| A | B |
|---|
| STATE THE MANUAL NUMBERS IN THE CURRENT NAVEDTRACOM 130 SERIES. | 130, 131, 134 and 135 |
| LIST THE DUTIES AND RESPONSIBILITIES OF THE CNO | PROVIDES POLICY FOR IMPLEMENTING & SUPPORTING D.O.N GOALS STRATEGIC GOALS REGARDING HUMAN RESOURCES, EDUCATION AND TRAINING. |
| Describe the “A” classes of specialized training | Provides Basic Knowledge and Skills required to prepare for entry level performance. NEC not normally awarded. |
| Describe the "C” classes of specialized training | Provide Advanced specialized skills and Knowledge required to fill a particular billet. NEC awarded. |
| Describe the “F” classes of specialized training | Individual Functional Skills or Rating Specific Training No NEC awarded. |
| NAVEDTRACOM 130 is | TASKED BASED CURRICULUM DEVELOPMENT MANUAL |
| NAVEDTRACOM 131 is | PERSONAL PERFORMANCE PROFILE BASED CURRICULUM DEVELOPMENT MANUAL |
| NAVEDTRACOM 134 is | NAVY INSTRUCTOR MANUAL |
| NAVEDTRACOM 135 is | NAVY SCHOOL MANAGEMENT MANUAL |
| DUTIES AND RESPONSIBILITIES OF THE CNO | PROVIDES POLICY FOR IMPLEMENTING & SUPPORTING D.O.N GOALS STRATEGIC GOALS |
| DUTIES AND RESPONSIBILITIES OF NETC | ASSESSMENT OF FORMAL TRAININGSTANDARDIZATION OF TRAINING IDENTIFIES COST EFFECTIVE TRAINING MEANS |
| DUTIES AND RESPONSIBILITIES OF THE FUNCTIONAL COMMANDER | RESPONSIBLE FOR MONITORING & SUPPORTING SUBORDINATE COMMANDS IN CARRYING OUT PORCEDURES FOR ENSURING QUALITY TRAINING. |
| DUTIES AND RESPONSIBILITIES OF THE CCA | NORMALY A CNET DESIGNATED FUNCTIONAL COMMANDER THAT APPROVES INSTRUCTIONAL METHODS AND MATERIALS AND OPERATES AND MAINTAINS ASSIGNED COURSES |
| DUTIES AND RESPONSIBILITIES OF THE CCMM: | PRI RESPONSIBILITES FOR DEVELOPS, REVISES & MAINTAINS A COURSE |
| DUTIES AND RESPONSIBILITIES OF THE PARTICIPATING ACTIVITY | ASSISTS CCMM IN DEVELOPING AND REVISING A COURSE, MAINTAINS MASTER COPY OF ALL TRAINING MATERIALS, CONDUCTS FORMAL COURSE REVIEWS, INCORPORATES TRAINING MATERIAL MODIFICATIONS RECEIVED FROM THE CCMM, |
| STATE THE MINIMUM REQUIREMENTS FOR INSTRUCTOR CERTIFICATION | COMPLETE COMMANDS INDOC, ATTEND THE COURSE or SEGMENT, RECEIVE 3 SAT INSTUCT EVALS |
| HOW OFTEN IS TRAINING ON SAFETY REQUIRED FOR ALL STAFF? | QUARTERLY |
| ACADEMIC ATTRITION IS? | STUDENT IS UNABLE TO ACHIEVE THE LEARNING OBJECTIVES OF THE COURSE |
| NON-ACADEMIC ATTRITION IS? | ADMINISTRATIVE DECISIONS THAT ARE NOT A RESULT OF ACADEMIC PERFORMANCE. IE: DISCIPLINARY/MEDICAL. |
| WHEN ARE ACADEMIC REVIEW BOARDS REQUIRED? | GRADE IS BELOW MINIMUM PASSING, o PERFORMANCE IS BELOW THE EXPECTED ACADEMIC PERFORMANCE, o TEST FAILURE AFTER ACADEMIC SETBACK, o TEST FAILURE AFTER REMEDIATION |
| WHAT GRADE WILL BE ASSIGNED TO A RETEST IF THE STUDENT PASSES THE MATERIAL RETESTED? | MINIMUM PASSING GRADE FOR THE COURSE |
| STATE THE SIX PHASES OF CURRICULUM DEVELOPMENT | PLAN, ANALYZE, DESIGN, DEVELOP, IMPLEMENT, EVALUATE |
| WHAT IS THE ACRONYM FOR THE SIX PHASES OF CURRICULUM DEVELOPMENT | PADDIE |
| WHO DETERMINES WHAT STANDARD WILL BE USED FOR A CURRICULUM REVISION? | CCA- CURRICULUM CONTROL AUTHORITY |
| WHO IS RESPONSIBLE FOR MAINTAINING A COURSE AUDIT TRAIL? | CCMM, COURSE CURRICULUM MODEL MANAGER. |
| WHO IS RESPONSIBLE FOR MAINTAINING A COURSE MASTER RECORD? | CISO, CURRICULUM INSTRUCTIONAL STANDARDS OFFICE. |
| THE TWO PURPOSES OF INSTRUCTOR EVALUATIONS. | ENSURE TECHNICAL QUALIFICATION OF THE INSTRUCTOR AND ENSURE THE INSTRUCTOR USES THE MOST EFFECTIVE TEACHING STYLE TO ACCOMPLISH TRAINING. |
| THE STUDENT CRITIQUE PROGRAM IS DIVIDED INTO WHAT THREE AREAS? | 1. CRITIQUE OF THE INSTRUCTOR 2. CRITIQUE OF THE COURSE 3. QUALITY OF LIFE ISSUES |
| FORMAL COURSE REVIEWS WILL BE CONDUCTED. | ANNUALLY, SEMI- ANNUALLY, BI-ANNUALLY OR TRI-ANNUALLY AS DETERMINED BY THE CCA. |
| IN NO CASE SHALL THE FORMAL COURSE REVIEW CYCLE EXCEED | THREE YEARS |
| NAME THE FIVE TYPES OF TESTS. | 1. PRE-TEST 2. PROGRESS TEST 3. COMPREHENSIVE TEST 4. QUIZ 5. ORAL TEST |
| CLASSROOM INSTRUCTOR EVALUATION IS DIVIDED INTO WHAT FOUR AREAS? | 1. INTRODUCTION 2. PRESENTATION 3. INSTRUCTOR/STUDENT INTERACTION 4. SUMMARY |
| THE LABORATORY INSTRUCTOR EVALUATION IS DIVIDED INTO WHAT THREE AREAS? | 1. INSTRUCTOR PERFORMANCE, 2 STUDENT PERFORMANCE 3 FACILITIES |
