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LT Exam 2019 > 1nstruct0r > Flashcards

1nstruct0r Flashcards

1
Q

_____ is generally accepted as meaning the acquisition of knowledge (9).

A

Education

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2
Q

What is primarily the transfer of knowledge regarding vocational or technical skills? (9)

A

Training

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3
Q

What does possessing a desire to teach affect? They contribute to success in the classroom and on the job. (10)

A

performance and motivation

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4
Q

What are some ways that instructors can motivate others? (11)

A
  • clearly communicate action performed/how performed
  • show importance of presented info
  • make knowledge/skills easy to learn
  • allow for mistakes while practicing/improving
  • encourage students as they attempt to learn
  • reward successful attempts
  • correct unsuccessful attempts without criticism
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5
Q

What are the 3 ways that instructors can improve teaching skills? (12)

A
  1. experience
  2. study
  3. professional development
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6
Q

What are some leadership qualities of an effective instructor? (12)

A
  • self-confidence
  • trustworthiness
  • consistency
  • responsibility
  • acceptance
  • expertise
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7
Q

Instructors must have strong interpersonal skills that include _____, _____ and _____. (12)

A

clarity, sensitivity, fairness

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8
Q

______ involves the ability to precisely and clearly explain concepts and processes through a systematic presentation of material. (12)

A

clarity

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9
Q

_____ is the ability to view the learning environment from the students’ perspective and recognize the barriers to learning and communication. (13)

A

Sensitivity

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10
Q

What are the 4 things instructors should do in preparation before a classroom session? (13)

A
  • assemble all materials needed
  • test equipment for proper operation
  • eliminate learning barriers
  • arrive early
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11
Q

When is it difficult for an instructor to gain student respect? (15)

A

when instructor integrity is compromised or questioned

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12
Q

Along with the requirements inherent with the teaching profession, there are also obligations for instructors toward the following: _____, _____, _____ and _____. (16)

A

student, organization, profession, themselves

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13
Q

Who should be advocates for change when directives need to be updated? (19)

A

instructors

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14
Q

Students must be assured that ____ is the primary concern of the organization. (19)

A

Safety

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15
Q

What are 3 federal laws that apply to instructors? (21)

A
  1. Title VII of the Civil Rights Act
  2. Americans with Disabilities Act (ADA)
  3. Privacy act or Buckley Amendment
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16
Q

What law protects employees from physical, verbal and sexual harassment? (21)

A

Title VII of the Civil Rights Act

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17
Q

Under ADA, who do instructors and training organizations have to provide with REASONABLE ACCOMMODATIONS? (21)

A

students with DOCUMENTED disabilities

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18
Q

What law protects student privacy related to grades and personnel files? (21)

A

privacy act or Buckley Amendment

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19
Q

Municipal corporations, such as those formed by counties, cities, or townships, often have their own local needs and create laws called what? (22)

A

ordinances

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20
Q

_______ is a local law that applies to persons, things, and activities in a jurisdiction and has the same force and effect as statutory law. (22)

A

ordinance

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21
Q

Are national codes and standards considered laws? (23)

A

they are NOT laws unless adopted by the AHJ

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22
Q

If you fail to stay current on the legal issues that apply to your position, you may find yourself in court for _____, ____ or _____. (23)

A

negligence, harassment, or civil rights violations

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23
Q

An instructor must follow what to be considered a professional? (24)

A

ethical codes of conduct

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24
Q

What are some situations that require a decision to be based on ethics? (24)

A
  • sharing of exam papers between classes
  • allowing plagiarizing of material
  • allowing cheating on exams
  • advancing students w/out proper training/passing
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25
Q

What is the first step toward creating an ethical culture? (26)

A

creation of an ethics program that includes an organizational and individual code of ethics

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26
Q

What characteristics are defined in a written code of ethics? (26)

A
  • defines acceptable/unacceptable behavior
  • promotes high standard of practice/ + ethical climate
  • provides standard for individual judgement
  • establishes framework for professional behavior
  • helps enhance/establish occupational identity
  • provides a mark of occupational maturity
  • establishes open communication expected/accepted
  • provides statement of expected behavior of ALL
  • establish basis for public opinion
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27
Q

An ________ is only as sound as the example set by the officers of the organization. (27)

A

organization’s culture

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28
Q

What are the 7 steps of how an instructor can work through an ethical dilemma? (27)

A
  1. recognize/define the situation
  2. obtain all facts surrounding the situation
  3. list all possible options needed to respond to situation
  4. compare each option to established criteria
  5. select the best option that meets the criteria
  6. double-check the decision
  7. take action and implement the decision
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29
Q

The “cone of learning” illustrates that individuals retain approximately the following amounts of information: (34)
__% of what read __% of what they hear
__% of what they see __% of what they see/hear
__% of what say/repeat __% of what say while doing it

A 
10% of what read            
20% of what they hear
30% of what they see       
50% of what they see/hear 
70% of what say/repeat   
90% of what say while doing it
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30
Q

What refers to the art of teaching adults? (36)

A

Andragogy

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31
Q

The theory of andragogy is now widely accepted and includes what assumptions? (36)

A
  1. Self-concept
  2. Experience
  3. Readiness to learn
  4. Learning orientation
  5. Motivation
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32
Q

What are Thorndike’s 8 Laws of adult learning? (36)

