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Master Training Specialist > 102 Instructor Fundamentals NAVEDTRA 134 > Flashcards

102 Instructor Fundamentals NAVEDTRA 134 Flashcards

1
Q

102.1
State the purpose of the Navy Training System

A

To establish what to train and how best to accomplish that training

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2
Q

102.2
Define the most essential single link in the training chain

A

The instructor

The Instructor must:
* Simplify the learning process
* Present the knowledge and skill required to transfer students into proficent and productive members of the operationg force

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3
Q

102.3
State and discuss the three qualities of an efficient and effective instructor

KAP

A

Knowledge
* Be the Subject Matter Expert
* Know about the subject than what you teahc
* Train to meet the needs of the Navy not the individual members

Ability
Professional Ability - Develop knowledge skillsa and attitudes useing leadership skills
Instructional Ability - Know and apply principles, methods and techniques of the instruction

Personality
1. If the answer is unknow, admit it
2. Keep remarks professional and appropriate (no profanity)
3. Be Paitent
4. Maintain rapport with students (no sarcasm)
5. Treat students with respect (be sincere)

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4
Q

102.4.a.
Discuss the instructors Responsibility to Students

A

Uphold the:
Fraternization Policy: OPNAVINST 5370.2
Sexual Harassment Policy: SECNAVINST 5300.26
Diversity Policy: Navy Diversity Statement

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5
Q

102.4.b.
Discuss the instructors Responsibility to Training Safety

A

The instructor must demonstrate proper safety procedures

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6
Q

102.4.c.
Discuss the instructors Responsibility to Security

A

OPNAVINST 5510.1
* Never present /discuss higher classification
* Do not incorporate higher material
* Account for classified material at all times
* Report violations immediately

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7
Q

102.4.d.
Discuss the instructors Responsibility to Curriculum

A

Ensure the training material stays current and accurate

(instructor needs to be aware of any changes or revisions and how they affect the course)

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8
Q

102.5
List and discuss the four principles of John Keller’s model of motivational theory.

ARCS

A
  • Attention - Attracting attention is an important first step
  • 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 completely they more likely to give it a try
  • Satisfaction - When the student feels good about what they accomplished
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9
Q

102.6
List and discuss the key principles of applying motivational theory in a training situation

NAAVII

A
  • Needs and Drives - Desire for satisfaction
  • Attitudes - The students feelings for or against people, objects, or ideas
  • Achievements - A strong desire to achieve a goal or desired objective
  • Values - The students vales, attitudes, and previous experiences affect the amount that the student learns
  • Interests - Refers to the students views of an activity as worthwhile or enjoyable
  • Incentives - The rewards stimulate students motivaton
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10
Q

102.7
State the ultimate goal of intsruction

A

To cause students to remain motivated beyond the instructor’s influence and apply what they learned on the job

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11
Q

102.8
State and discuss the six laws of learning

REEPIR

A
  • Readines - people can only learn when physically and mentally ready
  • Exercise - practice makes permanent and perfect
  • Effect - an emotional reaction, learning will be more effective when the experience is positive
  • Primacy - first instructional event often ceates an everlasting impression on the learner
  • Intensity - if the experience is real learning is more likely to occur
  • Recency - last thing learned is the best remembered.
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12
Q

102.9
State and discuss the five ways of learning

ATITI

A
  • Association - A comparision of past learning to new learning situations
  • Transfer - A process of applying past learning to new but somewhat similar situations
  • Imitation - Students observe the behavior of others (primarily the instructor) and imitate the behavior
  • Trial and Error - Discovery learning, learn by doing
  • Insight - “ah-ha” phenomenon, understanding that the whole is more than the sum of the parts
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13
Q

102.10
Discuss how motivation affects student learning

A

Motivation determines whether or not the student achieves the course objectives

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14
Q

102.11
State and discuss the types of sensory learners

VAK

A
  • Visual - learn by seeing (accounts for 75% of our basic learning)
  • Auditory - learns by hearing
  • Kinesthetic - learn by doing (hands on learner)
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15
Q

102.12
State and discuss the four basic learning styles

ACAR

A
  • Concrete Learner - Preferes an experienced based approach
  • Abstract Learner - Prefers a theory based, analytical approach
  • Reflective Learner -like to observe and reflect (make comparison and contrasts) before drawing conclsuion
  • Active Learner - involved with the subject and taking a step by step approach
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16
Q

102.13
103.Discuss the barriers of effective communication

LOFE

A
  • Lack of common core experience
  • Overuse of abstractionisms
  • Fear
  • Environmental Factors
17
Q

102.14
State and discuss the purpose of an effective communication process

A

The communication process consists of:
* A Sender
* A Message
* A Delivery vehicle
* A reciever

18
Q

102.15
Discuss the importance of listening communication skills

A

it is an active process of hearing and understanding which demands concentration and attention

19
Q

102.16
Describe six factors that must be considered in planning instructional delivery

PIGFAR

A
  • Pauses
  • Inflection
  • Grammar
  • Force of delivery
  • Articulation
  • Rate of speech
20
Q