| STATE THE PURPOSE OF THE NAVY TRAINING SYSTEM PLAN. | ENSURE A SYSTEMATIC APPROACH FOR DETERMINING WHAT TO TRAIN AND HOW TO ACCOMPLISH THAT TRAINING. |
| WHAT IS THE MOST ESSENTIAL LINK IN THE TRAINING CHAIN? | THE INSTRUCTOR |
| STATE THE THREE QUALITIES OF AN EFFICIENT AND EFFECTIVE INSTRUCTOR. | KNOWLEDGE, ABILITY, AND PERSONALITY |
| WHAT IS THE ACRONYM FOR THE THREE QUALITIES OF AN EFFICIENT AND EFFECTIVE INSTRUCTOR. | KAP |
| AN INSTUCTOR SHOULE HAVE YOUS SHOULD HAVE 2 BASIC TYPES OF ABILITIES WHICH ARE | LEADERSHIP AND INSTRUCTIONAL ABILITY |
| WHAT ARE SOME RESPONSIBILITIES OF AN INSTRUCTOR | RESPONSIBILITY TO STUDENTS, TO TRAINING SAFETY, FOR SECURITY, FOR CURRICULUM |
| THE INSTRUCTORS RESPONSIBILITIES IN TERMS OF; TO STUDENTS | TEACH EFFECTIVELY, SET POSITIVE EXAMPLE FOR THEM TO FOLLOW, HELP THEM RESOLVE CONFLICTS THAT HINDER THEIR TRAINING. |
| THE INSTRUCTORS RESPONSIBILITIES IN TERMS OF SECURITY; | NEVER DISCUSS CLASSIFIED MATERIAL NOT IN THE APPROVED CURRICULUM, NEVER PRESENT OR DISCUSS INFORMATION THAT CARRIES A HIGHER SECURITY CLASSIFICATION THAN THAT OF THE APPROVED CURRICULUM, ACCOUNT FOR CLASSIFIED TRAINING MATERIALS OR REFERENCES USED IN THE TRAINING ENVIROMENT AT ALL TIMES. NEVER SAY OR DO ANYTHING THAT WILL DOWN PLAY THE IMPORTANCE OF THE SECURITY OF CLASSIFIED MATERIALS. |
| THE INSTRUCTORS RESPONSIBILITIES IN TERMS OF CURRICULUM | IS AN ONGOING EFFORT TO ENSURE THE COURSE CURRICULUM IS BOTH CURRENT AND ACCURATE. ANY DEFICIENCY NOTED AS A RESULT OF SURVEILLANCE REQUIRES A CHANGE TO THE CURRICULUM OR TRAINING. |
| THE INSTRUCTORS RESPONSIBILITIES IN TERMS OF TRAINING SAFETY, RESPONSIBILITY FOR SECURITY, RESPONSIBILITY FOR CURRICULUM | THERE IS NO GREATER RESPONSIBILITY AS AN INSTRUCTOR THAN THAT RELATED TO THE SAFETY OF THE PERSONNEL YOU TRAIN. |
| WHAT IS THE ACRONYM FOR THE KEY PRINCIPALS TO APPLYING MOTIVATIONAL THEORY IN A TRAINING SITUATION. | NAAVII |
| DISCUSS THE KEY PRINCIPALS TO APPLYING MOTIVATIONAL THEORY IN A TRAINING SITUATION FOR NEEDS AND DRIVES: | STUDENTS NEED OR DESIRE TO BELONG TO A GROUP OR TEAM. |
| DISCUSS THE KEY PRINCIPALS TO APPLYING MOTIVATIONAL THEORY IN A TRAINING SITUATION FOR ACHIEVEMENT: | STRONG DESIRE TO SUCCEED, OBTAIN A GOAL. |
| DISCUSS THE KEY PRINCIPALS TO APPLYING MOTIVATIONAL THEORY IN A TRAINING SITUATION FOR ATTITUDE: | FEELINGS FOR OR AGAINST PEOPLE & IDEAS. POSITIVE ATTITUDES PROMOTE LEARNING |
| DISCUSS THE KEY PRINCIPALS TO APPLYING MOTIVATIONAL THEORY IN A TRAINING SITUATION FOR VALUES: | EVERYONE HAS VALUES, LEARN HOW TO ALIGN THEIR VALUES WITH THE NAVY’S |
| DISCUSS THE KEY PRINCIPALS TO APPLYING MOTIVATIONAL THEORY IN A TRAINING SITUATION FOR INTEREST: | VIEW ACTIVITIES AS WORTHWHILE OR ENJOYABLE FOR ITS’S OWN SAKE. |
| DISCUSS THE KEY PRINCIPALS TO APPLYING MOTIVATIONAL THEORY IN A TRAINING SITUATION FOR INCENTIVE: | USING REWARDS TO STIMULATE MOTIVATION. |
| WHAT IS THE ACRONYM FOR THE FIVE TECHNIQUES WHICH CAN ASSIST IN DEVELOPING MOTIVATIONAL STRATEGIES FOR INSTRUCTION. | MEPSE |
| AS AN INSTRUCTOR MAKE THE SUBJECT MATTER INTERESTING MEANS: | PLAN MOTIVATIONAL STRATEGIES TO KEE THE LESSON INTERESTING. |
| AS AN INSTRUCTOR ESTABLISH GOALS MEANS | SHOULD COME FROM THE LEARNING OBJECTIVES. MAKE SURE YOU PRESENT THE OBJECTIVES FOR EACH BLOCK OF INSTRUCTION SO THE STUDENTS WILL UNDERSTAND EXACTLY WHAT THEY ARE EXPECTED TO BE ABLE TO DO AS A RESULT OF TRAINING. |
| AS AN INSTRUCTOR PROVIDE INFORMATIVE FEEDBACK MEANS; | RECOGNIZING GOOD PREFORMANCE AND POINTING OUT AREAS THAT NEED IMPROVEMENT CONTRIBUTE TO EFFECTIVE LEARNING.. |
| AS AN INSTRUCTOR SHOW INTEREST IN YOUR STUDENTS MEANS | GIVE STUDENTS DETAILED FEEDBACK WHEN THEY RESPOND TO A QUESTION OR PERFORM SOME TASK RELATED TO INSTRUCTIONAL OBJECTIVES. |
| AS AN INSTRUCTOR ENCOURAGE PARTICIPATION MEANS: | YOU SHOULD BE OPEN TO STUDENT CONTRIBUTIONS AND PONTS OF VEW. STUDENTS BRING MANY DIFFERENT EXPERIENCES TO THE LEARING ENVIRONMENT. USE THESE EXPERIENCES TO STIMULATE INTEREST AND ADD VARIETY TO LEARNING. |
| STATE THE ULTIMATE GOAL OF INSTRUCTION | TO CAUSE THE STUDENT TO REMAIN MOTIVATED BEYOND THE INFLUENCE OF THE INSTRUCTOR AND TO APPLY WHAT THEY LEARNED TO THEIR JOB. |
| WHAT IS THE ACRONYM FOR THE FIVE DIFFERENT WAYS OF LEARNING | TITIA |
| STATE THE FIVE DIFFERENT WAYS OF LEARNING | 1. TRIAL AND ERROR 2. IMITATION 3. TRANSFER |
