Navy Instructor Manual NAVEDTRA 134a

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Naval Educationand Training Command

Training Manu(TRAMA

NAVEDTRA 134AAugust 2009

DISTRIBUTION STATEMENT A: Approved for public release; distribution is unlimited.


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NAVEDTRA 134


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NAVEDTRA 134ii


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NAVEDTRA 134 ii

CHANGE RECORD

Number and description of change Entered by Date

Recommended changes to this manual will be forwarded to NETC (N74) via the chain

of command. Approved changes will be recorded on the Change Record of this manual.


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NAVEDTRA 134iv


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NAVEDTRA 134 v

FOREWORD

The NAVEDTRA series manuals:

NAVEDTRA130,TaskBasedCurriculumDevelopmentManual

NAVEDTRA131,PersonnelPerformanceProleBasedCurriculumDevelopment Manual

NAVEDTRA134,NavyInstructorManualNAVEDTRA135,NavySchoolManagementManual

TheNAVEDTRA130seriesofmanualsprovidesfundamentalguidancewithin the Naval Education and Training Command for the development

ofcurricula,thedeliveryofinstruction,andthemanagementandevaluation of training programs.

These manuals do not supersede the directive policy established

byNavalEducationandTrainingCommandInstructions(NETCINSTs)inthesesubjectareas.Rather,theysupplementtheNETCINSTsintwoimportantways.First,theyreectthephilosophicalprinciplesunderlyingNETCpolicyforcurriculum,instruction,andevaluation;andsecond,theyprovideproceduresforcarryingoutthatpolicy.

Eachofthe130seriesmanualsisdesignedasastand-alonedocumenttoserveaspecicusergroupsuchascurriculumdevelopers,instructors,trainingmanagers,orevaluatorsoftraining.Themanualsare,however,interrelatedandappropriatelycross-referencedtooneanother.

ThepurposeofNAVEDTRA134,NavyInstructorManual,istopresentknowledgefactorsandbackgroundinformationonthetheoryandtechniquesofNavyclassroominstruction.ItisdesignedtofollowtheoutlineoftheNavy'sformalInstructorTrainingCourseandistobeusedasasupplementarytextforthiscourse.Itmayalso be used as a general reference by those having responsibility

forconductingshipboardoron-the-jobtrainingprograms.


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NAVEDTRA 134vi


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NAVEDTRA 134 vi

TABLE OF CONTENTS

LETTEROFPROMULGATION.....................................i

CHANGERECORD............................................iii

FOREWORD ...................................................v

CHAPTERS

1.NAVYTRAINING..........................................1

2.THENAVYINSTRUCTOR....................................9

3.MOTIVATION............................................21

4.PRINCIPLESOFLEARNING................................29

5.EFFECTIVECOMMUNICATION...............................51

6.INSTRUCTIONALMETHODS.................................79

7.LEARNINGOBJECTIVES..................................101

8.TESTING..............................................113

9.COURSEMATERIALS.....................................133

10.INSTRUCTOREVALUATION................................163


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NAVEDTRA 134viii


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NAVEDTRA 134A Chapter 1 1

CHAPTER 1

NAVY TRAINING

INTRODUCTION

TheprimarypurposeoftheUnitedStatesNavystrainingestablishment is to provide operational forces with trained

personnel who can maintain a high degree of Fleet readiness.

Severalofcescoordinatewitheachothertoplanfortrainingandto determine the purposes of training within various commands.

Theseofcesare:ChiefofNavalOperations(CNO);Commander,U.S.FleetForcesCommand(CUSFF);SystemCommands(SYSCOMS);NavyEnterprises(TypeCommander;MarineCorpsCombatDevelopment

Command(MCCDC);NavalEducationandTrainingCommand(NETC);andCommander,NavyReserveForcesCommand(COMNAVRESFOR).

Aboutone-thirdofallpeopleintheNavyareinvolvedinsomekindoftrainingatanyonetime.Newtechnicaldevelopmentsaswellaslossesoftrainedpersonnelthroughpromotion,retirement,discharge,ortransfercreateaconstantneedfortraining.Toperformsuchalargeandcomplextrainingtaskwithanever-changingpopulation,andtoensureneededstandardizationwhilecarryingoutrequiredchanges,theNavyusesasystemsapproachto training. One of the purposes of this manual is to acquaint

youwiththedetailsoftheNavysformaltrainingsystemandtheeducational concepts upon which it is based.

REVOLUTION IN TRAINING (RIT)

InOctoberof2000,theNavyembarkedonwhathasbecomeknownastheRevolutioninTraining(RIT).TheRITbeganwithanExecutiveReviewofNavyTraining(ERNT),whichwasaCNO-directedworkinggrouptaskedtorecommendwaystoimprovetraining,education,andlearning throughout the Navy.

These recommendations included substantial revisions intraditionalmanpower,training,andeducationstrategies(e.g.,changes in the mix of classroom instruction vs. remote learning)

and in the content and delivery of learning. A major thrust of the

RITwastolinkdecisionsinmanpower,training,andeducationtowarghtingenterpriseperformancethroughHumanSystemsIntegrationandHumanPerformanceSystemsModel(HPSM)solutions.


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NAVEDTRA 134A Chapter 12

INTEGRATED LEARNING ENVIRONMENT (ILE)

InDecemberof2002,asaresultoftheERNT,NETCcreatedtheILEtotransformlegacysystemsandbusinessprocessesandtoenablenecessarychangestoaccomplishRITgoals.

TheILEencompassesallformsoftrainingmethods,includinginstructor-led,computer-/web-based,andblendedinstruction.TheILEsupportsreadinessbyexploitingcurrenttechnologiesandbestpractices to enhance institutional and individual learning and to

enhanceperformancesupportfortheNavystotalforce.

ILE Electronic Applications

TheseapplicationsarekeytechnicalcomponentsoftheILE:

NavyKnowledgeOnline(NKO)Portal:

oServesasthesinglepointofentrytoallNavyE-Learningcourses.

oProvidesknowledgemanagementfeaturesandspecializedcommunities of practice.

oLocatedathttps://wwwa.nko.navy.mil.

LearningManagementSystem(LMS):

oContainstheILEmastercatalogforaccessinginformaleducation and training content.

oManageslearnerlessonplansandtrainingday-to-dayprogress.o Allows management of learning events.

oProvidesaccesstothousandsofself-pacedtrainingcourseware offerings.

LearningContentManagementSystem(LCMS):

oProvidesforcreation,storage,reuse,andmanagementoflearning content.

oProvidesatemplate-drivenenvironmentforfast,efcient,andconsistentauthoringofknowledge-basedcontent.

oProvidestheabilitytodynamicallydelivercontentcustomizedtodisplayuniquethemesandtomatchuserproles.

oCanreceivecontentdevelopedintheAuthoringInstructionalMaterials(AIM),automatedtool.


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CorporateenterpriseTrainingActivityResourceSystem(CeTARS):

o Manages the collection of raw training data.

o Compiles the data.

oPerformsstatisticalcalculations.oProvidestheresultstoalllevelsofthemilitarytraining

organization.

THE NAVY TRAINING SYSTEM

The purpose of any systems approach

is to provide a method by which the

NavyTrainingOrganizationcananalyzeandapplyalltheelementsthatmakeuptheNavyTrainingSystem(Fig.1-1).ThepurposeoftheNavyTrainingSystemis to ensure a systematic approach for

determining what to train and how best to

accomplish that training. To understand

theNavysapproachtotraining,visualizeNavytrainingasasystemwiththreedistinctbutinterrelatedelements:preparationoftraining,deliveryoftraining,andevaluationoftraining.

PREPARATION OF TRAINING

BeforetheNavycanprovidetraining,itmustdeterminetraining

requirements;developtraining;andtraininstructors,curriculumdevelopers,andtrainingmanagers.Therefore,itusesaplanningprocess through which it determines the formal courses it will

offer and the number of students it will train in each course.

Itthensetsstandardsforcourseandcurriculumdevelopmentandprescribestheappropriatetrainingpathsforinstructors,curriculumdevelopers,andtrainingmanagers.

Determining Training Requirements

TheNavydeterminestrainingrequirementsfromtheFleetsneed

forpeoplewithparticularjobskills.Beforeprovidingformalcourses,itcheckstoseeifitsworkforcehasenoughpeoplewiththoseparticularskills.Ifitlackstrainedpersonnel,theNavythenprovidesformalcoursesineachskillareaunlesson-the-jobtrainingismorecost-effective.

Job,Duty,TaskAnalysis(JDTA)istheprocessthatNETCismaturingtolistthejobsperformedbyanoccupationaleld,whoperformsthem,andthefrequencyofperformance.Asurveyofjobsperformed within a rating may indicate a need to revise training.

Figure 1-1: Navy Training System


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TheNavyprovidesmostinitialskillstrainingandalmostalltrainingthatawardsaNavyEnlistedClassication(NEC)throughformal,residentialcourses.Itprovidesnon-NECskillstrainingcoursesinbothformalandinformalsettings.Identicationoftrainingrequirementsisanongoingprocess.Asskillrequirementsbecomeobsolete,theNavychanges,revises,ordeletescourses.Asnewskillrequirementsareidentied,italsointroduces newcourses.

PerOPNAVINST1500.76(series),theNavyTrainingSystemPlan(NTSP)istheprimarydocumentidentifyingmanpower,personnel,trainingrequirements,andresourcesfornewsystemsdevelopmentandmodernizationofexistinglegacysystems.ThisinstructionaddressesNTSPrequirements,acquisition/modernization,managementactionsrequiredtooptimizemanpowerandmaximizeHumanPerformance(HP).

Developing Training

Afteratrainingrequirementisvalidated,programmanagersmustdetermineiftherequiredtrainingisalreadyavailable.Ifitisnotavailable,theymustdetermineifachangeorrevisionto existing training can meet the training requirement or if new

curriculum development is required.

Ifnewcoursedevelopmentisnecessary,theprogrammanagermust decide the type of training needed and direct the design and

development of course materials. The program manager then mustensure that designated personnel receive the required training to

develop,conduct,orevaluatethecourse.Duringthedevelopmentoftraining,thedesignatedfunctionalcommanderandtrainingactivityworktogethertodesignthecourseofinstructionanddevelopthecourse materials.

Toestablishacourse,thefunctionalcommanderandthetrainingactivitymusttakethefollowingactions:

Identifythemanpower,facilities,support,andequipment

needed to meet the training requirement.Submitacoursedescriptionviathefunctionalcommanderfor

insertionintoCeTARStoreectintheCatalogofNavyTrainingCourses (CANTRAC).

