MTS 102 Instructor Fundamentals

Question 1

State the purpose of the Navy Training System.

Answer 1

To ensure a systematic approach for what and how best to train.

Question 2

Define the most essential, single link in the training chain.

Answer 2

The instructor.

Question 3

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

Answer 3

K A P
Knowledge: Subject matter expert.
Ability: Professional ability; Leadership skills; Instructional ability.
Personality: Gain the respect of the students by displaying a professional attitude towards others. Adhere to Instructor’s code of ethics.

Question 4

Discuss the Instructor’s responsibilities in terms of: Responsibility to students; training safety; curriculum

Answer 4

Responsibility to students: To help students resolve conflicts that may arise from those outside influences. Fraternization: OPNAVINST 5370.2, Sexual Harassment: zero tolerance, OPNAVINST 5300.26, Diversity: strengthen the capabilities of our NAVY Total Force.
Responsibility to training safety: Safety is paramount. The instructor must demonstrate proper safety procedures, in addition to teaching the students.
Responsibility to security: OPNAVINST 5510.1
Responsibility to 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, a revision requires TPP, CCA approval).

Question 5

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

Answer 5

A R C S
Attention: Do something surprising. The vivid descriptions of relevant sea stories.
Relevance: Connecting what they are learning to what they will be doing.
Confidence: Set challenging but achievable goals, building their confidence.
Satisfaction: Feeling good about an experience often serves as its own motivator.

Question 6

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

Answer 6

N A A V I I
Needs & Drives: Lack of something desirable or useful that causes a desire for satisfaction.
Attitudes: Feelings for or against people, objects, or ideas.
Achievements: A strong desire, an aim, a goal or a desired objective.
Values: Student values.
Interests: Person’s view of an activity as worthwhile or enjoyable.
Incentives: Rewards

Question 7

State the ultimate goal of instruction.

Answer 7

To cause students to remain motivated beyond the instructor’s influence and apply what they learned on the job and in other areas of their lives.

Question 8

State and discuss the six laws of learning.

Answer 8

R E E P I R
Law of Readiness: Physically and mentally ready
Law of Exercise: Practice makes perfect
Law of Effect: Emotional reaction of the learner
Law of Primacy: First instructional event often creates a strong, almost unshakeable, impression on the learner.
Law of Intensity: Stimulus (experience) is real, a change in behavior (learning) is far more likely to occur.
Law of Recency: Things learned last will be best remembered.

Question 9

State and discuss five ways of learning.

Answer 9

A T I T I
Association: A comparison of past learning to new learning.
Trail & Error: Discovery learning, Hands-on.
Imitation:
Transfer: Applying past learning to new but somewhat similar situations.
Insight: Unplanned discovery of a solution to a problem, “ah-ha” phenomenon.

Question 10

Discuss how motivation affects student learning.

Answer 10

Motivation often has as much or more impact than scholastic ability.

Question 11

State and discuss the types of sensory learners.

Answer 11

V A K
Visual Learner: 75 percent of our basics.
Auditory Learner:
Kinesthetic Learner: Extension of sensory learning. Blend of all senses with psychomotor and perceptual skills.

Question 12

State and discuss the four basic learning styles.

Answer 12

C A R A
Concrete Learners: Experienced based approach to learning
Abstract Learners: A theory based, analytical approach to learning.
Reflective Learners: Like to observe and reflect.
Active Learners: Taking a step by step approach.

Question 13

Discuss the barriers to effective communication.

Answer 13

L O F E
Lack of common core experience: You are unlikely to find any group in which students have the same common core experiences.
Overuse of abstractions: Concepts, ideas, or words that are not directly related to the subject being discussed.
Fear: One of the greatest barriers to effective communication.
Environmental Factors: Noises and temperature.

Question 14

State and discuss the purpose of an effective communication process.

Answer 14

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 15

Discuss the importance of listening communication skills.

Answer 15

It is an active process of hearing and understanding, which demands concentration and attention.