| EXPLAIN TRIAL AND ERROR IN LEARNING | SOMETIMES REFERED TO AS DISCOVERY LEARNING, TRIAL AND ERROR IS LEARNING BY DOING. STUDENTS CAN ACHIEVE SUCCESS SOONER IF YOU SET A PROPER EXAMPLE FOR THEM TO IMITATE. |
| EXPLAIN IMITATION IN LEARNING | IN A TRAINING ENVIROMENT, FOR STUDENTS TO OBSERVE OTHERS (PRIMARILY THE INSTRUCTOR) AND TO IMITATE THEIR BEHAVIOR IS NATURAL. |
| EXPLAIN TRANSFER IN LEARNING | THE PROCESS OF APPLYING PAST LEARNING TO A NEW BUT SOMEWHAT SIMILAR SITUATIONS. |
| EXPLAIN INSIGHT IN LEARNING | IS THE UNDERSTANDING THAT THE WHOLE IS MORE THAN THE SUM OF THE PARTS. LEARNING BY INSIGHT OCCURS WHEN THE LEARNER SUDDENLY GRASPS THE WAY ELEMENTS OF A PROBLEM SITUATION ARE CONNECTED. |
| EXPLAIN ASSOCIATION IN LEARNING | COMPARISON OF PAST LEARNING TO A NEW LEARNING SITUATION. |
| WHAT IS THE ACRONYM FORTHE FIVE LAWS OF LEARNING | REPIE |
| WHAT ARE THE STATE THE FIVE LAWS OF LEARNING | 1. READINESS 2. EFFECT 3. PRIMACY 4. INTENSITY 5. EXERCISE |
| WHAT IS THE SINGLE MOST IMPORTANT FACTOR IN A STUDENTS EDUCATIONAL ADVANCEMENT. | MOTIVATION |
| MOTIVATION OFTEN HAS A | MUCH OR MORE IMPACT THAN SCHOLASTIC ABILITY. STUDENTS BRING DIFFERENT ABILITIES AND EXPERIENCE LEVELS TO THE TRAINING ENVIRONMENT. MOTIVATION OR LACK THEREOF MANY TIMES DETERMINES WHETHER OR NOT A STUDENT MASTERE THE COURSE OBJECTIVE |
| WHAT IS THE FIVE LEARNING SENSES IN THEIR ORDER OF IMPORTANCE TO THE INSTRUCTIONAL ENVIRONMENT. | SIGHT, HEARING, TOUCH, TASTE AND SMELL |
| EXPLAIN SIGHT AS IT PERTAINS TO LEARNING SENSES | CONSIDERED TO BE THE MOST IMPORTANT SENSE, ACCOUNTS FOR 75% OF OUR BASIC LEARNING. SEEING IS BELIEVING |
| EXPLAIN HEARING AS IT PERTAINS TO LEARNING SENSES | 2ND MOST IMPORTANT, ACCOUNTS FOR A LARGE PERCENTAGE OF THE REMAINING SENSORY LEARNING CAPACITY. |
| EXPLAIN TOUCH AS IT PERTAINS TO LEARNING SENSES | IMPORTANT BY ITSELF, TAKES ON A LARGER ROLE WHEN COMBINED WITH OTHER SENSES |
| EXPLAIN TASTE AND SMELL AS IT PERTAINS TO LEARNING SENSES | SMELL WHICH IS CLOSELY ASSOCIATED WITH TASTE, IS VERY STRONG AND PRIMITIVE IN NATURE. IT IS PART OF OUR HUMAN WARNING SYSTEM. |
| WHAT SIX COMMON CHARACTERISTICS ALL STUDENTS POSSESS. | MATURITY, BASIC DESIRE TO SUCCEED, ABILITY TO EVALUATE, FALLIBILITY, SENSE OF FAIR PLAY, RECOGNITION |
| EXPLAIN MATURITY AS IT PERTAINS TO CHARACTERISTICS OF STUDENTS | WANT TO BE TREATED AS ADULTS HOLD THEM ACCOUNTABLE FOR THEIR ACTIONS. DEMAND AN ADULIT LEVEL OF WORK FROM EACH STUDENT. |
| EXPLAIN BASIC DESIRE TO SUCCEED AS IT PERTAINS TO CHARACTERISTICS OF STUDENTS | NONE OF YOUR STUDENTS COME TO CLASS WANTING TO FAIL. USE THIS CHARACTERISTIC TO ITS STRONGEST ADVANTAGE BY STRIVING TO HELP STUDENTS MOVE FROM SUCCESS TO SUCCESS. SUCCESS BREEDS SUCCESS. |
| EXPLAIN THE ABILITY TO EVALUATE AS IT PERTAINS TO CHARACTERISTICS OF STUDENTS | QUICK TO FORM OPINIONS WHAT DO STUDENTS EVALUATE? EVERYTHING; ESPECIALLY YOU THE INSTRUCTOR. |
| EXPLAIN FALLIBILITY AS IT PERTAINS TO CHARACTERISTICS OF STUDENTS | EVERYONE MAKES MISTAKES. REMEMBER THAT AS AN INSTRUCTOR SO THAT YOU DON’T LOSE PATIENCE WHEN STUDETNS MAKE MISTAKES. |
| EXPLAIN SENSE OF FAIR PLAY AS IT PERTAINS TO CHARACTERISTICS OF STUDENTS | STUDENTS HAVE A HIGH REGARD FOR INSTRUCTORS WHO SHOW A SENSE OF FAIR PLAY. |
| EXPLAIN RECOGNITION AS IT PERTAINS TO CHARACTERISTICS OF STUDENTS | THIS CHARACTERISTIC PROVIDES INSTRUCTORS WITH GREAT OPPORTUNITIES TO MOTIVATE STUDENTS TO LEARN. WE ARE NOT TALIKING ABOUT SPECIAL LIBERTY, BUT MERELY GIVING SIMPLE RECOGNITION FOR A JOB WELL DONE. |
| WHAT IS THE ACRONYM FOR FOUR LEARNING STYLES. | ARCA |
| STATE AND DISCUSS THE FOUR LEARNING STYLES | ABSTRACT, REFLECTIVE, CONCRETE, ACTIVE |
| EXPLAIN ABSTRACT AS IT PERTAINS TO LEARNING STYLES | PREFER THEORY BASED ANALYTICAL APPROACH TO LEARNING. THEY LEARN BEST FROM LECTURES BY EXPERTS, THEORETICAL THINKING, CASE STUDIES, AND ACTIVITIES THAT REQUIRE SOLITARY THINKING. |
| EXPLAIN REFLECTIVE AS IT PERTAINS TO LEARNING STYLES | LIKE TO OBSERVE AND REFLECT ON PAST EXPERIENCES (MAKE COMPARISIONS AND CONTRASS) BEFORE DRAWING CONCLUSIONS. THEY LEARN BEST FROM LECTURES, FILMS AND READING |
| EXPLAIN CONCRETE AS IT PERTAINS TO LEARNING STYLES | PREFER AN EXPERIENCE-BASED APPROACH TO LEARNING. RELY ON THEIR FEELINGS AND PROFESSIONAL JUDGMENT. |