AssignaCourseIdenticationNumber(CIN).SubmitpaperworktoassigntheNEC(ifcourseisNEC-awarding).


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TrainingmanagerswillbeabletotrackstudentsandtraininginformationrelatedtoaspeciccoursebecauseofthecoursesuniqueCINandCourseDataProcessing(CDP).TheCINmustbeincludedintheCeTARS.CeTARSisthecorporatedatabaseforformaltraininginformation.Itensurestimelycollectionanddissemination of information to meet the demands of various echelon

activities.Personnelmanagement,studenttrainingmanagement,classroomsupportmanagement,classeventresourcescheduling,publicationandequipmentmanagement,systemutilities,studenttestingandevaluation,andrelatedadministrativesupportarealltrackedbytheCINand/orCDPinCeTARS.

The development of technical course materials also follows

a systematic procedure. The goal of the systems approach is to

establish uniform training. The systems approach has the following

advantages:

Preventsorminimizesovertrainingandunder-trainingthroughtheproperidenticationoftrainingrequirements.

Ensuresuniformtrainingforallpersonnelatallfacilitiesthrough the use of standard guidelines for material design and

development.

Providesup-to-datetrainingthroughtheanalysisoftrainingmaterials and procedures.

Assessesoveralleffectivenessandidentiesdecienciesthroughthecontinuedfeedbackfromatrainingevaluationprogram.

Training Staff

Allofcerandenlistedpersonneloccupyinginstructor,trainingmanager,orcurriculumdeveloperbillets/positionswithinNETCmustcomplete the appropriate training path for their duty assignments.

Onlythroughintensive,recurringtrainingofinstructors,trainingmanagers,andcurriculumdeveloperscantheNavyachieveuniformtraining.


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DELIVERY OF TRAINING

Alloftheanalysis,coursedevelopment,andstafftrainingconducted as part of training preparation culminates in the

delivery of training. The responsibility of the instructors and

managers of Navy training courses is to

help the student to learn. No matter whatthecourseis,theireffortsareaimedattrainingthestudenttoperformaspecicjoboracquireaspeciccompetencyandtoapplythe principles learned. An important part of

this training is giving the students clear and

precise direction and explaining the best way

toperformtasksassociatedwiththeirjobs.

Training Management

Management and administration are two important elements

of instruction. Establishing instructional management andadministrativeguidelineshelpstopreventdifcultiesandsolve

problems that may develop in a learning

situation. Management involves several areas

of concern. The primary concern is the

safety of the students and staff. Another

concern is the effective and economical use

of instructional material and equipment.

Management is also concerned with the

full use of all educational and training

facilities.Managementinvolvesthelling

ofbillets,resolvingresourceneeds,addressingquality-of-lifeissues,andoverseeingafter-hourroutines.

AsineveryothercomponentoftheNavalTrainingSystem,coursemanagementismulti-faceted.Itconsistsofbothclassroommanagement and course management.

Classroommanagementistheinstructorsresponsibility.Aninstructormustestablishreceptive,cooperativeworkingrelationshipswithstudents,otherinstructors,andcoursemanagers.Theinstructorshouldmakewhateverarrangements

necessary to provide favorable learning conditions for allstudents. The students should be able to hear and see the

instructor without being distracted by other activities around

them.Theinstructormusthaveasafety-consciousattitudeandinstillineachstudentsafeworkhabitsandanawarenessofthehazardsofequipmentandmachinery.Theprinciplesandproceduresthe instructor adopts in classroom management greatly contribute to

the success of the instruction.


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Allinstructionaloperationsandproceduresaretheinstructorsadministrativeresponsibility.Tomakeinstructioneffective,instructorsshouldfullyusethetimespeciedforlessontopics.They should report equipment in need of repair and request supplies

needed to help them provide effective instruction. They should also

makesuretheclassroomorlaboratoryisreadyforthenextclassofstudentsorfortheinstructorsusethefollowingday.Thatincludes preparing all equipment and training materials.

Course management involves management of the instructional

material,thestaff,thestudents,andthephysicalplant(i.e.,building,equipment,furniture).NETCestablishesinstructions,manuals,anddirectivesthatspelloutthedutiesofschoolsupervisors,directors,andsupportpersonnelineachoftheseareas;theseareampliedbythefunctionalcommandersandthelocaltrainingactivity.Instructorsshouldbefamiliarwiththe

organizationalandmanagementresponsibilitiesoftheirtrainingactivity.

EVALUATION OF TRAINING

EvaluationmanagementmeasurestheeffectivenessoftheNavystrainingprograms.Everymemberofthecommand,fromthecommandingofcertotheinstructor,sharesresponsibilityfortheevaluationoftraining(Fig.1-2).

Evaluation is a joint effort and a tool used to improve training.

Evaluation is normally divided into internal evaluation and

external evaluation.

Figure 1-2: Evaluation of Training


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Internalevaluationinvolvesfeedbackonthecourseofinstruction on a regularly scheduled basis. This information

isusedtomakeimprovementstotraining.Examplesincludethefollowing:

Reviewsofsafety,thecourse,andattritionorsetbackpercentages.

Testingprograms,includingtest-itemanalysis.Formalevaluationofinstructorsinclassroom,laboratory,andelectronic classroom settings.

Studentcritiqueofboththecourseandtheinstructors.

Externalevaluationinvolvesthegatheringoffeedbackbyindividuals or groups outside the course. Although this information

isnormallynotgatheredasfrequentlyastheinternalfeedbackdata,itisalsousedtomakeimprovementstothetraining.

SUMMARY

TheNavyTrainingSystemisextremelycomplex.Itincludesthepreparationoftraining,deliveryoftraining,andevaluationoftraining. Although it requires coordination at all levels of the

NavyTrainingOrganization,themostessential,singlelinkinthe training chain is the instructor. The instructor is the one

who must simplify the learning process for students of varied

backgroundsandexperiences.Theinstructoristheonewhomustpresenttheknowledgeandskillsrequiredtotransformstudents

intoprocientandproductivemembersoftheoperatingforces.

TheNavyisengagedinanenterprise-widetransformationofhowitoperatesinanefforttoimproveandalignitsorganizations,incorporatenewtechnologiesintoNavytraining,exploitopportunitiesavailablefromtheprivatesector,anddevelopacontinuum of lifelong learning and personal and professional

developmentforSailors.AkeyenableratthefoundationofthistransformationistheNavysIntegratedLearningEnvironment(ILE).Inthenextchapter,wewilldiscussthevitalrolethattheNavyinstructor plays in Navy Training.


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CHAPTER 2

THE NAVY INSTRUCTOR

INTRODUCTION

Teaching has been described as both an art and a science.

Thescienceofteachinghelpstoexplainwhatmustbedone.Itis concerned with the why and how of instruction. The science

of teaching helps the new instructor understand the techniques

andacquiretheknowledgerequiredtodothejob.ThatiswhyNavy instructor training includes subjects on the principles

oflearning,motivation,communication,instructionalmethods,objectives,testing,andthewayspeoplelearn,amongothertopics.That is also why instructor training includes a lot of practice

teachingandteaching-performanceexaminations.Thesespecicpartsof the training are designed to help the beginning instructor grasp

the basic techniques or the science of instruction.

Afterbeginninginstructorslearntousethesetechniques,theycanstarttolearntheartofinstruction.Aswithanyart,someartists(instructors)willbemoreeffectivethanothers.Efcientinstructorsknowandfollowalltherulesandtechniquesofteaching.However,effectiveinstructorsareoftenthosewhoseizeevery opportunity to enhance the learning experience by being more

creativeintheiruseoftherulesandtechniques.Beforeyoucandothat,though,youmustknowtherulesandwhentoappropriatelyexploit the rules to their advantage.

Theartofinstructionreallycannotbetaught.Youdevelopitthroughexperienceandlearningwhatworks.Thescienceofinstructioncanbetaught.Therefore,themoreyouknowandunderstandaboutthescienceofteaching,thebetterequippedyouwill be to develop the art. Although almost anyone can become a

competentinstructor,somepeoplewilldevelopintotrulysuperiorinstructors.Thestartingplace,however,isthesameforallof

uswith the basics.

Inhistext,Instructional Technique (1981),IvorK.Daviesdiscussestheconceptsofefciencyandeffectiveness.AccordingtoDavies,efciencyisconcernedwithdoingthingsright,whileeffectiveness is doing the right things.


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Mostofuseasilyrecognizeefcientinstructors.Theydothingsright.Theyplantheirlesson,preparethelearningenvironment,conductproperlessonintroductions,askquestions,anduseinstructionalmediamaterial.That,however,doesnotensuretheyare effective. Effectiveness in instruction is much more than just

doingthingsright;itisdoingtherightthingstoenablestudentstolearn.Itismeasuredwhenstudentsdemonstratetheyhavemetthe objectives of the course as result of your instruction.

Ideally,yourinstructionwillbebothefcientandeffective.Throughstudyandexperience,youcanlearntodothingsright.This chapter presents information on the characteristics or traits

instructorsshouldhave,aswellasinformationontheduties,responsibilities,andconcernsuniquetoNavyinstructors.

PROFESSIONAL PRECEPTS

Ifyouweretoobserveefcientandeffectiveinstructors,youwould see that they all have certain qualities in common. These

qualities provide a list of ideal traits toward which you should

workasaninstructor.Thesetraitsalsoprovideyouwithabasisforself-evaluationandself-help.

Each of these traits belongs in one

ofthreebroadcategories:knowledge,ability,orpersonality.Together,thesethree categories contain the professional

qualitiesofaneffectiveandefcientinstructor. We refer to these asprofessionalprecepts(Fig.2-1).

KNOWLEDGE

Youmusthavemanytypesofknowledgetobebothefcientandeffectiveasaninstructor.First,youmustbethoroughlyfamiliarwiththesubjectyouwillbeteaching.Generally,yourassignmentto instructor duty indicates that you are a subject matter expert

(SME)inyourareaofassignment.Theformaltrainingyouhave

receivedinyourratingcoupledwithyouractualworkexperienceandon-the-jobtrainingwillprovideinvaluableknowledgetoyouinyourinstructorassignment.Youmaydiscover,however,thatknowingthe subject well enough to do the job yourself is quite different

fromknowinghowtoteachotherstodoit.Impartingyourknowledgeto others will bring you both your greatest challenges and rewards

as an instructor.

