NAMI Master Training Specialist Section 1

To provide a systematic approach for training

• The instructor, who must:
• -simplify the learning process
• -present the material to the student to make them proficient at the skills

Knowledge, ability, and personality

• -Thoroughly familiar with the subject
• -Need to know more than you're teaching to the students
• -Need to know basic instructional strategies and techniques

• 2 basic types:
• Leadership and instructional

• (MAD POOR)
• Monitoring progress, delegating Authority, Disciplining and rewarding
• Planning and Organizing, Optimizing Resources,

• Must not only know (PMT):
• Principles
• Methods, and
• Techniques
• or instruction, but also have to apply them

• your character, behavior, temperment, and ability to show sincere interest in all students.
• If you dont know, admit it
• Stay professional at all times
• Be patient
• Maintain rapport with students

• to teach them effectively
• set a good example
• help resolve conflicts that hinder training

No greater responsibility as an instructor

• Maintain security for classified materials, at the approved levels.
• Report any suspected security violations

Maintenance is an ongoing effort to keep it current and accurate.

All training conducted within a school that is outlined into topics and training objectives

A process that is of ongoing evaluation to ensure effectiveness and currency to meet training requirements

Minor change to correct minor errors, teachability, safety, or urgent type-commander-issued subjects

a change to training materials that DOES NOT affect course objectives, length, or need additional resources

• Any change to tactical or training-unique equipment or documentation.
• It may or may not affect lesson objectives, but DOES NOT affect course objectives, length, or resources

• A change to course:
• learning,
• terminal objectives,
• length
• that requires additional resources

• (IA VAIN)
• Incentives, Attitudes, Values, Achievements, Interest, Needs and drives

Something a student lacks, that causes a desire for satisfaction

A student's perception that an activity is worthwhile for it's own sake

Students have more interest in a subject that they see as important in their lives

• feelings towards or against a subject.
• If you show a positive attitude, it will cause students to want to learn

• strong desire, longing, or aim
• Students must have a desire to achieve at a certain level to succeed

• Use motivation at the beginning of a lesson to introcude the materials, stimulate interest, arrouse curiosity, and develope a learning goal.
• The intro should show a link between previous lessons and the current one

• Do not read a lesson plan verbatim.
• Know the lesson plan as well as the references.
• Do not overteach: teach what students really need to know in the classroom

• used to recapture the students' attention.
• give final summaries after you covered all main points of the lesson
• Reviewing main points and asking questions reinforces students' learning

To cause students to remain motivated beyond the instructors influence, and apply what they learned on the job

• Imitation
• Trial and error
• Association
• Insight
• Transfer

• Students observe others and imitate their behavior.
• Learning occurs even without direct reinforcement

• Learning by doing.
• Should set an example for them to imitate for faster success

• Comparing past learning to a new learning situation.
• It is a mental process that serves as a reference point for students

• Understanding that the whole is more than a sum of the parts.
• The "AH-HA!" when students grasp the way elements are connected

Applying past learning to a new but similar situation

• Law of Readiness
• Law of Effect
• Law of Primacy
• Law of Excercise
• Law of Intensity

Students learn best when physically, mentally, and emotionally ready to learn

Students learn best things that have a satisfying consequence

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

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

Vivid experiences are learned better and retained longer

Motivation

Motivation has as much impact on student's learning as their scholastic ability.

Concrete, Active, Reflective, Abstract

• prefer experience-based approach to learning.
• Rely heavily on their own feelings
• Learn best from imitation after watching others take place in role-playing and simulations

• prefer to learn by becoming involved with the subject, taking an active step-by-step approach
• Learn best from small group discussions

• like to observe and reflect before drawing conclusions.
• Learn best from lectures, films, and reading.

• prefer a theory based analytical approach to learning.
• Learn best from lectures by experts, theoretical reading, case studies, and activities that require solitary thinking.
• Like to learn the theory behind the subject

• Fear
• Lack of Common Core Experience
• Overuse of Abstractions
• Environmental Factors

• Instructor formulates the message in his mind
• Consider barriers that may affect the message
• Encode the message: put it in words you want to use
• Clearly communicate

• Your own experiences
• Student's experiences
• Terms to use
• Feelings towards the subject
• External barriers ie Noise

It is an active process that demands concentration and attention