| EXPLAIN ACTIVE AS IT PERTAINS TO LEARNING STYLES | PREFER TO LEARN BY BECOMING INVOLVED WITH THE SUBJECT AND TAKING ANY ACTIVE STEP-BY-STEP APPROACH. THEY LEARN BEST FROM SMALL GROUP DISCUSSIONS, STRUCTURED EXERCISES AND PROBLEM-SOLVING APPROACHES |
| WHAT IS THE ACRONYM FOR BARRIERS OF EFFECTIVE COMMUNICATION. | LOFE |
| STATE THE BARRIERS TO EFFECTIVE COMMUNICATION. | 1. LACK OF COMMON CORE EXPERIENCE, 2. OVERUSE OF ABSTRACTIONS, 3. FEAR, 4. ENVIRONMENTAL FACTORS |
| WHY IS LISTENING IS ONE OF THE MOST IMPORTANT COMMUNICATION SKILLS. | IT IS AN ACTIVE PROCESS OF HEARING AND UNDERSTANDING THAT DEMANDS CONCENTRATION AND ATTENTION. BOTH YOU AND YOUR STUDENTS HAVE RESPONSIBILITIES IN THE COMMUNICATION PROCESS. |
| WHAT FIVE FACTORS MUST BE CONSIDERED IN PLANNING INSTRUCTION DELIVERY? | 1. FORCE, 2. RATE OF SPEECH, 3. VOICE INFLECTION, |
| WHAT IS THE ACRONYM WHEN CONSIDERING PLANNING INSTRUCTION DELIVERY? | FRIGA |
| WHAT IS THE IMPORTANCE OF BODY MOVEMENT AS AN IMPORTANT PART OF SUCCESSFUL COMMUNICATION. | BODY MOVEMENT AND HAND GESTURES REINFORCE, EMPHASIS AND CLARIFY VERBALLY EXPRESSED IDEAS. |
| WHAT IS THE THE FOUR PURPOSES OF AN ORAL QUESTION. | STIMULATE STUDENT TO THINK, 2. AROUSE INTEREST IN THE MATERIAL, 3. FOCUS ATTENTION ON A PARTICULAR AREA 4. DRILL STUDENTS ON SUBJECT MATERIAL THEY MUST RECALL PRECISELY, SUCH AS CORRECT TERMINOLOGY, FUNCTIONS OF PARTS AND SAFETY PRECAUTIONS. |
| WHAT IS THE ACRONYM FOR THE FOUR PURPOSES OF AN ORAL QUESTION. | SAFD |
| CHARACTERISTICS OF A GOOD ORAL QUESTION IS? | LEVEL OF INSTRUCTION, USE OF INTERROGATIVE, CLARITY OF MEANING |
| WHEN ASKING ORAL QUESTIONS YOU SHOULD | USE SIMPLE WORDS, CORRECT GRAMMAR AND COMPLETE SENTENCES. WORDS THE STUDENTS KNOW AND UNDERSTAND |
| AVOID THE USE OF TRICK QUESTIONS AS A TEACHING DEVICE IS | GOOD ORAL QUESTIONING |
| THE FOUR TYPES OF ORAL QUESTIONS ARE? | CANVASSING, THOUGHT PROVOKING, INTEREST AROUSING, MULTIPLE ANSWER, FACTUAL, LEADING, YES/NO |
| FOR ORAL QUESTIONS CANVASSING IS? | USED TO DETERMINE THOSE WHO ARE FAMILIAR WITH THE SPECIFIC AREA OF SUBJECT MATTER. IT GIVES YOU A GREAT OPPORTUNITY TO BRING SOME REAL LIFE EXAMPLES INTO YOUR LESSON AND TO PROVIDE SOME INDIVIDUAL RECOGNITION FOR STUDENT CONTRIBUTIONS. |
| FOR ORAL QUESTIONS THOUGHT PROVOKING IS ? | NORMALLY BEGINS WITH AN INTERROGATORY EXPRESSION. THE VALUE OF THIS TYPE OF QUESTION IS THAT A SINGLE QUESTION, PROPERLY USED WILL STIMULATE THE STUDENTS TO THINK |
| FOR ORAL QUESTIONS INTEREST AROUSING IS | YOUR MAIN PURPOSE IN ASKING THE QUESTION IS TO FOCUS THE STUDENTS ATTENTION AND GET THEM THINKG ABOUT THE SUBJECT YOU ARE ABOUT TO PRESENT. |
| FOR ORAL QUESTIONS MULTIPLE ANSWER? | ONE THAT HAS MORE THAN ONE CORRECT ANSWER. IT CAN BE USED TO INCREASE STUDENTS PARTICIPATION OR CAUSE STUDENTS TO THINK ABOUT OTHER STUDENTS ANSWERS. |
| FOR ORAL QUESTIONS FACTUAL IS | ASKING FOR SPECIFIC INFORMATION. THE PRIMARY PURPOSE IS TO HELP STUDENTS MEMORIZE FACTS. |
| FOR ORAL QUESTIONS LEADING IS | IT IS ONE THAT SUGGESTS ITS OWN ANSWER. OCCASIONALLY, USE THE LEADING QUESTION TO HELP AWKWARD STUDENTS, SAVING THEM THE EMBARRASSMENT OF FAILURE IN FRONT OF THE CLASS. IF USED TO FREQUENTLY, LEADING QUESTIONS DISCOURAGE ANY REAL THINKING AND BECOME BORING TO THE STUDENTS. |
| FOR ORAL QUESTIONS YES/NO IS | CALLS FOR A SIMPLE ANSWER- YES OR NO. THIS TYPE OF QUESTION HAS VALUE IN AROUSING INTEREST, FOCUSING ATTENTION, ENCOURAGING STUDENT PARTICIPATION, AND SERVING AS A LEAD- IN TO OTHER KINDS OF QUESTIONS. |
| THE FIVE STEP QUESTIONING TECHNIQUE ARE? | 1. STATE THE QUESTION, 2. PAUSE, 3. CHOOSE A STUDENT (By Name), 4. COMMENT ON THE ANSWER |
| THE SEVEN INSTRUCTIONAL METHODS ARE? | 1. LESSON, 2. LECTURE, 3. LECTURE WITH AUDIOVISUAL, 4. DISCUSSION, 5. DEMONSTRATION |
| THREE PARTS OF A LEARNING OBJECTIVE IS. | BEHAVIOR, CONDITION, AND STANDARD |
| THREE LEARNING DOMAINS ARE? | COGNITIVE DOMAIN, AFFECTIVE DOMAIN, PSYCHOMOTOR DOMAIN |
| COURSE LEARNING OBJECTIVES (CLOs) ARE | REFLECT THE SKILL AND KNOWLEDGE REQUIRED IN A JOB |
| TERMINAL OBJECTIVES (TOs) ARE | ARE SPECIFIC STATEMENTS OF PERFORMANCE EXPECTED FROM A STUDENT AS A RESULT OF TRAINING. |
| TOPIC LEARNING OBJECTIVES | SUPPORT CLO’S |
| ENABLING OBJECTIVES (EO’s) | ARE A SPECIFIC STATEMENT OF BEHAVIOR TO BE EXHIBITED, CONDITIONS UNDER WHICH IT WILL BE EXHIBITED, AND THE STANDARD TO WHICH IT WILL BE PERFORMED. |