Figure 2-1: Professional Precepts


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Youwillknowandwillneedtoknowfarmoreaboutyoursubjectarea than you will actually teach your students. Only through

practicing,studying,researching,andkeepingupwithnewdevelopmentscanyouattainthewealthofknowledgerequiredinyour role as an instructor. Avail yourself of every opportunity

toobserveotherinstructors.Notonlywillthatbenetyouinlearningmoreaboutyoursubjectmatter,itwillalsoexpandyourknowledgeofinstructionaltechniques.

YouneedtounderstandthatyouwillbeconductingtrainingtomeettheneedsoftheNavy,notindividualmembers.AsdiscussedinChapter1,theprimarypurposeoftheNavytrainingestablishmentis to provide the operational forces with trained personnel who can

maintain a high degree of Fleet readiness.

Trainingandeducationhavemuchincommon,buttheydiffer

in some important ways. Education does not necessarily have apracticalordenedgoal;acquiringknowledgeforitsownsakeisalegitimategoalofeducation,butnotoftraining.Trainingshouldaccomplishatleastthreethings.Itshould:

Developknowledge,skills,andattitudes.Producechangesinbehavior.Meetspecicobjectives.

The focus of training is to prepare individuals to perform the

dutiesofthejobtowhichtheywillbeassigned.Yourchallenge

istohelpstudentslearntoleadthemingainingtheknowledge,skills,andattitudesthatwillmakethemsuccessful.

Inordertohelpstudentslearn,youneedtoknowsomethingabouttheirpreviouseducationandexperience.Studentrecordswillprovidesomeoftheinformationyouneed.Previousinstructorsofstudents can also provide you with valuable information about your

studentsandcourses.However,yourinteractionwiththestudentinthe training environment is your greatest source of information.

Finally,youneedtoknowsomebasicinstructionalstrategies

andtechniques.Thatbringsusbackonceagaintodiscussingthescience and art of instruction. Formal instructor training and this

text will provide you with information on the science of teaching.

Youwillgainexperienceintheartofinstructionthroughyourinteractionwithstudents,otherinstructors,andtrainingadministrators.Youshouldcontinuouslystrivetoexpandyourknowledgeinboththescienceandartofinstruction.


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ABILITY

As a Navy trainer you should have two basic types of ability:

leadershipandinstructional.Someindividualsaresaidtopossessnaturalabilitythatis,theyareborninstructorsorbornleaders. While certain traits may set those people apart from

others,theyhaveprobablyalsoworkedveryhardatbeingborninstructors and leaders.

Instructionalability,alongwithleadershipability,isessentialtoyourefciencyandeffectivenessasaninstructor.Youmustnotonlyknowtheprinciples,methods,andtechniquesofinstruction,youmustalsobeabletoapplythemeffectively.Yourabilityasaninstructorshouldgrowwithexperience.However,yourabilitywillgrowonlyifyoumakeaconsciousefforttoimprove.

Research,uponwhichtheNavysleadershiptrainingisbased,has

denedanumberofleadershipskills,knowledge,andbehaviorsthatdistinguish superior Navy leaders from average performers.

Efcientandeffectiveinstructorsdisplayleadershipskillssuchasplanningandorganizing,optimizingtheiruseofresources,delegatingauthority,monitoringprogressandresults,disciplining,andrewarding.Theirskillfuluseofinuencehelpsthemtopersuadeothers,buildteamwork,developsubordinates,andmaintainself-control.Inadvisingandcounseling,theyunderstandstudentsneedsaswellascreatepositiveandrealisticexpectations.Inapplyingconceptstojobsituations,their

knowledgeandexperiencehelpthemtoidentifyproblems,sortthroughfacts,anddecideonappropriatecoursesofaction.

AsaNavyinstructor,youwillndthatleadershipbyexampletakesonaparticularlyimportantsignicance.Everythingyoudoisunderscrutiny.Notonlymustyouinstructinanefcientandeffectivemanner,youmustalsoserveasarolemodelinyourmilitaryconduct,attitude,appearance,andbearing.YoushouldexemplifytheNavysCoreValuesofHonor,Courage,andCommitment.

Asstatedearlierinthischapter,almostanyonecanbecomea

competentinstructor.Youaremistaken,however,ifyouassumethat job experience and formal training alone will prepare you to

instructothers.Youmusthaveagreatamountofknowledgebutknowledgeisnotenough.Youmusthaveexcellentleadershipabilitybutleadershipabilityisnotenough.Youmustcareaboutthestudentsyouinstructbutcaringisnotenough.Youmustbededicated to the Navy and to helping others succeedbut dedication

isnotenough.Yourabilitytobeefcientaswellaseffectiverequiresyoutohaveallofthesequalitiesandtoworkatcontinually improving them.


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PERSONALITY

Forthepurposeofthisdiscussion,personalityisdenedasthepatternofcollectivecharacter,behavioral,temperamental,emotional,andmentaltraitsofanindividual.

Tobesuccessfulasaninstructor,youmustgaintherespectofyour students by displaying a professional attitude toward others.

Alwaysshowasincereinterestinallofyourstudents,regardlessoftheirrace,gender,geographicalheritage,religiousafliation,maritalstatus,orlevelofintellect.Remainconstantlyawarethatstudentswillbeinuencedbyyourbehaviorandtheexampleyousetboth in and out of the training environment.

Aswithmostprofessions,instructorsmustadheretocertainrules of conduct in the performance of their duties. The following

are some of the rules of conduct you should follow:

If you do not know an answer, admit it.Donotbluff.Attimes,questions will arise that you will not be able to answer. Find

thecorrectanswerattheearliestopportunity,thenprovidethe information to the class as soon as practical.

Keep your remarks professional and appropriate in theclassroom.Donotuseprofanityorobscenities.Useofprofaneor obscene language is one of the fastest ways to lose the

respect of your students. Do not use inappropriate humor or

makedisparagingremarks,eveninajokingmanner.Be patient.Beawarethatnotallpeoplelearninthesamewayor at the same rate. While you may easily become frustrated

withapersonwhoishavingdifcultywithseeminglysimplematerial,neverallowyourfrustrationtoshow.Ifall

elsefails,takeabreaktocoolofforconsultwithotherinstructorstondanotherapproachtoresolvethedifculty.Inthemajorityofsituations,studentsaresincerelytryingtounderstandwhatisbeingtaught.Yourjobistondawaytohelpthem.Youmayneedtoadaptyourinstructiontodifferentlearning styles for different students.

Do not use sarcasm in the classroom. The use of sarcasm is

anotherwaytolosetherespectofyourstudents.Sarcasm,whetheritisdirectedatoneindividualortheentiregroup,is never appropriate.


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Maintain rapport with students. While it is appropriate to befriendlyandcourteoustoyourstudents,itisnotappropriateto be too familiar with them. Establish good rapport by

connecting with your students using common ground. One such

wayisexpressingtothemthatyouvebeenwheretheyareand

explainingtothemwhattheycanexpect.Studentsarealwayseager to listen and get a perspective of what they can expectonce they reach the Fleet.

Treat students with respect. All of the individuals you trainshould feel you have a sincere interest in their efforts to

learn.Althoughyourstudentswillnothaveyourknowledgeorexperience,youshouldthinkofthemasbeingphysically,

mentally,andemotionallymatureandtreatthemaccordingly.

INSTRUCTOR RESPONSIBILITIES

Whileyouareassignedasaninstructor,youmustabidebythedirectivesandinstructionswithinyourchainofcommand.Youalsomust exhibit and enforce proper military conduct and discipline at

all times. Always maintain a professional relationship with your

students both in and out of the classroom.

Whateveryourtask,approachyourjobwithhonesty,enthusiasm,andgenuinededication.AsaNavyinstructor,youlloneofthemostcriticalpositionsinthetrainingprogram.Yourresponsibilitiesincludemakingthebestofyourowntimeandthestudentstimetodevelopthoseskills,knowledge,andattitudes

essential to effective performance.

RESPONSIBILITY TO STUDENTS

Although your

instructional and

leadership role

inuencesstudentsinthe formal training

environment,beaware that many other

inuencesalsoaffecttheir performance.

Studentshavemanymilitary duties and

responsibilities that

affecttheirlives.Inaddition,personalinvolvementswithfamilymembers,friends,peers,andothersmaybeinuencesonstudentperformance(Fig.2-2).

Figure 2-2: Inuences on Student Performance.


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Fraternization

Asaninstructor,youmustbeawareoftheNavyspolicyonfraternization,OPANVINST5370.2(series)andindividualcommandpolicy,particularlyasitappliesbetweenyouandyourstudents.Beespeciallycarefulinyourpersonalassociations,particularly

with regard to interactions with students. Not only are personalrelationshipsbetweenofcersandenlistedmembersthatareundulyfamiliaranddonotrespectdifferencesinrankandgradeprohibited,butpersonalrelationshipswhichareundulyfamiliarbetweenstaff/instructorsandstudentswithinNavytrainingcommandsarealsoprohibited.Bothviolatethelong-standingcustomandtraditionoftheNavalservice,areprejudicialtogoodorderanddiscipline,andmaybeofanaturetobringdiscreditontheNavalservice.MakesureyouractionsandtheactionsofyourstudentssupporttheNavyspolicyonfraternizationandreecttheNavysCoreValues.

Sexual Harassment

AsaNavyinstructor,makesureyoumaintainhighstandardsofhonesty,integrity,impartiality,andconductindealingwithallpersonnel,regardlessofgender.Sexualharassmentisunacceptableconductthatunderminestheintegrityoftheinstructor-studentrelationship.TheNavyhasapolicyofzerotoleranceofsexualharassment,pertheSECNAVINST5300.26(series)andindividualcommand policy.

Sexualharassmentisaformofdiscriminationinvolvingunwelcomesexualadvances,requestsforsexualfavors,andotherverbalorphysical conduct of a sexual nature when the following occurs:

Submissiontoorrejectionofsuchconductismadeeitherexplicitlyorimplicitlyatermorconditionofapersonsjob,pay,orcareer.

Submissiontoorrejectionofsuchconductbyapersonisusedas a basis for career or employment decisions affecting this

person.

Suchconductinterfereswithanindividualsperformanceor

createsanintimidating,hostile,oroffensiveenvironment.

Preventionofsexualharassmentistheresponsibilityofallpersonnel.Asaninstructor,however,youareinaparticularlyimportantpositiontopreventsexualharassment.Takeanactiverole in educating your students on the seriousness of such behavior

and immediately confront any conduct that may be construed as

inappropriate.Whenconfrontedaboutinappropriatebehavior,


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individualsoftensaytheywereonlyjokingortheydidntmeananythingbyit.Sexualharassment,realorperceived,isnotajoke.

