Domain 1 Instructional Foundations Flashcards
Instructor’s Responsibilities
Students
Security
Safety
Curriculum
Students- teach effectively, set example, resolve conflicts.
Security-No classified material/ report security violations.
Safety- demonstrate proper safety procedures
Curriculum- ensure current/accuracy
Responsibilities of Curriculum
Curriculum- All training we conduct
Surveillance materials current/ effective
Interim-correct minor typos and to edits material
Change- modifies training materials not course
Technical Change- may/may not change lesson obj not course
Revision- changes course length/ objectives
John Keller’s Motivational Model
CARS
Confidence- set achievable goals/ Students efforts create success
Attention-Catch attention (sea stories)
Relevance- connection to how it applies to job
Satisfaction- feel good about recognition, attainment of goals, standards you set
Six Laws of Learning
REEPIR
Readiness- mentally, emotionally, & physically ready to learn
Exercise- practice makes perfect after effective demonstration
Effect- feeling of rewards and satisfaction after effective learning
Primacy- Remember what’s learned 1st
Intensity- stimulates attention/learning
Recency- Remember what’s learned last (review)
Five (5) Ways of Learning
ATITI
Association- compare past learning to new situation
Trial & Error- learn from mistakes and doing
Imitation- repeats the example
Transfer- apply what’s learned to new experience.
Insight- Aha ! moment/ Grasping concept.
Motivation Theory to Learning
VAAIIN
Need or Drive- meet needs of student
Interest- Worthwhile / student can lose interest
Values- Importance to student lives
Incentives- award for doing well
Attitude- displaying a positive attitude.
Achievement- need to want it
How does Motivation affect learning?
Determines success or failure of student
Types of Sensory Learners
VAK
Visual- Uses visual aids and pictures.
Auditory- learn by speech patterns, pneumonic, volume, verbal cues
Kinesthetic- learns by hands-on
Four Basic Learning “Styles”
CARA
Concrete- Experienced based (See one do one)
Active- step by step trial & error. (Try it out several ways.)
Reflective- compare and contrast. Observe and repeat. (Watch others do it first)
Abstract- theory based. Why & How? (Case Studies)
Barriers of Effective Communication
LOFE
Lack of Common Core experiences- Unlikely to find common core experiences
Overuse of abstractions- indirectly related to material. Be direct and specific.
Fear- disapproval, losing status, judgement.
Environment- noise, temperature, poor lighting
Purpose of Effective Communication Process
Communication is the exchange of thoughts, ideas, signs and images.
(SMVR )Four Parts: sender, message, delivery vehicle, & receiver
Importance of Listening Communication Skills
Active process of hearing and understanding requiring concentration and attention.
Instructor is the motivator.
Students responsible for active listening, readiness, participating.
