 pg. 14-18
b. Responsibility to training safety
Safety is paramount at all times. The instructor must demonstrate proper safety procedures, in addition to teaching the students. Ensuring a safe training environment for students.
- 4 Discuss the Instructor’s responsibility in terms of: NAVEDTRA 134 Chapter 2 pg. 14-18
c. Responsibility to security.
In teaching classified information, the instructor must be aware of all requirements for the teaching and storage of classified material. Security of classified materials demands constant attention by everyone involved.
- 4 Discuss the Instructor’s responsibility in terms of: NAVEDTRA 134 Chapter 2 pg. 14-18
d. Responsibility of curriculum.
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, revision requires TPP, CCA approval). They should know the surveillance process is and why it is important to the course.
102.5 List and discuss the four principles of John Keller’s model of motivational theory.
Attention: Attracting attention is an important first step. Learns must think about what they hear, see, or do to optimize learning.
Relevance: Relevance motivates trainees by connecting what they are learning to what they will be doing on the job.
Confidence: When students feel confident they can do something competently, even if it takes some effort, they are more likely to give it a try.
Satisfaction: Feeling good about an experience often serves as its own motivator. You can increase learners; satisfaction by creating opportunities for them to succeed, maintaining high standards, and recognizing students’ attainment of those standards.
102.6 List and discuss the key principles of applying motivation theory in a training situation.
Needs and Drives: The need to belong can motivate a student to seek group acceptance. That need, or drive, can cause the student to behave in a manner which eventually reduces the need and results in satisfaction.
Attitudes: Show students a positive attitude when presenting a lesson. Students seeing a positive reinforcement from the instructor will cause a desire to learn the material.
Achievements: To make an effort to succeed interesting students must have a need to achieve at a certain level.
Values: The instructor must use a motivation technique which fits the student’s value system.
Interests: If the student loses interest, the learning process breaks down.
Incentives: Rewards stimulate student motivation.
102.7 State the ultimate goal of instruction.
The ultimate goal of instruction is to 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.
102.8 State and discuss the six laws of learning.
Law of Readiness: States that people can only learn when they are physically and mentally ready.
Law of Exercise: Stresses that practice makes permanent and perfect (when taught correctly).
Law of Effect: Involves the emotional reactions of the learner.
Law of Intensity: States that if the experience is real, a change in behavior (learning) is far more likely to occur.
Law of Recency: All things being equal, the things learned last will be best remembered.
102.9 State and discuss five ways of learning.
Imitation: Students observe the behavior of others and imitate that behavior.
Trail and Error: Also called discovery learning, trail and error is still learning by doing.
Association: A comparison of past learning to new learning situations, association is a mental process which serves as a reference point for students.
Insight: Understanding that the whole is more than just the sum of the parts. The learner grasps the way the elements of a problem situation are connected.
Transfer: Applying past learning to new but somewhat similar situations.
102.10 Discuss how motivation affects student learning.
Students bring different abilities and experience levels to the training environment. Motivation often determines whether or not a student achieves course objectives.
102.11 State and discuss the types of sensory learners.
Visual Learner: Most early learning comes from seeing and imitating. Consider using appropriate visual aids in your presentations.
Auditory Learner: Your speech patterns and volume are critical classroom learning factors.
Kinesthetic Learner: Kinesthesia is actually a blend of all senses with psychomotor and perceptual skills. It manifests itself in people’s ability to balance or move with coordination. (Hands on)
102.12 State and discuss the four basic learning styles.
Concrete Learners: Prefer an experienced based approach to learning.
Active Learners: Prefer to learn by becoming involved with the subject and taking an active step by step approach.
Reflective Learners: Like to observe and reflect before drawing conclusions. I.e. lectures, films, and reading.
Abstract Learners: Prefer a theory based, analytical approach to learning. Learning best from lectures by experts, theoretical reading, case studies, and activities that require solitary thinking.
102.13 Discuss the barriers to effective communication.
Lack of common core experience: Unlikely to find any group in which students have the same common core experience.
Overuse of Abstractionisms: Concepts, ideas, or words that are not directly related to the subject being discussed. Be specific.
Fear: Fear of showing ignorance, fear of disapproval, fear of losing status, and fear of judgement are common barriers.
Environmental Factors: Such as noise and temperature may interfere with the communication process.
102.14 State and discuss the purpose of an effective communication process.
Communication is the exchange of thoughts, opinions, and information through speech, writing, nonverbal cues, signs and images. Consist of a sender, a message, a delivery vehicle, and a receiver.
102.15 Discuss the importance of listening communication skills.
An active process of hearing and understanding, which demands concentration and attention. The instructor must ensure the learning environment if free of distractions, which might interfere with the student’s ability to listen, and should be alert to their non-verbal behavior.
102.16 Describe six factors that must be considered in planning instructional delivery.
Articulation Grammar Rate of Speech Pauses Inflection Force (of delivery)
102.17 State and discuss the importance of body movement as an important part of successful communication.
Body movement reinforces, emphasizes, and clarifies verbally expressed ideas.
102.18 State and discuss the four purposes of oral questioning.
Focuses: attention
Arouses: interest in subject matter
Drills: students on subject matter
Stimulates: students to think
102.19 State and discuss the characteristics of a good oral question.
Clarity of Meaning: Do not use trick phrases. Ensure the question being asked convey the true or intended meaning.
Level of Instruction: Use simple words, grammar which is correct, and complete sentences.
Use of an Interrogative: Be sure to use the interrogatory at the beginning of your question so that the students know immediately when a question is being asked.
102.20 Discuss the types and purpose of oral questions.
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.
102.21 State the five steps of the five-step questioning technique.
Ask: State the question. Pause Pick: Call on a student by name. Listen: Comment on answer Emphasize: Correct answer