Creatingapositivecommand/classroomclimate,wherebehavioris professional and appropriate and where everyone up and down

the chain treats his or her subordinates and peers with courtesy

andrespect,willdomorethananyotheractionyoumaytakeasaninstructor to eliminate sexual harassment.

Diversity

Every member of the Navy is responsible for promoting a culture

that embraces diversity. According to the Department of the Navy

DiversityStatement,datedAugust27,2007:Thetermdiversityencompassesnotonlythetraditionalcategoriesofrace,religion,

age,gender,andnationalorigin,butalsoallthedifferentcharacteristics and attributes of individuals that enhance themission readiness of the Department of the Navy and strengthen the

capabilities of our Navy Total Force.

Yourroleindiversityistocreateacultureofempowermentwhereallarewelcometocontribute.Asaninstructor,youmustmakeapersonalandprofessionalcommitmenttoimproveyourunderstanding of diversity as well as support diversity throughout

theNavy.OurCoreValuesofHonor,Courage,andCommitmentendorseour efforts to treat each individual with respect and leverage the

strengthofournationsdiversity.

Tothegreatestextentpossible,trytohelpstudentsresolveconictsresultingfromthesevariousinuences.Yourroleas an instructor places you in a unique position to identify

personsexperiencingconict.Sinceyouinteractwithstudentsonafrequentbasis,noticechangesinstudentsperformanceorbehavior,thentakestepstohelpthem.

Yourresponsibilitytoyourstudentsistoteacheffectively,setagoodexampleforthemtofollow,andhelpthemresolveconicts

that may hinder their proper training.

RESPONSIBILITY FOR TRAINING SAFETY

SafetyisanintegralpartofallelementsoftheNavalEducationandTrainingCommand(NETC)mission.NETCInstruction5100.1isthepolicydocumentgoverningtrainingsafety.TheNavalSafetyCenter(NSC)hasissuedpoliciesandprocedurestoeliminateorreduce


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thechancesofmishapsormishap-relatedinjuriestostudentsandinstructors during training. This policy states that safety and

supervisory procedures shall be maintained at a level that ensures

safetraining,whileprovidingtherealismneededtofulllFleetoperational requirements within practical limits. These procedures

are essential to an aggressive training program that prepares

personnel to perform professionally during normal as well as

high-riskactivities.

Never forget that as an instructor

you are a role model for your students.

Thisistrueinallaspectsoftraining,especiallytrainingsafety.Youmustdemonstrate proper safety procedures in

additiontoteachingthem.Beawarethatyour behavior often has greater impact

onstudentsthanyourwords.Youhavenogreater responsibility as an instructorthan that related to the safety of the

personnel you train. The safety habits

they learn from you will go forward with

them beyond the classroom.

RESPONSIBILITY FOR SECURITY

ManyNavycoursescontainmaterialsthatincludeclassiedinformationforsecuritypurposes.Whenteachingclassied

information,youmustbeawareofseveralrequirements:

Neverdiscussanyclassiedmaterialthatisnotintheapprovedcurriculum.Remembertodiscloseclassiedinformation

onlytoproperlyclearedpersonnelwithaneedtoknowtheinformation.

Never present or discuss information that carries a highersecurityclassicationthanthatoftheapprovedcurriculum.

Do not incorporate into your course materials any informationthatcarriesahighersecurityclassicationthanthatoftheapproved curriculum. That includes information incorporated

intoyourlessonplanthroughpersonalization,studenthandouts,trainingmaterials,andtestitems.

Alwaysmakesureyoucanaccountforclassiedtrainingmaterials or references used in the training environment at all

times.

Immediately report any situation you suspect may constitute asecurity violation.


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Protectionofclassiedmaterialsdemandsconstantattentionbyeveryoneinvolved.Aswithsafety,yourbehaviorasaninstructorhas a great impact upon your students. Never say or do anything

thatwilldownplaytheimportanceofthesecurityofclassiedmaterials.Ineverysituationasaninstructor,youarearolemodel to your students. The security habits they learn from you

will go forward with them beyond the classroom.

RESPONSIBILITY FOR CURRICULUM

A relatively small number of instructors have curriculum

developmentduties.However,youmaybecomeinvolvedincurriculumrevision and will almost certainly be involved with curriculum

maintenance.Therefore,youneedtounderstandthefollowingtermsanddenitionsassociatedwiththemaintenanceofcurriculum.ThesourceofthisinformationistheNavySchoolManagementManual,

NAVEDTRA135(series):

Curriculum.Alltrainingconductedwithinaschool,outlinedintospecictopics,alongwithdetailedtrainingobjectives.

Surveillance. A process that provides ongoing evaluationof training or training materials to ensure continued

effectiveness and currency of content to meet the training

requirements.

Interim Change. A minor change to correct editorial andtypographicalerrors,teachability,safety,orurgenttype

commander-issuedsubjects.

Change.AmodicationtotrainingmaterialsthatDOESNOTaffectcoursemission,itsobjectives,changecourselengthbyoneormoredays,orrequireadditionalresources.

Technical Change.Anychangetotactical(i.e.,shipboard)ortraining-uniqueequipmentordocumentationoriginatingintheTrainingSupportAgencys(normallyaSYSCOM)parentmaterialagency that affects curriculum. A technical change may or may

notaffectindividuallessonobjectives,butDOESNOTaffect

courseobjectives,courselength,orresources.Revision.Achangetoanycoursemission,courselengthbyone

ormoredays,ortrainingmaterialsthatrequireadditionalresources. A revision will incorporate previous changes and

supersedes preceding editions of the training materials.

Curriculum maintenance is an ongoing effort to ensure the course

curriculumisbothcurrentandaccurate.Anydeciencynotedasa result of surveillance requires a change or revision to the

curriculum or training.


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SUMMARY

TheNavyTrainingSysteminvolvesmanyelements.Whileallareimportant,theinstructoristhekeystoneoftheentireprogram. The success of the Navy depends to a great extent on

the effectiveness of the instruction that individuals receive

duringtraining.AsaNavyinstructor,youplayacriticalroleinproviding our operating forces with personnel trained to maintain

ahighdegreeofFleetreadiness.Yoursuccessinthatrolewill depend upon your commitment to developing the professional

qualitiesofaninstructor,fulllingyourresponsibilitiesforboththecontentandqualityofthecurriculumyoudeliver,andmodelingappropriateCoreValuesandstandardsofconduct,particularlywithrespecttofraternizationandsexualharassment.Insodoing,youwillhavearmfoundationuponwhichtodevelopspecicteachingskillsandactivelyinvolveyourstudentsinthelearning process.


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CHAPTER 3

MOTIVATION

INTRODUCTION

Motivating students

to learn is possibly one

of the most pondered and

discussed areas among

people involved in the

education and training

of others. How to get

students interested

and involved in the

learning process has

long been one of the

greatest challenges for

instructors.Motivationinvolvestheactivation,direction,andpersistenceofaspeciedbehavior.Whilestudentsareresponsiblefortheirownlearning,youcangreatlyenhancetheirdesiretolearnbycreativelyusingmotivationaltechniques.Intheeducationalsense,motivationistheprocessofpromptingapersonto learn. The majority of your students will respond to general

methodsofmotivation.Some,however,mayneedyoutoprovide

appropriateincentivesforthemtolearn.Therefore,youmustlearntorecognizetheirneedsanddrives.

Generally,allbehaviorismotivated.Thegoalofinstructionistomotivatestudentstoachievecourseobjectives.Instructorssometimesmistakenlybelievethatastudentwhoisnotparticipatinginclassroomactivitiesornishinghomeworkassignmentsisnotmotivated.Strictlyspeaking,thestudentisnot motivated to behave in the manner desired by the instructor. A

greatdealofstudyhasgoneintondingwhatmotivateslearners.Inspiteofvaryinglevelsofpersonalmotivation,mostpeople

will respond to certain conditions with increased motivation tolearn.Asaninstructor,youshoulddoeverythingwithinyourpowerto establish the most desirable conditions possible to impact a

positivelearningenvironment.Thischapterprovidesbackgroundinformation on the principles of motivation and offers some

practical techniques for instructors to use in the motivation of

their students.


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MOTIVATION THEORY AND PRINCIPLES

Psychologistsusetheconceptofmotivationtoaccountforchangesinthefrequencyandthevigorofapersonsactivities.Wearealwaysdoingsomething,butsomeofouractivitiesoccurmoreoftenthanothersandcontinuelonger.Additionally,some

activities are pursued more vigorouslythan others. Outcomes that usually give

risetopleasantfeelingswillbepursued;those that usually give rise to unpleasant

feelings will be avoided. While a motive

cannotbeobserveddirectly,whenactivatedbyasituation,wecanseeitseffectonbehavior.Wesaypersonsaremotivated,orwespeakoftheirmotivation.Manytheories of motivation provide insight into

how instructors can use strategies to motivate learners to meet

instructionalgoals.TwoofthosetheoriesareAbrahamH.MaslowsHierarchyofNeedsTheoryandJohnKellersAttentionRelevanceCondenceandSatisfaction(ARCS)Model.

MASLOWS HIERARCHY OF NEEDS THEORY

Simplystated,AbrahamH.Maslowstheoryproposesthatindividualswillseektogratifyhigher order (growth) needs only when all

lowerorder(deciency)needshavebeenrelativelywell-satised.BasedonMaslows

theory,peoplearedriventosatisfyunfullledneedsinaspecicorder.Maslowshierarchycontainsalowerlevelofneeds,knownasdeciencyneeds,andahigherlevel,knownasgrowthneeds.Deciencyneedsincludephysiological,safety,belongingness,love,andesteemneeds.Growthneedsincludeself-actualization,desireforknowledgeandunderstanding,andaestheticneeds(Fig.3-1).

The implications of this particular theory to the training

environmentareintriguing.Astheinstructor,youcontrolwhattakesplaceintheclassroomorlaboratory.Thatmeansyouplayan important role in gratifying the needs of your students.

Studentsaremorelikelytotrytosatisfytheirdesiretoknowand understand once their physical and psychological needs have

beenmet.Theyneedtofeelsafe,relaxed,andcomfortable(bothphysicallyandpsychologically);haveself-esteem;andhaveasenseof belonging.

Figure 3-1: Maslows Hierarchy ofNeeds Theory


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ApplyingMaslowstheoryintheclassroommaybelimitedbyyourknowledgeofthestudentsoryourabilitytomeettheirneeds.Chapter2discussedvariousinuencesthataffectstudentsinthetrainingenvironment.Youneedtobeawareofthoseinuencesandknowtheresourcesavailabletohelpstudentsinvolvedinconictsthat interfere with their training. This will greatly increase your

effectiveness in motivating students to learn.