A
  1. Readiness (adults prepared to learn)
  2. Exercise (adults learn best when exercising skills)
  3. Effect (adults need to see positive effect of learning)
  4. Disuse (effects are foundation of argument for CE)
  5. Association (associate new info already learned)
  6. Recency (skills/info recently learned=best remember)
  7. Primacy (first of series of acts learned=best remember)
  8. Insensity (stimulus real=change in effect on behavior)
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33
Q

The effects of ______ are the foundation of the argument for continued training and education. (36)

A

effects of disuse

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34
Q

What affects how students learn? (38)

A

personal characteristics and outside influences

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35
Q

________ include life experiences, motivation, time demands or adult responsibilities, confidence, and learning style variations. (38)

A

Student characteristics

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36
Q

What 3 common characteristics of adult learners should instructors take into consideration? (38)

A
  • life experiences and responsibilities
  • motivation
  • self-confidence
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37
Q

What are 2 examples of how individuals are motivated? (38)

A
  • internal desire to gain knowledge/skills

- external (because employer/supervisor requires attendance and it may be perceived as negative requirement by student)

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38
Q

Students should be respected for their ____, ____ and ____. (40)

A

abilities, experiences and individuality

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39
Q

What are the 3 types/domains of learning that enable students to understand a concept, perform a task or alter a behavior? (42)

A
  1. Cognitive
  2. Psychomotor
  3. Affective
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40
Q

In what domain of learning do students gain understanding about a concept of topic? (42)

A

cognitive domain

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41
Q

In what domain of learning do students perform the skills associated with a concept or topic? (42)

A

psychomotor domain

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42
Q

In what domain of learning do students develop a willingness to perform the behavior correctly and safely? (42)

A

affective domain

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43
Q

The cognitive, psychomotor, and affective domains are the ____, ___ and ___ of the learning process. (42)

A

what, how, and why of the learning process

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44
Q

In what way is cognitive information usually presented? (42)

A

in technical or factual presentation (lecture/discussion form)

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45
Q

What domain of learning is typically referred to as hands-on training? (42)

A

psychomotor domain

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46
Q

Successful completion of the skill is measured in ____, _____, ____, ____ or ____. (42)

A

speed, precision, distance, techniques, or sequence of execution

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47
Q

Instructors influence students by providing ______ toward authority, respect, responsibility, and safety (among other values). (43)

A

positive attitudes

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48
Q

Learning outcomes of the _____ take time to achieve and are not as readily observable as the results of the _____ and _____ domains. (43)

A

affective domain takes time to achieve comparative to cognitive and psychomotor domains

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49
Q

______ are often the first agents of affective behavioral change within an organization. (44)

A

instructors

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50
Q

What 4 strategies do most lesson plans in fire and emergency classrooms use? (45)

A
  1. sequential or liner (step by step)
  2. abstract or symbolic (common qualities/diff experiences)
  3. concrete or real objects or items (work with facts)
  4. global or holistic (whole picture/form relationships)
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51
Q

A sequential or linear lesson plan is step by step with a beginning and end that includes what 4 processes? (45)

A

Analyzing
Classifying
Reasoning
Tracking of times, dates, and events

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52
Q

What techniques can be used by instructors to help motivate students? (45)

A
  • provide relevancy (why important)
  • set realistic/obtainable goals
  • demonstrate enthusiasm
  • expect success and require outstanding performance
  • incorporate motivators (external motivations)
  • generate interest and participation
  • include instructional variety
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53
Q

What type of statement destroys student confidence, instructor capability, and any opportunity to motivate students? (53)

A

instructor acknowledging they are unprepared to teach a topic

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54
Q

What are the MOST important session preparation tasks? (53)

A
  • read the lesson objectives
  • review the lesson plan
  • check what equipment is needed
  • locate required equipment
  • determine what skills must be taught (at mastery level)
  • review required audiovisuals
  • check documentation requirements
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55
Q

What amount of time is not unusual to spend in preparation for every hour of delivery time?(54)

A

not unusual to spend 1-3 hours preparing for each hour of delivery time

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56
Q

The term _____ as used in the fire and emergency services profession means the procurement, distribution, maintenance, and replacement of materials and personnel. (55)

A

logistics

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57
Q

Within the training division, who is responsible for acquiring the logistical support that the lesson plan requires? (55)

A

each instructor

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58
Q

Arriving early to get or assemble equipment and materials gives an instructor the opportunity to perform what 5 steps? (55)

A
  1. Check for missing items
  2. Review operations
  3. Arrange room layout
  4. Find replacements or make repairs
  5. Revert to a contingency plan (plan B)
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59
Q

How many contingency plans should instructors have per lesson plan? (55)

A

at least 1

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60
Q

How should the lead course instructor maintain continuity throughout a course? (60)

A
  • know fellow instructors
  • prepare the students
  • meet with substitute instructors or assistants to prepare for the class
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61
Q

When teaching the _____, the learning environment should not distract students from attending to the objectives of the lesson (61)

A

psychomotor skills

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62
Q

Personnel safety becomes more of a priority in inclement weather. Students must be provided with what 3 things during inclement weather? (62)

A
  1. appropriate equipment
  2. rehab
  3. safety instruction applicable to weather conditions
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63
Q

Instructors may discover that their students are less knowledgable (AKA:______) or more knowledgeable (AKA:______) about the topic for a daily lesson or for a course. (63)

