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COLORADO FIRE INSTRUCTOR I
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Simple to complex - <>> to begins teaching the basic knowledge or skill and then introduce more difficult or complex knowledge. Part to whole - <>>Begins with starting at a part then shows how the part works with a larger unit Whole to part - <>>Overview of the entire topic, then divided into subsections. Step by step - <>>Teaching something in order then having students repeat in that same order. Chronological - <>>Using a chronological sequence to teach history or a biography In service or on call students - <>> students that have met with an instructor to be informed on how they will be taught while working. They have made arrangements to minimize distractions. Reports - <>>Written or verbal account of
events based on facts surrounding an incident or response are: Records - <>>Permanent accounts of known or recorded facts that are used to recall or relate past events or actions taken by an individual, unit, or organization are: Record keeping - <>>Also known as information management, is the storage of records and reports accumulated by an organization. This is: Heading - <>>Contains basic information similar to the heading of a memo or email. It includes the date, name of the recipient, name of the sender or author, and subject of the report. Law of Readiness - <>>The law of means a person is prepared to learn. Law of disuse - <>>The law of assumes that habits and memories used repeatedly are strengthened and habits not used are weakened the through disuse. Law of association - <>>The law of states when the mind compares a new idea with something already known, it is using associations. Law of recency - <>>The law of
Non disruptive and non participating students - <>> students are those who are timid or introverted and appear to be day dreaming, distracted or uninterested Disruptive non participation students - <>> students exhibit behavior that is inappropriate to a formal classroom setting and include those who sidetrack, distract, or stall class by diverting attention Talkative and aggressive students - <>> students talk so much that they prevent others from participating Non disruptive, participating, successful students - <>> students are actively engaged in the learning process and are eager to contribute from their knowledge and experiences Counseling - <>> session where instructor and student have a simple discussion or conference concerning student needs and concerns, course objectives and expectations. Providing peer assistance - <>> begins with assigning another student to work with a student who is having difficulty understanding lesson material
Mentoring - <>>An instructor acts as a trusted and friendly advisor or guide to a student who is new
Flammable/ combustible liquids and hazardous material training area - <>>Areas used for simulate incidents involving both spills and fires. Live fire training area - <>> term is generally associated with structure fires. Portable training props - <>> come in a variety of types and may be created commercially or devices that are firefighter inspired creations Bloom's mastery learning theory - <>>Theory that states if an instructor gave students the appropriate time and opportunity, they could learn anything. Multimedia tools - <>>A key element of most presentations are: Study sheets - <>> are used to arouse a learners interest in a subject Lecture - <>>Instructor provides, describes, and explains a topic through spoken words
Illustrated lecture - <>>Presentation method that provides information directed towards the students senses of sight and hearing Discussion - <>>This method allows interaction between instructors and students Computer based training - <>>Training/education delivered on interactive multimedia devices such as a CD-ROM and DVD Multimedia training - <>>Any interactive text, image, and sound presentation Computer assisted instruction - <>>Uses the computer to provide multimedia training, including tutorials, simulations, games, and remedial training. Web based training. - <>>Any course that is described as online or is online Interactive television - <>>Used to link multiple classroom sites together and permits one instructor to reach more students
they are prepared to learn - <>>The law of readiness is based upon the principle of learning which states that people learn best when: Reminding them of the lesson topic - <>>Extroverted individuals can be managed by: enthusiasm - <>>A key factor in the classroom environment is: Keeping a distance from the learner - <>>Coaching will include: script, shoot, and edit - <>>A disadvantage of a video tape system is that it requires extensive time to , , and Application - <>>During which step in a lesson plan is a learner given the opportunity to practice: Preparation - <>>In which step of the lesson plan outline are learners motivated to learn Distractors - <>>Incorrect answers to multiple choice tests are called:
Fan seating - <>>Permits students to easily see and hear an instructor and also works effectively in small groups Classroom seating - <>>Permits students to see, hear, and interact with an instructor. Student interaction is limited and difficult Auditorium or theatre seating - <>>Arranges students in fixed seating that permanently faces a stage or lectern Conference seating - <>>Allows for a total group discussion where limited or no small group activities are required. Chevron seating - <>>Permits students to hear, see, and interact with an instructor Horseshoe or U shaped seating - <>>Permits both instructor presentation and total group discussion but not small group interaction. Hollow square seating - <>>Arranges tables into a square with seating along the outside. Effective for small to medium groups.
