CHAPTER4 Flashcards
1
Q
Communications takes place when?
A
one person transmits ideas, thoughts, or feelings to another person or a group of people. Its effectiveness is measured by the similarity between the idea transmitted and the idea received.
2
Q
Four Elements of Communication
A
Sender, Message, Reciever, Feedback
3
Q
Sender Responsibilities
A
Be objective, Build a common core of Experience, Consider Limitation, Adjust Instructions to intelligence levels, Beware of Attitudes
4
Q
Reciever Responsibilities
A
Comprehend the Message, Give Feedback
5
Q
What is the greatest single barrier to effective communication
A
Lack of a common core of experience between the communicator and receiver
6
Q
Consider the __________ of your students whenever you fail to get the response you desire
A
Attitude
7
Q
Skillful use of ____________ is essential to the effective presentation of subject matter .
A
Body language
8
Q
Four Methods to promote self-confidence
A
Thorough Preparation, Physical Control, Mental Attitude, Experience.
9
Q
Be Objective
A
avoid forming first impressions and treat each Airman equally
10
Q
Build common core experience
A
The sender must establish a common core of experience by using familiar words, defining terms, and relating current situations to situations familiar to the receiver
11
Q
Consider limitations
A
receivers physical and mental limitations
12
Q
Adjust instructions to intelligence levels
A
consider the experiences, education, age, and geographical origin, backgrounds of each student
13
Q
Comprehend the message
A
paying attention, clearing the mind of personal problems and taking notes, ask questions to clarify
14
Q
Give Feedback
A
being attentive, asking questions and providing proper eye contact
15
Q
Voice
A
display sincerity, enthusiasm, and self-confidence
adjust loudness and pitch
avoid vocal mannerism, jargon and
speak with clarity
16
Q
Facial Expressions and Posture
A
avoid anger, disgust, and boredom
eliminate distracter i.e. clicking pens, popping knuckles, slapping hands together
17
Q
Eye contact
A
shows interest, provides receiver feedback, sincerity
Observes signs of doubt, disagreement, boredom, and other reactions
Do not intimidate “Search Lighting”
18
Q
Verbal Symbols
A
avoid abstract words
use concrete words,
“express, not impress”
19
Q
Effective communicators show self-confidence through
A
effective use of gestures, facial expressions, posture, rate of speech, and eye contact
20
Q
Controlled Nervousness
A
helpful because it quickens the speakers reactions and thinking
21
Q
Uncontrolled nervousness
A
interfere with speakers effectiveness thinking and presentation
22
Q
Thorough Preparation
A
organize material clearly, establish main ideas
23
Q
Physical Control
A
assume a comfortable, relaxed but attentive position
deep breathes, adjust training aids, check notes and lesson plans
24
Q
Mental Attitude
A
concentrate on the presentation of ideas, not your nervousness or lack of self-confidence
25
Experience
Seek out speaking oppertunitys
26
Law of Readiness
Ready to learn
An instructor shows a strong purpose, clear objective and sound reason for learning
Single-mindedness and eagerness
Instructor can do very little to inspire students
Outside responsibilities, interest, and worries on students mind
27
Law of Exercise
Things most often repeated are best remembered
Practice, Practice, Practice
Provide students the opportunities to practice and repeat
direct this process toward a defined and specific goal
recall, review, restatement, manual drill, and physical applications
28
Law of Effect
the emotional state of learners
learning is enhanced when accompanied by satisfying feeling
unpleasant feelings weaken learning
teaching elements should affect students positively and give them satisfaction
29
Law of Primacy
State of being first, creates a strong, unshakable impression
first experience consist of correct information
harder un-teaching bad habits and re-teaching correct ones
30
Law of Intensity
vivid, dramatic or exciting learning experience
avoid routine and boring experience
realistic situations " real things over substitutes" i.e hands-on over CBTs
mockups, colored slides, movies, filmstrips, charts, posters, photographs, and other audiovisual aids
Demonstrations, panels, skits, student performances, and discussions
31
Law of Recency
things most recently learned are best remembered
| repeat or re-emphasize main points
32
Motivation
the personal drive to act
33
Incentive are a type of ___________ motivation
External
34
Three general learning styles include
Visual, Auditory, and Kinesthetic
35
Adult learner has some knowledge and ideas and wishes to share this information to verify it
Collaborative
36
Adult learner relies totally on the instructor to gain new information
dependent
37
adult learner has considerable subject knowledge and thinks he has more expertise than his peers
Independent
38
Internal Motivation
inner drive to act
| affects: the extent of value a student places on a subject
39
External Motivation
Incentives or rewards
| affects: money, promotions, grades, awards, power
40
Humans beings prefer to use
primary sense
41
Speech patterns or language which an individual uses to respond to situations often
indicate their preferred learning styles(sensory modality)
42
Individuals looking up
visual learners
43
individuals looking straight or across horizontally
auditory learner
44
individual looking downward
