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CHAPTER 4 > CHAPTER4 > Flashcards

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.

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2
Q

Four Elements of Communication

A

Sender, Message, Reciever, Feedback

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3
Q

Sender Responsibilities

A

Be objective, Build a common core of Experience, Consider Limitation, Adjust Instructions to intelligence levels, Beware of Attitudes

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4
Q

Reciever Responsibilities

A

Comprehend the Message, Give Feedback

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5
Q

What is the greatest single barrier to effective communication

A

Lack of a common core of experience between the communicator and receiver

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6
Q

Consider the __________ of your students whenever you fail to get the response you desire

A

Attitude

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7
Q

Skillful use of ____________ is essential to the effective presentation of subject matter .

A

Body language

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8
Q

Four Methods to promote self-confidence

A

Thorough Preparation, Physical Control, Mental Attitude, Experience.

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9
Q

Be Objective

A

avoid forming first impressions and treat each Airman equally

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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

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11
Q

Consider limitations

A

receivers physical and mental limitations

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12
Q

Adjust instructions to intelligence levels

A

consider the experiences, education, age, and geographical origin, backgrounds of each student

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13
Q

Comprehend the message

A

paying attention, clearing the mind of personal problems and taking notes, ask questions to clarify

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14
Q

Give Feedback

A

being attentive, asking questions and providing proper eye contact

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15
Q

Voice

A

display sincerity, enthusiasm, and self-confidence
adjust loudness and pitch
avoid vocal mannerism, jargon and
speak with clarity

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16
Q

Facial Expressions and Posture

A

avoid anger, disgust, and boredom

eliminate distracter i.e. clicking pens, popping knuckles, slapping hands together

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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”

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18
Q

Verbal Symbols

A

avoid abstract words
use concrete words,
“express, not impress”

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19
Q

Effective communicators show self-confidence through

A

effective use of gestures, facial expressions, posture, rate of speech, and eye contact

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20
Q

Controlled Nervousness

A

helpful because it quickens the speakers reactions and thinking

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21
Q

Uncontrolled nervousness

A

interfere with speakers effectiveness thinking and presentation

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22
Q

Thorough Preparation

A

organize material clearly, establish main ideas

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23
Q

Physical Control

A

assume a comfortable, relaxed but attentive position

deep breathes, adjust training aids, check notes and lesson plans

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24
Q

Mental Attitude

A

concentrate on the presentation of ideas, not your nervousness or lack of self-confidence

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25
Q

Experience

A

Seek out speaking oppertunitys

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26
Q

Law of Readiness

A

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

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27
Q

Law of Exercise

A

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

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28
Q

Law of Effect

A

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

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29
Q

Law of Primacy

A

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

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30
Q

Law of Intensity

A

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

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31
Q

Law of Recency

A

things most recently learned are best remembered

repeat or re-emphasize main points

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32
Q

Motivation

A

the personal drive to act

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33
Q

Incentive are a type of ___________ motivation

A

External

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34
Q

Three general learning styles include

A

Visual, Auditory, and Kinesthetic

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35
Q

Adult learner has some knowledge and ideas and wishes to share this information to verify it

A

Collaborative

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36
Q

Adult learner relies totally on the instructor to gain new information

A

dependent

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37
Q

adult learner has considerable subject knowledge and thinks he has more expertise than his peers

A

Independent

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38
Q

Internal Motivation

A

inner drive to act

affects: the extent of value a student places on a subject

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39
Q

External Motivation

A

Incentives or rewards

affects: money, promotions, grades, awards, power

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40
Q

Humans beings prefer to use

A

primary sense

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41
Q

Speech patterns or language which an individual uses to respond to situations often

A

indicate their preferred learning styles(sensory modality)

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42
Q

Individuals looking up

A

visual learners

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43
Q

individuals looking straight or across horizontally

A

auditory learner

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44
Q

individual looking downward

A

kinesthetic

45
Q

Bandler and Grinder research

A

humans use different senses to process new information

46
Q

Edward Thorndike

A

developled the alpha beta versions of learning categories, which led to the ASVAB
Age does not effect learning

47
Q

What are the three Adult learning categories

A

Dependent, Independent and Collaborative

48
Q

Instructor Responsibilities

A

” Get to know your Students “ - increases your student’s possibilities to succeed

49
Q

Informational assessment which provides practice to the student and gives the instructor feedback concerning possible areas of difficulty

A

Appraisal

50
Q

Final (formal) documented performance evaluation that should be accomplished under job like conditions

A

Progress check

51
Q

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

A

Written test

52
Q

Which student measurement is an informal check of student progress

A

Appraisal

53
Q

which student measurement is a formal method of student measurement during classroom or lab time

A

Progress Check

54
Q

Apprasials assess__________ and ____________ of the material

A

retention and comprehension

55
Q

a written test and performance test are assigned a _______ within the plan of instructions

A

separate unit

56
Q

System of measurement is used to

A

evaluate student achievements and behaviors specified in the objectives
reveals if a student has mastered or is lacking in certain areas

57
Q

BMT’s three types of measurement

A

appraisals, progress checks, and written test

58
Q

A failed appraisal does not require what?

