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| 102 State 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. Visualize Navy training as a system with three distinct but inter-related elements consisting of: Preparation to train, Delivery of training, and Evaluation of training. |
| 102 The most essential, single link in the training chain. | The instructor must simplify the learning process for students of varied backgrounds and experiences in a complex training system. The instructor must present the knowledge and skills required to transform students into proficient and productive members of the operating forces. |
| 102 Three qualities of an efficient and effective instructor are? | KNOWLEDGE, ABILITY and PERSONALITY |
| 102 Explain Knowledge as it refers to an efficient and effective instructor | Be thoroughly familiar with the subject matter being taught (Subject Matter Expert). Know more an=bout the subject than what you teach. Conduct training to meet the needs of the Navy, not individual members. Know basic instructional strategies and techniques. |
| 102 Explain Ability as it refers to an efficient and effective instructor | Professional Ability; Leadership skills planning and organizing, optimizing use of resources delegating authority, monitoring progress and results, disciplining and rewarding. Instructional ability; be efficient and effective. Know principles, methods, techniques of instruction, and how to apply them. |
| 102 Explain Personality as it refers to an efficient and effective instructor | Gain the respect of the students by displaying a professional attitude towards others, showing sincere interest in students regardless of race, geographical heritage, or level of intellect. Adhere to the rules of conduct; also called Instructor’s code of ethics. 1. If the answer is unknown, admit it. 2. Keep remarks professional and appropriate (no profanity) 3. Be patient 4. Maintain rapport with students (no sarcasm) 5. Treat students with respect (be sincere). |
| 102 Instructor's responsibilities in terms of: NAVEDTRA 134 Chapter 2 are? | Responsibility to the students, Responsibility to training safety, Responsibility to security,Responsibility to curriculum |
| 102 Explain Responsibility to the students | It is the instructor’s responsibility to help students resolve conflicts that may arise from those outside influences. The instructor is in a unique position to identify persons who may be experiencing conflict. Since the instructor interacts with students on a frequent basis, he should be able to notice changes in a student’s performance or behavior then take steps to help. It is also his responsibility to Teach effectively, set a good example for students to follow, and resolve conflicts, which can hinder training. |
| 102 Explain Responsibility to training safety | An instructor is a role model for his students. Safety is paramount at all times. The instructor must demonstrate proper safety procedures, in addition to teaching the students. Be aware that the instructor’s ―actions speak louder than words‖. The instructor’s greatest responsibility is to ensure a safe training environment for his students. |
| 102 Explain Responsibility to security | In teaching classified information, the instructor must be aware of all requirements for the teaching and storage of classified material. Review the instructions which govern presenting, discussing, storing, and destruction of classified material (OPNAVINST 5510.1 series). Security of classified materials demands constant attention by everyone involved. Behavior has a great impact on the way students adhere to security rules and instructions. Never downplay the importance of the security of classified material. |
| 102 Explain 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). The instructor should know what the surveillance process is and why it is important to the course. Maintenance of the curriculum is an ongoing effort to ensure course curriculum remains current and accurate. Any deficiency noted as a result of surveillance requires a change to the curriculum or training |
| 102 The four principles of John Keller’s model of motivational theory is | Attention, Relevance, Confidence and Satisfaction |
| 102 Based on John Keller’s model of motivational theory, Attention is; | Is an important first step, but don’t be fooled. Learners will certainly pay attention if you do something surprising like blow a boatswain’s pipe. But unless what you do after that makes sense to learners or is relevant to them, you won’t keep their attention and they are unlikely to learn what follows. Learners must think about what they hear, see, or do to optimize learning. The vivid descriptions of relevant sea stories or questions posed directly to the learner are among the best strategies that can capture their attention and focus their thinking. |
| 102 Based on John Keller’s model of motivational theory, Relevance is | motivates trainees by connecting what they are learning to what they will be doing on the job. When they see the relevance, they are more likely to put forth the effort it takes to understand and apply what is being taught. |
| 102 Based on John Keller’s model of motivational theory, Confidence is; | When students feel confident they can do something competently, even if it takes some effort, they are more likely to give it a try. Instructors can guide learners by helping themset challenging but achievable goals, building their confidence, and helping them become aware of the relationship between effort and success. |
| 102 Based on John Keller’s model of motivational theory, Satisfaction is | Feeling good about an experience often serves as its own motivator. Some tasks are rewarding in themselves, and students will stay motivated until they achieve their goals.Other times, recognition from others contributes to their sense of satisfaction. As an instructor, you can increase learners’ satisfaction by creating opportunities for them to succeed,maintaining high standards, and recognizing students’ attainment of those standards. |