102.17
State and discuss the importance of body movement as an important part of successful

REC

A

Body movement Reinforces, Emphasizes and Clarifies verbally expressed ideas

21
Q

102.18
State and discuss the four purposes of oral questioning

A
  • Focuses attention
  • Arouses interest in subject matter
  • Drills students on subject matter
  • Stimulates student to think
22
Q

102.19
State and discuss the characteristics of a good oral question

CLU

A
  • Clarity of meaning - ensure the question being presented conveys the true or intended meaning
  • Level of Instruction - use simple words, gramar and sentences the students can understand
  • Use of an interrogative - beginning your question so the students know immediately when a question is being asked
23
Q

102.20
Discuss the types and purposes of oral questioning

FMYCLIT

A
  • Factual Questioning - Asks for specific info
  • Multiple Answer - Increases student participation (more than one correct answer)
  • Yes/No -Used to arouse interest
  • Canvassing - Determines who is already familiar with the subject matter
  • Leading - Suggests it’s own answer
  • Interest arousing - Used to focus student attention
  • Thought Provoking - Stimulates student thinking
24
Q

102.21
State the five-step questioning technique

APPLE

A
  • Ask - state the question
  • Pause
  • Pick - Call on a student by name
  • Listen- Comment on the answer
  • Emphasize the correct answer
25
Q

102.22
List and discuss the different instructional methods

LLLDRTG

A
  • Lecture - Present a large amount of informationin a short period of time
  • Lecture with audiovisuals - Lecture with visual and/or audio learning aids
  • Lesson - Transfer knowledge
  • Demonstration - method of instruction for teaching skill-type subject
  • Role-playing - Requires Students assume an active role in a simulated situation followed by a group discussion
  • Team Dimensional Training(TDT) - learn from and build upon previous experiences
  • Gaming and Simulation - Learn by playing video games that replicate real life situations.
26
Q

102.23
State and discuss the three parts of a learning objective

BS Condition

A
  • Behavior - What the student will be able to do as a result of a learning experience
  • Standard- What degree of proficiency will be required to perform the behavior
  • Condition - The aiding and limitng factors
    *
27
Q

102.24
Discuss the two methods of testing and their importance

A

Knowledge - Measures the achievement of objectives through the use of written test

Performance - Measure skill acquistion through demonstration

28
Q

102.25
Explain the five learning levels a knowledge test item may test

RACAR

A
  • Recall - Verbatim remembering
  • Application - Use of knowledge on job-related situations
  • Comprehension - Understanding what was taught
  • Analysis/Evaluation
  • Recognition - Verbatim identification
29
Q

102.26
Discuss the different types of performance tests

A

Product - End result
Process - Steps to produce the Product
Combination - Both product and process

30
Q

102.27
List and describe the primary materials used in presenting instruction

LII
OJPAID

A
  • Lesson Plan - Contains front matter and lesson topics
  • Instruction Sheets - OJPAID
    1. Outline
    1. Job
    1. Problem
    1. Assignment
    1. Information
    1. Diagram
  • Instructional Media Material/ Visual Media Materi
31
Q

102.28
Discuss student feedback/ course critique

TSC-IQ

A

The purpose of the student critique program is to provide feedback to training and course supervisors in the areas of:
* Training
* Safety
* Curriculum
* Instructor
* Quality of life

32
Q

102.29.a.
Discuss the Equal Employment Opportunity (EEO) program and include possible actions and responsibilities of an instructor

A

The instructor should provide equal opportunities for both genders to serve in leadership roles and ensure both genders actively participate in learning activites

33
Q

102.29.b.
Discuss the Navy Core Values and include possible actions and responsibilities of an instructor

CAAB

A

The instrcutor must serve as a role model in your military Conduct, Apperance, Attitude, and Bearing

34
Q

102.29.c.
Discuss the Sexual Harassment policy and include possible actions and responsibilities of an instructor

A

SECNAVINST 5300.26
* Sexual Harassment is unacceptable and undermines the integrity of the instructor-student relationship
* ZERO Tollerance for Sexual Harassmnet

35
Q

102.29.d.
Discuss the Diversity policy and include possible actions and responsibilities of an instructor

A

Diversity enhances the mission readiness and strengthens the capabilities of our Navy total Force

36
Q

102.30
Discuss the instructor qualification process

A
  1. NITC (NEC 805A)
  2. Formal process at Learning Center that ensures their new instructors can show proficiency in Instructional Technique and Technical Knowledge
37
Q

102.31
Discuss the instructor disqualification factors and process

A

Instructors failing to maintain original screening requirements as well as instructors receiving unsatisfactory evaluation shall be disqualified

38
Q

102.32
Discuss the items with your mentor that can be found on the MTS community of Practice (CoP)

F CAMMP

A
  • Feedback
  • Certificate request
  • All applicable instructions
  • MTS program manager
  • MTS PQS
  • Program description

Master Training Specialist (20 decks)

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