Domain 1

To ensure a systematic approach for determining what and how to train.

The Instructor

• 1. Knowledge:be the SME; know more than the subject being taught; observe other instructors; know the students level.
• 2. Ability:2 types:a. leadership-planning, organizing, delegating, discipline and reward. b. instructional- apply principles, methods and techniques.
• 3.Personality:pattern of collective character, behavior, temperamental, emotional and mental traits.

ensure its current and accurate.

teach effectively, set a good example and handle all conflicts they might have (personal and military).

demonstrate proper safety procedures (TTO, PreMisHap Plan) as well as teaching.

• - never discuss classified material not in curriculum
• - ensure students have proper clearance
• - never discuss info that has higher classification
• - account for classified training materials
• - report any situation
• - never downplay

• VA2I2N
• Values: set goals to be important to student
• Achievement: desired objective to student met
• Attitudes: instructors must show positive attitude toward lesson and the Navy
• Incentives: good grades or awards (honor grad)
• Interest: why is lesson worthwhile to student
• Needs & drives: the need to belong

• MEEPS
• Make subject interesting - use a variety of materials (jokes, etc.)
• Establish goals - present objectives so students will understand what are expected to do after training
• Encourage participation - use students' experience to stimulate interest and add variety
• Provide informative feedback - give proper recognition of student behavior
• Show interest in your student - be mentor on and off duty

To cause students to remain motivated beyond the instructor's influence and apply what they have learned on the job.

• ATITI
• Association: a comparison of past learning to a new learning situation.
• Transfer: process of applying past learning to new but somewhat similar situations (classroom to lab).
• Imitation: observance of others which will be imitated, this is a concrete learner.
• Trial and Error: learning by doing, this is an active learner.
• Insight: the AHHA! Phenomenon. Use thought provoking questions rather than memorization questions.

• IREEPS
• Intensity: a vivid experience is learned better and retained longer. (lab environment, electrical shock, hot iron)
• Readiness: students learn best when they are physically, mentally and emotionally ready to learn.
• Effect: individuals learn best those things which result in satisfying consequences. Positive reinforcement.
• Exercise: students learn best and retain info longer when they have meaningful practice and repetition.
• Primacy: students learn better the first time better then relearning (teach right first time).

• -motivation involves the activation, direction and persistence of a specified behavior.
• -it stimulates their interests, arouses curiousity and allows the instructor to develop a specified direction.

• BADWTF
• Belief in their maturity: want to be treated as adults. Hold accountable for actions and treat with respect.
• Ability to evaluate: students are quick to form opinions. Evaluate instructors and detect lack of competence, enthusiasm and sincerety.
• Desire to succeed: instill self confidence with reinforcement.
• Want recognition: give recognition to students who respond to questions.
• Treat fairly: Don't favor, treat equally.
• Fallibility: everyone makes mistakes. Be patient.

• CARA
• Concrete: prefer an experience based approach to learning. Relying heavily own feelings and personal judgement (imitation).
• Active: Step by step approach and small groups, structured exercises. (trial and error).
• Reflective: observe and reflect (make comparisons and contrasts) before drawing conclusions. Lectures, films and reading.
• Abstract: theory based. Learn from theoretical reading, case studies and activities that require solitary thinking.

• Fear - showing ignorance, disapproval, judgement. Don't embarass student or allow students to.
• Environmental Factors - noise, temperature, etc.
• Lack of Common Core Experience - students don't all have the same experiences. Use analogies examples.
• Overuse of Abstractions - should include concepts, ideas or words not directly related to subject being discussed. Check to ensure the students understand info exactly as you intended.

Sending (instrutor) - a. formulate the message. b. consider the barriers that may affect message, put into words, clearly send.

Recieving (student) - hear/see message, message affected by barriers, decode, interpret.

Feedback - provides essential info about your success to communicating the message. Use oral questions, notice students behaviors (facial/body expressions).

It is the active process of hearing and understanding that demands concentration and attention.

• GIRAF
• Grammar
• Inflection
• Rate of speech
• Articulation
• Force

It reinforces, emphasis and clarifies verbally expressed ideas.

• FADS
• Focuses attention of a particular area of the subject matter.
• Arouses interest in the subject matter.
• Drills students on subject matter they must recall precisely.
• Stimulates students to think.

It is at the LEVEL of instruction.

It has the USE of an interrogative.

It has a CLARITY of meaning.

• Factual
• Interest arousing
• Leading
• Multiple Answer
• Canvassing
• Thought provoking
• Yes/No

• APPLE
• Ask the question
• Pause
• Pick a student (rate/rank, Last Name)
• Listen to answer
• Emphasize or repeat the answer.

• Case Study - NAVLEAD
• Demonstration - fire fighting training
• Discussion - interchange of ideas between students with instructor guidance.
• Lecture - large amount of info in short time (GMT)
• Lecture with Audiovisual - same as above with visuals
• Lesson - instructor/student interaction (most common in Navy)
• Role Playing - student assumes active roles in a stimulated situation followed by a group decision.

Behavior: describes what the learner should be able to do as an outcome of the training.

Condition: defines aiding and limiting imposed upon the student in satisfying the performance requirements of the obj.

Standard: specifies the criteria for the students performance which must be met.

Knowledge:measures achievement of objective through the use of test items written at the appropriate learning level.

Performance: measures skill acquisition by having the student demonstrate specific behaviors defined by the learning site.

• Analysis/Evaluation: analysis - understanding of elements; evaluation - judgement of value or effectiveness of procedures.
• Recall: verbation remembering of items
• Comprehension: understanding what was taught instead of memorizing.
• Application: ability to use acquired knowledge in a job related situation.
• Recognition:verbatim identification of specific terms, facts, rules, etc.

Process = the focus is on whether the trainee can perform steps of the procedure or process.

Product = produce or construct a product that meets specifications

Combination = mix of product and process

Lesson Plan = blueprint ensures instruction presented in proper ssequence.

Instruction Sheets = Assignment, Diagram, info, Job, Problem, Outline.

Instructional Media Material = any devise or equipment to help student understand and learn.

Increase Understanding

Increase Interest and Motivation

Increase Retention

Increase Uniformity in Training