ThekeyprinciplestoapplyingMaslowsmotivationtheoryinatrainingsituationaresummarizedbelow:

Needs and Drives.Whenstudentshaveaneedordrive,theylacksomething.Aneedisusuallydenedasadecitorlackthatcausesadesireforsatisfaction.Theneedtobelong,forinstance,canmotivateastudenttoseekgroupacceptance.Thatneed,ordrive,cancausethestudenttobehaveinamanner

that eventually reduces the need and results in satisfaction.Interest.Interestreferstoapersonsviewofanactivity

asworthwhileorenjoyableforitsownsake.Aninstructorwhocapturesstudentsinterestdrawsontheirinternalmotivation.Asaninstructor,youwilllearntocontrolstudentinterestthroughoutthelesson;thelearningprocessbreaksdownwhenstudentsloseinterest.Togenerateinterest,statethepurposeofthelessonatitsbeginning.Emphasizewhystudents

needtolearnthematerialandhowtheywillbenetfromtheinformation.Ifpossible,relateapersonalexperiencewiththetopicsimportance(i.e.,SeaStory).Afterstudents

understandtheneedtolearnsomething,theyaremorelikelytogive their full attention to your instruction.

Values.Thestudentsvalues,attitudes,andprevious experiences affect the nature and

amount of what they learn. The motivation

youusemusttastudentsvaluesystem.

Studentshavemoreinterestinasubjectthat deals with goals they see as

importantintheirlives.Forexample,alessonontheagortheCodeofConduct would probably motivate a

student who values patriotism.

Attitudes. Attitudes consist offeelingsfororagainstpeople,

objects,orideas.Showingapositiveattitudeaboutthesubject you present can cause the student to want to learn.

Studentshavemoredesiretolearnwhentheirinstructorsshowan interest in what they teach.


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Incentives.Incentivesorrewardscanalsostimulatemotivation.Incentivessuchasgoodgrades,awards,orselection as a distinguished graduate may motivate some

students.

Achievement.Achievementisastrongdesire,alonging,anaim,

agoal,oradesiredobjective.Tomakeanefforttosucceed,students must have a need and a desire to achieve at a certainlevel.

KELLERS ARCS MODEL

InJohnKellersARCSmodel(Fig.3-2),therearefourprinciplesinthemotivationtheory.TheyareAttention,Relevance,CondenceandSatisfaction.Thefour principles can be used to meet the

challenge,andyoucanusethestrategiestogainandmaintainalearnersattentionand encourage them to engage in the

thinkingandactivitiesneededtopromote learning.

Attention.Attractingattentionisanimportantrststep,butdontbefooled.Learnerswillcertainlypayattentionifyoudosomethingsurprisinglikeblowaboatswainspipe.Butunlesswhatyoudoafterthatmakessensetolearnersorisrelevanttothem,youwontkeeptheirattentionand

theyareunlikelytolearnwhatfollows.Learnersmustthinkaboutwhattheyhear,see,ordotooptimizelearning.Thevivid descriptions of relevant sea stories or questions posed

directly to the learner are among the best strategies that can

capturetheirattentionandfocustheirthinking.Relevance. Relevance motivates trainees by connecting what theyare learning to what they will be doing on the job. When they

seetherelevance,theyaremorelikelytoputforththeeffortittakestounderstandandapplywhatisbeingtaught.

Condence.Whenstudentsfeelcondenttheycandosomethingcompetently,evenifittakessomeeffort,theyaremorelikely

togiveitatry.Instructorscanguidelearnersbyhelpingthemsetchallengingbutachievablegoals,buildingtheircondence,andhelpingthembecomeawareoftherelationshipbetween effort and success.

Satisfaction. Feeling good about an experience often servesasitsownmotivator.Sometasksarerewardinginthemselves,and students will stay motivated until they achieve their

goals.Othertimes,recognitionfromotherscontributesto

Figure 3-2: Kellers ARCS Model


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theirsenseofsatisfaction.Asaninstructor,youcanincreaselearnerssatisfactionbycreatingopportunitiesforthemto

succeed,maintaininghighstandards,andrecognizingstudentsattainment of those standards.

APPLYING MOTIVATION TECHNIQUES TO INSTRUCTION

The techniques of motivation have application in each part of a

lessontopic:theintroduction,thepresentation,andthesummary.Letslookateachpartmorecloselytoseehowyoucanapplymoti-vation techniques to it.

LESSON INTRODUCTION

Asaninstructor,youcanusemotivationatthebeginningofalessonasameansofintroducingthematerial,stimulating

interest,arousingcuriosity,anddevelopingaspeciclearninggoal.Besidesshowingtheneedforlearningtheinformation,theintroductionshouldserveasaconnectinglinkbetweenthepresentlesson and previous lessons.

Usethelessonintroductiontodiscussspecicreasonswhystudents need to learn the information you plan to present. To

reinforcetheirdesiretolearn,showstudentshowtheinformationrelatestotheircareeradvancementorsomeotherneed.Givethestudentsspecicexamplesofhowtheywillapplywhattheyarelearningonthejob.Inmanycases,youmaymotivatestudentsby

telling them they will need the information to understand futurelessons or to pass later assessments.

Ideally,thelessonintroductionshouldprovidearoadmapforlearning. A clear introduction can contribute greatly to a lesson

by removing doubts in the minds of learners about where the lesson

isgoingandhowtheyaregoingtogetthere.Itshouldexplainhowyouhaveorganizedyourideas.Studentsunderstandbetterandretainmorewhentheyknowwhattoexpect.Effectivevisualaidsmay be helpful at this point.

The purpose of the introduction is to motivate students to learnby listening to the information you will present in the body of

thelesson.Attention-gettingmethodsforbeginningalessonmayinclude:

Focusontheimportanceofthesubject.Usestartlingstatistics.


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Askrhetoricalquestions.Arhetoricalquestionisoneyoudirectatthestudents,butdonotreallyexpectthemto

answer.Forexample,Haveyouever?orCanyouimagine?Usequotations.Astrikingquotationwillarouseinterest,

particularlyonebyawellknownperson.

Askoverheadquestions.Anoverheadquestionisaninterest-arousing question directed to the entire class.

Tellastory.Astoryisaninterestingwayofintroducingalesson,especiallywhenitrelatestoexperiencesstudentshavehad.Whilehumormaybeappropriate,donttellirrelevantstories,jokes,orincidentsthatdistractfromthelesson.

Alloftheseattention-gettingdevicesare potentially useful during the lesson

introduction.However,decidewhichonesto use based solely on the subject and

thestudents.Yourprimaryconcernistofocus student attention on the subject.

Theintroductiontoalesson,nomatterwhatformthelessonplantakes,mustaccomplishcertaingoals.Itshould:

Developstudentsinterest.Statethelessonobjectivesand

theirsignicance.Directstudentthinkingalongdesiredlines.Outlinethescopeofthelesson.

Showstudentsthevalueofthesubjectmatter.Explainthemethodormethodsyouwilluse.Letthestudentsknowwhatyouexpectofthem.Tellthestudentshowmanyperiodsthelessonisscheduledfor

andwhenyouexpecttonish.

Afteryouhavewontheattentionofthestudents,youmustthendirect them to the subject of the lesson.


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LESSON PRESENTATION

Tomaintainstudentinterest,do notreadalessonplanverbatim.Makesureyou are thoroughly familiar with the

materialyouarepresenting.Knowyour

lesson plan as well as the informationin the references from which you will

teach.Tomeetthespecicobjectivesofthelesson,youmustknowexactlywhat you are going to teach and how

youaregoingtoteachit.Further,youmustbecarefulnottoover-teach;thatis,toprovideextraneousinformationmerelybecauseyouareknowledgeableinaparticulararea.Helpstudentsdene

themostimportantpartsofthematerialtotakeawaywiththemby

stickingtowhattheyreallyneedtoknowintheclassroom.

Presentthematerialinalogicalsequencebeginningwiththeknownandmovingtotheunknown.Althoughslightvariationsandexcursionsoffthemainlineofalessoncanpromoteinterest,keepthemtoaminimum.Duringthepresentation,oneofthebestmotivatorsistheuseoftrainingaids,e.g.,graphics,models,animations,etc.Anotheristoperiodicallyaskquestionsthatcheckforstudentsunderstanding.

LESSON SUMMARY Alessonsummaryisusedtorecapturestudentsattentionandbuild to a motivational climax. While you may want to give short

orinterimsummariesatvariousplacesinalesson,givenalsummaries after you have covered all of the main points of the

lesson.Quicklyreviewingthemainpointsandaskingquestionscanreinforcestudentslearningandhelpthemretainmoreinformation.

Remember the purpose of the summary is to instill in students

a desire to retain and use what they have learned. Although you

motivatestudentsthroughoutthelesson,thesummaryisyourlast

chancetoemphasizehowimportanttheinformationistothemasindividuals. The ultimate goal of instruction is to cause students

toremainmotivatedbeyondtheinstructorsinuenceandapplywhatthey have learned on the job and in other areas of their lives.


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SUMMARY

Youmustconstantlymotivateyourstudentstolearn.Graspeveryopportunitytomotivatestudents.Asaninstructor,youmustndwhichmethodsanddevicesworkbestwithyourstudentsincertain

situations. After

instructionbegins,assessstudentsachievementlevel,learningstyles,andmotivational patterns

to determine their

readiness to learn.

RememberMaslowstheoryandKellersmodel.Besensitive

toyourstudentsneedsandprovidethemwithaproperlearningenvironment. Those students with adequate motivation should then

bereadytolearn.FollowingMaslowstheoryand/orKellersmodeldoesnotmeanyoushouldcoddlestudentsintolearning.Rather,itmeansyoulookuponeachstudentasahumanbeingwithcertaininherent rights.

Asaninstructor,beprofessional,intellectuallyhonest,andawareofyourinuenceonstudents.Setagoodexampleatalltimesbymaintaininganeat,clean,andproperpersonalappearanceandmilitarybearing.Becourteous;usepropertitleswhen

addressingmilitaryorcivilianstudents.Setrulesearlyinthecourseandmaintainthem.Welcomeandprotfromtheevaluationsofthestudentsandotherinstructors.Avoidarguments,controldistractions,andbefairinallyourdealingswithstudents--aboveallbeconsistent.Thiswillhelpyougainandkeeptherespectof your students and colleagues and greatly contribute to your

studentsoverallmotivationbothinandoutoftheclassroom.