| 102 The key principles of applying motivation theory in a training situation | Needs and Drives, Attitudes, Achievements, Values, Interests and Incentives |
| 102 Explain Needs and Drives as in key principles of applying motivation theory in a training situation | usually defined as a lack of something desirable or useful that causes a desire for satisfaction. Example, the need to belong can motivate a student to seek group acceptance. That need, or drive, can cause the student to behave in a manner which eventually reduces the need and results in satisfaction |
| 102 Explain Attitudes as in key principles of applying motivation theory in a training situation | consist of feelings for or against people, objects, or ideas. Show students a positive attitude when presenting a lesson. The students seeing a positive reinforcement from the instructor will cause a desire to learn the material. |
| 102 Explain Achievements as in key principles of applying motivation theory in a training situation | A strong desire, an aim, a goal or a desired objective. To make an effort to succeed interesting students must have a need to achieve at a certain level. |
| 102 Explain Values as in key principles of applying motivation theory in a training situation | Attitudes, and previous experience affect the nature and the amount that the student learns. The instructor must use a motivation technique which fits the student’s value system. |
| 102 Explain Interests as in key principles of applying motivation theory in a training situation | Refers to a person’s view of an activity as worthwhile or enjoyable for its own sake. As an instructor, learn to control student interest throughout the lesson. If the student loses interest, the learning process breaks down. |
| 102 Explain Incentives as in key principles of applying motivation theory in a training situation | stimulate student motivation. Good grades, awards, choice of orders out of school, or selection as an honor student can motivate students to achieve. |
| 102 The ultimate goal of instruction is; | to cause students to remain motivated beyond the instructor’s influence and apply what they have learned on the job and in other areas of their lives |
| 102 The six laws of learning are | LAW OF READINESS, LAW OF EXERCISE,LAW OF EFFECT, LAW OF PRIMACY, LAW OF INTENSITY and LAW OF RECENCY |
| 102 The Law of Readiness states | that people can only learn when they are physically and mentally read. |
| 102 The Law of Exercise stresses | that practice makes permanent and perfect (when taught correctly). |
| 102 The Law of Effect involves | the emotional reaction of the learner. Learning will always be much more effective when a feeling of satisfaction, pleasantness, or reward accompanies or is a result of the learning process. |
| 102 The Law of Primacy states | that the first instructional event often creates a strong, almost unshakeable, impression on the learner. |
| 102 The Law of Intensity states | that if the stimulus (experience) is real, a change in behavior (learning) is far more likely to occur. |
| 102 The Law of Recency states | All things being equal, the things learned last will be best remembered. |
| 102 The five ways of learning are; | Imitation, Trial and error, Association, Insight and Transfer |
| 102 In learning Imitation is; | Students observe the behavior of others (primarily the instructor) and imitate that behavior. Even without direct reinforcement of the repeated behavior, learning still occurs. |
| 102 In learning Trial and error is; | Also called discovery learning, trial and error is learning by doing. Hands-On experience is how some students learn and are able to achieve success sooner. The instructor is instrumental in setting the proper example for the student, resulting in fewer errors. |
| 102 In learning Association is; | A comparison of past learning to new learning situations, association is a mental process which serves as a reference point for students. New problems are easier to comprehend and solve when there is a similar element which can be remembered from past experiences. |
| 102 In learning Insight is; | Insight is the understanding that the whole is more than just the sum of the parts. To learn by insight, the learner grasps the way the elements of a problem situation are connected. It is unplanned discovery of a solution to a problem, often called the ―ah-ha‖ phenomenon, resulting from a mental reorganization of ideas and concepts rather from simple ―trial and error. |
| 102 In learning Transfer is; | The process of applying past learning to new but somewhat similar situations. This is an important process in Navy technical training because the training environment can rarely duplicate the actual job environment. If possible, use of the actual equipment the student will use in the fleet should be used for training |
| 102 How does motivation affects student learning? | Motivation often has as much or more impact than scholastic ability. Students bring different abilities and experience levels to the training environment. Motivation often determines whether or not a student achieves course objectives. |
| 102 Sensory learners are? | Visual Learner, and Auditory Learner |
| 102 What is the first type of learning that occurs for anyhuman being | Sensory learning |
| 102 Explain Visual Learner | Sight is considered the most important sense, accounting for as much as 75 percent of our basic learning. Most early learning comes from seeing and imitating. Therefore, you would be wise to consider using appropriate visual aids in your presentations. For example, visual learners prefer and enjoy graphic illustrations, color coding, maps, written materials to define new concepts, wall charts, drawings and designs and sitting up close during briefs. Be sure to recognize and accommodate students with any visual impairment. |