| THE TWO METHODS OF TESTING ARE | KNOWLEDGE AND PERFORMANCE |
| THE FIVE LEARNING LEVELS A KNOWLEDGE TEST ITEM MAY TEST ARE. | RECOGNITION, RECALL, COMPREHENSION, APPLICATION AND ANALYSIS/EVALUATION. |
| WHAT ARE THE DIFFERENT TYPES OF PERFORMANCE TRAITS. | PROCESS AND PRODUCT |
| LIST THE PRIMARY MATERIALS USED IN PRESENTING INSTRUCTION | LESSON PLAN, INSTRUCTION SHEETS, AND INSTRUCTIONAL MEDIA: |
| A LESSON PLAN IS | THE BLUEPRINT THAT ENSURES INSTRUCTION IS PRESENTED IN PROPER SEQUENCE AND TO THE DEPTH REQUIRED BY THE OBJECTIVES. |
| INSTRUCTION SHEETS ARE | PROVIDE STUDENTS WITH INFORMATION OR DIRECTIONS THEY NEED TO COMPLETE A PARTICULAR COURSE OF STUDY. |
| INSTRUCTIONAL MEDIA IS | ANY DEVICE OR PIECE OF EQUIPMENT THAT IS USED TO HELP THE STUDENT UNDERSTAND AND LEARN. |
| WHAT IS THE PURPOSE OF USING IMM | TO INCREASE STUDENTS UNDERSTANDING OTHER IMPORTANT PURPOSES ARE TO INCREASE , INTEREST, MOTIVATION, RETENTION AND UNIFORMITY OF TRAINING |
| 2 TYPES OF INSTRUCTOR EVALUATIONS ARE | TECHNICAL AND TECHNIQUE |
| EXPLAIN TECHNICAL AS IT PERTAINS TO INSTRUCTOR EVALUATIONS. | ENSURES INSTRUCTOR HAS THE TECHNICAL KNOWLEDGE TO CONVEY THE LESSON TO THE CLASS. |
| EXPLAIN TECHNIQUE AS IT PERTAINS TO INSTRUCTOR EVALUATIONS. | ENSURES THE INSTRUCTOR IS USING EFFECTIVE TEACHING TECHNIQUES. |
| ITEMS DEVELOPED IN PHASE 1 (PLAN) OF TASK BASED CURRICULUM DEVELOPMENT CONSISTS OF | GATHERING INFORMATION AND BUILDING A PLAN FOR TRAINING MATERIAL REVISION OR DEVELOPMENT. TPP |
| THE OUTPUT PRODUCT OF OF TASK BASED CURRICULUM DEVELOPMENT (PLAN) PHASE IS | THE TRAINING PROJECT PLAN (TPP). WHEN APPROVED, THE TPP BECOMES THE AUTHORIZATION TO UNDERTAKE A COURSE REVISION OR A NEW COURSE DEVELOPMENT PROJECT, AND INITIATES RESOURCE REQUIREMENTS. |
| ITEMS DEVELOPED IN PHASE II OF TASK BASED CURRICULUM DEVELOPMENT IS (ANALYZE PHASE) | A COURSE TRAINNING TASK LIST (CTTL) |
| WHAT DOES THE COURSE TRAINNING TASK LIST (CTTL) (ANALYZE PHASE) | TO DETERMINE WHAT WILL BE TAUGHT IN THE NEW OR REVISED COURSE AND IS THE BUILDING BLOCK OF THE COURSE AND WILL BE USED TO DEVELOP THE LEARING OBJECTIVES AND ALL OTHER COURSE MATERIALS |
| THE ITEMS DEVELOPED IN PHASE III (DESIGN PHASE) | IS THE TRANSITION BETWEEN THE JOB WORLD AND THE SCHOOLHOUSE. ALL DUTIES LISTED ON THE CTTL WILL BE DEVELOPED IN TO LO’S WHICH WILL TELL EXACTLY HOW THE JOB DUTIES AND WILL BE PERFORMED IN THE SCHOOLHOUSE. |
| LEARNING OBJECTIVES ARE DEVELOPED AND ARRANGED IN | A LOGICAL TEACHING SEQUENCE. |
| IS THE OUTPUT OF THE DESIGN PHASE AND SERVES AS THE PRIMARY DEVELOPMENT AND MANAGEMENT DOCUMENT FOR A COURSE. | TRAINING COURSE CONTROL DOCUMENT (TCCD) |
| THE TCCD SERVES AS THE | AUTHORITY FOR FURTHER DEVELOPMENT AND CONSOLIDATES THE INFORMATION NEEDED BY CURRICULUM DEVELOPERS TO CREATE THE CURRICULUM AND SUPPORT MATERIALS FOR A COURSE. |
| THE TWO CATEGORIES OF LEARNING OBJECTIVES ARE. | SKILL OR KNOWLEDGE |
| ITEMS DEVELOPED IN PHASE IV (DEVELOPMENT PHASE) ARE | LESSON PLAN, TRAINEE GUIDE OR INDIVIDUAL INSTRUCTOR SHEETS, TESTS / TEST ITEMS AND SUPPORT MATERIAL |
| THE PURPOSE OF INSTRUCTIONAL MEDIA MATERIAL (IMM) IS. | (IRS) USED TO INTRODUCE, REINFORCE, SUPPLEMENT TRAINING PROVIDED IN THE FORMAL ENVIRONMENT PRIMARILY USED IN CONJUCTION WITH A LESSON PLAN. |
| WHAT IS THE ELEMENTS OF A LESSON PLAN. | FRONT MATTER, AND LESSON TOPIC |
| THE LESSON PLAN FRONT MATTER CONSISTS OF | COVER PAGE (OPTIONAL), TITLE PAGE, CHANGE RECORD PAGE, TABLE OF CONTENTS PAGE(S), SECURITY AWARENESS PAGE(S), SAFETY/ HAZARD AWARENESS NOTICE PAGE(S), HOW TO USE THE LESSON PLAN (OPTIONAL), TERMINAL OBJECTIVES PAGE(S) |
| THE LESSON PLAN LESSON TOPIC CONSISTS OF | TOPIC PAGES, DISCUSSION DEMONSTRATION ACTIVITY(DDA) PAGES |
| THE ELEMENTS OF THE TRAINEE GUIDE CONSISTS OF | FRONT MATTER AND INSTRUCTION SHEETS |
| A TRAINEE GUIDE FRONT MATTER CONTAINS | TRAINEE NAME PAGE (OPTIONAL), COVER PAGE (OPTIONAL), TITLE PAGE, AND CHANGE RECORD PAGE |
| STATE THE RULES FOR WRITING A COURSE TRAINING TASK LIST (CTTL) | MUST SUPPORT THE COURSE MISSION STATEMENT, BE SHORT, BEGIN WITH A PERFORMANCE ACTION VERB, END WITH AN OBJECT, BE OBSERVABLE AND MEASURABLE, |