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CHAPTER 4

PRINCIPLES OF LEARNING

INTRODUCTION

YourgoalasaNavyinstructoristocontributetotheacademicsuccessofyourstudentsand,ultimately,tothesuccessoftheNavyinachievingitsmission.Asaninstructor,yourprimaryobjective is to ensure your students understand the concepts of

yourlessonsandlectures.Bygraspingtheseconcepts,studentswillhaveanopportunitytodevelopknowledge,gainskillsets,andinsomecases,changebehaviorsandperceptions.Keepinmindthatcoursecontentalonemaynotaccomplishthesegoals,butyourability to engage your students effectively will greatly increase

their chances for success.

Asaninstructor,yourmasteryofthesubjectmatter,inconjunctionwithyourabilitytodeliveraneffectivelesson,islikelytobecomeadeterminingfactorinyourstudentsabilitytolearnandsucceed.Howpeoplearetaughtoftenhasasmuch,ifnotmore,ofaninuenceontheirlearningoutcomethanthecontent itself. That is because the abilities of the instructor

are,inmanycases,akeyfactorindeterminingtheoutcomeofthestudentslearningexperience.Thisrequiresyou,asthe

instructor,tohaveathoroughunderstandingofthelearningprocessbeforeyoueverpresentyourrstlesson.

The information in this chapter is designed to give you a

foundational understanding of learning styles and instructional

modalities from both historical and modern perspectives. The intent

hereistwofold.First,toofferyouanunderstandingofhowstudentslearn,andsecond,tooutlinevariousinstructionalstylesyoucanusetobesttyourstudentsdifferinglearningstyles,knownasinstructionaldifferentiation.

MalcolmKnowlesinTheAdultLearner(1973)popularizedthetermandragogy,atermreferringtoasetofcoreprinciplesthatapplytoadultlearning.Inhisearlywork,Knowlesdrewattentionto factors that distinguished adult learning (andragogy) from child

learning (pedagogy). Whether we are discussing adult or child

learning,theexplanationoflearningisverysimilar.


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DEFINITION OF LEARNING

Whatislearning?Learningoccurswhenthereisachangeinbehaviorasaresultofexperience.Thischangeisreectedinapersonsnewlyacquiredperceptionsorthoughts,physicalbehaviors,emotionalreactionsorattitudes.Learningmayormay

notbedirectlyobservable.Forexample,itiseasytoobserveastudentdrivingacar(physicalskill),butattitudinalchangesmust often be observed over time and may only display themselves

well after the course has ended.

LAWS OF LEARNING

Attheonsetofthe20thcentury,EdwardL.Thorndike,apioneerintheeldofeducationalpsychology,suggestedthreelaws

of learning. These laws weredeemedaccurateandreectiveofthewholelearningprocess,andassuch,weregenerallyacceptedasfacts. They were delineated as:

TheLawofReadiness,TheLawofExercise,andTheLawofEffect.Sincethattime,furtherresearchrevealed the learning process to

beabitmorecomplex.Assuch,anadditionalthreelawswereaddedtoThorndikesoriginals.Theyare:TheLawofPrimacy,TheLawof

Intensity,andTheLawofRecency.Letuslookateachofthelawsof learning more closely.

LAW OF READINESS

The Law of Readiness states that people can only learn when they

arephysicallyandmentallyready.Individualslearnbestwhentheyarereadytolearn,andtheywillnotlearnmuchiftheyseenoreasonforlearning.Whenstudentshaveastrongpurpose,aclearobjective,andasoundreasonforlearning,theyusuallymakemoreprogressthanstudentswholackmotivation.Readystudents

arewillingparticipantsinthelearningprocess,whichmakestheinstructorsjobeasier.Studentswithworriesorconcernsoutsidetheclassroom,orthosewhosufferpersonalproblems,havelittleinterestinlearningand,thus,maynotbereadytolearn.


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LAW OF EXERCISE

TheLawofExercisestressesthatpracticemakespermanentandperfect (when taught correctly). Those topics most often repeated

are easiest to remember. Rarely can the mind recall new concepts

afterasingleexposure;however,everytimeitispracticed,

learning continues and is further enforced. The instructor mustprovideopportunitiesforstudentstopracticeorrepeatthetask.Repetitionconsistsofmanytypesofactivities,including:recall,review,restatement,manualdrill,andphysicalapplication.

LAW OF EFFECT

The Law of Effect involves the emotional reaction of the learner.

Learning will always be much more effective when a feeling of

satisfaction,pleasantness,orrewardaccompaniesorisaresultof the learning process. Learning is strengthened when it is

accompaniedbyapleasantorsatisfyingfeelinganditisweakenedwhen it is associated with an unpleasant experience. An experience

thatproducesfeelingsofdefeat,frustration,anger,orconfusionin a trainee is unpleasant. instructors should be cautious about

usingnegativemotivation.Usuallyitisbettertoshowstudentsthat a problem is not impossible but is within their capability to

understand and solve.

LAW OF PRIMACY

TheGreekwordkairosisdenedasthemosttimelyor

opportunemoment.Therefore,TheLawofPrimacyisakairoticeventforlearning.Thislawstatesthattherstinstructionaleventoftencreatesastrong,almostunshakeable,impressiononthelearner.Fortheinstructors,thismeanswhattheyteachthersttimemustbecorrect,asthestudentsrstlearningexperienceshouldbepositiveandfunctionallyrelatedtotraining.Ifasubjectisincorrectlytaught,itmustbecorrected.Itisfarmoredifcult,timeconsuming,andcostlytoprovideremediationforaparticularsubjectthanitistotakethetimetoproperlyprepareforandteachitcorrectlythersttime.

LAW OF INTENSITY

TheLawofIntensitystatesthatifthestimulus(experience)isreal,achangeinbehavior(learning)isfarmorelikelytooccur.Avivid,dramaticorexcitinglearningexperienceteachesmorethan a routine or boring experience. A trainee will learn more from

therealthingthanfromasubstitute.Demonstrations,skits,andmodels do much to intensify the learning experiences of students.


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LAW OF RECENCY

Allthingsbeingequal,thethingslearnedlastwillbebestremembered. The opposite is also true. The longer a student is away

fromanewfactorunderstanding,theharderitistoremember.Forexample,itisfairlyeasytorememberatelephonenumber

dialedafewminutesago,butitisusuallyimpossibletorememberanewnumberdialedlastweek.Reviews,warm-ups,andsimilaractivities are all based on the principle that the more recent the

exercise,themoreeffectivetheperformance.Practicingaskillor new concept just before using it will ensure a more effective

performance.InstructorsrecognizetheLawofRecencywhentheyplanalessonsummaryoraconclusionofthelecture.Repeat,restate,orreemphasizeimportantmattersattheendofalessontomakesurethatstudentsrememberthem,insteadofinconsequentialdetails.

LEARNING THEORY

Asmentionedearlier,therearenumeroustheoriesonlearning.Everylearningtheoryts,oralignswith,oneofthetwomodelswewill consider here. The behaviorist theory is very traditional and

time-honored.Conversely,theconstructivisttheoryismorerecent,modern,butstillwell-tested.

BEHAVIORIST THEORY

AlthoughmostnotablyassociatedwithB.F.Skinner,JohnWatson

andtheircontemporaries,theearliestformsofbehaviorismwereactuallypresentinancientGreece.Take,forexample,theSocraticMethodforteachingdebateasaskill.Inthismethod,theteacherselected a student and provided him with a topic. The teacher

then taught the student the two types of rational appeals used in

formulatingaproperargument,whichwerebasedoninductiveanddeductive reasoning.

Inductivereasoningisaprocessofgeneralizinginformationby moving from detailed facts to general principles to draw an

understandingofasubject.Heresanexample:5+7=12.5

and7areoddnumbers,but12isanevennumber.Therefore,anodd number added to another odd number will result in an even

number.

Deductivereasoningmovesfromthegeneraltothespecic,

essentiallydeterminingacauseandaneffect.Itisoftenseenasdiametricallyopposedtoinductivereasoning,butbotharevalid and valued methods of reasoning. Here is an example of

deductivereasoning:Allmenaremortal.Socratesisaman.Therefore,Socratesismortal.


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Thestudentsabilitytoreasonwasthendemonstratedthroughalong exchange of questions and answers between the teacher and the

student. The student was engaged in a debate to allow the teacher

tojudgethestudentsabilitytoadequatelybuildargumentsbasedon one of the two forms of reasoning.

Theteacherdidthisrstbyprovidingthestudentwithbackgroundinformationorcluesaboutthesubject,thenpresentingaquestion,andnallybyprovidingthestudentwithfeedback.Thegoal of this exchange was for the student to formulate a response

toadequatelyanswertheteachersquestion,usingvariousmethodsofargument.Thisteaching-learningexchange,fundamentally,isthebasis for the behaviorist model of instruction.

The behaviorist model of instruction is one of the most

commonformsofteachingusedtoday,andisoftenreferredtoasInstructor-LedLearning(ILL).Behavioristsareoftenassociated

withdirectinstruction,muchasonewouldseeinaninstructor-ledclassroom.Behavioriststypicallyworktoestablishthepedagogicprocess within the learning environment by introducing a stimulus

(question,problem,riddle,etc.)andawaitingaresponseinthestudentsbehavior.Assuch,muchoftheteaching-learningexchangein this modality is conducted through a system of structured

lessonsthatprovidedetailedoutlinesofthelessonsobjectivesand expectations prior to instruction.

Navy instruction is traditionally driven by the behaviorist

learningtheory,wheretheinstructorengagesthestudentsin

anongoing-exchangeofquestionsandanswerswiththegoalofdeveloping in the students a more comprehensive understanding of

the subject matter as the lessons progress.

CONSTRUCTIVIST THEORY

Insteadofviewingknowledgeassomethingtobereceived,theconstructivist model of learning enables the student to construct

knowledgethroughinteraction.Learnersbuildtheirowninternalrenditions of external events often by relating them to prior

experiences. The constructivist theory is often associated with

JohnDeweyandMalcolmKnowles.

Constructivismisverymuchstudent-focused,self-directedlearning. The student actively constructs or builds new ideas

andmeaningasaresultofanopendialogueandongoingreectionononesownpriorexperiencesorknowledge.Itisabuilding-blockmodelforlearningandhasincreasedinpopularitythroughoutclassroomsacrosstheUnitedStatessincethe1960s.


