Chapter 11 Flashcards
Thorndikes law of learning where a person is emotionally mentally and plushly prepared to learn new knowledge
Disuse
Exercise
Effect
Readiness
Readiness
Thorndikes law of learning where adults learn best when they are allowed to exercise skills.
Effect
Exercise
Disuse
Association
Exercise
Thorndikes law of learning where the kore an act is practiced, the faster and surer the learning becomes
Primacy
Intensity
Recency
Exercise
Exercise
Thorndikes law of learning where adult learners need to see the positive effect of what they are learning.
Exersise
Primacy
Effect
Disuse
Effect
When developing a lesson plan, the teacher in force how the information is useful to the student
Exercise
Readiness
Effect
Disuse
Effect
Thorndikes law of learning says among adult learners, it can be assumed that habits and memories used repeatedly are strengthened and habits not reinforced are weakened
Exercise
Readiness
Recency
Disuse
Disuse
Thorndikes laws of learning says skills and information learned or pre timed most recently are also best remembered
Readiness
Recency
Primacy
Intensity
Recency
Thorndikes law of learning regarding _____ says if a lesson requires that students recall information from an earlier stage of the course, the lesson plan should include time for review
Primacy
Recency
Exercise
Disuse
Recency
Thorndikes laws of learning says that the first of a series of learned acts will be remembered better than others
Recency
Disuse
Primacy
Intensity
Primacy
Thorndikes law of learning regarding _____ says in lesson plan development, especially skills training, the first portion of a process will be best remembered. As a result, there may need to be additional emphasis on the middle and ending of a series of skills steps.
Recency
Intensity
Primacy
Primacy
Thorndikes law of learning says that if a stimulus (experience) is vivid and real, it will more likely change or have an effect on the behavior (learning.
Intensity
Primacy
Disuse
Recency
Intensity
Thorndikes law of learning regarding ____ says the necessary equipment recommended in a lesson should be the same as equipment used in the job. Similarly, the lesson should require training that is as similar to a real world experience as is safely possible
Recency
Intensity
Disuse
Intensity
When instructors create a lesson plan, determining the _____ _____ is the first step
Learning objectives
Learning steps
Learning outcomes
Learning procedures
Learning outcomes
When creating a lesson plan, determining the learning outcomes in the first step, which leads to the writing of the ______
Learning steps
Procedures
Learning objectives
Job requirements
Learning objectives
The early steps of lesson plan creation process require the most _____
Effort
Thought
Funds
Typing
Thought
Lesson plan creation process— matching outcomes, objectives, tasks, and steps to the appropriate standard involves abstract thinking, which can be difficult and confusing. However, doing this hard work at the beginning makes the entire lesson more
Knowledgeable
Effective
Clearer
Effective
Regarding lesson outline formats, this format is considered the best type of format for the level I instructor to use.
Outline with only major points
Detailed outline
Outline featuring major points supported with explanatory information
Outline featuring major points supported with explanatory information
Step 1/13 in lesson plan process
Allies the job to be performed and identify all of the expected job skills and tasks that a person would perform when doing the job
Consult standards
Divide tasks
Analyze the job
Conduct research
Analyze the job
Step 2/13 lesson plan process consult the appropriate standards or subject matter experts to assist you in organizing and sequencing tasks
Analyze the job
Divide tasks
Consult standards, SMEs
Determin teaching order
Consult standards, SMEs
Step 3/13 in lesson plan process
Divide the tasks into the basic knowledge and skills steps required to perform them. Use this list to identify the essential knowledge and skills required to perform the task
Generate learning outcomes
Divide tasks
Conduct research
Develop lesson activities
Divide tasks
Step 4/13 lesson plan process
Generate learning objectives from the knowledge and skills needed to complete each task JPRs in standard can be a source for developing learning objectives
Divide tasks
Generate learning objectives
Develop lesson plan
conduct research
Generate learning objectives
Step 5/13 lesson plan process
Develop test items or practical assessments for lesson objectives. Make sure they are relevant to standards and skills that will be performed on the job
Consult standards
Identify, develop teaching aids/tools
Develop assessment items
Write lesson summary
Develop assessment items
Step 6/13 lesson plan process
Determine the order in which knowledge and skills will be taught. Identify prerequisite knowledge and skills needed to learn new material
Generate learning objectives
Determine teaching order
Develop lesson activities
Write ancillary/reference material
Determine teaching order
Step 7/13 lesson plan process
Familiarize yourself with the topic through research with sources such as SOG/SOPs, current literature, manufacturer instructions, current accepted practices, national consensus standards
Conduct research
Develop lesson plan
Develop planning components
Write ancillary/reference materials
Conduct research
Step 8/13 lesson plan process
Develop the lesson plan using one of the 3 accepted formats
Develop lesson activities
Develop lesson plan
Divide tasks
