MTS 102 Instructor Fundamentals Flashcards
State the purpose of the Navy Training System.
To ensure a systematic approach for what and how best to train.
Define the most essential, single link in the training chain.
The instructor.
State and discuss the three qualities of an efficient and effective instructor.
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.
Discuss the Instructor’s responsibilities in terms of: Responsibility to students; training safety; curriculum
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).
List and discuss the four principles of John Keller’s model of motivational theory.
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.
List and discuss the key principles of applying motivation theory in a training situation.
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
State the ultimate goal of instruction.
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.
State and discuss the six laws of learning.
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.
State and discuss five ways of learning.
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.
Discuss how motivation affects student learning.
Motivation often has as much or more impact than scholastic ability.
State and discuss the types of sensory learners.
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.
State and discuss the four basic learning styles.
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.
Discuss the barriers to effective communication.
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.
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. The communication process consists of a sender, a message, a delivery vehicle, and a receiver.
Discuss the importance of listening communication skills.
It is an active process of hearing and understanding, which demands concentration and attention.
Describe six factors that must be considered in planning instructional delivery.
F A G R I P Force (of delivery) Articulation Grammar Rate of Speech Inflection Pauses
State and discuss the importance of body movement as an important part of successful communication.
Body movement reinforces, emphasizes, and clarifies, verbally expressed ideas.
State and discuss the four purposes of oral questioning.
F A D S Focuses attention. Arouses interest in subject matter. Drills students on subject matter. Stimulates students to think.
State and discuss the characteristics of a good oral question.
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.
Discuss the types and purpose of oral questions.
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.
State the five steps of the five-step questioning technique.
A P P L E Ask - the question Pause Pick - a student by name Listen - to answer Emphasize - correct answer
List and discuss the different instructional methods.
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
State and discuss the three parts of a learning objective.
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.
Discuss the two methods of testing and their importance.
K P
Knowledge
Performance
Explain the five learning levels a knowledge test item may test.
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.
Discuss the different types of performance tests.
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.
List and describe the primary materials used in presenting instruction.
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:
Discuss student feedback/course critique.
Provide feedback to the training and course supervisors on training, curriculum effectiveness, instructor performance, safety, and quality of life issues.
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
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.
Discuss the instructor qualification process.
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
Discuss the instructor disqualification factors and process.
Failing to maintain original screening requirements as well as receiving unsatisfactory evaluations.
Discuss the items with your mentor that can be found on the MTS Community of Practice
MTS CoP - MTS program manager, all applicable instructions, MTS PQS,certificate requests, program description, and feedback.