A

less knowledgeable = remedial

more knowledgeable = advanced

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64
Q

What is part of maintaining class continuity? (64)

A

having contingency plans

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65
Q

_______ means presenting info that is always accurate and maintaining the same learning level throughout. (64)

A

course contingency

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66
Q

What aspects of instruction should remain consistent throughout a course? (64)

A
  • safety factors
  • training materials
  • resource materials
  • approaches of teaching
  • skill performances
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67
Q

Who is responsible for safety of people engaged in training exercises? (64)

A

primary responsibility of instructors and students

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68
Q

What needs must “aids” meet? (66)

A

must meet the needs of learning objectives and expected course goals

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69
Q

In the most basic format, lesson plans consist of what components? (73)

A
  • job or topic
  • time frame
  • level of instruction
  • learning objectives (minimal acceptable behaviors)
  • resources/material
  • prerequisites
  • references
  • lesson summary
  • assignments
  • lesson outline
  • evaluations
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70
Q

When possible, who should be responsible for creating any needed lesson outlines? (74)

A

most experienced available Instructor 1

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71
Q

Each learning objective should contain an _____ and either a ____ or _____. (74)

A

each should contain an action and either a knowledge or skill

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72
Q

According to Robert Mager (circa 1960s), what should learning objectives contain? (74)

A
  • performance(behavior) statement (what expected to do)
  • conditions description (tools/materials required)
  • standards criteria(state acceptable level of performance)
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73
Q

What are the 3 critical components of JPRs per annex C of NFPA 1041? (75)

A
  1. task to be performed
  2. tools, equipment, or materials required to perform and complete the task
  3. expected performance outcome
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74
Q

What’s the difference between outlines and lesson plans? (76)

A

outline = roadmap designed to lead through single lesson

lesson plan = developed in relation to larger course/curriculum

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75
Q

What are 3 formats of lesson plans that may be suited to fire and emergency instructors? Are the formats for experienced or inexperienced instructors?(76)

A
  • outline major points (experienced instructors)
  • detailed outline (inexperienced instructors)
  • major points with explanatory material (either)
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76
Q

Since the Copyright Law of 1976 was passed, works published in the U.S. before 1923 are considered ________. (81)

A

public domain

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77
Q

Since the Copyright Law of 1976 was passed, works published between 1923 and 1977 are protected for ____ years from _________. (81)

A

protected for 95 years from last date of publication

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78
Q

Since the Copyright Law of 1976 was passed, work created but not published before 1978, the copyright lasts for the life of the author, artist or photographer plus ______. (81)

A

life plus 70 years

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79
Q

What grants the privilege of copying material to persons other than the owner of the copyright without consent when the material is used in a reasonable manner? (82)

A

FAIR USE DOCTRINE of the Copyright Act

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80
Q

Per the fair use guidelines, instructors may make single copies of what for scholarly research of when preparing to teach a class? (82)

A
  • chapter from a book
  • article from periodical, newspaper, internet
  • short story, essay, or poem
  • chart, graph, photo from book, periodical, newspaper
  • video recording of a television broadcast
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81
Q

The legality and success of lawsuits to protect the right of privacy depend on several factors, such as the following: ____, _____, ____, _____. (83)

A
  • where and who
  • permissions : obtain in writing
  • restrictions
  • rights of individuals (individuals MUST be given opportunity to preview before they are used)
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82
Q

What are permissions obtained in writing called? (83)

A

model releases

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83
Q

What is the easiest, most frequently used, and most versatile nonprojection-type equipment? (85)

A

marker board (chalkboard, dry-erase, easel)

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84
Q

________ include any printer matter that instructors distribute BEFORE, DURING or AT THE END OF CLASS (86)

A

duplicated materials (handouts)

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85
Q

_____ is an effect by a projector that is not perpendicular to the screen, resulting in a distorted image that is WIDER AT THE TOP, than at the bottom. (91)

A

keystoning

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86
Q

A ______ consists of a small video camera mounted vertically over a tabletop platform. (92)

A

visual presenter

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87
Q

Are simulated aircraft structures permanently affixed to a containment pit used for extrication training? (98)

A

used for fire suppression training NOT EXTRICATION training

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88
Q

When should you inspect training aids? (99)

A

on a regular basis and before using them in class

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89
Q

When should air filters of projectors be cleaned in relation to the replacement of projector bulbs? How should projector bulbs be handled during replacement? (101)

A

clean air filters BEFORE replacing bulb

handle the bulb by the PORCELAIN BASE ONLY

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90
Q

What elements related to the classroom environment should the instructor have control over? (108)

A
  • seating arrangements
  • lighting
  • temperature
  • noise level
  • audiovisual equipment
  • other considerations such as power outlets, internet access and comfort facilities
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91
Q

What seating arrangement type works effectively in small groups? It permits students to easily see and hear an instructor.(108)

A

fan

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92
Q

What seating arrangement type is good for any size of audience? It permits students to see, hear and interact with an instructor. (108)

A

traditional

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93
Q

What seating arrangement type has fixed seating for a medium-to-large size audiences that faces a stage or lectern, allowing only interaction between the instructor and the students? (108)

A

auditorium or theater

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94
Q

What seating arrangement type allows for total group discussion that is most effective for small classes where students are seated around one table? (108)

A

conference

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95
Q

What seating arrangement type is similar to the traditional arrangement, but student interaction is limited? (108)