Write lesson summary
Develop lesson plan
Step 9/13 develop activities that reinforce objectives and provide students the opportunity to apply what they have learned. Indicate where during the lesson the activity should occur
Develop lesson plan
Develop lesson activities
Develop planning components
Identify, develop teaching aids/tools
Develop lesson activities
Step 10/13 lesson plan process
Identify and develop teaching aids and tech tools to support instruction. List all media, props, equipment, materials, facilities, costs, and time they will be required to present lesson
Develop lesson plan
Identify, develop teaching aids/tools
Develop planning components
Identify, develop teaching aids/tools
Step 11/13 lesson plan process
Develop the planning components of the lesson plan. Include title, level of instruction, list of instructional references, and a least of required resources
Develop planning components
Write ancillary/reference materials
Develop assessment tools
Develop planning components
Step 12/13 lesson plan process
Identify and develop assignments/ develop course and instructor evaluation instruments to determine effectiveness of course. Write bibliography of references that you referred to when creating lesson plan.
Conduct research
Write ancillary/reference materials
Develop planning components
Write ancillary/reference materials
Step 13/13 lesson plan process
Emphasize important critical or key information. Especially by reviewing or previewing it. Produce a logical effective conclusion to the lesson
Determine teaching order
Conduct research
Write lesson summery
Write lesson summary
All learning objectives should communicate the engender learning outcome and be clearly stated, specific, detailed and
Precise
Intentional
Emphasize
Measurable
Measurable
Whenever an instructor is writing learning objectives, it is important to review this method
Counter model
Mager model
Lugar model
Cognitive model
Mager model
According to Mager, learning objectives should contain these three components— performance (behavior) statement, conditions description, end _____
Learning statement
Learners criteria
Standards criteria
Grading components
Standards criteria
Mager model- 1/3 identify what the student is expected to do in clearly observable terms using clear action verbs
Performance (behavior) statement
Conditions description
Standards criteria
Performance ( behavior ) statement
Mager model —2/3 describe the situation, tools, or materials required for a student to perform a single specific action or behavior
Performance (behavior) statement
Conditions description
Standards criteria
Conditions description
Mager model—3/3 stage the acceptable level of student performance which may be based upon measurable criteria from an existing stand
Performance (behavior) statement
Conditions description
Standards criteria
Standards criteria
The Mager model and the SMART model are two
Models of evaluation
Models of writing fact statements
Models of writing learning objectives
Models of reviewing code charts
Models of writing learning objectives
SMART model for writing learning objectives — the objective needs to be specific and observable in nature- example- the student shall be able to…
Specific
Measurable
Attainable
Relevant
Time focused
Specific
SMART model for writing learning objectives — the objective needs to be measurable and observable. Use action verbs to focus the objective on what is expected and how it will be measured.
Specific
Measurable
Attainable
Relevant
Time focused
Measurable
SMART model for writing learning objectives — remember the students skill level, what you are teaching, and what is a reasonable level of attainment that the student can be expected to achieve during the course
Specific
Measurable
Attainable
Relevant
Time focused
Attainable
SMART model for writing learning objectives — the objectives should be relative to the topic being discussed and information being taught
Specific
Measurable
Attainable
Relevant
Time focused
Relevant
SMART model for writing learning objectives — the objective should be finite in time frame. An example wouldn’t be “by the end of the class the student shall be able to…”
Specific
Measurable
Attainable
Relevant
Time focused
Time focused
Cognitive levels of learning 1/6
Students remember, recall, and recognize previously learned facts and theories. They can describe, define; label, list, and match terms and items
Analyze
Evaluate
Apply
Understand
Remember
Create
Remember (knowledge)
Cognitive levels of learning 2/6 students understand, compare, and contrast informations, and estimate future trends. They give examples and explanations, make predictions, and summarize information and ideas
Analyze
Evaluate
Apply
Understand
Remember
Create
Understand (comprehension)
Cognitive levels of learning 3/6 students apply information, rules, and concepts that they have learned to new situations. They compute, demonstrate abilities, solve problems, modify ideas and actions and operate equipment
Analyze
Evaluate
Apply
Understand
Remember
Create
Apply (application)
Cognitive levels of learning 4/6
Students divide information into its component parts to understand how the parts relate to one another and to the whole
Analyze
Evaluate
Apply
Understand
Remember
Create
Analyze (analysis)
Cognitive levels of learning 5/6
Students judge the value of materials or actions based on defined criteria using elements from all other levels. They compare, conclude, contrast, discriminate, and justify decisions based on standards and criteria.