kinesthetic
45
Bandler and Grinder research
humans use different senses to process new information
46
Edward Thorndike
developled the alpha beta versions of learning categories, which led to the ASVAB
Age does not effect learning
47
What are the three Adult learning categories
Dependent, Independent and Collaborative
48
Instructor Responsibilities
" Get to know your Students " - increases your student's possibilities to succeed
49
Informational assessment which provides practice to the student and gives the instructor feedback concerning possible areas of difficulty
Appraisal
50
Final (formal) documented performance evaluation that should be accomplished under job like conditions
Progress check
51
a separate unit within the plan of instructions is a assigned to this measurement, it aids in the sampling of each knowledge objective, and is used to assign individual grades
Written test
52
Which student measurement is an informal check of student progress
Appraisal
53
which student measurement is a formal method of student measurement during classroom or lab time
Progress Check
54
Apprasials assess__________ and ____________ of the material
retention and comprehension
55
a written test and performance test are assigned a _______ within the plan of instructions
separate unit
56
System of measurement is used to
evaluate student achievements and behaviors specified in the objectives
reveals if a student has mastered or is lacking in certain areas
57
BMT's three types of measurement
appraisals, progress checks, and written test
58
A failed appraisal does not require what?
a re-evaluation, nor does it count against the trainee for HG
59
Written appraisals provide___________
good practice for students and give the instructor feedback concerning possible areas of difficulty
60
Appraisals in BMT
Physical Training
Recruit Living Area
Open Ranks
61
Progress checks provide______________
trainees and instructors immediate feedback to determine if the trainees has satisfactorily accomplished the performance objective and if necessary requires the areas to be repeated for successful completion.
62
How many attempts are trainees provide to successfully complete progress checks
Three or 3
63
MTIs post all grades in ______
eBMT on the BMT form 105 no later than the end of the next duty day
64
AETC Form 98 or local checklist includes
Steps/activites/behaviors in the correct order of completion
Instructional Guidance: Safety, Instructor Assistance,
Technical Publications provided
Time allowed for practice/evaluations
Performance standard to meet or exceed
65
Progress checks in BMT
```
PT
Recruit Living Area
Weapon
Military Skills Development
Drill
Open Ranks
Core Value Rating
```
66
Written test aid in _________________________
sampling the knowledge of the objective, act as a quality control device and are used to assign individual grades
67
which part of the lesson plans contains the actual lesson content you will present to the trainees
Lesson Plan part ll and Teaching Guide
68
Who must approve and sign the plan of instruction/Lesson Plan Part l prior to teaching the first class
Instructor Supervisor
69
which instructional method can be formal or informal
lectures
70
what is a disadvantage of the lecture method
the formal lecture is not appropriate for presenting material that requires complex and abstract mental levels; it allows for little or verbal participation from trainees. Lectures are also inadequate for teaching motor skills. Trainees can develop task skills only through practice, and the lecture method does not allow for this activity. Furthermore, instructions based solely on lectures may limit the assessment of progress and participation from trainees.
71
What method of instruction requires student practice for skill mastery
Demonstration/Performance
72
What are the advantages of the demonstration/performance method
Sets the standards of performance
Emphasizes proper sequence
Permits Reinforcements
73
List and describe the four techniques to create an effective demonstration/performance lesson
Whole part-whole concept: shows finished product at the beginning, break it down into small parts, show finished product at the end, plans skill development in small steps
Evaluate procedures
provide instruction and guidance only as required
critique each trainees performance
74
For which type of learning is the guided discussion most effective
It is most effective when used with ten to thirty students to achieve higher-level cognitive learning, in which trainees understand principles and concepts of the subject and develop problem-solving skills
75
which instructional method is described as an instructor controlled group process
Guided Discussion
76
which instructional l method uses the real-life situation in order to achieve some educational objective
Case Studies
77
Which instructional method requires that the student have a common knowledge base of the subject
Guided Discussion
78
Plan of Instructions Part l gives
instructions for the instructor about the lesson of unit identified
Lists mandatory requirements: Identify required student material, source documents, multiple instructor requirements, risk management procedures, audiovisual aids, training equipment, and training methods( i.e. lecture, demo, performance)
79
Personalization should be used to ___________
enhance the teaching points and is to be hand written on the lesson plan
80
RM refers you back to were?