| STATE THE PURPOSE OF TESTING | TESTS ARE THE PRIMARY TOOL FOR DETERMINING TRAINEE ATTAINMENT OF THE TO / EO’S AND THEREFORE, HIS RELATIVE SUCCESS IN THE COURSE. |
| EXPLAIN THE PURPOSE OF CONDUCTING A PILOT COURSE (PHASE IV) | TO VALIDATE THE CURRICULUM AND MATERIALS AND TO DETERMINE THEIR EFFECTIVENESS IN ATTAINING THE COURSE OBJECTIVES. |
| WHAT IS JUSTIFIABLE REASONS FOR DEVELOPING, REVISING OR CANCELING A COURSE. | NAVY TRAINING PLAN (NTP) (OPNAV 1500.8), TASKED BY HIGHER AUTHORITY, INTERNAL COURSE REVIEW AND LOCAL COMMAND INITIATIVES, EXTERNAL COURSE REVIEW, SURVEILLANCE AND EXTERNAL FEEDBACK TRAINING APPRAISAL |
| THE PURPOSE OF PHASE V. (IMPLEMENT) IS | IMPLEMENTATION INCLUDES FORMAL APPROVAL OF THE COURSE FOR INSTRUCTION AND PLACING IT ON LINE, • REVISE THE MATERIAL AS INDICATED BY PILOT AND • CCA ISSUED LETTER OF PROMULGATION. |
| THE PURPOSE OF PHASE VI. (EVALUATE) IS | THE CONSTANT IMPROVEMENT OF TRAINING MATERIALS THROUGH A PROCESS THAT PROVIDES A MEANS OF KEEPING TRAINING MATERIALS CURRENT AND ACCURATE AND IS RESPONSIVE TO CHANGING TRAINING REQUIREMENTS AND EQUIPMENT OR DOCUMENT ALTERATIONS |
| THE RELATIONSHIP OF JOB AS USED IN THE CTTL IS | ARE MADE UP OF DUTIES AND TASKS. |
| THE RELATIONSHIP OF DUTY AS USED IN THE CTTL IS | ARE A MAJOR PART OF THE JOB, COLLECTION OF DUTIES MAKE UP A JOB. OCCUPIES A MAJOR PART OF THE WORK TIME OCCURS OFTEN IN THE WORK CYCLE MUS BE OBSERVABLE AND MEASUREABLE |
| THE RELATIONSHIP OF TASKS AS USED IN THE CTTL IS | ARE A MAJOR PART OF DUTIES. CLUSTERS OF TASKS MAKE UP THE DUTIES. IS PERFORMED IN A RELATIVELY SHORT PERIOD OF TIME MUST BE OBSERVABLE AND MEASUREABLE |
| THE DIFFERENCE BETWEEN THE COURSE MISSION STATEMENT AND THE TERMINAL OBJECTIVE. | COURSE MISSION STATEMENTS ARE DESCRIPTIVE OF THE COURSE, NOT THE TRAINEE AND TERMINAL OBJECTIVES RELATE TO THE TRAINEE BEHAVIOR. |
| THE THREE PRODUCTS OF THE TRAINING COURSE CONTROL DOCUMENT. (TCCD) | FRONT MATTER, CURRICULUM OUTLINE OF INSTRUCTION, AND ANNEXES |
| THE VOLUMES OF THE NAVEDTRA 130A IS | VOLUME I, DEVELOPER’S GUIDE, VOLUME II, SAMPLE PRODUCT, AND VOLUME III, MANAGER’S GUIDE |
| THE ACRONYM LP MEANS. | LESSON PLAN |
| THE ACRONYM D-D-A MEANS. | DISCUSSION DEMONSTRATION ACTIVITY PAGE |
| THE ACRONYM TO MEANS. | TERMINAL OBJECTIVE |
| THE ACRONYM EO MEANS. | ENABLING OBJECTIVE |
| THE ACRONYM DP MEANS. | DISCUSSION POINT |
| THE ACRONYM RIA MEANS . | RELATED INSTRUCTOR ACTIVITY |
| THE ACRONYM IMM MEANS. | INSTRUCTIONAL MEDIA MATERIAL |
| HOW MANY PAGES MAKE UP ONE VOLUME | A VOLUME WILL CONSIST OF APPROXIMATELY 200 SHEETS OF PAPER OR 400 PAGES |
| THE PROCEDURES FOR HANDLING AND STORAGE OF CLASSIFIED TRAINING MATERIALS CAN BE FOUND | WILL BE HANDLED IN ACCORDANCE WITH THE DEPARTMENT OF THE NAVY SUPPLEMENT TO THE DOD INFORMATION SECURITY PROGRAM REGULATION (OPNAVINST 5510.1) |
| WHAT IS THE PURPOSE AND SCOPE OF THE OPNAVINST 1500.2F | TO REVISE POLICY AND RESPONSIBILITY FOR THE COORDINATION OF CONTRACTOR DEVELOPED TRAINING FOR MILITARY AND CIVILIAN PERSONNEL. |
| THE TERM “CONTRACTOR DEVELOPED TRAINING” IS DEFINED AS TRAINING FOR USE WITHIN THE NAVY FROM WHAT 3 SOURCES? | CONTRACTORS, EQUIPMENT VENDORS, OR MANUFACTURES |
| CONTRACTOR DEVELOPED TRAINING IS DEFINED AS | TRAINING DEVELOPED BY CONTRACTORS, EQUIPMENT VENDORS, OR MANUFACTURES FOR USE WITHIN THE NAVY. |
| WHAT IS THE PURPOSE AND SCOPE OF THIS INSTRUCTION? | TO REVISE POLICY AND RESPONSIBILITY FOR THE COORDINATION OF CONTRACTOR DEVELOPED TRAINING FOR MILITARY AND CIVILIAN PERSONNEL. |
| THE TERM “CONTRACTOR DEVELOPED TRAINING” IS DEFINED AS TRAINING FOR USE WITHIN THE NAVY FROM WHAT 3 SOURCES? | AS THAT TRAINING DEVELOPED BY CONTRACTORS, EQUIPMENT VENDORS, OR MANUFACTURES FOR USE WITHIN THE NAVY. |
| INITIAL TRAINING USUALLY CONSISTS OF WHAT PARTS/PHASES? | INSTRUCTION CONCERNING SYSTEMS FOR WHICH THERE IS NO NAVY COURSE, PILOTING A COURSE |
| WHEN WILL PRELIMINARY EVALUATION TAKE PLACE? | DURING THE IN-PROCESS REVIEWS WHEN REQUIRED BY THE CONTRACT. |
| FROM THE TRAINING ACTIVITY VIEWPOINT, WHAT IS THE MOST IMPORTANT DUTY THAT THE CENTER HAS IN DEALING WITH CONTRACTOR DEVELOPED TRAINING / MATERIALS? | ENSURE THAT INSTRUCTORS LEVEL PERSONNEL ARE INVOLVED AND HAVE INPUT AT EVERY PHASE OF THE ACQUISITION PROCESS FOR TRAINING PROGRAMS |