A

chevron

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96
Q

What seating arrangement type permits both instructor presentation and total group discussion, but not small-group interaction? It is used for small-to-medium sized audiences. (108)

A

Horseshoe or U-shaped

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97
Q

What seating arrangement type is effective for small-to-medium sized groups and permits both instructor presentation and total discussion? (109)

A

Hollow square

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98
Q

What seating arrangement type is designed to encourage group participation and discussion? The instructor sits with the students and it is most effective for small-to-medium sized groups where discussion is the primary method of teaching. (109)

A

Circled chairs

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99
Q

How often should rest breaks occur? (110)

A

every 45-50 minutes of instruction

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100
Q

When extension cords are used, what length can they be? (113)

A

should be within length determined by local fire code, usually 6’

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101
Q

What should be the only thing visible behind an instructor? (114)

A

blank screen or wall

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102
Q

Who is responsible for providing a safe training environment? (115)

A

LEAD INSTRUCTOR for safe environment for all instructors and students

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103
Q

For any type of remote site, what must the instructor develop? (115)

A

site safety plan

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104
Q

If acquired structures used for live training, they must be in with compliance with what NFPA standard? (115)

A

NFPA 1403

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105
Q

What are some considerations to address during the inspections and planning processes at remote sites? (117)

A
  • weather conditions
  • terrain
  • vehicle traffic (limit/prohibit public access)
  • training ground noise
  • light levels
  • site space
  • exposures
  • environmental laws and codes
  • access (provide at least 2 means of access)
  • water supply
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106
Q

Who must be present to supervise any high hazard training per NFPA 1041? (121)

A

Level II Instructor

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107
Q

For live fire, if Level 2 instructor unable to attend, the level 1 instructor must gather the info needed to _____, _____, and ______ live-fire training. (121)

A

gather info needed to safely plan, conduct and monitor

108
Q

How do effective instructors extend their influence outside the classroom? (125)

A

counseling and coaching sessions

109
Q

Interpersonal communication in the classroom consists of what 5 basic elements? (126)

A
  1. Sender (instructor)
  2. Message (lesson)
  3. Receiver (student)
  4. Feedback to the sender (reaction to message/tone)
  5. Interference (anything preventing complete understanding)
110
Q

What two ways can students respond to the instructor with feedback? (126)

A
  • verbal (ask a question)

- nonverbal (students appear bored/unmotivated)

111
Q

For communication to be effective, who must agree on its purpose? (128)

A

sender and receiver

112
Q

What are the 5 general purposes for interpersonal communications? (128)

A

to learn, to relate, to influence, to play, and to help

113
Q

The words in a message account for only ___% of communication. (128)

A

words = only 7% of communication

114
Q

What are ways that people are stereotyped by language? (129)

A

gender, ethnicity, age, religion, political association, education, and regional background

115
Q

What guidelines will help an instructor to hone his VERBAL communication skills if practiced? (129)

A
  • engage in dual perspective
  • take responsibility for personal thoughts or feelings
  • show respect for feelings/thoughts of others
  • try to gain accuracy and clarity in speaking
  • be aware of any special needs of the receiver (DO NOT exaggerate mouth or lip movements)
  • avoid speaking/addressing a problem while angry/emotional
116
Q

Non verbal communication = 93% of ANY message:
__% is body language
__% is vocal tone and inflection

A

55% is body language
38% is vocal tone and inflection
(7% = words in the message)

117
Q

Nonverbal communication consists of what elements? (130)

A
  • body language
  • vocal tone and volume
  • personal appearance
118
Q

Nonverbal communication can project a person’s ______, ______, _____, or ______. (130)

A

self-perception, emotional state, approachability, cultural background

119
Q

What traits can good eye contact convey? (130)

A

self-confidence, honesty, trust and credibility

120
Q

What can averting one’s gaze indicate? (130)

A

deceit, dishonesty, insecurity, or anxiety

121
Q

_____ are effective for sending messages such as come here or stop. (131)

A

gestures

122
Q

____ presents an image of self-confidence and authority through nonverbal elements, such as good posture and a sense of calm. (131)

A

poise

123
Q

How much of an average person’s day consists of listening? How much of class time do students spends listening to the instructor, other students and audiovisual presentation?(131)

A 
45%-53% of day consists of listening
50%-75% of class time
124
Q

Is listening an active or passive process? what are the components of listening? (132)

A

active process that includes attending to, understanding, remembering, evaluating, and responding to the speaker

125
Q

What is the first step to becoming an effective public speaker? (133)

A

identify the characteristics displayed by effective speakers

126
Q

What are the 10 characteristics of effective speakers that apply to the instructor in the classroom? (133)

A
  • audience-centered
  • good development of ideas
  • good organization of ideas
  • best choice of words
  • good delivery skills
  • good vocal characteristics
  • conversational tone
  • positive attitude
  • appropriate sense of humor
  • personal style
127
Q

What are some distracting behaviors that should be avoided? (135)

A
  • pacing floor
  • playing with or tapping pens/items
  • jingling keys or change
  • chewing gum/nails/toothpicks
  • overusing pet words or fad phrases such as 24/7
128
Q

What 3 parts does an oral presentation usually consist of? (135)

A
  1. opening or intro (topic of presentation)
  2. body (detailing the topic)
  3. summary or conclusion (restating main points)
129
Q

What is the difference between a lecture and a presentation? (136)

