MTS Domain 1

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thegoat56
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107094
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MTS Domain 1
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2011-11-01 12:45:34
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MTS Domain
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Master Training Specialist: Domain 1
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  1. 1A1. State the purpose of the Navy Training System.
    To ensure a systematic approach for determining what to train and how best to accomplish that training.
  2. 1A2. What is the most essential, single link in the training chain?
    An efficient and effective Navy Instructor using the science and art of instruction.
  3. 1A3. State and discuss the three qualities of an efficient and effective instructor.
    • 1. Knowledge
    • 2. Ability
    • 3. Personality
  4. 1A3. State and discuss the three qualities of an efficient and effective instructor.
    Knowledge - Instructor duty indicates that you're the "Subject Matter Expert" in your area of assignment.
  5. 1A3. State and discuss the three qualities of an efficient and effective instructor.
    Ability - You should have two basic types of abilities: Leadership and Instructional.
  6. 1A3. State and discuss the three qualities of an efficient and effective instructor.
    Personality - Gain the respect of your students by displaying a professional attitude toward others and always show a sincere interest in all of your students.
  7. 1A4. Discuss the Instructor's Responsibilities in terms of:
    • a. Responsibility to students
    • b. Responsibility to training safety
    • c. Responsibility to security
    • d. Responsibility to curriculum
  8. 1A4. Discuss the Instructor's Responsibilities in terms of:
    Responsibility to students - teach effectively, set a good example for them to follow, and help them resolve conflicts that hinder their training.
  9. 1A4. Discuss the Instructor's Responsibilities in terms of:
    Responsibility to training safety - maintain safety and supervisory procedures that ensure safe training while providing the realism needed to fulfill fleet operational requirements, within practical limits.
  10. 1A4. Discuss the Instructor's Responsibilities in terms of:
    • Responsibility to security:
    • 1. Never discuss any classified material not in the approved curriculum.
    • 2. Never present or discuss information that carries a higher security classification than that of approved curriculum.
    • 3. Do not incorporate into your course materials any information that carries a higher security classification than that of the approved curriculum. That includes information incorporated into your lesson plan through personalization, student handouts, training materials and test items.
    • 4. Make sure you can account for classified training training materials or references used in the training environment at all times.
    • 5. Immediately report any situation you suspect may constitute a security violation.
  11. 1A4. Discuss the Instructor's Responsibilities in terms of:
    • Responsibility to Curriculum:
    • 1. Curriculum
    • 2. Surveillance
    • 3. Interim Change
    • 4. Change
    • 5. Technical Change
    • 6. Revision
  12. 1A4. Discuss the Instructor's Repsonsibilities:
    Responsibility to Curriculum:
    Curriculum
    1. Curriculum - All training conducted within a school, outlined into specidific topics, along with detailed training objectives
  13. 1A4. Discuss the Instructor's Repsonsibilities:Responsibility to Curriculum:
    Surveillance
    2. Surveillance - A process that provides ongoing evaluation of training or training materials to ensure continued effectiveness and currency of content to meet the training requirements.
  14. 1A4. Discuss the Instructor's Repsonsibilities:
    Responsibility to Curriculum:
    Interim Change
    3. Interim Change - A minor change to correct editorial and typographical errors, teachability, safety, or urgent type commander-issued subjects.
  15. 1A4. Discuss the Instructor's Repsonsibilities:
    Responsibility to Curriculum:
    Change
    4. Change - A modification to training materials that DOES NOT affect course objectives, increase course length, or require additional resources.
  16. 1A5. List the key principles of applying motivation theory in a training situation.
    • NIVAIA
    • Needs and Drives
    • Interests
    • Values
    • Attitude
    • Incentive
    • Achievement
  17. 1A5. Discuss the key principles of applying motivation theory in a training situation.
    Needs and Drives
    • Need - Deficit or lack that causes a desire for satisfaction.
    • Drive - Causes student to behave in a manner that eventually reduces the need and results in satisfaction.
  18. 1A5. Discuss the key principles of applying motivation theory in a training situation.
    Interest
    Person's view of an activity as worthwile or enjoyable for its own sake.
  19. 1A5. Discuss the key principles of applying motivation theory in a training situation. Values
    Values, attitudes, and previous experiences affect the nature and mount of what they learn.
  20. 1A5. Discuss the key principles of applying motivation theory in a training situation. Attitudes
    Consist of feelings for or against people, objects, or ideas.
  21. 1A5. Discuss the key principles of applying motivation theory in a training situation. Incentives
    Stimulate motivation.
  22. 1A5. Discuss the key principles of applying motivation theory in a training situation. Achievement
    Strong desire, a longing, an aim, a goal, or a desired objective.
  23. 1A6. List five techniques which can assist in developing motivational strategies for instruction.
    • FIGPI
    • Make the subject matter interesting.
    • Establish goals.
    • Provide informative feedback.
    • Show interest in your students.
    • Encourage participation.
  24. 1A6. Discuss the five techniques which can assist in developing motivational strategies for instruction.
    Interesting
    Plan motivational strategies to keep the lesson interesting.
  25. 1A6. Discuss the five techniques which can assist in developing motivational strategies for instruction.
    Goals
    Come directly from the learning objectives.
  26. 1A6. Discuss the five techniques which can assist in developing motivational strategies for instruction.
    Feedback
    Students need this when they are trying to meet goals.
  27. 1A6. Discuss the five techniques which can assist in developing motivational strategies for instruction.
