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1. A1 State the purpose of the Navy Training
The purpose of the Navy Training System is to ensure a systematic approach for determining what to train and how best to accomplish that training.
The Navy’s approach has 3 distinct but interrelated elements:
- Preparation of Training. The Navy must determine training requirements; develop training; and train instructors, curriculum developers, and training managers.
- Delivery of Training. The responsibility of the instructor/CS and CCMM of a Navy Training course is to help the student to learn.
- Evaluation of training. Measuring the effectiveness of the Navy’s training programs. Evaluation is normally divided into internal evaluation and external evaluation.
1. A2 What is the most essential, single link in the training chain?
The Instructor. The instructor must simplify the learning process for students of varied backgrounds and experience.
1. A3 State and discuss the three qualities of an efficient and effective instructor.
- Knowledge. You must be thoroughly familiar with the subject.
- Ability. Two types: Leadership and Instructional
- (Leadership) - Skills consist of planning and organizing.
- (Instructional) - Knowing and applying principles, methods, and techniques of instruction.
- Personality. Defined as the pattern of collective character, behavioral, temperamental, emotional and mental traits of an individual. D I K B T M
1. A4 Discuss the Instructor's responsibilities.
- Responsibility to students - Is to teach effectively, set a good example for them to follow, and help them resolve conflicts that hinder their training
- Responsibility for training safety - You must demonstrate proper safety procedures / safety of personnel you train.
- Responsibility for security - Never discuss, present, incorporate classified material not in the approved Curriculum. Responsibility for curriculum - is an ongoing effort to ensure the course curriculum is both current and accurate.
1.A5 List & discuss the key principles of applying motivation theory in a training situation.
- Needs and drives - They lack something that causes a desire for Satisfaction.
- Interests - A person’s view of an activity as worthwhile or enjoyable for its own sake.
- Attitudes - Consist of feelings for or against people, objects, or ideas.
- Values - Values, attitudes and previous experiences affect the nature and the amount a student learns.
- Incentives - (Rewards)
- Achievement - a strong desire, a longing, an aim, or goal.
1. A7 State the ultimate goal of instruction.
To cause students to remain motivated beyond the instructors influence and apply what they have learned on the job.
1. A8 State and discuss five different ways of learning.
Imitation. (Observing others)
Trial and error. (AKA Discovery Learning) is learning by doing.
Association. Is a comparison of past learning to a new learning situation.
Insight. (Ah-ha phenomenon)
Transfer. Applying past learning to new but similar situations.
1.A9 State and discuss the six laws of learning.
: they are physically and mentally prepared to learn.
Primacy: information they learn for the first time longer than they retain information they must relearn.
- Effect: An individual learns best those things, which result in
- satisfying consequences.
that practice makes perfect.
Intensity: A vivid experience
The things learned last will be best remembered.
1. A10 Discuss how motivation affects student learning.
Motivation is one of the hardest to get a handle on or channel effectively.
1. A12 State and discuss the four basic learning styles.
- Concrete. An experience based approach
- Reflective. Like to observe and reflect (comparison and contrasts)
- Abstract . Theory-based, analytical approach. Learn best from lectures, readings.
- Active. Being involved with a step-by-step approach. (Learn by trial and error)
1. A13 Discuss the barriers to effective communication.
(NAVEDTRA 134A Chapter 5 Pg 54-56)
- Lack of common core experience
- Overuse of abstractions
- Environmental factors
1. A14 State and discuss the purpose of the 3-step communication process.
- Sending a message. 4 elements involved:
- 1. Formulate
- 2. Consider possible barriers (internal experience, terms,
- feelings towards subject or students) (external barriers are
- also considered)
- 3. Encode (words you want to use)
- 4. Communication message.
- Receiving the message. 4 elements involved:
- 1. Hearing/seeing message
- 2. Consider possible barriers (experience level, understanding of terms, attitude towards material or sender),
- 3. Decodes throughout the use of mental images
- 4. Interprets message.
- Feedback Takes several forms, provides information on success of communicating message. (ie. Ask questions, or have them ask questions).Verbal/ Non-verbal behavior also provides clues to understanding (facial expression, body movements). Avoid close-ended questions.