A 
lecture = instructional
presentation = simply a speech
130
Q

What are accepted sequences for instructional delivery? (136)

A

known-to-unknown
simple-to-complex
whole-part-whole
step-by-step (variation is called progressive part, learn steps 1 and 2 before step 3 and so on)

131
Q

_______ preview what will happen next or relate an upcoming concept or skill to a previous one (137)

A

transitions

132
Q

What are the benefits of transitions? (137)

A
  • maintain interest
  • maintain continuity
  • maintain consistency
  • establish relationships
  • provide previews
  • provide summaries
133
Q

What 2 types of transitions do speech communication professionals teach for use in oral communications? (138)

A

verbal and nonverbal

134
Q

Verbal transitions provide a summary and/or preview within a single sentence or two. What are types of verbal transitions? (138)

A
  • summary statement and preview
  • review of the lesson or course agenda
  • change of media
135
Q

What phrases should be avoided in oral presentations as they give students permission to stop listening? (138)

A

finally and in conclusion

136
Q

Nonverbal transitions help an instructor to emphasize a point within a topic. What are examples of nonverbal transitions? (138)

A
  • change of facial expression
  • a pause
  • a change in vocal pitch or rate of speaking
  • a gesture
  • physically moving from one point to another
137
Q

The mastery approach to teaching, sometimes referred to as _________, requires that the student successfully master the learning objectives or outcomes of the lesson or course. (139)

A

referred to as competency-based learning (CBL)

138
Q

What are the characteristics of the mastery approach or CBL? (139)

A
  • competency-based (AKA performance-based)
  • individual-based (meets style of student)
  • immediate, specific feedback (when skill performed)
  • modules and multimedia (smaller blocks, audiovisual)
  • instructor-supported (help students learn/be proficient)
  • specific objectives (students master objectives)
  • criterion-referenced testing (mastery = 70%-100%)
139
Q

The mastery approach uses criterion-referenced teaching, learning and assessments and focuses attention on __________. (140)

A

learning objectives

140
Q

What are the learning objectives written to establish the criteria for mastery? (140)

A
  • behavior (identify/clearly describe learning outcome)
  • conditions (define conditions for student performance)
  • degree (define the criterion of acceptable performance)
141
Q

What 4 steps does the method of instruction consist of? (140)

A
  1. Preparation “PPAE=instruction”
  2. Presentation
  3. Application
  4. Evaluation
142
Q

At what step in the “four step method of instruction” does most learning take place? (140)

A

application

143
Q

What do written tests evaluate? What do practical test evaluate? (140)

A

written tests = whether students learned cognitive info

practical tests = evaluate skill ability

144
Q

What is the most prevalent approach to teaching in the fire and emergency services? (143)

A

Instructor-led training (ILT)

145
Q

What lecture format is an effective method for providing facts, rules and regulations, clarifications, examples and definitions? (146)

A

illustrated lecture format

146
Q

What are the most widely accepted visual aid that instructors use to accompany their lectures? (146)

A

computer-generated slide presentations

147
Q

Instructors should break lectures into smaller segments of about how long? (147)

A

smaller segments about 12-18 minutes in length

148
Q

For the _______ method to be effective, students must have a basic knowledge of the subject BEFORE the discussion begins. (147)

A

lecture method

149
Q

What is not a good format for introducing new material to inexperienced students? (147)

A

discussion method not good for new material

150
Q

What are the 4 benefits of classroom discussion? (148)

A
  • fosters improved student understanding
  • improves student communication skills
  • improves cooperation within a group
  • places the responsibility for learning in student’s hands
151
Q

What can a whole group discussion help the students to accomplish? (149)

A
  • share information and knowledge
  • apply theories and critical thinking skills
  • express personal views and ideas
  • collaborate and work as a team
  • clarify attitudes, values and beliefs
152
Q

What are the 2 most common categories of the whole group discussion format? (149)

A
  1. Guided: instructors presents topic, members discuss

2. Conference: instructors are facilitators, not teachers

153
Q

When are small group discussions the most effective? (150)

A
  • the task is structured
  • students are experienced in working with others
  • the learning outcome is clearly defined
  • students have time to prepare for the discussion
154
Q

What is the instructor’s role in the small group discussion format? (150)

A
  • define group goals
  • establish a time frame for discussion
  • monitor the groups to make sure students stay on task
155
Q

What roles must the instructor or facilitator take when leading a discussion? (150)

A
  • director (direct the topic)
  • gatekeeper (all students can share/not dominated by 1)
  • timekeeper (remind of time remaining)
156
Q

What techniques can be used in small or large groups to direct the outcome of the discussion? (151)

A
  • brainstorming (generate ideas, no bad ones)
  • nominal group process (more structured from brainstorming and required ideas more realistic)
  • agenda-based process (topics or key points)
157
Q

What are the steps in the nominal group process? (151)

A
  1. students write PROS and CONS
  2. students PRESENT LISTS to the group
  3. correlate, examine, discuss, rewrite comments presented
  4. have group SELECT TOP 5 considerations
  5. the INSTRUCTOR SUMMARIZES the findings
158
Q

What are an effective way to teach manipulative skills, physical principles, and mechanical functions? (151)

A

Demonstrations
(cognitive = theoretical/scientific concepts)
(psychomotor = model a task or skill)

159
Q

What are the 3 preferred steps for demonstrating a psychomotor skill? (152)