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Therearechallengestoconstructivism,though,justastherearewithotherlearningtheories.Forexample,disequilibriumoccursifnewinformationdoesnotmakesenseinrelationtoprior experience. This state of imbalance requires learners to

readjustmentalschema,orcreatenewschemainordertounderstandinformation.Therefore,aninstructormusthelplearnersunderstandtheirexistingcognitivestructuresandactivatepriorknowledgeatthe time of learning.

Iflearnerscanmaketheconnection,theymakesenseofnewinformation,whichthenbecomesstoredwithrelevantpriorknowledgeinanetwork(Bransford,Goldman,&Hasselbring,1996;Gagne,1995).Inthisperspective,priorknowledgeisanimportantinuenceinlearning.Constructivistmodelsoflearningadvocateinteractivelearningenvironmentsinwhichstudentsmaketheirownmeaningbyconnectingnewknowledgetopriorexperiences(Greeno,

Collins,&Resnick,1996).Aconstructiviststrategythatfocusesonthesocialfactorsaffectinglearning,denesknowledgeastheresultofsocialconsensus,andthusndsallthenecessaryingredientsinsociallife(Gruender,1996).

Studentsaretypicallygivenopportunitiestoorganizetheirownproblem-solvingandtoworkcollaborativelytoachievemutualgoals.Asasocialactivity,studentslearntoaskquestions,exchangeideas,andsolveproblems(Walker&Lambert,1995).Theyalsolearnhowtoaskcriticalquestionsabouttheworkofothers,whichinturnhelpslearnerstoaskcriticalquestionsof

themselves.Whenthesetwoprocessesoccur,theinstructorassumesthe facilitation role.

An instructor in a facilitation role encourages students to

bepersonallyresponsibleandself-directedinlearningandusesavarietyofteachingmethodsandlearningresources.Seminalresearch on adult learning indicates that mature learners prefer

to be in charge of their own learning with minimal direction from

instructors(Cross,1998;Wlodkowski,1993).However,therearetimes when instructors in a facilitation role must maintain control

to varying degrees because of the nature of the subject matter

andthelearnerslimitedbackgrounds.Forexample,learnerswithentry-levelknowledgemayrequireamorestructuredexperiencewithless autonomy.


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WAYS OF LEARNNG

Alllearningshouldbemeaningful.Tomakelearningasmeaningfulaspossible,youneedtounderstandhowstudentslearn.Ofthevedifferentwaysoflearningaddressedhere,

no one particular way is necessarily betterthantheothers.Yourstudentswillusesomecombination of these ways of learning in

everyclassyouteach.Yourunderstandingof the ways people learn will assist you in

helping your students learn and retain the

information presented.

Imitation:Asignicantpartofwhatapersonlearnsoccursthroughimitation.Thiswayoflearningbeginsearlyinpeopleslivesandlaststhroughouttheirlifetime.Learningtakesplaceevenwithout

directreinforcementoftherepeatedbehavior.Therefore,asaNavyinstructor,youmustcreateatrainingenvironmentforstudentsto observe others and always strive to set the proper example

becauseyouaretheirrolemodel.Additionally,youneedtoprovidepositive reinforcement to students for properly imitated behavior.

Trial and Error:Sometimesreferredtoasdiscoverylearning,trialanderrorislearningbydoing.Studentsachievesuccesssoonerwhentheproperexampleissetforthemtoimitate.Properexamplesreducethenumberoferrorsstudentsmake,andthus,helpdevelopself-condence.Althoughmasteryofmostskillsrequires

thiswayoflearningtosomedegree,itdoesinvolvesomehazards.Thinkbacktowhenyoulearnedhowtorideabicycletohelpyouvisualizesomeofthehazardsofthiswayoflearning.Itcanbedangeroustothestudentsandtheequipment.Itcanalsobecomefrustratingifrepeatedtrialsdontleadtosomesuccess.

Association: Association is a comparison of past learning to anewlearningsituation.Itisamentalprocessthatservesasareference point for students. Learners can confront new problems

more easily if those new problems contain elements similar to those

previouslymastered.Forexample,tohelpstudentsmoreeasily

understandelectricityowinginacircuit,youmightcompareittowaterowingthroughapipe.Usecomparisons,contrasts,andexamples to reinforce your explanations. Although you will have

manyopportunitiestouseassociationduringyourlessons,rememberthat you will have students with different experience levels in

yourclass.Makesureyouuseassociationstowhichallstudentscan relate.


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Insight:Insightistheunderstandingthatthewholeismorethanthe sum of the parts. Learning by insight occurs when the learner

suddenly grasps the way elements of a problem situation are

connected.Thetermdescribesapersonsunplanneddiscoveryofasolutiontoaproblem--oftenreferredtoastheah-haphenomenon.

Thatphenomenonresultsfromamentalreorganizationofideasandconceptsratherthanfromsimpletrialanderror.Someindividualsgaininsightmorerapidlythanothers.Individualbackgroundsaffecteachlearnersabilitytogaininsight,asdoesthesequencein which you present basic learning experiences. To help students

gaininsight,youmuststimulatethinking.Useappropriatequestionstogettheirmindsworking.Encouragethoughtratherthanrotememorizationbyusingquestionsthatrequireassociations,comparisons,andcontrasts.

Transfer: Transfer is the process of applying past learning to

new but somewhat similar situations. This process is important inNavy training as the training environment can rarely duplicate

theactualjobenvironment.Yourgoalistoteachstudentstheimportanceofapplyingtheirlearningonthejob.Wherepossible,provide realistic exercises by using the actual (or same type of)

equipmentstudentswilluseonthejob.TheNavysdamagecontrolteamtrainingisagoodexampleofhowthistypeoflearningtakesplace.

THE SCIENCE OF LEARNING

The Executive Review of Navy Training (ERNT) charter placedemphasisontheScienceofLearningandHumanPerformanceprocess.TheScienceofLearningcanbedenedasthebodyofknowledgederivedthroughscienticresearchaboutthewaythatpeoplelearn,thefactorsthataffectlearning,andthewaysinwhichinstructional methods and technology can be used to facilitate

learning(Hays,2006).TheScienceofLearninghasbeenarapidlygrowingresearcheldoverthelastthreedecades.Atitscore,theScienceofLearningseekstounderstandhowindividualsandteamscome to acquire the competencies needed to perform their jobs.

Theoristshaveidentiedbasicprinciplesofknowledgeandskill

acquisition,andhavedeterminedhowtomaximizethetransferof learned competencies to the job. The long held notion that

tellingisteachingandlisteningislearningdoesnotrecognizewhatresearchersnowunderstand:individualsretainknowledgebestwhentheylearntheorywhileapplyingit,individualsinternalizecomplexinformationathigherrateswhentheylearnitinacollaborativeenvironment;andlearningismaximizedwhenorganizationalstructuresarealigned.


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FACTORS AFFECTING LEARNING

Many factors affect learning. No two people learn in exactly

the same way or at the same rate. Each is subject to a variety of

positiveandnegativeinuencesintheprocess.Youneedtobeawareofthemanyfactorsaffectinglearning.Themoreyouknow,

thebetterchanceyouhaveofpositivelyinuencingthelearningprocess.

LEARNER MOTIVATION

Perhapsthesinglemostimportantfactorinastudentseducationaladvancementismotivation.Unfortunately,itisoneof the hardest for instructors to get a handle on or to channel

effectively.Humansbasicallytrytosucceedand,conversely,try vigorously to avoid failure. While we need to remember that

occasionalfailureishuman,wemustdoeverythingpossibletoorganizestudenteffortstowardsuccess.Simplethingslikeword

selection in the training environment can add to or detract fromthe learning effort. Motivation often has as much or more impact

than scholastic ability.

Studentsbringdifferentabilitiesandexperiencelevelstothetraining environment. Motivation often determines whether or not

a student achieves course objectives. Many times students with

thehighestASVABscoresdonotmakethegradewhilestudentswithacademicwaiversdoverywell.TalktoanyseasonedNavyinstructorand he or she can probably recall at least one special student

whomadeitinspiteofminimalbackgroundorless-than-average

ability.Littledoubtexiststhatmotivation,eitherinternallyorexternallystimulated,initiatesanddirectsbehavior.Conversely,whenmotivationisderaileditcanlikelyreduceorenddesiredbehavior.

SENSORY LEARNING

Sensorylearningisthersttypeoflearningthatoccursforanyhumanbeing.Itsinuenceisapparentinchildrenaswewatchthemgrowup.Eachsense,eithersingularlyorinvariouscombinations,providesapathwaytolearning.Withthatinmind,anexaminationof sensory learning and its special considerations may provide

insight into the learning process.

Thesenseoftouch,whileimportantinitself,becomesamajorlearning factor when combined with other senses. Children do not

associate the word hot with anything in particular until they

associatethewordwiththeirsenseoftouch.Throughexperience,webecomesensitivetotemperature,pressure,andtheoverallfeel


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ofthings.Forinstance,anexperiencedengineerdoesnotneedatemperaturegaugetodetermineifabearingisrunninghot,justas an experienced damage control investigator does not need one to

decide that the temperature of a watertight door is above normal.

The senses of taste and smell may not seem important in Navy

trainingandinmanycasestheyarenot.Considerifyouwill,though,theimportanceoftastetothetrainingofcooksandbakers.Thesenseofsmell,whichiscloselyassociatedwithtaste,isverystrongandprimitiveinnature.Itispartofourhumanwarningsystem.Forexample,electriciansimmediatelyrecognizethe smell of burning insulation. Others become sensitive to the

smellofvariousgases.Therefore,thesenseofsmellisavaluablelearning tool in certain applications. Let us consider the various

types of sensory learners:

Visual Learner.Sightisconsideredthemostimportantsense,accountingforasmuchas75percentofourbasiclearning.Mostearlylearningcomesfromseeingandimitating.Therefore,you would be wise to consider using appropriate visual aids

inyourpresentations.Forexample,visuallearnersprefer

andenjoygraphicillustrations,colorcoding,maps,writtenmaterialstodenenewconcepts,wallcharts,drawingsanddesignsandsittingupcloseduringbriefs.Besuretorecognizeandaccommodatestudentswithanyvisualimpairment.

Auditory Learner.Hearingisthesecondmostimportantsense,accounting for a large percentage of the remaining sensory

learningcapacity.Expertsdifferonspecicnumbers,butthesignicanceofsightandsoundtogetherisoverwhelming.Yourspeech patterns and volume are critical classroom learning

factors.Forexample,auditorylearnerspreferaverbalpresentationofnewinformation,alecture,agroupdiscussiontohearotherpointsofview,fast-pacedverbalexchangeofideas,agoodjokeorstorytheycanrepeat,verbalcuesorpneumonicdevicestohelpthemrememberinformation,wordstoaccompanyacartoon,andoralreportsfromworkinggroups.Justaswithsightimpairments,youmustaccommodatestudentswithhearing impairments.