A

a re-evaluation, nor does it count against the trainee for HG

59
Q

Written appraisals provide___________

A

good practice for students and give the instructor feedback concerning possible areas of difficulty

60
Q

Appraisals in BMT

A

Physical Training
Recruit Living Area
Open Ranks

61
Q

Progress checks provide______________

A

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
Q

How many attempts are trainees provide to successfully complete progress checks

A

Three or 3

63
Q

MTIs post all grades in ______

A

eBMT on the BMT form 105 no later than the end of the next duty day

64
Q

AETC Form 98 or local checklist includes

A

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
Q

Progress checks in BMT

A 
PT
Recruit Living Area
Weapon
Military Skills Development
Drill
Open Ranks
Core Value Rating
66
Q

Written test aid in _________________________

A

sampling the knowledge of the objective, act as a quality control device and are used to assign individual grades

67
Q

which part of the lesson plans contains the actual lesson content you will present to the trainees

A

Lesson Plan part ll and Teaching Guide

68
Q

Who must approve and sign the plan of instruction/Lesson Plan Part l prior to teaching the first class

A

Instructor Supervisor

69
Q

which instructional method can be formal or informal

A

lectures

70
Q

what is a disadvantage of the lecture method

A

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
Q

What method of instruction requires student practice for skill mastery

A

Demonstration/Performance

72
Q

What are the advantages of the demonstration/performance method

A

Sets the standards of performance
Emphasizes proper sequence
Permits Reinforcements

73
Q

List and describe the four techniques to create an effective demonstration/performance lesson

A

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
Q

For which type of learning is the guided discussion most effective

A

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
Q

which instructional method is described as an instructor controlled group process

A

Guided Discussion

76
Q

which instructional l method uses the real-life situation in order to achieve some educational objective

A

Case Studies

77
Q

Which instructional method requires that the student have a common knowledge base of the subject

A

Guided Discussion

78
Q

Plan of Instructions Part l gives

A

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
Q

Personalization should be used to ___________

A

enhance the teaching points and is to be hand written on the lesson plan

80
Q

RM refers you back to were?

A

POI part l

81
Q

Formal Lecture

A

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
Q

Informal Lecture

A

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
Q

Disadvantages of Demostraions/Performance Method

A

Requires a high Degree of Instructor Skill
Restricted to Small Groups
Time Consuming

84
Q

Experimental Learning

A

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
Q

What is the purpose of asking questions

A

Stimulate thinking, Gain Trainees attention

86
Q

Rhetorical Questions

A

not to elicit answers, but rather to express key ideas or opinions in an engaging way. Instructor answers

87
Q

Overhead Question

A

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
Q

Direct Question

A

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
Q

Reverse questions

A

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
Q

Relay question

A

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
Q

What questioning technique is the instructor using when he/she redirects a question to another trainee

A

relay

92
Q

what type of question technique is an instructor utilizing when he/she redirects a trainees question back to the source for response

A

reverse

93
Q

Dead End Question

A

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
Q

Foggy question

A

unclear and vague
the instructor has not thought through the desired answer
avoid by properly planning and phrasing your questions

95
Q

Multiple questions

A

several questions asked at once
leaves trainees confused
rephrase into different question with different people answering

96
Q

Catch question

A

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
Q

what type of instructor response should be provided to trainee questions

A

treat sincere questions equally

be honest when answering trainee question

98
Q

Instructors formulate questions by__________

A

determining the level of learning to seek from the trainee

99
Q

Two levels of learning to consider

A

Knowledge and Comprehension

100
Q

Knowledge level questions are characterized by

A

who, what, where, when, which

101
Q

Trainees should grasp _____________

A

concepts, explain similarities and differences and be able to infer cause and effect relationships

102
Q

Comprehension level questions are _______________

A

open-ended and usually characterized by how, why, and what

103
Q

Never ask________

A

random, purposeless questions

104
Q

Develope the Subject

A

A most important purpose of questioning
Lead trainees from known to unknown or simple to complex
keep it on trainees levels

105
Q

Obtain Trainee Participation

A

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
Q

Seek Clarification/Support

A

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
Q

Evaluate Effectiveness or Instructions

A

Proper use of questions can give you a chance to see how effective your teaching has been
evaluate trainees understanding of the material

108
Q

Always speak in a _______

A

Clear and concise manner

109
Q

Do not allow__________

A

individual trainees to dominate the discussion, call on random non-volunteers

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