    Interest in your students
    Give students detailed feedback when they respond to a question or perform some task related to instructional objectives.
  28. 1A6. Discuss the five techniques which can assist in developing motivational strategies for instruction.
    Participation
    Be open to student contributions and points of view.
  29. 1A7. State the ULTIMATE goal of instruction.
    To motivate the students to achieve course objectives and to cause students to remain motivated beyond the training environment and apply what was learned to their jobs in the fleet.
  30. 1A8. State five different ways of learning.
    • ATITI
    • Imitation
    • Trial and Error
    • Association
    • Insight
    • Transfer
  31. 1A8. Discuss the five different ways of learning.
    Imitation
    In a training environment, for students to observe others (instructors) and to imitate their behavior is natural.
  32. 1A8. Discuss the five different ways of learning.
    Trial and Error
    Discover learning, learning by doing.
  33. 1A8. Discuss the five different ways of learning.
    Association
    Comparison of past learning to a new learning situation.
  34. 1A8. Discuss the five different ways of learning.
    Insight
    Occurs when the learner suddenly grasps the way elements of a problem situation are connected.
  35. 1A8. Discuss the five different ways of learning.
    Transfer
    Process of applying past learning to new but somewhat similar
  36. 1A9. State the five laws of learning.
    • REPIE
    • Law of Readiness
    • Law of Effect
    • Law of Primacy
    • Law of Exercise
    • Law of Intensity
  37. 1A9. Discuss The five laws of learning.
    Law of Readiness
    Students learn best when they are physically, mentally, and emotionally ready to learn.
  38. 1A9. Discuss The five laws of learning.
    Law of Effect
    An individual learns best those things which result in satisfying consequences.
  39. 1A9. Discuss The five laws of learning.
    Law of Primacy
    Students retain information they learn for the first time longer than they retain information they must relearn.
  40. 1A9. Discuss The five laws of learning.
    Law of Exercise
    Students learn best and retain information longer when they have meaningful practice and repetition.
  41. 1A9. Discuss The five laws of learning.
    Law of Intensity
    A vivid experience is learned better and retained longer.
  42. 1A10. Discuss how motivation affects student learning.
    • The single most important factor in a student's educational advancement is motivation.
    • Often has as much or more impact than scholarship ability.
  43. 1A11. State six common characteristics all students possess.
    • Maturity
    • Recognition
    • Desire to Succeed
    • Ability to Evaluate
    • Failure
    • Fair Play
  44. 1A11. Discuss the six common characteristics all students possess.
    Maturity
    Belief in their maturity. Your students want to be treated as adults.
  45. 1A11. Discuss the six common characteristics all students possess.
    Recognition
    Basic human need both in and out of the classroom. Provides instructors with great opportunities to motivate students.
  46. 1A11. Discuss the six common characteristics all students possess.
    Desire to Succeed
    No students come to class wanting to fail. Use this desire to help them move from success to success.
  47. 1A11. Discuss the six common characteristics all students possess.
    Ability to Evaluate
    Students are quick to form opinions. Students evaluate everything, especially instructors.
  48. 1A11. Discuss the six common characteristics all students possess.
    Failure
    Everyone makes status.
  49. 1A11. Discuss the six common characteristics all students possess.
    Fair Play
    Students have a high regard for instructors who show fair play. Treat all learners fairly, equally, and as adults.
  50. 1A12. State the four basic learning styles.
    • Concrete
    • Active
    • Reflective Learners
    • Abstract
  51. 1A12. Discuss the four basic learning styles.
    Concrete
    • Experience-based approach
    • Rely heavily on their own feelings
    • Personal involvement is the key
    • Learn best by imitation
  52. 1A12. Discuss the four basic learning styles.
    Active
    • Learn by becoming involved
    • Active Step-By-Step approach
    • Small Group Discussions
    • Structured Exercises
    • Problem Solving Approach
    • Experimenters
  53. 1A12. Discuss the four basic learning styles.
    Reflective Learners
    • Observe and Reflect
    • Lectures
    • Films
    • Reading
    • Impartial observer
  54. 1A12. Discuss the four basic learning styles.
    Abstract
    • Theory-base, analytical
    • Lectures by experts
    • Theoretical reading
    • Case studies
    • Activities that require solitary thinking
    • "THEORY" behind subject matter
  55. 1A13. Discuss the barriers to effective communication.
    Lack of Common Core Experience
    Unlikely to find any group of students that have the same common core experience.
  56. 1A13. Discuss the barriers to effective communication.
    Overuse of Abstractions
    Avoid using concepts, ideas, or words that are not directly related to the subject being discussed, speak in CONCRETE terms.
  57. 1A13. Discuss the barriers to effective communication.
    Fear
    Greatest barrier to effective communication (showing ignorance, disapproval, losing status, fear of judgement).
  58. 1A13. Discuss the barriers to effective communication.
    Environmental Factors
    Temperature of the room, color of walls, uncomfortable seats, location of pictures or illustrations, and arrangement of students.
  59. 1A14. State and discuss the purpose of the 3-Step communication process.
    Involves the message being sent and received (verbal or non-verbal) and the element of feedback to ensure message was sent and received.
  60. 1A15. Discuss why listenning is one of the most important communication skills.
    An active process that demands concentration and attention. Be alert to non-verbal behaviors of your students. Effective listening depends on motivation and YOU are the prime motivator.

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