Question 16

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

Answer 16

F A G R I P 
Force (of delivery)
Articulation
Grammar
Rate of Speech
Inflection
Pauses

Question 17

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

Answer 17

Body movement reinforces, emphasizes, and clarifies, verbally expressed ideas.

Question 18

State and discuss the four purposes of oral questioning.

Answer 18

F A D S 
Focuses attention.
Arouses interest in subject matter.
Drills students on subject matter.
Stimulates students to think.

Question 19

State and discuss the characteristics of a good oral question.

Answer 19

C L U
Clarity of meaning: Do not use trick phrases. Ensure the question being presented convey the true or intended meaning.
Level of instruction: Use simple words, grammar which is correct, and complete sentences.
Use of interrogatives: use the interrogatory at the beginning of your question so the students know a question is being asked.

Question 20

Discuss the types and purpose of oral questions.

Answer 20

F MY CLIT
Factual question: Specific information.
Multiple answer: More than one correct answer.
Yes/No: Can be used to arouse interest.
Canvassing: Determine how many students may already be familiar with the subject.
Leading: Suggests its own answer.
Interest arousing: Used to focus attention.
Thought provoking: Stimulates thinking.

Question 21

State the five steps of the five-step questioning technique.

Answer 21

A P P L E
Ask - the question
Pause
Pick - a student by name
Listen - to answer
Emphasize - correct answer

Question 22

List and discuss the different instructional methods.

Answer 22

L L L D R T G
Lecture: Large amount of information in a short period of time.
Lecture w/ audiovisuals: Includes audio or visual learning aids.
Lesson: Interactive in nature. Used to transfer knowledge or information to the students.
Demonstration: It covers all of the steps your students need in an effective learning sequence.
Role-playing: Assume active roles in a simulated situation.
Team dimensional training (TDT): SVTT
Gaming and Simulation: FATS

Question 23

State and discuss the three parts of a learning objective.

Answer 23

B C S
Behavior: What the student will be able to do.
Condition: The aiding and limiting factors.
Standard: Degree of proficiency will be required.

Question 24

Discuss the two methods of testing and their importance.

Answer 24

K P
Knowledge
Performance

Question 25

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

Answer 25

R A C A R
Recognition: Process of verbatim identification
Application: Ability to use acquired knowledge in a job-related situation.
Comprehension: Understanding of what was taught.
Analysis/Evaluation:
Recall: Students remember and respond exactly as taught.

Question 26

Discuss the different types of performance tests.

Answer 26

P P C
Product: Comparing students to an acceptable completed example.
Process: Students’ ability to correctly follow procedural steps.
Combination: Both process and product measurement.

Question 27

List and describe the primary materials used in presenting instruction.

Answer 27

LP/IS/IMM
Lesson Plan: Front matter, lesson topics
Instruction Sheets: (OJPAID) Outline, job, problem, assignment, information, and diagram.
Instructional Media Material/Visual Media Material:

Question 28

Discuss student feedback/course critique.

Answer 28

Provide feedback to the training and course supervisors on training, curriculum effectiveness, instructor performance, safety, and quality of life issues.

Question 29

Discuss the following programs and include possible actions and responsibilities of an instructor. a. Equal Employment Opportunity (EEO) b. Navy Core Values c. Sexual Harassment d. Diversity

Answer 29

a. Equal opportunities for all genders.
b. Honor, Courage, Commitment
c. Zero Tolerance
d. Race, religion, age, gender, and national origin. Strengthen the capabilities of our Navy Total Force.

Question 30

Discuss the instructor qualification process.

Answer 30

Complete 9502 training and learning centers will direct formal process for certification in technical knowledge and instructional technique.
9502/Indoc/Test/Lecture/IG/2 Practice Evals/1 LSO Eval/ Blue Badge

Question 31

Discuss the instructor disqualification factors and process.

Answer 31

Failing to maintain original screening requirements as well as receiving unsatisfactory evaluations.

Question 32

Discuss the items with your mentor that can be found on the MTS Community of Practice

Answer 32

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