MTS Domain 1

To ensure a systematic approach for determining what to train and how best to accomplish that training.

An efficient and effective Navy Instructor using the science and art of instruction.

• 1. Knowledge
• 2. Ability
• 3. Personality

Knowledge - Instructor duty indicates that you're the "Subject Matter Expert" in your area of assignment.

Ability - You should have two basic types of abilities: Leadership and Instructional.

Personality - Gain the respect of your students by displaying a professional attitude toward others and always show a sincere interest in all of your students.

• a. Responsibility to students
• b. Responsibility to training safety
• c. Responsibility to security
• d. Responsibility to curriculum

Responsibility to students - teach effectively, set a good example for them to follow, and help them resolve conflicts that hinder their training.

Responsibility to training safety - maintain safety and supervisory procedures that ensure safe training while providing the realism needed to fulfill fleet operational requirements, within practical limits.

• Responsibility to security:
• 1. Never discuss any classified material not in the approved curriculum.
• 2. Never present or discuss information that carries a higher security classification than that of approved curriculum.
• 3. Do not incorporate into your course materials any information that carries a higher security classification than that of the approved curriculum. That includes information incorporated into your lesson plan through personalization, student handouts, training materials and test items.
• 4. Make sure you can account for classified training training materials or references used in the training environment at all times.
• 5. Immediately report any situation you suspect may constitute a security violation.

• Responsibility to Curriculum:
• 1. Curriculum
• 2. Surveillance
• 3. Interim Change
• 4. Change
• 5. Technical Change
• 6. Revision

1. Curriculum - All training conducted within a school, outlined into specidific topics, along with detailed training objectives

2. Surveillance - A process that provides ongoing evaluation of training or training materials to ensure continued effectiveness and currency of content to meet the training requirements.

3. Interim Change - A minor change to correct editorial and typographical errors, teachability, safety, or urgent type commander-issued subjects.

4. Change - A modification to training materials that DOES NOT affect course objectives, increase course length, or require additional resources.

• NIVAIA
• Needs and Drives
• Interests
• Values
• Attitude
• Incentive
• Achievement

• Need - Deficit or lack that causes a desire for satisfaction.
• Drive - Causes student to behave in a manner that eventually reduces the need and results in satisfaction.

Person's view of an activity as worthwile or enjoyable for its own sake.

Values, attitudes, and previous experiences affect the nature and mount of what they learn.

Consist of feelings for or against people, objects, or ideas.

Stimulate motivation.

Strong desire, a longing, an aim, a goal, or a desired objective.

• FIGPI
• Make the subject matter interesting.
• Establish goals.
• Provide informative feedback.
• Show interest in your students.
• Encourage participation.

Plan motivational strategies to keep the lesson interesting.

Come directly from the learning objectives.

Students need this when they are trying to meet goals.

Give students detailed feedback when they respond to a question or perform some task related to instructional objectives.

Be open to student contributions and points of view.

To motivate the students to achieve course objectives and to cause students to remain motivated beyond the training environment and apply what was learned to their jobs in the fleet.

• ATITI
• Imitation
• Trial and Error
• Association
• Insight
• Transfer

In a training environment, for students to observe others (instructors) and to imitate their behavior is natural.

Discover learning, learning by doing.

Comparison of past learning to a new learning situation.

Occurs when the learner suddenly grasps the way elements of a problem situation are connected.

Process of applying past learning to new but somewhat similar

• REPIE
• Law of Readiness
• Law of Effect
• Law of Primacy
• Law of Exercise
• Law of Intensity

Students learn best when they are physically, mentally, and emotionally ready to learn.

An individual learns best those things which result in satisfying consequences.

Students retain information they learn for the first time longer than they retain information they must relearn.

Students learn best and retain information longer when they have meaningful practice and repetition.

A vivid experience is learned better and retained longer.

• The single most important factor in a student's educational advancement is motivation.
• Often has as much or more impact than scholarship ability.

• Maturity
• Recognition
• Desire to Succeed
• Ability to Evaluate
• Failure
• Fair Play

Belief in their maturity. Your students want to be treated as adults.

Basic human need both in and out of the classroom. Provides instructors with great opportunities to motivate students.

No students come to class wanting to fail. Use this desire to help them move from success to success.

Students are quick to form opinions. Students evaluate everything, especially instructors.

Everyone makes status.

Students have a high regard for instructors who show fair play. Treat all learners fairly, equally, and as adults.

• Concrete
• Active
• Reflective Learners
• Abstract

• Experience-based approach
• Rely heavily on their own feelings
• Personal involvement is the key
• Learn best by imitation

• Learn by becoming involved
• Active Step-By-Step approach
• Small Group Discussions
• Structured Exercises
• Problem Solving Approach
• Experimenters

• Observe and Reflect
• Lectures
• Films
• Reading
• Impartial observer

• Theory-base, analytical
• Lectures by experts
• Theoretical reading
• Case studies
• Activities that require solitary thinking
• "THEORY" behind subject matter

Unlikely to find any group of students that have the same common core experience.

Avoid using concepts, ideas, or words that are not directly related to the subject being discussed, speak in CONCRETE terms.

Greatest barrier to effective communication (showing ignorance, disapproval, losing status, fear of judgement).

Temperature of the room, color of walls, uncomfortable seats, location of pictures or illustrations, and arrangement of students.

Involves the message being sent and received (verbal or non-verbal) and the element of feedback to ensure message was sent and received.

An active process that demands concentration and attention. Be alert to non-verbal behaviors of your students. Effective listening depends on motivation and YOU are the prime motivator.