POI part l
81
Formal Lecture
No verbal participation from trainees
provides information to a large number of trainees in a short period of time
hard to access if the information was understood
82
Informal Lecture
Active Participation
Learning is best achieved if trainees participated in activities in a comfortable atmosphere
Most common
Promotes two-way communication
provides feedback and clarifies misunderstandings
83
Disadvantages of Demostraions/Performance Method
Requires a high Degree of Instructor Skill
Restricted to Small Groups
Time Consuming
84
Experimental Learning
Provides trainees to participate in structured learning activities that focus on a predetermined learning objective
Simulations- low risk, educational experiences that substitute for a real-life situation
Hardware Simulation- students use trainers that resemble the equipment to be used on the job
85
What is the purpose of asking questions
Stimulate thinking, Gain Trainees attention
86
Rhetorical Questions
not to elicit answers, but rather to express key ideas or opinions in an engaging way. Instructor answers
87
Overhead Question
directed to the entire group and is one to which you expect an answer
used to initiate and stimulate discussion of the topic
keeps class alert and follow the development of the subject
usually lead off questions, can be used during the lesson
88
Direct Question
directed to a particular person to answer
ask, pause, then call on a person, wait for an answer
most important instruction-learning tools
useful in encouraging trainee involvement, development, participation and evaluation effectiveness of the instructions
89
Reverse questions
trainee askes the question to the instructor, the instructor returns to question to the trainee for answer
Slightly rephrase the question for better understanding
stimulates thinking, provides clarification, participation, and development of the subject
90
Relay question
Trainee asked the question to the instructor, but rather the answering the instructors directs or relays the question to another trainee
stimulates thinking, provides clarification, participation, and development of the subject
91
What questioning technique is the instructor using when he/she redirects a question to another trainee
relay
92
what type of question technique is an instructor utilizing when he/she redirects a trainees question back to the source for response
reverse
93
Dead End Question
requires only a simple categorical answer
"yes or no"
does not promote discussion, encourages guessing and waste of time
follow with a why or how for further explanation
94
Foggy question
unclear and vague
the instructor has not thought through the desired answer
avoid by properly planning and phrasing your questions
95
Multiple questions
several questions asked at once
leaves trainees confused
rephrase into different question with different people answering
96
Catch question
know the answer and imply it in the question
students do not reach their own conclusion
no more than a " yes or no" or head-nod
very little discussion
97
what type of instructor response should be provided to trainee questions
treat sincere questions equally
| be honest when answering trainee question
98
Instructors formulate questions by__________
determining the level of learning to seek from the trainee
99
Two levels of learning to consider
Knowledge and Comprehension
100
Knowledge level questions are characterized by
who, what, where, when, which
101
Trainees should grasp _____________
concepts, explain similarities and differences and be able to infer cause and effect relationships
102
Comprehension level questions are _______________
open-ended and usually characterized by how, why, and what
103
Never ask________
random, purposeless questions
104
Develope the Subject
A most important purpose of questioning
Lead trainees from known to unknown or simple to complex
keep it on trainees levels
105
Obtain Trainee Participation
involve the trainees in an active lesson
use question to open up the discussion
use led off questions to make students aware of each point
follow up question to keep the discussion alive
use questions that ask why, what, when, where, and how
106
Seek Clarification/Support
Ask trainees for explanations or expansions of answers
ask for examples or statistics
Rephrasing or asking for basic information may help the trainee to answer the question
107
Evaluate Effectiveness or Instructions
Proper use of questions can give you a chance to see how effective your teaching has been
evaluate trainees understanding of the material
108
Always speak in a _______
Clear and concise manner
109
Do not allow__________
individual trainees to dominate the discussion, call on random non-volunteers