Kinesthetic Learner.Althoughitisnotnormallyidentiedasoneofthesenses,thephenomenonofkinesthesiaisanextensionofsensorylearning.Thinkofitasasensoryperceptionresidinginonesmuscles,joints,andtendonsthatgives people a special awareness of their spatial relationship

withtheirsurroundings.Kinesthesiaisactuallyablendofallsenseswithpsychomotorandperceptualskills.Itmanifestsitselfinpeoplesabilitytobalanceormovewithcoordination.Forexample,kinestheticlearnerslikemovement,


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hands-onexperiencetolearn,gestureswhilemakingapoint,role-playexercisesoverdiscussiongroups,shakinghands

whenmeetingorgreetingpeople,tryingnewthingswithoutalengthyexplanationoftheactivity,frequentbreaks,regularopportunitiestochangeseatingorroomarrangement,andthey

wouldratherjustdoitratherthantalkaboutit.

Remember,studentsdeveloptheirskillsthroughpractice.Youcannot realistically expect students in a welding class to have the

coordinationtoweldthebacksideofapipeintheoverheadwhileusingamirrorwithoutsomepracticetorstdevelopthemorebasicskillofwelding.

Retention,withrespecttosensorylearning,isopentomanyinterpretationsandopinions.Ithasbeenestimatedthatpeopleretainonlytenpercentofwhattheyread,twentypercentofwhat

theyhear,andthirtypercentofwhattheysee.Whenthosesensesarecombined,however,retentiontakesadramaticleapforward.Thosesameestimatestellusthatwhensomeonehearsandsees,retentionmayjumpashighasftypercent.Thatmakesagreatargument for incorporating appropriate audiovisual media into your

instruction.Byaskingproperquestionstoaugmentsightandsoundtostimulatethinking,youcanpushstudentretentionclosetothe seventy percent level. Requiring students to use all of their

sensesinskilltrainingalongwithproceduralstepsandprinciplescan increase their retention to as much as ninety percent. That

implies a fair degree of mastery learning.

LEARNING STYLES OR PREFERENCES

Much has been written about individual learning styles

(preferences) and the ways in which particular styles affect the

waywelearnorprefertolearn.Justasstudentshavedifferentwaysoflearningnewmaterial,theyalsohavedifferentstylesoflearning.Onepersonslearningstylemaynotbeeffectiveforanotherperson.Youmustbeexibleandperceptiveenoughtousevarious instructor techniques that appeal to more than one learning

style. Varying your instructing techniques increases the chances

forallstudentstomastertheobjectivesofthetraining.Youespeciallyneedtoknowastudentslearningstylewhenyouprovideremediation or tutoring for a student having academic problems.

Mostpeoplehaveadominantstyleoflearning,butuseallofthe basic learning preferences to some extent depending upon the

situation.LetusexamineDavidKolbsExperientialLearningTheorythatidentiesfourdistinctlearningstyles,whicharebasedonafour-stagelearningcycle:


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Concrete Experience.Manylearnerspreferanexperience-basedapproach to learning. They rely heavily on their own feelings and

personaljudgments.Personalinvolvementisthekeyforthem.Theylearnbestbyimitationafterwatchingotherstakepartinrole-playingandsimulations.Theyverymuchliketobeinvolvedwith

therealthing.Forexample,supposeyouweretryingtoteachyourstudentshowtooperatearepump.Concretelearnerswouldprefertowatchyoudemonstratetheoperation.Thentheywouldlikean opportunity to operate the pump by imitating your performance.

Active Experimentation. Other learners prefer to learn by becominginvolvedwiththesubjectandtakinganactivestep-by-stepapproach.Theylearnbestfromsmallgroupdiscussions,structuredexercises,andproblem-solvingapproaches.Activelearnersareexperimenterswhoprefertosystematicallytryoutnewskills.Atrial-and-errorwayoflearningappealstothem.Tooperatethe

repump,activelearnerswouldsystematicallytryoutseveraldifferent ways of operation.

Reective Observation.Somelearnersliketoobserveandreect(makecomparisonsandcontrasts)beforedrawingconclusions.Theylearnbestfromlectures,lms,andreading.Reectivelearnersprefer to play the role of the impartial observer while watching

others.Tooperatetherepump,reectivelearnerswouldwatchothersoperatethepumpandreect(think)aboutthedifferentwaysofoperation.Theywouldthenanalyzetheirobservationsbeforeattempting to operate the pump themselves.

Abstract Conceptualization.Abstractlearnerspreferatheory-based,analyticalapproachtolearning.Theylearnbestfromlecturesbyexperts,theoreticalreading,casestudies,andactivitiesthatrequiresolitarythinking.Abstractlearnersliketondthetheorybehindthesubjectmatterandanalyzetheapproachtodiscoverwhatconceptsareinvolved.Inoperatingtherepump,theywouldprefertoreadaboutitsprinciplesofoperationandtoanalyzetheconceptsinvolvedinitsoperationbefore attempting to operate it.

Research shows that students learn best and retain informationlonger when they are exposed to learning situations that include

all four learning styles. That research found that retention

of information improved dramatically when instructors employed

methods designed to involve more than one learning style. Note the

following percentages:


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Abstract=TwentypercentretainedAbstractandreective=Fiftypercentretained

Abstract,reective,andconcrete=SeventypercentretainedAbstract,reective,concrete,andactive=Ninetypercentretained

HOW CAN STUDENTS LEARN MORE EFFECTIVELY?

Welearnnewthingsconstantlynewnames,newprocedures,newconcepts.Doyouconsideryourselfafastlearner?Ifso,whatdoyoudothathelpsyoutolearnnewinformation?Ifnot,isthereanything you can do to help your learning process so that you can

learnfasterandmoreefciently?Thefollowingdiscussionprovidessome methods or techniques you can share with students to help them

learnnewinformationmoreefciently.

Aspreviouslydiscussed,learninginvolvesprocessingnewinformationsothatitcanbestoredinlong-termmemory.Inordertolearnmoreefciently,itisnecessarytoprocessandstorenewinformationinsuchawaythatitcanberetrievedfromlong-termmemory when needed. Consider the following learning strategies:

Repetition:Youhaveprobablyusedavarietyoflearningstrategiesinthepastwithoutevenrealizingwhatyouweredoing.Forinstance,youmayhaverepeatedsomethingoverandoverinyourminduntilitstuck.Repetitionisonewaytotransferinformationfromshort-termmemorytolong-termmemory.Repetitioncanbe

enhanced by saying the information aloud or writing it. The moresensesusedinimprintingtheinformationinlong-termmemory,themorelikelyyouwillbeabletorecallitlater.Reviewisanotherformofrepetition.Withoutreview,mostinformationwouldbelostfrommemoryveryquickly.

Memory Aids: Another common learning strategy is the use of memoryaids. Devise methods to help you remember a particular piece

ofinformation.Forinstance,whentryingtorememberwhethertoturnavalvehandleclockwiseorcounter-clockwisetoshutoffthevalve,manypeoplewilluseamemoryaidtheylearnedinchildhood:

righty-tighty;lefty-loosey.

Memorizing vs. Understanding Althoughmemoryaidsmaybehelpfulwhentryingtomemorizealistoftermsorsteps,theydohavesomedisadvantages.Forinstance,somelistsdonoteasilylendthemselvestomakingacronymsormnemonicsentences.Also,ifyoucannotrememberthecorrectacronymormnemonic,youwillnotbeabletorememberthe list. The biggest problem with memory aids is that they aid


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memorization,buttheydonotpromoteunderstanding.Seekingunderstanding is the most effective way to learn new information.

Active Learning:Learningshouldbeanactiveprocess.Studentsshould pay attention to what they are trying to learn and not let

theirthoughtsdrifttootherthings.Payingattention,however,isonlytherststep.Theymustalsothinkaboutwhattheyarelearning.Studentsmusttrytomakesenseoutoftheinformationandlookforrelationships,suchascategories,similaritiesanddifferences,orcauseandeffect.

Studying in Chunks(Chunking):Studentstendtorememberrstthings and last things best and forget the information in the

middle.Totakeadvantageofthistendency,advisestudentstostudyintwentytoftyminutechunksoftime,centeredonasingleideaorgroupofrelatedideas.Chunkingtheinformationtolearn

forthepurposeofanalyzingitalsohelpsstudentstounderstanditbetter.Recommendthatstudentstakeatleastatenminutebreakbeforestudyingthenextchunkofinformation.Thisstrategyallowsthemtohavemorebeginningandendingpointsintheirlearning,takingadvantageofnaturallearningtendencies.

Relating New Information to Prior Knowledge (Scaffolding): Donotjusttrytomemorizenewinformation.Makesenseoutofitbyconsideringitinlightofwhatyoualreadyknow.Whenyourelateinformation,youarecreatingawebofmemoriesthatleadtoeachother.Themorewaystherearetoaccessinformationinlong-

termmemory,themorelikelywewillbeabletorecallitwhennecessary.

Using the Puzzle Approach: Have you ever put together a jigsawpuzzle?Generally,peoplewillstartthepuzzlebyndingandttingtogethertheoutsidepiecessothattheyhaveaframeofreferencefortherestofthepuzzle.Whenlearningsomethingnew,rstlearnthegeneralconceptbeforetryingtolearnthedetails.This strategy will help you to understand the details later as you

considerhowtheytwithinyourframeworkofunderstanding.

Testing Understanding: A good practice when learning newinformationistoputtheinformationinyourownwords.Ifyoucannot,thenyoudonotunderstandit.Ifpossible,asksomeonemoreknowledgeabletolistentoyourinterpretationoftheinformation and assess your level of understanding. Another method

istocreateamentalpictureoftheinformation.Often,apictureis easier to recall than words.


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Applying Information:TheoldsayingUseitorloseitappliesjustasmuchtoinformationstoredinlong-termmemoryasitdoestophysicaltness.Howeasilywerecallinformationdepends a great deal on how frequently we use the information.

That is why application and practice are so important. When you

learnnewinformation,ndopportunitiestouseit.Notonlydoesfrequentusehelpwithretention,butalsoeverytimeyouusetheinformation,youareformingmoreassociationstoitwithin your memory that will help you remember the information

later.Theseassociations,inturn,increaseyourunderstandingof the information as you see its applicabi

Navy Instructor Manual NAVEDTRA 134a

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