- Shuffle
Toggle OnToggle Off
- Alphabetize
Toggle OnToggle Off
- Front First
Toggle OnToggle Off
- Both Sides
Toggle OnToggle Off
Front
How to study your flashcards.
Right/Left arrow keys: Navigate between flashcards.right arrow keyleft arrow key
Up/Down arrow keys: Flip the card between the front and back.down keyup key
H key: Show hint (3rd side).h key
PLAY BUTTON
PLAY BUTTON
100 Cards in this Set
- Front
- Back
|
NAVEDTRA 130
|
Task Based Curric. Devel.
Vol.1 - Devel. Guide Vol.2 - Sample Products Vol.3 - Manager's Guide |
|
NAVEDTRA 131
|
"PPP" Based Curric. Devel.
Vol.1 - Devel. Guide Vol.2 - Sample Products Vol.3 - Manager's Guide |
|
NAVEDTRA 134
|
Navy Instructor Manual
|
|
NAVEDTRA 135
|
Navy School Management Manual
|
|
Responsibility of the CNO
|
Provide policy for DON strategic goals regarding human resources, education, & training.
|
|
Responsibility of CNET
|
Improves feedback process.
|
|
Responsibility of Local Training Authority
|
Ensures quality of training.
|
|
Responsibility of CCA
|
Approves instructional methods & Monitors milestones
|
|
Responsibility of CCMM
|
Develops, revises, & maintains courses of instruction; Cannot modify course mission or length.
|
|
Responsibility of Participating Activity
|
Assists the CCMM
|
|
Describe "A" school
|
Provides basic rating knowledge; non-NEC awarding.
|
|
Describe "C" school
|
Provides advanced specialized skill/knowledge training required to fill a particular billet; NEC awarding.
|
|
Describe "F" school
|
Provides individual functional skill training required by Type or Fleet Commander; non-NEC awarding.
|
|
State 3 requirements for instructor certification
|
-Complete instructor indoc. training
-Attend thier course (all or part) -Sat. eval. on (2 ext./1 int.) presentations |
|
How often is safety training required for all staff?
|
Quarterly.
|
|
Discuss categories of attrition
|
Academic- based on performance
Non-academic- based on reasons other than the course |
|
Discuss disenrollment
|
Student is disenrolled based on reasons outside the scope of the course (ex. Ship's movement)
|
|
When are ARBs required?
|
When student's overall grade falls below the minumum passing, fails to retest after remediation, performance is below the expected norm.
|
|
What grade is assigned to a re-test if passed?
|
The minimum passing grade.
|
|
State the 6 phases of the curriculum development/revsion process
|
Plan, Analyze, Design, Develop, Implement, Evaluate
(PADDIE) |
|
Discuss the PLAN phase
|
Identifies resource requirements. Final product is the TPP.
|
|
Discuss the ANALYZE phase
|
Produces job tasks, task sequence, level of performance, and skills/knowledge which must be taught. Final product is CTTL.
|
|
Discuss the DESIGN phase
|
EOs/TOs & ELOs/TLOs are written into the CMS. Final product is the TCCD (primary course management doc.)
|
|
Discuss the DEVELOP phase
|
Actual development of training materials; Lesson Plans, Test Items, Trainee/Student Guides, IMMs.
|
|
Discuss the IMPLEMENT phase
|
Takes place after pilot course and corrections have been made. Letter of Promulgation from CCA issued.
|
|
Duty
|
Major part of a job.
|
|
Purpose of testing
|
Test knowledge when a grade is to be assigned.
|
|
Define PPP
|
Minimum listing of skills/knowledge required to operate & maintain a system, subsystem, or equipment, or to perform a task/function.
|
|
Most essential single link in the training chain
|
Instructor.
|
|
What is DDA?
|
Discussion Demonstration Activity
|
|
What is RIA?
|
Related Instructor Activity.
|
|
3 products of the TCCD
|
Front Matter
COI CLOs RRL CMS |
|
Tasks
|
Major part of a duty.
|
|
Why is listening one of the most important communication skills?
|
It is an active process of hearing and understanding which requires concentrationand and attention.
|
|
5 leanring senses in order of importance
|
Sight
Hearing Touch Taste Smell |
|
What grade is assigned to a re-test if passed?
|
Minimum passing score.
|
|
What is contained in a RRL?
|
Texts
References Equipment Films Support Materials |
|
List reasons for revising, canceling, or changing a course (TPP)
|
Results of Navy Training Plan
Tasking by higher authority Internal/External Reviews Surveillance Training Appraisal |
|
2 categories of learning objectives
|
Enabling & Terminal
(Enabling support Terminal) |
|
Purpose of IMMs
|
Focus trainee attention
Show basic structure of concept Provides uniformity in training |
|
How often are pre-mishap plans reviewed and exercised?
|
Reviewed monthly
Exercised annualy |
|
2 methods of testing
|
Knowledge & Performance
|
|
2 types of instructor evaluation
|
Technical & Technique
|
|
Primary materials used in presenting instruction
|
Lesson Plans
Instruction Sheets Trainee/Student Guides IMMs |
|
Different types of performance tests
|
Process & Product
|
|
3 parts of a learning objective
|
Behavior
Condition Standard |
|
3 learning domains
|
Cognitive
Affective Psychomotor |
|
3 steps in a comunication process
|
Transmit
Recieve Feedback |
|
5 laws of learning
|
Readiness
Effect Primacy Intensity Exercise |
|
5-step questioning technique
|
Ask
Pause Pick Listen Emphasize |
|
Characteristics of a good oral question
|
Level of knowledge
Use of interrogative Clarity of meaning |
|
4 basic learning styles
|
Abstract
Concrete Active Reflective |
|
Learning style percentages of retained information
|
Abstract= 20%
Abs.+Reflective= 50% Abs.+Ref.+Concrete= 70% Abs.+Ref.+Con.+Active= 90% |
|
Goal of instruction
|
Cause student to stay motivated beyond the classroom and apply what they have learned on the job.