| STATE THE PURPOSE OF THE CATALOG OF NAVY TRAINING COURSE (CANTRAC) | THE CANTRAC MODULE INCLUDES THE PUBLICATION OF GENERAL INFORMATION ON ALL TRAINING ACTIVITIES AND COURSE DESCRIPTIONS |
| DESCRIBE THE CONTENTS OF THE INTRODUCTION, VOLUME I OF THE CANTRAC. | LIST: FUNCTIONAL COMMANDS; A LIST OF SCHOOLS; INFORMATION SUCH AS SEASONAL UNIFORM CHANGES, QUARTERS, AND MESS AVAILABILITY; AND ANY OTHER PERTINENT INFORMATION RELATIVE TO SCHOOLS OPERATED BY THE NAVY. |
| DESCRIBE THE CONTENTS OF THE INTRODUCTION, VOLUME II OF THE CANTRAC. | CONTAINS COURSE INFORMATION SUCH AS CIN, LOCATION, COURSE PREREQUISITES, PERSONNEL REPORTING PROCEDURES, SKILL IDENTIFIER FOR WHICH TRAINING IS APPLICABLE, ALONG WITH PURPOSE AND SCOPE. |
| WHO IS RESPONSIBLE FOR THE TIMELINESS AND ACCURACY OF DATA PROVIDED TO CANTRAC AND HOW OFTEN IS CANTRAC UPDATED? | THE CENTER WILL: SEMIANNUALLY REVIEW THE NITRAS II COURSE TRAINING INFORMATION PROVIDED IN THE CANTRAC. |
| WHAT TYPES OF COURSES ARE CONSIDERED HIGH RISK? | IS TRAINING IN WHICH A LACK OF STRINGENT CONTROLS IS LIKELY TO EXPOSE STUDENTS, INSTRUCTORS, OR BYSTANDERS TO LIFE THREATENING INJURY. |
| WHAT SECTION OF THE 1500 LISTS COURSES THAT HAVE BEEN DESIGNATED AS HIGH RISK? | ENCLOSURE (1) LISTS CNET HIGH-RISK COURSES AND HIGH-RISK COURSES REPORTED TO NETC BY OTHER TRAINING AGENTS. |
| WHAT IS “D.O.R” | DROP ON REQUEST |
| WHAT IS THE PROCEDURES FOR CONDUCTING A DOR | WHERE A STUDENT STATES A DESIRE TO DROP ON REQUEST (DOR) FROM VOLUNTARY TRAINING BASED ON CONCERN FOR PERSONAL WELL-BEING, APPROPRIATE ACTION SHALL BE INITIATED |
| WHAT IS A “T.T.O” | TRAINING TIME OUT |
| WHAT IS THE PROCEDURE FOR CONDUCTING A TTO? | MAY BE CALLED IN ANY TRAINING SITUATION WHERE A STUDENT OR INSTRUCTOR EXPRESSES CONCERN FOR PERSONAL SAFETY OR REQUESTS CLARIFICATION OF PROCEDURES OR REQUIREMENTS. |
| WHAT IS A “PRE-MISHAP” (PMP) PLAN USED FOR | A CONTINGENCY PLAN TO BE IMPLEMENTED IN CASE OF A MISHAP |
| HOW OFTEN MUST A PRE-MISHAP” (PMP) PLAN BE REVIEWED FOR ACCURACY OF INFORMATION? | PLANS SHALL BE REVIEWED MONTHLY, WALKED THROUGH QUARTELY BY SUPERVISORS AND INSTRUCTORS TO VALIDATE PROCEDURES, AND EXERCISED ANNUALLY. |
| HOW OFTEN ARE SAFETY STAND-DOWNS REQUIRED? | STANDDOWNS SHALL BE CONDUCTED AT LEAST ANNUALLY ON HIGH / MODERATE-RISK COURSES. |
| STATE THE PURPOSE OF NITRAS II. | PROVIDE NAVYWIDE AUTOMATED SYSTEM TO MANAGE AND SUPPORT TRAINING EFFORTS OF NAVY, DOD & VARIOUS FOREIGN GOVERNMENTS |
| MASTER COURSE REFERENCE FILE: CONTAINS | COURSE DESCRIPTIVE DATA ELEMENTS SUCH AS CLASS SCHEDULE, TRAINING PLANS AND REQUIREMENTS BY FISCAL YEAR. |
| STUDENT MASTER FILE: PROVIDES | INFORMATION RELATING TO TRAINING FOR AN INDIVIDUAL STUDENT FOR THE MAJORITY OF FORMAL NAVY SCHOOLS. |
| TRAINING SUMMARY FILE: PROVIDES | INFORMATION ON STUDENTS ATTENDING COURSES NOT OTHERWISE REPORTED BY THE STUDENT MASTER FILE (SMF) |
| PIPELINE MANAGEMENT FILE: | TRACKS STUDENTS THROUGH A SERIES OF COURSES, COMPLETION MAKES THEM ELIGIBLE FOR AN NEC. |
| WHAT KIND OF INFO CAN AN INSTRUCTOR INPUT INTO NITRAS/CeTARs? | TEST SCORES, ARB’S, SET BACKS & DROPS, NEC AWARDED |
| THE DIFFERENCE BETWEEN CALENDAR DAYS AND INSTRUCTIONAL DAYS IN REGARD TO COURSE LENGTH IS. | COURSE LENGTH IS DETERMINED BY CALENDAR DAYS, WEEKENDS AND HOLIDAYS INCLUDED, INSTRUCTIONAL DAYS ARE DAYS SPENT IN THE CLASSROOM OR SHOPS. |
| THE FIVE DATA ELEMENTS CONTAINED IN BOTH NITRAS AND CANTRAC ARE? | COURSE LONG TITLE, CIN NUMBER, COURSE, LENGTH, CONVENE DATE AND GRADUATION DATE |
| THE MEANING OF THE ACRONYM “CDP IS | COURSE DATA PROCESSING |
| WHAT IS A “BOTTLENECK RATIO | WHEN ONLY A PORTION OF STUDENTS CAN CARRY ON WITH TRAINING WHILE THE REST WAIT IN QUIET STUDY DUE TO EQUIPMENT OR SPACE LIMITATIONS. |
| WHAT DOES THE MASTER SCHEDULE SUMMARY LIST IN SECTION B CONTAIN? | STUDENT INSTRUCTOR RATIO, PERIODS, BOTTLENECK PERIODS, CURRICULUM HOURS |
| STATE WHEN A TRAINING PROJECT PLAN IS REQUIRED. | DEVELOPMENT OF A NEW COURSE, REVISION OF AN EXISTING COURSE, IMPLEMENTING AN EXISTING COURSE AT A NEW LOCATION AND o CANCELLATION OF A COURSE |
| WHAT IS REQUIRED IN THE JUSTIFICATION SECTION OF A PROJECT PLAN? | IDENTIFY NTP IF APPLICABLE, STATE REASONS FOR THE PROPOSED COURSE, AND CITE SPECIFIC REFERENCES |
| STATE WHEN COURSE CURRICULA WILL BE ARCHIVED OR DEACTIVATED? | UPON APPROVAL TO CANCEL THE COURSE. |
