MTS Test | Questions and Answers | Verified
Solutions | 2026 Edition | Pass Guaranteed
Save
Terms in this set (109)
State and discuss the three qualities Knowledge: Know more about the subject than
of an efficient and effective what you teach (SME)
instructor. Ability: Professional ability, using leadership skills to
plan, organize, monitor progress, and results.
Personality: Gain the respect of students by
treating them with a professional attitude.
State the ultimate goal of instruction. To cause students to remain motivated beyond the
instructor's influence. And apply what they have
learned on the job and in other areas of their lives.
Define the most essential, single link The Instructor must simplify the complex training
in the training chain. system for students of various backgrounds.
Discuss the Instructor's responsibility Instructor should know the difference between
to curriculum. changes (minor, pen and ink) and revisions
(requires TPP, CCA approval).
,State and discuss the characteristics Clarity of Meaning: state questions in a clear and
of a good oral question. conversational tone (no tricks)
Level of instruction: simple words, use words
students understand.
Use of an interrogative: Use the interoggative in
the beginning so the students know they're being
asked a question.
State the four purposes of oral Focuses attention, Arouses interest, Drills students,
questioning Stimulates thinking
State and discuss the types of visual, auditory, kinesthetic
sensory learners.
State and discuss the types and Multiple answer: more than one right answer,
purposes of oral questions. increases student participation.
Yes/No: can be used to arouse interest or
encourage participation.
Canvassing: Helps to see how many students are
familiar with the subject.
Leading: Suggests its own answer, helps struggling
students.
Interest arousing: used to arouse interest in
material and focus attention.
Factual/Close-ended: asks for specific information
Thought Provoking: Stimulates student thinking
State and discuss the different types Product: comparing students to an acceptable
of performance tests. completed example.
Process: students ability to correctly follow
procedural steps in a task.
Combination: both process and product.
, State and discuss the instructional Lecture: present a large amount of information in a
methods. short time.
Lecture with audiovisual: includes visual or audio
learning aids.
Lesson:most used in Navy training, interactive in
nature and primarily used to transfer knowledge or
information to students.
Demonstration: basic, and most often used for
teaching skill-type subjects.
Role-playing: assume active roles in a simulated
situation followed by discussion
Team dimensional Training: allows a team to
diagnose and correct their own performance
problems, helping them to learn from mistakes
Gaming/Simulation: learners can make real time
decisions and apply problem solving skills.
Case Study: focus the attention upon a specific
case.
State and discuss the two methods Knowledge: measure the achievement of
of testing and their importance. objectives through written test items.
Performance: measure skill acquisition by
demonstration defined by learning objectives.
Solutions | 2026 Edition | Pass Guaranteed
Save
Terms in this set (109)
State and discuss the three qualities Knowledge: Know more about the subject than
of an efficient and effective what you teach (SME)
instructor. Ability: Professional ability, using leadership skills to
plan, organize, monitor progress, and results.
Personality: Gain the respect of students by
treating them with a professional attitude.
State the ultimate goal of instruction. To cause students to remain motivated beyond the
instructor's influence. And apply what they have
learned on the job and in other areas of their lives.
Define the most essential, single link The Instructor must simplify the complex training
in the training chain. system for students of various backgrounds.
Discuss the Instructor's responsibility Instructor should know the difference between
to curriculum. changes (minor, pen and ink) and revisions
(requires TPP, CCA approval).
,State and discuss the characteristics Clarity of Meaning: state questions in a clear and
of a good oral question. conversational tone (no tricks)
Level of instruction: simple words, use words
students understand.
Use of an interrogative: Use the interoggative in
the beginning so the students know they're being
asked a question.
State the four purposes of oral Focuses attention, Arouses interest, Drills students,
questioning Stimulates thinking
State and discuss the types of visual, auditory, kinesthetic
sensory learners.
State and discuss the types and Multiple answer: more than one right answer,
purposes of oral questions. increases student participation.
Yes/No: can be used to arouse interest or
encourage participation.
Canvassing: Helps to see how many students are
familiar with the subject.
Leading: Suggests its own answer, helps struggling
students.
Interest arousing: used to arouse interest in
material and focus attention.
Factual/Close-ended: asks for specific information
Thought Provoking: Stimulates student thinking
State and discuss the different types Product: comparing students to an acceptable
of performance tests. completed example.
Process: students ability to correctly follow
procedural steps in a task.
Combination: both process and product.
, State and discuss the instructional Lecture: present a large amount of information in a
methods. short time.
Lecture with audiovisual: includes visual or audio
learning aids.
Lesson:most used in Navy training, interactive in
nature and primarily used to transfer knowledge or
information to students.
Demonstration: basic, and most often used for
teaching skill-type subjects.
Role-playing: assume active roles in a simulated
situation followed by discussion
Team dimensional Training: allows a team to
diagnose and correct their own performance
problems, helping them to learn from mistakes
Gaming/Simulation: learners can make real time
decisions and apply problem solving skills.
Case Study: focus the attention upon a specific
case.
State and discuss the two methods Knowledge: measure the achievement of
of testing and their importance. objectives through written test items.
Performance: measure skill acquisition by
demonstration defined by learning objectives.
