MTS - KQSS DOMAIN 1: INSTRUCTIONAL FOUNDATIONS

The purpose of the Navy's training system is to ensure a systematic approach for determining what to train and how best to accomplish that training.

• The Instructor. 
• Simplify the learning process for students of varied backgrounds and experiences.

Present knowledge and skills required to transform students into proficient and productive members of the operating forces.

• Knowledge
• Ability
• Personality

• * Being thoroughly familiar with the subject.
• * Know far more than we teach.
• * Know the basic instructional strategies and techniques.

• LEADERSHIP
• Plan and Organize
• Optimize Resources
• Delegate Authority
• Monitors Progress and Results
• Disciplines and Rewards

• INSTRUCTIONAL
• Know basic principles, methods and techniques, and know how to apply them all.

It is defined as the pattern of collective character, behavioral, temperamental, emotional and mental traits of an individual.

Gain respect of students by displaying a professional attitude.

Always show a sincere interest regardless of race, heritage or intellectual level.

• Admit that we do not know the answer
• Keep remarks professional and appropriate
• Be patient
• Maintain rapport with students
• Treat students with respect

Teach effectively, set good examples to follow, and help resolve conflicts that may hinder learning.

• Demonstrate proper safety procedures in addition to teaching.
• Be aware that behavior has greater impact on students than do our words.
• We  have no greater responsibility as instructors than that related to the safety of our students.

• Never discuss classified material if it is not approved for the curriculum.
• Never present, discuss or incorporate information of higher security if it is not approved for the curriculum.
• Account for all training material or references, classified in nature, at all times
• Immediately report situations suspected to constitute security violations.

Maintenance is an ongoing effort to ensure accuracy and material is current.

Deficiencies noted as a result of surveillance, requires a change to curriculum.

Training conducted within school, tailored to specific topics along with detailed training objectives.

Ongoing evaluation of training or materials to ensure continued effectiveness and currency of content meet training requirements.

Minor change to correct editorial and typographical errors, teach ability, safety, or urgent type commander issued subjects.

Modification to training materials that does not effect course objectives, increase course length, or require additional resources.

Change to tactical (chipboard) or training unique equipment or documents that may or may not affect individual lesson, objectives, but does not affect course objectives, course length, or resources.

Change to any course learning/terminal objective, an increase in course length, or any changes that require additional resources.

• ATTENTION
• RELEVANCE
• CONFIDENCE
• SATISFACTION

• It is an important first step.
• Do what makes sense, make what is relevant stand out, or they are unlikely to learn.
• Learners think about what they hear, see or do to optimize learning.
• Vivid descriptions (Sea Stories) are among the best strategies to capture attention and focus their thinking.

• Motivational.
• Connects what students learn to what they will be doing.
• When students see relevance, effort is more likely put forward to understand and apply what is being taught.

• Competence with effort.
• Students are more likely to try
• Instructors can guide learners even if goals are challenging, but achievable.
• It is about becoming aware of the relationship between effort and success.

• Feeling good, motivates.
• Tasks are rewarding, and motivates students to achieve goals.
• Recognition contributes.
• Create opportunities to succeed, maintain high standards and recognize students' attainment of those standards.