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Instructor 1
| Question | Answer |
|---|---|
| Identify TWO ways in which the instructor's field experience could effect the class | Can provide more relevant examples. Can develope instruction better aimed at the target audience |
| When learners reach a point where learning has leveled off, they've reached | A learning plateau |
| Identify THREE learner attributes you should adress in order to raise or maintain motivation levels | Experience, education and physical condition |
| The best timeframe in which to deal with a talkative or aggressive learner is | Immediately |
| The best teaching method to use to address the psychomotor domain is | Hands-on practice |
| The learning orientation for adults is | Problem-centered |
| All of the following are normally viewed as learning disabilities EXCEPT | Showing off |
| If a learner wants to discover why they are learning the class material, they are most likely | A diverger |
| Identify the THREE learning domains | Cognitive, Psychomotor and Affective |
| A learner's physiological needs could be met by | Making sure the room is well lit |
| A person with an abstract or symbolic thought processing style would most likely present an idea using | Spoken words |
| Identify TWO of Herzberg's hygene factors | Interpersonal relationships and Working conditions |
| The learning domains are | Interrelated |
| The most widely used instructional method for stand up instruction is | Illustration |
| A wiring schematic is most likely to be simulated on | A display board |
| The type of programs NOT typically displayed on television as a fire fighting training tool is | Network broadcasts |
| The best and most practical way to show a ruptured spleen in the classroom is with the use of | An anatomical model |
| The device that DOES NOT convert images into electronic files is the | LCD projector |
| Identify THREE forms of the discussion instructional method | Role playing, Conference and Brain storming |
| At a minimum, the number of times during a demonstration that an instructor should tie the demonstration to its objective is | 2 |
| The type of simulator that is LEAST likely to require AC or DC power is the | Mechanical simulator |
| A commonly used term for duplicated materials is | Handouts |
| Identify THREE common reasons why simulators are used in place of training in the actual environment | Safer, Less expensive and More practical |
| Smoke simulations, triage scenarios, fire damagesimulations and hostage scenarios are all available as | Computer simulations |
| A mechanical simulator is best suited for what type of knowledge or skills training | The operation of doors and locks |
| The simulator technology that uses computer-linked headgear and gloves is | virtual reality |
| The biggest drawback of allowing learners to use audio devices to record lectures and demonstrations is | Recording class lessons can be distracting to others |
| The type of media that would NOT be a good way to display a flowchart is | A model |
| A moulage kit is an example of a | Simulation aid |
| The type of non-projected media that requires a special marker is the | Dry erase marker board |
| Identify the TWO devices that have to be cabled to another device in order for them to be useful in class | VCR, Scanner |
| All of the following are TRUE statements about interactive whiteboards EXCEPT | They allow for rear projection so that they will not be blocked by the user |
| TWO projection devices that must be used together for one or the other to be useful in class are the | Overhead projector and LCD projector |
| The acronym "COTS" stands for | Commercial Off the Shelf |
| The form of discussion in which learners act out parts in a scenario is called | Role playing |
| The conference method of discussion is used to | Help learners change their attitudes and Thinking |
| The method of instruction that works best for delivering skills-based instruction is | Demonstration |
| During a brainstorming session, ideas should be filtered out | After all ideas are on the table |
| Match the instructor guide section with the item it most likely contains | A picture of the human vascular system-VISUALS "In clars exercise 2 scenario script"-Exercise Resource A graded mid course exam-Tests A map showing the school parking and smoking areas-Copies of learner materials |
| The document that should look significantly different on the last day of classes than it did on the first | Learner guide |
| The time to make multiple copies of course materials is | After the materials no longer require modification and the number of students for the course is confirmed |
| The FIRST place to check to see what course materials exist is | The current lesson plan |
| A resource that normally WILL NOT affect planned changes to a course is | The course catalog |
| The item most likely to be found LAST in the lesson plan is the | Content outline |
| Identify TWO sections of the lesson plan where electric file names should be listed | Training materials/equipment, Additional information |
| If a course has a set of transparencies, they should primarily be matched up against the | Outline in the lesson plan |
| Identify THREE required items that can be found in a well written learning objective | Behavior or performance, Criteria and Conditions |
| Identify the problem with the following learning objective. Given a fire instructor interactive CD-Rom, the learner will be able to create a complete lesson plan in under an hour | The criteria statement is incomplete |
| The principal reason to include as much detail as possible in the lesson plan is | So that new instructors can quickly become ready to teach |
| The main reason exercises have to be compared to the lesson plan outline is to make sure | The skills practiced in the exercise were adequately taught |
| The level of instruction describes | The difficulty of the course content |
| The section of the lesson plan shown here is the | References |
| If the lesson plan outline has more detail than a transparency, you should | Do nothing; the lesson plan should have more detail |
| The most important reason an instructor should check the lesson plan reference is to | See if the references and information has changed |
| If holes in a lesson plan need to be filled, the BEST source of information is | Former instructors |
