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MTS 102
| Question | Answer |
|---|---|
| 102 | instructor fundamentals |
| State the purpose of the navy training system | Is a systematic approach for determining what to train and how best to accomplish that training |
| Define the most essential, single link in the training chain | The instructor |
| 3 qualities of an efficient and effective instructor . KAP | Knowledge, ability, personality |
| Responsibility to students | Teach effectively set a good example for students to follow and resolve conflicts |
| Responsibility to fraternization | Navy's policy on fraternization OPNAV INS T 5370.2 |
| Responsibility to sexual harassment | SECNAVINST 5300.26 |
| Responsibility to diversity | Different characteristics and attributes of individuals that enhance the mission readiness of the Department of the Navy and strengthen the capabilities of our navy total force |
| Responsibility to training safety | Instructor must demonstrate proper safety procedures and ensure a safe training environment for his students |
| Responsibility to security | OPNAVINST 551 0.1 |
| Responsibility to curriculum | Know the difference between change and revision.A change is minor pen and ink a revision requires TPP CCAa approval |
| 4 principles of John Keller's model of motivational theory. ARCS | Attention, relevance, confidence, satisfaction |
| List and discuss the key principles of applying motivational theory in a training situation. NAAVII | Needs and drives, attitudes, achievements, values, interest, incentives. |
| State the ultimate goal of instruction | 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 |
| 6 laws of learning . REEPIR | Law of readiness, law of exercise, law of effect, law of primacy, law of intensity, law of recency |
| 5 ways of learning. ITA IT | Imitation trial-and-error association insight transfer |
| Discuss how motivation affect students learning | Motivation often determines whether or not a student achieves course objectives |
| State and discuss the types of censorary learnings. VAK | Visual, auditory, kinesthetic |
| 4 basic learning styles. CARA | Concrete, active, reflective, abstract. |
| Discuss the barriers to effective communication. LOF E | Lack of common core experience, over use of extractionism, fear, environmental factors. |
| Purpose of an effective communication process | Consist of a sender a message a delivery vehicle and a receiver |
| Importance of listening communication skills | An effective process of hearing and understanding which demands concentration and attention |
| 6 factors that must be considered in planning instructional delivery. Is AGR PIF | Articulation, grammar, rate of speech, pauses, inflection, force of delivery. |
| State and discuss the importance of body movement as an important part of successful communication | Body movement reinforces emphasizes and clarifies verbally expressed ideas |
| 4 purposes of oral questioning. FAD S | Focuses attention, arouses interest and subject matter, drill students on subject matter, stimulates student to think |
| state and discuss the characteristics of a good oral question. clu | Clarity of meeting, level of instruction, use of interrogative |
| Types and purpose of oral questions. MYCLIFT | Multiple answer, yes no, canvassing, leading, interest arousing, factual question , thought provoking |
| 5 steps of 5 step questioning technique Apple | Ask, pause, pick, listen, emphasize |
| List and discuss the different instructional methods | Lecture, lecture with audio visuals, lesson, demonstration, role playing, team dimensional training, gaming and simulation |
| 3 parts of a learning objective. BCS | Behavior, condition, standard |
| 2 methods of testing and their importance | Knowledge: measured achievement through the use of test Performance measure skill acquisition demonstrates specific behaviors designed by learning objective |
| 5 learning levels of a knowledge test. RR CAA | Recognition, recall, comprehension, application, analysis, evaluation |
| Different types of performance tests. P p c | Product, process, combination |
| primary materials used in presenting instruction. LII | Lesson plan, instruction sheets, instructional media material visual media material |
| Discuss student feedback/course critique | Provides feedback to the training and course supervisor on areas such as training curriculum effectiveness and structure performance safety and quality life issues |
| equal opportunity | Provide equal opportunities for bold genders to serve in leadership roles and ensure bold genders actively participate in learning activities |
| Navy core values | Serve as a role model in your military conduct, attitude, appearance and bearing |
| Sexual harassment | SECNAVINST 5300.26 |
| Diversity | Different characteristics and attributes of individuals that enhance the mission readiness of the Department of the Navy and strengthen and the capabilities of our total navy force |
| Instructor qualification process | Ensure proficiency in 2 areas instructional technique and technical knowledge |
| Discuss the instructor disqualification factors and process | Instructors failing to maintain original screening requirements as well as instructors receiving unsatisfactory evaluations shall be disqualified |
Created by:
Timp
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