Analyze
Evaluate
Apply
Understand
Remember
Create
Evaluate (evaluation)
Cognitive levels of learning 6/6
Students out parts together to form a new whole. They categorize, create, design, organize, revise, and integrate parts to invent something new.
Analyze
Evaluate
Apply
Understand
Remember
Create
Create (synthesize)
The 5 levels of learning in psychomotor are __________, imitation, adaptation, performance, and perfection
Observation
The 5 levels of learning in psychomotor are observation, _______, adaptation, performance, and perfection
Imitation
The 5 levels of learning in psychomotor are observation, imitation, ________, performance, and perfection
Adaptation
The 5 levels of learning in psychomotor are observation, imitation, adaptation, ________, and perfection
Performance
The 5 levels of learning in psychomotor are observation, imitation, adaptation, performance, and _______
Perfection
Learning objectives in this domain are difficult to measure objectively
Cognitive
Psychomotor
Affective
Affective
Which of these internet domains is the least reliable
.edu
.gov
.mil
.org
.com
.com
Regarding internet information, consider the authors ___, especially when consulting .com websites
View
Opinions
Biases
Beliefs
Biases
Two popular citation styles frequently used in the fire and emergency services include the American psychological association and
Chicago style
Two popular citation styles frequently used in the fire and emergency services include the Chicago style and
The American psychological association
When developing a course for other instructors, a lesson outline is
Enough
Not enough
More than enough
Recommended
Not enough
When writing a lesson plan, instructors should consider which instructional methods best match the _______ in the lesson
Learning outcomes
Hopefully learning
Learning objectives
Hypothesis theory
Learning objectives
Any supplementary materials such as informational handouts, study guides, skill sheets, work sheets, or activity sheets and assignment sheets
Extra work
Ancillary components
Extra credit
Work sheets
Ancillary components
_______ may be presented under a variety of names in different lesson plans. They may be referred to under the broader term learning activities, for example.
Learning disabilities
Learning barriers
Skill performance
Ancillary components
Ancillary components
The overall purpose of ______ is to enable students to apply, study, and practice the lesson content.
Ancillary materials
Study materials
Learning activities
Ancillary materials
A ___ may be something that addresses a topic not covered in the course textbook or other course materials
Handout
Worksheet
Skill sheet
Study sheet
Assignment sheet
Handout
_____ are appropriate for tasks that require both psychomotor skills and cognitive knowledge
Handout
Skill sheet
Work sheet
Study sheet
Assignment sheet
Skill sheet
____ _____ divide a task into operations steps, critical criteria, and the key points or steps for completing each operation
Handout
Skill sheet
Work sheet
Study sheet
Assignment sheet
Skill sheet
_____ are assignments that students will complete during class. The assignments will vary widely but could include answering open ended questions, writing short narratives, or researching a topic
Handout
Skill sheet
Work sheet
Study sheet
Assignment sheet
Work sheet
Instructors should create student worksheets from the content of the _____
Lesson plans
Skill sheet
Work sheet
Study sheet
Assignment sheet
Lesson plan
A _____ explains the specific areas students will need to study before an exam or certification test
Handout
Skill sheet
Work sheet
Study sheet
Assignment sheet
Study sheet
____ contains information about a specific activity or project that the student is expected to complete without supervision
Handout
Skill sheet
Work sheet
Study sheet
Assignment sheet
Assignment sheet
Generally, assignment sheets contains the three components of the Mager model (performance, conditions, and criteria) and some of the same material listed for the
Work sheet
Lesson plan
Skills sheet
Lesson plan
Assignment sheets differ from _____ in that the assignment is required and will be graded
Handout
Skill sheet
Work sheet
Study sheet
Assignment sheet
Worksheets