|
|
TTO
|
Training Time Out-
Used when student/instructor is concerned for personal safety, requests clarification, or needs a break. |
|
Define 'High Risk' courses
|
Training with a lack of stringent controls likely to expose students/instructors to life-threatening injury.
|
|
3 areas of the student critique program
|
Quality of life
Course Instructor |
|
Discuss the instructor's responsibilities to the student, security, safety, and curriculum
|
Student's quality of life
Security of classified materials Safe learning environment Curriculum is accurate |
|
8 types of oral questions
|
Factual
Thought provoking Interest arousing Multiple Answer Yes/No Leading Canvassing Redirect |
|
DOR
|
Drop on Request-
Student immediatley removed from training environment. Student must then provide written statement why directly to the Training Officer. |
|
What section of the instruction provides a list of courses designated as 'High Risk'?
|
Enclosure (1)
|
|
Difference between CMS and TO
|
CMS pertains to the course; not the student. TO describes the behavior/skill that the student must exhibit as a result of training.
|
|
Single most important factor on a student's advancement in training
|
Motivation.
|
|
How often is training on safety required by staff?
|
Quarterly.
|
|
Who maintains the course audit trail?
|
CCMM
|
|
Who maintains the Master Record?
|
Academics/CISO
|
|
Parts of a TPP
|
Cover Page, Table of Contents
Justification Impact statement Course Data, Saftey Data POA&M |
|
Most critical element of NAVEDTRA 131A
|
Personal Performance Profile- Poor PPPs lead to poor curriculum
|
|
Front Matter
|
Cover Page
Letter of Promulgation Forward Course Data Security Clearance Obligated Service NOBC/NEC/MOS earned |
|
How many pages make up one volum of a lesson plan?
|
200 sheets of paper
|
|
What instruction regards classified training materials?
|
OPNAVINST 5510.1
|
|
Importance of body movement
|
Reinforces
Emphasizes Clarifies Attracts attention |
|
Types of course listed in a training path chart
|
Conversion
Onboard Background Replacement Advanced |
|
When should job sheets development begin?
|
As soon as the TPS is complete.
|
|
How are CLOs developed?
|
The part # is derived from the PPP table.
|
|
8 ways to sequence a course
|
Job perormance
Chronological Critical Simple to Complex Relationship of like COIs Principle of reverse Combination |
|
6 types of instruction sheets found in the trainee guide
|
Job
Information Assignment Problem Diagram Outline |
|
Output of the TPS
|
Training Objective Statements
Training Level Assignments Table Assignment Matrix Training Path Chart |
|
5 learning levels of a knowledge test
|
Recognition
Recall Comprehension Application Analysis/Evaluation |
|
What annexes are included in the final TCCD?
|
RRL
CMS Fault Applicability List Item-to-Topic Objective Chart |
|
Purpose of CNETINST 1510.1F (CANTRAC portion)
|
Provides general policy and guidance and assign reporting requirments for each of the major components of NITRAS II
|
|
Elements of a Lesson Plan
|
Front Matter
Topic Page DDA |
|
Content of the preliminary TCCD
|
Item-to-Topic Objective Chart
OAC RRL COI |
|
Rules for writing a CTTL
|
Support CMS
Be short Begin w/ performance verb End w/ object Be observable and measurable |
|
What kind of information can an instructor/command input into NITRAS?
|
Functional course level
Location course level Quota management Student data |
|
Name the contents which comprise NITRAS II
|
Course level
Funtional Course level Location Course level Student data Pipeline support Quota management Group-reporting team training CANTRAC data |
|
NITRAS
|
Navy Integrated Training Resource & Admin. System
|
|
Purpose of using IMMs
|
Increase understanding
Increase student retention Increase interest/motivation Provide uniformity in training |
|
7 instructional methods
|
Lecture, Lecture w/ audioviual
Lesson, Demonstration Discussion Role Playing Case Study |
|
4 barriers to effective communication
|
Lack of common core exp.
Overuse of abstractions Fear Environmental factors |
|
5 factors to be considered in instructional delivery
|
Articulation
Grammar Rate of speech Voice inflection Force |
|
Explain the process for identifying training requirements for Naval Personnel
|
Ongoing process
As skills/knowledge becomes obsolete; the Navy changes, revises, or deletes courses |
|
What is contained in the final TCCD?
|
Front Matter
COI Annexes |
|
Volumes and Addenda of CANTRAC
|
Introduction
Vol.1: general info., functional commands, schools, uniforms, quarters, & mess. Vol.2: Course description, CIN, location, pre-requisites |
|
Who is responsible for the timeliness and accuracy of data reported to CANTRAC and how often is it updated?
|
CO & NETPDTC
Updated semi-annually |
|
Key principles to applying motivational theory in a training situation
|
Needs & Drives
Interest Values Incentives Achievments |
|
Purpose of the Navy Training System
|
Systematic approach for determining what to train and how to train it.
|
|
3 task sets
|
Coordinator- overall
Director- direct supervisor Performer- who does the work |
|
5 ways of learning
|
Trial & Error
Imitation Transfer Insight Association |
|
5 laws of learning
|
Intensity
Primacy Effect Exercise Readiness |