| The LAST step you should take when reviewing a course is to | Review policies and procedures |
| When changes are planned for a course, policies and procedures need to be checked | To determine how to obtain resources |
| As an instructor, you should always check to make sure facilities are available unless | The course is a correspondence course |
| Identify FOUR sections found in a typical learner guide | Schedule, Notepad, Exercise materials and Tests |
| A videotape is an example of | An instructional aid |
| Copies of documents, brochures and booklets that the instructor will give to the class will go in what section of the Instructor Guide | Handouts |
| Identify THREE sections of the learner guide that a busy note-taker may be MOST likely to write in | Visuals, Notepad and Study Materials |
| All of the following are excellant reasons why learning objectives are necessary EXCEPT they | Guide the person conducting the task analysis |
| Learning objectives should be written | Just prior to writing tests |
| When is the best time to present learners with the learning objectives | At the begining of the appropriate lesson |
| Identify TWO people who would most likely be responsible for writing objectives | Person conducting the task analysis/needs assessment, Course designers |
| "Practice makes perfect" might be another way of stating the law of | Exercise |
| An example of a natural accident factor would be | A slick spot on the floor from dripping A/C condensation |
| The best environmental control setup for a classroom in Atlanta would be | Recessed lighting on a dimmer, windows with room darkening shades, central A/C and heat controlled by an in-room thermostat |
| The seating arrangement that would allow learners to face each other is the | Hollow square |
| The MOST important reason an instructor should look at the variables that affect training is to make sure they do not | Affect the continuity of instruction |
| Match each law of learning to its corresponding example | Mentally compares-Association Entire class gets the first step-Primacy Entire class gets the last step-Recency Learner gets a good nights sleep the night before attending class-Readiness |
| When skills decay over time, it's because of the law of | Disuse |
| The type of question that does NOT really require a response is | A rhetorical question |
| Identify TWO common changing circumstances the instructor should plan for | Equipment failure/unavailability, Weather variations |
| If an instructor uses a technical word in class, it should be | spelled out |
| In order to keep a class interested, the instructor's vocal pitch should be | Varied |
| Objectives are presented at the beginning of a class so learners | Know what is expected of them |
| One way to be a creative instructor in the classroom is to | Determine when to hold in-class discussion |
| Vivid simulations appeal to the law of | Intensity |
| With regard to cell phones and pagers, all learners in your class should be directed to | Turn them off or set them to vibrate |
| Learners should first find out about drill or practice activities | In the classroom before they go outside |
| After a seating arrangement is selected and tables are arranged, the instructor should check | Sight lines |
| A question first asked to the entire class by the instructor is what type of question | Overhead |
| Place the steps for running a class discussion in the correct order | Outline discussion points, Direct discussion, Answer questions, Add details and Summarize important points |
| The main resource the instructor should use to teach is the | Lesson plan |
| Learners are more likely to have confidence in an instructor who stands up straight, with his legs in what position | Slightly apart |
| Samples of firefighter training record formats can be found in | NFPA 1401 |
| A learner's test scores should NOT be shared with the | Learner's union |
| Competency testing is also called | Pass/Fail testing |
| A pretest is a type of | Prescriptive test |
| On a test, a test question that doesn't have a set answer is | Subjective |
| The main purpose of testing is to | Improve the instructional experience |
| A quiz is a type of | Progress test |
| Identify THREE skills an instructor may need in order to maintain training records | Report writing, Database entry and Filing |
| In the DOD Fire and Emergency Services Certification Program, a fire chief maintains a copy of a completed certification request | Until the test taker is certified at the next higher level |
| The results of the DOD Fire and Emergency Services Certification Program tests must be sent to the | DOD Administration Center |
| When receiving test results, the entire class should be given all of the following information EXCEPT | Individual scores |
| To find out how much a test descriminates between high and low scores, conduct | A test item analysis |
| The scoring method that takes into account many class activities, quizzes and tests is called | Composite scoring |
| The mean test scores for five classes are 79, 81, 81, 83 and 82. That indicates the test is probably | Reliable |
| For knowledge-based testing,____referenced testing is typically used in the fire service | Criterion |
| Identify THREE organizations that may have a legitimate need to see DOD firefighter training records | OSHA, ISO and EPA |
| Identify THREE potential test irregularities that may occur during an OUTDOOR performance test that should be reported along with learner grades | Challenging weather conditions, Limited availability of equipment and Suspicions of cheating |
| The charts shown represent a test item analysis using the responses from two different classes. If the red circle indicates the number of correct answers, question 7 is probably | Not reliable |
| A test that measures the learner's achievement of behavioral objectives is likely to be | Valid |
| Match each term with it's definition | Average score-Mean, Middle score-Median, Relative number of points on a scale of 0-100-Percentage score and Number of points a learner receives on a test-Raw score |
| The question type that would effectively test an emergency operation center's decision-making abilities | Essay question |
| The type of test that SHOULD NOT be used as the sole method of evaluating learners is | An oral test |
| The type of question where the learner would LEAST likely be able to guess the correct response is | An essay question |
Created by:
halligan