| WHERE IS ARCHIVED MATERIAL MAINTAINED? | AT THIER CENTER |
| HOW LONG SHALL ARCHIVED MATERIAL BE MAINTAINED IN THE REPOSITORY? | UNTIL ALL SYSTEMS AFFECTED BY THE CURRICULUM HAVE BEEN REMOVED FROM THE NAVY’S INVENTORY, OR FOREIGN GOV’T INVENTORY IF TRAINING SYSTEM WAS PROVIDED BY THE US. |
| PQS IS A COMPILATION OF WHAT THINGS? | KNOWLEDGE AND SKILLS NECESSARY TO QUALIFY FOR A SPECIFIC WATCH STATION OR TO MAINTAIN SPECIFIC EQUIPMENT. |
| ONE OF NETPDTC’S FUNCTIONS IN PQS IS TO PUBLISH AN ANNUAL LIST OF WHAT TYPE OF INFORMATION? | PQS AVAILABLE TO FLEET AND CURRENT MODEL MANAGERS. |
| PQS IS DESIGNED TO DO WHAT FUNCTION? | TO QUALIFY OFFICERS AND ENLISTED PERSONNEL TO PERFORM SPECIFIC DUTIES. |
| FOR FORMAL TRAINING COURSES WHERE PQS LINES MAY BE SIGNED, WHAT PROCEDURE IS FOLLOWED TO INFORM A RECEIVING COMMAND WHICH LINE ITEMS HAVE BEEN COMPLETED AND SIGNED. | A LETTER CERTIFYING COMPLETION OF THE ITEMS BY NUMBER IS FORWARDED TO THE STUDENTS DUTY STATION. |
| THE METHOD USED TO DETERMINE INSTRUCTOR BILLETS IS BASED ON WHAT? | CONTACT PERIODS OF INSTRUCTION. |
| WHAT IS THE STANDARD INSTRUCTOR WEEKLY TEACHING LOAD? | 30 CONTACT HOURS, INCLUDES LECTURE AND SHOP TIME. |
| WHAT IS THE AVERAGE NUMBER OF INSTRUCTOR MONTHLY TEACHING/CONTACT PERIODS? | 30 HOURS PER WEEK X 4 WEEKS = 120 PERIODS |
| WHAT ARE THE BENEFITS OF INSTRUCTOR CROSS-UTILIZATION? | REDUCES MONOTONY OF INSTRUCTOR DUTIES, PROVIDE FOR VARIED EXPERIENCE, AND PROVIDE FOR BACK-UP INSTRUCTORS |
| WHAT IS THE GENERAL RULE FOR HANDLING CLASSIFIED STUDENT NOTES? | THEY SHALL BE COLLECTED FROM STUDENTS PRIOR TO GRADUATION AND NOT FORWARDED TO RECEIVING COMMANDS |
| WHAT IS TO BE DONE WITH SCHOOL NOTES THAT ARE NOT REUSABLE? | THEY WILL BE DESTROYED |
| ARE THERE ANY EXCEPTIONS TO THE NO FORWARDING RULE? | YES, ON A CASE BY CASE BASIS NOTES MAY BE FORWARDED TO THE COMMAND, NOT THE INDIVIDUAL. |
| ALL NEAR MISHAPS, MISHAPS, OR INJURY REPORTS MUST BE FORWARDED TO THE COMMAND SAFETY MANAGER WITHIN HOW MANY DAYS? | WITHIN IN (2) DAYS OF INCIDENT |
| IN WHAT COMMAND FORMAL COURSES OF INSTRUCTION DO DOR POLICIES AND PROCEDURES APPLY? | DORs ONLY APPLY TO VOLUNTARY HIGH / MODERATE RISK COURSES |
| WHO IS THE COMMAND TRAINING SAFETY OFFICER (TSO) AND WHAT IS HIS/HER DUTIES? | REVIEW TRAINING RELATED MISHAPS, • SUGGEST CHANGES TO TRAINING PROCEDURES TO PREVENT MISHAP / NEAR MISHAPS, • PARTICIPATE AS A MAJOR PLAYER IN ALL SAFETY STAND DOWNS, ANNUAL COURSE REVIEWS, MISHAP INVESTIGATIONS, MISHAP DRILLS AND SAFETY INSPECTIONS AND .• OBSERVE TRAINING, AT LEAST QUARTELY |
| WHO AND WHEN CAN A TRAINING TIME OUT BE CALLED? | CALLED ANY TIME A STUDENT OR INSTRUCTOR EXPRESSES A CONCERN FOR PERSONNEL SAFETY OR WHEN CLARIFICATION IS NEEDED |
| HOW DO YOU SIGNAL FOR A TRAINING TIME OUT | SIGNALED VOCALLY OR BY PLACING ONE HAND ON TOP OF THE OTHER TO FORM A “T” |
| EXPLAIN THE TRAINING TIME OUT PROCEDURE | WHEN SIGNALED ALL TRAINING IS HALTED UNTIL THE PROBLEM HAS BEEN RESOLVED OR CLARIFICATION IS COMPLETE. |
| ALL NEAR MISHAPS, MISHAPS, OR INJURY REPORTS WILL BE FORWARDED TO THE COMMAND SAFETY MANAGER WITHIN HOW MANY DAYS? | TWO |
| WHAT IS THE PURPOSE OF THE COURSE MASTER SCHEDULE? | TO PROVIDE A STANDARDIZED PROCEDURE FOR THE DEVELOPMENT OF A COURSE MASTER SCHEDULE / MASTER SCHEDULE SUMMARY. |
| WHAT IS THE PURPOSE OF THE MASTER SCHEDULE SUMMARY SHEET? | USED TO PROVIDE A UNIFORM TITLE / COVER SHEET FOR EACH MASTER SCHEDULE AND TO PROPERLY SUMMARIZE CERTAIN DETAILED DATA CONTAINED IN THE BODY OF THE MASTER SCHEDULE. |
| WHAT ARE THE COURSE CURRICULUM MODEL MANAGER’S (CCMM) RESPONSIBILITIES IN REGARDS TO SCHEDULE STANDARDIZATION? | O ENSURE ANY DEVIATIONS IN THE COURSE MASTER SCHEDULE ARE PROPERLY DOCUMENTED AND APPROVED. THEY MUST ALSO ENSURE THAT THE COURSE MASTER SCHEDULE / MASTER SCHEDULE SUMMARY SHEETS ARE FORWARDED TO THE CURRICULUM CONTROL AUTHORITY (CCA). |
| HOW MANY STANDARD TECHNICAL TRAINING HOURS SHALL THE COURSEMASTER SCHEDULE REFLECT FOR THE WORKWEEK? | 40 HOURS OF NON-DUTY STATUS OR MEAL HOURS |
| WHAT NON-TECHNICAL TRAINING (OCCURRING OUTSIDE THE 40 PERIODS) SHOULD BE INCLUDED IN THE COURSE MASTER SCHEDULE? | P.T., MEDICAL OR DENTAL TIME DIRECTLY RELATED TO OR REQUIRED BY THE COURSE OR FOLLOW-ON COURSE. |
| 105-7.6 WHAT IS THE STANDARD CLASSROOM STUDENT TO INSTRUCTOR RATIO? | 25 : 1 |