Criterion Reference Testing - <>>Compares a students performance against a standard Introduction, body, closing - <>>Three parts of a speech or presentation
- Gain attention
- Inform Students
- Stimulate Previous Learning
- Present stimulus
- Semantic Coding
- Responding or Elicit Performance
- Provide Feedback
- Asses Performances
- Enhance Attention and transfer learning. - <>>R. Cagne's nine step teaching sequence for instructional events.
- Adults learn best in a comfortable setting
- Adults prefer learning topics that help solve real world problems.
- Adults are realistic
- Adult learning is challenging and stimulating. - <>>Malcolm Knowles theories for adult learning.
Self-Concept Experience Readiness to learn Learning Orientation Motivation - <>>Knowles Theory of Andragogy Self concept - <>>Adults have a need to be self directed while still relying on an instructor to provide knowledge, this is. experience - <>>Adults have they rely on as a resource to relate info too. Adults are ready to learn whatever they need to know in order to meet job requirements or social roles - <>>Readiness to learn means Problem - <>>Learning Orientation for adults is centered because they have a specific purpose for learning. Adults have internal incentives or motivators - <>>Motivation for Adults means
Buzz - <>>The entire group being involved in the discussion process to answer questions and to promote thinking is called a Session Subject content and behavioral objectives - <>>Two primary reasons for choosing a particular instructional medium are content and objectives. References listed, resources the instructor used, and jurisdictional protocols. - <>>Reference section of a lesson plan should include: When learner's needs, style, objectives and competencies can be accommodated. - <>>Which premise is individualized instruction developed: Determine current level of training and make program decisions - <>>A pre-test is used by instructors to: Entry into a program, eligibility for hiring, promotion. - <>>Training pre-requisites often used to determine participants are:
Important - <>>A learner/ instructor relationship based upon mutual respect, confidence, and rapport is as a positive attribute for learning. security measures, access - <>>Training records can be maintained on a computer system only if are in place and is regulated by policy. participation - <>>A shy or timid learner can be helped by encouraging when discussion is informal. Call on the learner as regularly as possible. - <>>When a disruptive learner is in class and the instructor can't seem to get to them, the instructor should, Visit during a break and put them at ease. - <>>One of your learners is timid, you should: affect, learning - <>>The instructor is constantly being observes by students, the impression is it will student response and initiative. Job breakdown sheet - <>> Provides the learner with a step by step procedure for learning a manipulative or psychomotor skill
ability - <>>Instructors are expected to know the material being taught and should posses the to communicate knowledge and skills Follow a logical sequence - <>>Whether training is academic or practical, success during the presentation requires thorough planning and should: Condition objective - <>>The part of an objective that describes the important aspects of the work environment such as what equipment and assistance will be provided is the: Mutual respect and confidence - <>>A positive attribute of training is a learner/ instructor relationship built on: Planning and conducting training - <>>The primary role of the instructor is and training. efficiency - <>>The primary purpose of collecting training data and analyzing the information is to enhance learning.
Provide a syllabus - <>>The most effective way to keep adult learners informed about program requirements is to: Present new skills and concepts - <>>The purpose of the presentation step of the instructional process is to present new and. "I" is a fact sheet to supplement other course resources; "S" is designed to arouse learner interest - <>>What is the principal difference between a study Sheet (S) and an Information Sheet (I) Have the learners learned the most efficient way - <>>Formative evaluation measures learners performance in an effort to answer: non- verbal cues - <>>During the communication process messages that are transmitted without words are called: Success/ fail rate and feedback - <>>An instructor can gauge how thoroughly the learners are grasping the lesson by:
