Knowledge- Be SME and know more than you teach know basic and instructional strategies

Ability-Leadership and instructional

Leadership-plainning and organizing optimizing use of resources, delegating, monitoring progress, results.

Discuss the instructor's responsibilities in terms of:

Responsiblity to students:

Responsiblity to traning safety:

Responsibility to security:

Responsibility to curriculum:

Responsiblity to students: Help students resolve conflicts which may arise from outside

Responsiblity to traning safety: Ensure a safe training enviroment

Responsibility to security: security of classification materials demands constant attention by everyone

Responsibility to curriculum: ensuring course currculum remains current and accurate

Satisfaction-feeling good about an experience can act as a motivator.

Confidence-help students set achievable goals to help them reoconize the relationship b/t effect and success

Attention-guiding them torwards the objective

Relevance- use appropriate training and examples of how training is used in fleet.

Need and Drive-a lock of something desirable or useful that causes a desire for satifaction.

Attitudes-Show positive attitude when presenting a lesson.  Positive reinforcement from an instructor will cause a desire to learn the material

Achievement- a strong desire, an aim, a goal, or desired objective

Values- must use a motivation which fits the students value systems

Interest- learn to control student interest throughtout the lesson.

Incentives- good grades, awards, orders ect.

State the ultimate goal of instruction?

Primacy- students retain info they learn for the first time longer than info they must learn

Intensity- a vivid experience is learned better and retained longer

Effect-students learn best those things which result in satifying consequences

Readiness- Students learn best when the6y are physically, mentally, and emotionally ready to learn.

Exercise- students learn retain info better from meaniningful practice and repitition.

Receency- all things being equal, the last thing learned will be the first things remembered.

Visual-account for 75% of learning

Auditory- speech patterns and volume are critical classroom learning factors.

Kinesthetic- learning by doing

State and discuss the four basic learning styles

concrete-experience based approach to learning

Active- becoming involved with the subject and taking an active step by step approach

Reflective-obserce and reflect before drawing conclusions

Abstract- theory based, analytical approach to learning

Lack of common core experience- not everone has experienced the samethings

Over use of abstractionisms-using words or concepts not familar to everyone

Fear-fear of showing ignorance and fear of judgement

Enviromental-noise, temp etc in the classroom

Transmit(send)-formulate the message you intend to send

Retrieve(decode)-message sent or heard, message effected bly barriers, message is decoded, message is interpreted

Feedback-sender makes sure the reciever correctly understands the message

Listening is an active process of hearing and understanding which demands concentration and attention

Ensure enviroment is free from distractions which would impede listening (non-verbal)

Learn if students are listening by the type of feedback they provide.

Pauses

Inflection

Grammar

Rate of Speech

Articulation of voice

Force of Delivery

F.A.D.S

Focuses attention

Arouses Interest in Subject matter

Drills students on Subject matter

Stimulates students to think

CLU

Clarity of meaning

Level of Instruction

Use of an interrogative

Multiple Answer

Yes/No

Canvassing

Leading

Interest arousing

Factual Questions

Thought provoking

APPLE

Ask

Pause

Pick

Listen

Emphasize

List and discuss the different instructional methods

Lecture

Lecture/AV

Lesson

Demostration

Role Playing

Team Dimensional Training

Gaming and Simulation

BCS

Behavior-what a student will be able to do as a result of a learning experience

Condition-aiding and limiting factors imposed upon the student in satify the performance req.

Standard-what a degree of profiency will be req to perform the behavior.

Knowledge-measure the achievement of objective through the use of test items written @ the appropriate learning level

Performance- Tests measure skills acquisitions by having the student demostrate specific behaviors defined by LO.

Recognition- Verbadum identify of terms, facts, rules, methods etc.

Recall-students must respond from memory instead of selecting the response from two or more alt.

Comprehension-req. understanding of what was taught rather than memorizing

Application-Ability to use acquired knowledge in job related situations.

Analysis/Evaluation-judgement of the value or effectiveness of procedures or solutions.

Product-Test involves comparing students effort to an acceptable completed exercise.

Process- Test involves the students ability to correctly follow procedural steps incompleting

Combination-Involves both product and process.

Lesson Plans-Blueprints that ensures inst. is present in proper seq and follows obj.

Inst. Sheet-Provide students with to complete a particle courese of study

Visual Media Material-IMM is specially prepared trans ill DVD comp based, flash cares. MPEG movies exibits.

Equal Employment Opportunity-ensures both genders actively participate in learning

Navy Core values-serving as a role model in your military conduct, attitude, appearance

Sexual Harassment-unacceptable conduct that undermines the integrity of the inst-student relation

Diversity-att of individuals taht enhance the mission readiness of DON and strengthens the capabilities of our Navy total force.

Discuss the instructor qualification process

Discuss the items with your mentor that can be found on the MTS Community of Practice (CoP)

Instructions

Point-of-Contacts

Feedback

PQS

Cert request

Program Description