1. A15 Discuss why listening is one of the most important communication skills.
Listening is one of the most important skills, it is and active process of hearing and understanding that demands consentration and attention
1. A16 Describe five factors that must be considered in planning instructional delivery technique.
Grammar (the correct usage of spoken or written words)
Inflection (a change in the normal pitch or tone of the speakers voice)
Rate of speech (do not speak too slow or too rapidly)
Articulation (understandable speech that is a achieved by enunciation and pronunciation)
Force (combines the volume or carrying power of the voice with the demonstrated vitality, strength and conviction of the speaker)
1. A17 State and discuss the importance of body movement as an important part of successful communication.
Body movement reinforces, clarifies, and emphasizes verbally expressed ideas.
1. A18 State and discuss the four purposes of oral questioning.
- Focuses attention upon a particular area of the subject matter.
- Arouses interest in the subject matter.
- Drills students on subject matter they must recall precisely (ie. terminology, functions of parts, and safety precautions)
- Stimulate thinking. Not only is this the primary purpose, it also provides you with the practical means for establishing the level of instruction.
1.A19 State and discuss the characteristics of a good oral question.
- Level of instruction. Use simple words, correct grammar,
- and complete sentences.
- Use of interrogative. Use the interrogative word or phrase at the beginning of your question, student will know you are asking them a question (i.e. Who, what, where, when, why and how)
- Clarity of meaning. Make sure the wording conveys the
- true meaning or intended meaning.
1.A20 Discuss the types of oral questions and their purposes.
- Leading. One that suggests its own answer.
- Multiple answer. Has more than one correct answer.
- Factual. Ask for specific information, primary purpose is to help memorize facts.
- Canvassing. Helps determine who is familiar with subject.
- Interest arousing. purpose is to focus attention and get them thinking about the subject you are about to present.
- Thought provoking. stimulates thinking. Should be repared in advance.
- Yes/No. Has value in arousing interest
1. A21 State the steps of the five-step questioning technique.
- - Ask the question
- - Pause
- - Pick a student
- - Listen to and evaluate the students answer.
- - Emphasize the correct answer
1. A22 List and discuss the different instructional methods.
L3 DR TGB FC
- - Lecture
- - Lecture with audio-visual
- - Lesson
- - Demonstration
- - Role-playing
- - Team Dimensional Training (TDT)
- - Gaming and Simulation
- - Facilitation
- - Case studies
- - Blended Learning
1.A23 State and discuss the three parts of a learning objective.
- Behavior. What the learner should be able to do on completion of learning
- Condition. Aiding or limiting factors imposed in satisfying performance requirements and degree of interaction with the environment and the learner.
- Standard. Specifies the criteria the performance must meet.
What is Enabling Objectives?
Enabling Objectives are specific statements of the behavior to be exhibited, the condition(s) under which it is to be exhibited and the standard to which it will be performed. EO’s contain conditions and standards appropriate to the training environment including knowledge and skills to support a TO. EO’s are a learning objective that he trainee may accomplish at any point in the course after receiving appropriate training. EO’s directly support the achievement of a TO and may support other EO’s
1. A24 Discuss the two methods of testing and their importance.
Knowledge. Used to determine if students obtained required knowledge to perform required applications to meet Terminal Objectives.
Performance. Used to determine if students could successfully put knowledge acquired to application in order to meet Terminal Objectives. (Both tests are used to determine if Learning Objectives have been met).
1. A25 Explain the five learning levels a knowledge test item may test.
- Recognition. Verbatim identification of terms, facts, ethods,
- principles, procedures, and objects.
Verbatim remembering specific terms, facts, rules, methods, procedures, and principles.
. Understanding what was taught.
. Ability to use acquired knowledge in job related situations.
Analysis is the understanding of elements of data. Evaluation involves judgment of the value or effectiveness of procedures or solutions
Types of Knowledge Tests:
- Multiple-choice. Most versatile. Used to test all learning levels.
- True/False. Two response multiple choice, test recognition, comprehension, application, and evaluations.
- Matching. Consists of two lists containing related words, Phrases or symbols.
- Completion. Is a free response type that must supply the missing information from memory.
- Essay. Answer questions with an original written response.
- Disadvantage: Time consuming and difficult to score.
1.A26 Discuss the different types of performance tests.
Process. Measures well-defined steps, which the trainee must integrate or sequentially perform for the process to be done correctly.
Product. Places importance on the final product or result.
1. A27 List and describe the three primary materials used in presenting instruction.
Instructional Media Material