A
  1. perform skill at normal speed
  2. perform skill at slower speed, emphasizing each part
  3. perform skill at normal speed, with explanation during performance
160
Q

What instructional enhancements can be offered to students by instructors to motivate and encourage success? (153)

A
  • provide quality instruction helping student who try to learn
  • provide evidence that students efforts make a difference
  • establish clear expectations
  • provide continuous feedback about student progress
161
Q

Instructors applying what 2 methods will reinforce learning? (154)

A

repetition and behavioral reinforcement

162
Q

What type of reinforcement should be avoided? (155)

A

negative

163
Q

What are the 7 types of questions that instructors can use to start discussions, stimulate thinking, provide feedback and enable students to assess their learning and manage their own relationships? (157)

A
  • rhetorical
  • closed
  • open
  • direct
  • overhead
  • relay
  • redirected
164
Q

What type of question is used to stimulate thinking in which there is not necessarily one correct answer? (157)

A

rhetorical

165
Q

What type of question has a limited number of possible answers? (157)

A

closed

166
Q

What type of question may have many acceptable answers? (157)

A

open

167
Q

What type of question is asked to the entire class and any student is free to respond? (157)

A

overhead (helpful in starting discussion or offering ideas/opinions)

168
Q

What type of question is used when the teacher has the students answer a question asked by another student? (157)

A

relay (good way to open discussion or stimulate interest)

169
Q

What type of question is useful when a student asks a question that the instructor believes that the individual should know? (157)

A

redirected

170
Q

What are some basic guidelines for instructors responding to students’ answers? (158)

A
  • use positive reinforcement
  • if partially correct, positively reinforce correct portion then redirect the ? back to the student or ask another student to complete the answer
  • ALWAYS PROVIDE CORRECT ANSWERS if the students do not.
171
Q

The effectiveness of self-directed or independent learning is heavily dependent on what? (163)

A

heavily dependent on the student’s level of motivation

172
Q

In ________, instructors adapt their teaching methods to suit individual students’ specific learning styles so that they will be better able to achieve learning objectives. (164)

A

individualized instruction

173
Q

What 3 premises is individualized instruction based on? (164)

A
  1. student’s needs and preferred learning style
  2. learning objectives or competences required by the occupation
  3. instructional strategies and media that fit the needs of the student
174
Q

What are the most common training aids that instructors use to supplement lectures? (165)

A

audiovisual aids

175
Q

At what level should an instructor display projected or non-projected visual training aids? (165)

A

ABOVE the eye level of seated students

176
Q

A _______, sometimes referred to as a scenario, is a description of a real or hypothetical problem that an organization or an individual has dealt with and may face in the future. (166)

A

case study

177
Q

Who are case studies more effective for? (166)

A

Experienced personnel

178
Q

What are some obstacles to learning? (169)

A
  • external pressures
  • concerns that make the ability to focus on learning difficult and cause frustration
  • student’s personal feelings (anxiety/boredom)
179
Q

What is a break in UPWARD progress in a training course or class? (169)

A

learning plateau

180
Q

What is the traditional definition of a literate person? (171)

A

any person 15 yrs old or older who is able to read and write

181
Q

What did the U.S. Workforce Investment Act of 1998 redefine literacy as? (171)

A

the ability to read, write, speak english, and compute to solve problems proficiently enough to function on the job, with one’s family, and in society.

182
Q

What percentage of the general population of the U.S. has some type of learning disability? Most are NEUROLOGICAL in origin and affect an individual’s ability to perform what actions? (172)

A
  • 3% to 13% of population has some learning disability
  • affects ability to:
    a. understand to think
    b. use the spoken or written word
    c. perform mathematical functions
    d. perform fine psychomotor skills
183
Q

What 3 categories does the ADA divide learning disabilities into? (172)

A
  • speech and language disorders
  • academic skills disorders (dyslexia, dysgraphia, dyscalculia)
  • misc learning disabilities (dyspraxia, nonverbal skills)
184
Q

What 3 laws in the U.S protect people who have learning disabilities from discrimination? (173)

A
  • Individuals with Disabilities Education Act (IDEA)
  • Rehabilitation Act
  • ADA
185
Q

The U.S. Department of Education has defined a GIFTED STUDENT as one who demonstrates achievement or potential ability in one or more of what 5 areas? (173)

A
  • general intellectual ability
  • specific academic aptitude
  • creative or productive thinking
  • leadership ability
  • visual and performing arts
186
Q

What difficulties do gifted students have to overcome? (174)

A

boredom and disinterest

187
Q

What are 4 reasons that students may have difficulty understanding directions? (174)

A
  • physical disabilities
  • learning disabilities
  • low literacy disabilities
  • lack of language proficiency
188
Q

What signs of boredom or daydreaming should instructors be alert for? (175)

A
  • glazed looks
  • gazing around the room
  • doodling
  • thumbing through materials not related to the subject
189
Q

Students monopolizing a discussion or prevent other from participating are disruptive. What is the first action that should be taken by the instructor? (176)

A

make a private appeal to the student

190
Q

Instructors should NEVER tolerate inappropriate behavior that creates an ______ condition for students? (177)

A

UNSAFE

191
Q

What are the students’ rights included in an educational setting? (177)

A
  • privacy of records and test scores
  • freedom to have different opinion from instructor/org
  • equal access to the learning environment
  • fair and equal treatment in class
  • a non-hostile learning environment
  • a safe learning environment
192
Q