| 102 Explain Auditory Learner | Hearing is the second most important sense, accounting for a large percentage of the remaining sensory learning capacity. Experts differ on specific numbers, but the significance of sight and sound together is overwhelming. Your speech patterns and volume are critical classroom learning factors. For example, auditory learners prefer a verbal presentation of new information, a lecture, a group discussion to hear other points of view, fast-paced verbal exchange of ideas, a good joke or story they can repeat, verbal cues or pneumonic devices to help them remember information, words to accompany a cartoon, and oral reports from working groups. |
| 102 Explain Kinesthetic Learner | Although it is not normally identified as one of the senses, the phenomenon of kinesthesia is an extension of sensory learning. Think of it as a sensory perception residing in one’s muscles, joints, and tendons that gives people a special awareness of their spatial relationship with their surroundings. Kinesthesia is actually a blend of all senseswith psychomotor and perceptual skills. It manifests itself in people’s ability to balance or move with coordination. |
| 102 What are the four basic learning styles? | Concrete learners, Active Learners, Reflective Learners and Abstract Learners |
| 102 Concrete learners prefer | an experienced based approach to learning. They rely heavily on their own feelings and personal judgments. |
| 102 Active Learners: prefer | to learn by becoming involved with the subject and taking an active step by step approach. They learn best from small group discussions, structured exercises, and problem solving approaches. A trial and error way of learning appeals to them. |
| 102 Reflective Learners: like to | observe and reflect (make comparisons and contrasts) before drawing conclusions. They learn best from lectures, films, and reading. Reflective learners prefer to play the role of the impartial observer while watching others. |
| 102 Abstract Learners: prefer a | theory based, analytical approach to learning. They learn best from lectures by experts, theoretical reading, case studies, and activities that require solitary thinking. Abstract learners like to find the ―theory‖ behind the subject matter and analyze the approach to discover what concepts are involved. |
| 102 Barriers to effective communication are | Lack of common core experience, Overuse of abstractionisms, Fear and Environmental Factors |
| 102 The communication process 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. |
| 102 The importance of listening communication skills | one of our most important communication skills. It is an active process of hearing and understanding, which demands concentration and attention. Both the instructor and the student have responsibilities in the communication process. The instructor must ensure the learning environment is free of distractions, which might interfere with the student’s ability to listen, and he should be alert to their non-verbal behavior. He should learn to determine if students are listening by the type of feedback they provide. Effective listening depends on motivation and the instructor is the prime motivator. Students must take responsibility for their own learning through active listening, arriving ready to learn, and participating and asking questions. |
| 102 What are the six factors that must be considered in planning instructional delivery | Articulation, Grammar, Rate of Speech, Pauses, Inflection and Force (of delivery) |
| 102 What is the importance of body movement as an important part of successful communication | Body movement reinforces, emphasizes, and clarifies verbally expressed ideas. |
| 102 What is the four purposes of oral questioning? | Focuses attention, Arouses interest in subject matter,Drills students on subject matter and Stimulates students to think |
| 102 What is the characteristics of a good oral question? | Clarity of Meaning, Level of instruction and Use of an interrogative |
| 102 What are the types and purpose of oral questions? | Multiple Answer, Yes / No, Canvassing, Leading, Interest arousing, Factual Question and Thought provoking |
| 102 What are the five steps of the five-step questioning technique? | Ask, Pause, Pick, Listen and Emphasize |
| 102 What are the different instructional methods? | Lecture, Lecture with Audiovisuals, Lesson, Demonstration, Role-Playing, Team Dimensional Training (TDT) and Gaming and Simulation |
| 102 What are the three parts of a learning objective? | Behavior, Condition and Standard |
| 102 What are the two methods of testing | Knowledge and Performance |
| 102 Knowledge tests measure | the achievement of objectives through the use of test items written at the appropriate learning level. |
| 102 Performance tests measure | skill acquisition by having the student demonstrate |
| 102 What are the five learning levels a knowledge test item may test. | Recognition, Recall, Comprehension, Application and Analysis / Evaluation |
| 102 What are the different types of performance tests | Product, Process and Combination |
| 102 What are the primary materials used in presenting instruction | Lesson Plan, Instruction Sheets and Instructional Media Material/Visual Media Material |
| 102 The purpose of the student critique program is to | provide feed back to the training and course supervisors on areas such as training and curriculum effectiveness, instructor performance, safety, and quality of life issues. It also provides a source of feedback to the Instructors on their performance. |