What is the ultimate goals of student behavior management? (178)

A

correction of disruptive behavior

193
Q

What is one of the first priorities for an instructor is to review the ____, _____, and _____ of the training division with students. (178)

A

rules, regs, and policies

194
Q

What is a way to resolve both learning and behavioral issues? (179)

A

counseling (helping a student adjust, redirecting a student’s behavior, or eliminating barriers to learning)

195
Q

When should instructors help when a student appears to have psychological or emotional problems? (180)

A

Instructors should NEVER assume the role of therapist

196
Q

Where must counseling sessions between students and instructors be done? (180)

A

in private

197
Q

What must instructors do if the counseling fails? Where and how should this be done?(181)

A
  • take disciplinary action

- privately, calmly, and in an atmosphere that shows a willingness to help

198
Q

What is the process of giving motivational correction, positive reinforcement, and constructive feedback to students in order to maintain and improve their performances? (181)

A

Coaching

199
Q

To be effective, the feedback needs to be _____, _____, _____, and _____. (181)

A

positive, immediate, direct, and frequent

200
Q

What are the 4 steps of a formal coaching mode that private industry usually subscribes to? (181)

A
  • describe current level of performance
  • describe the desired level of performance
  • obtain a commitment for change
  • follow up on the commitment (no performance=more coaching, more coaching no work=formal professional counseling)
201
Q

Mentors must be chosen carefully and selected for their _____, _____, _____, and ____________. (182)

A
  • experience
  • interest
  • patience
  • communication abilities
202
Q

What 3 things do mentoring programs enhance? (182)

A
  • management skills
  • improve productivity
  • encourage diversity
203
Q

Who is designated as the primary mentor (coach, counselor, guide, role model) for each student in the course? (182)

A

immediate supervisor or instructor

204
Q

_______ demonstrates lack of respect and will often result in confrontation. (184)

A

intimidation

205
Q

When the instructor is _______, intimidation and impatience should not occur. (184)

A

student-oriented

206
Q

What shows a lack of respect for students, the topic, and the learning experience? (184)

A

lack of preparation (prep and practice are essential to good teaching)

207
Q

What method of progressive disciplinary action is suggested when behaviors do not stop on their own? (185)

A

LEAST

  • Leave it alone
  • Eye contact
  • Action
  • Stop the class
  • Terminate the student
208
Q

What 5 steps should be included when thoroughly documenting a student’s behavior in order to justify disciplinary action? (186)

A
  • record date/time and behavior
  • keep documentation in secure location
  • draft a memo TO THE STUDENT detailing behavior
  • send a copy to chief/manager AND training officer
  • await formal action BY THE TRAINING DIVISION
209
Q

What are the first skills that an instructor should cultivate? (188)

A

interpersonal communications and effective public speaking

210
Q

What agency establishes the nations curriculum and regulations for EMS personnel and equipment? (195)

A

U.S. department of transportation (DOT)

211
Q

What are the 3 standards-writing service involved with the fire service? (196)

A
  • NFPA
  • ANSI (American national standards institute)
  • UL (underwriters laboratory)
212
Q

Who is the primary role model for safety? (198)

A

the instructor

213
Q

When should students be informed of hazards the will face as part of the training? (202)

A

during the training briefing

214
Q

When should instructors identify ALL types of hazards? (202)

A

BEFORE beginning training

215
Q

Controlling a practical training evolution involves what elements? (202)

A
  • supervising SMTM
  • monitoring
  • teaching
  • managing
216
Q

What is the typical ration of students to teacher? (202)

A

5 to 1

217
Q

What information is given beginning a skill demonstration? (202)

A
  • explanation of the skill
  • why it is important
  • how it relates to other skills
  • how many people are required to perform it
  • when it should be performed
218
Q

At what point are students ready to practice the skill? (202)

A

when they can verbalize the steps during a slow speed demonstration

219
Q

What are essential to a successful skills demonstration? (203)

A

planning, preparation, practice (3-Ps)

220
Q

How many times are students to repeat a training evolution? (204)

A

repeat until performed without error

221
Q

When should an instructor stop students who perform poorly, make an error, or violate safety protocols? (205)

A

immediately (immediate correction forces students to recognize the problem and adjust the behavior)

222
Q

_______ should be practiced with both the minimum and maximum levels of staffing that the organization requires. (205)

A

practical training evolutions

223
Q

NFPA 1041 requires Level II instructor supervise students and level I instructors during training of increased hazard exposure. What are some examples? (205)

A
  • live-fire exercises
  • hazardous materials
  • above and below grade
  • evolutions that require the use of power tools
224
Q

What must an instructor have to burn an acquired structure? (209)

A
  • written permission from the rightful owner

- permits from the AHJ

225
Q

What must instructors know for an acquired structure before being able to use it for live fire evolutions? (210)

A

fire flow, including safety margins

226
Q

Water supply requirements for fire fighting rural and suburban areas are provided in NFPA ____. (211)

A

NFPA 1142

227
Q

Wildland Firefighter training can take 2 routes, what are they? (213)

A
  • specialized for organizations responsible for protecting only forests and wildland areas
  • general training for structural FFs who responsible for wildland/urban interface
228
Q

What is a wrongful act resulting in harm known as? (216)

A

act of commission (person/organization responsible for correcting it)

229
Q

What is neglecting to take action that could have prevented harm known as? (216)

A

act of omission (person/organization who failed to act responsible for consequences)

230
Q

______ means that the blame for the actions of one person can be placed on another. How is this liability placed on instructors?(218)

A
  • vicarious liability

- placed on instructors for the acts and omissions of students

231
Q

What is the best way to reduce liability for any training scenario? (218)

A

develop an IAP or safety plan then follow it during training

232
Q

What is required during training scenarios to ensure safety? (219)

A
  • careful planning
  • inspection of training locations
  • thorough knowledge of appropriate standards
233
Q

What step is Evaluations in the 4 step method of instruction and how is it accomplished? (225)

A
  • last step

- accomplished through observation and testing

234
Q

What is the traditional approach to teaching based on? (226)

A

norm-referenced assessment (measures 1 student against another)

235
Q

What type of assessment compares student performance with the criteria stated in the learning objectives, not with performance of another student? (226)

A

criterion-referenced assessment (passing or failing grade)

236
Q

A ______ is a standard on which to base a decision or judgement. (226)

A

criterion (criteria)

237
Q

The _______ is based on the reasons a test is given and the point at which it is giving during instruction. (227)

A

purpose classification

238
Q

Purpose Classification : What are the 3 test types? (227)

A
  • prescriptive (pretest)
  • formative (progress)
  • summative (comprehensive)
239
Q

What type of test is given at the beginning of instruction to establish a student’s current level of knowledge? (227)

A

prescriptive test

240
Q

What type of test may be quizzes, pop tests or question/answer periods given throughout the course? (227)

A

formative test

241
Q

What type of test measures comprehensive knowledge and skills at the end of a course or of a major segment of the course? (227)

A

summative test

242
Q

What is based on how the test was administered? In what ways can a test be administered? Who is decision made by on how to administer the test? (228)

A
  • administration classification
  • oral, written or performance
  • level 2 instructor or agencies SOPs
243
Q

What do written tests evaluate the accomplishment of? (228)

A

cognitive learning objectives

244
Q

______ test measure students’ ability to perform skills and task as they would on the job, based on standardized criteria and performance objectives. (229)

A

performance tests

245
Q

What type of judgement is based on personal preference or bias? (229)

A

subjective judgement

246
Q

What is the difference between discrimination and bias? (230)

A
  • discrimination based on ability

- bias is indication test puts on group at disadvantage to another group

247
Q

Certification skills tests and promotional tests are grouped together under what larger title? (230)

A

employment tests or selection tests

248
Q

In the U.S., who is responsible for investigating any bias on employment tests? (230)

A

EEOC

249
Q

When does the administration of a test begin? (230)

A

when instructors inform students what type of test, what content and what needed to bring to class

250
Q

What is the difference between scoring and grading? (233)

A
  • scoring = identifying right/wrong answers (OBJECTIVE)

- grading = act of assigning a value to the score

251
Q

What are 3 guidelines for scoring written tests manually? (236)

A
  • score same ? on all test before next ? on short answer/essay exams
  • add comments to essay and short answer ?s
  • shuffle the papers before scoring next ? on all the tests
252
Q

What tasks cannot be skipped or performed inappropriately during testing? (238)

A
  • tasks related directly to life or safety of patient, student or other personnel
253
Q

Testing records are private and confidential. Who has access to them? (239)

A
  • instructors
  • training division administrators
  • student
    (only instructor and student on p.247)
254
Q

Why is it necessary to report test results to the training division or organization’s administration? (239)

A
  • must know if student met minimum requirements

- results provide an idea of effectiveness of the course or curriculum

255
Q

What items are included in Academic misconduct? (239)

A
  • cheating during exams
  • acquiring test answers before the exam
  • allowing another student to complete an assignment
  • copying assignments from other students
256
Q

Formal evaluations give instructors opportunity to use student errors for reinforcing info addressed on the test. What 2 ways can these evaluations take place? (240)

A
  • meet with students individually to discuss the test

- review incorrect answers with the class

257
Q

What allows instructors and training divisions to determine both how well students are learning and how well instructors are teaching? (241)

A
  • evaluation and testing
258
Q

What is the difference between records and reports? (245)

A
  • records (PERMANENT accounts of past events/actions)

- reports (OFFICIAL, FACTUAL accounts of inclident, response or training either verbally or written)

259
Q

Are records ever delivered verbally? (246)

A

no, they are handwritten, typed or computer-generated

260
Q

How should test scores be communicated to the student? (247)

A

directly in writing

261
Q

Level 1 instructors are generally responsible only for ______ reports. (248)

A

training reports

262
Q

What is most difficult portion of most reports? What 5 questions should it answer? (248)

A
  • report narrative

- who, what, when, where and why

263
Q

What are the parts of a report narrative? (248)

A
  • heading (date, names of recipient and author, subject)
  • introduction (purpose, time, names of writers)
  • body (reason, facts, problems, solutions)
  • conclusion/summary (summarize main points/recommend changes)
264
Q

What are 6 considerations for scheduling training sessions? (249)

A
  • sufficient planning period
  • student availability
  • mandated staffing levels
  • facilities availability
  • facility policies and procedures
  • equipment availability
265
Q

Level 1 instructors should learn through practice to write ____, ____, ______ reports and _____ them in a timely manner. (251)

A
  • accurate, concise, error-free reports

- present them in a timely manner

LT Exam 2019 (5 decks)

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