LOE Le LF Pern) By Dr. Ben A. Hirst, Centar Performance Training Systems Fire Instructor i&il Ps at) JONES AND BARTLETT PUBLISHERSJones and Bartlett Publishers World Headquarters 40 Tall Pine Drive sudbury, MA 01776 978-443-5000 syn spubicom Jones and Bartlett Publishers Canada {6339 Ormindale Way Nissisaugs, Ontario L a2 Canad Jones and Bartlett Publishers International Barb House, Bard Mews Landon Wa 7PA Linited Kingdom S International Association of Fire Chiefs 4025 Fait Ridge Drive airfax, VA 22033, own AFC0ne Performance Training Systems, Inc. 250 South Central Bouvard Jupiter, FL 33458 sew FitcTestBanks con Jones and Bartlet books le through most bookstores and online booksellers. To contact Jones and Barlett Publshers directly, call '800-832.0034, fax 078-443-8000, o visit our website wsww jhpub com products are avail Substantial iscounts on bulk quantities of Jones and Bartlett publications are available to corporations, professional association: ‘organizations, For details and specific discount information, contact the special sales department at Jones and Barilett via the above contact information or send and other qualified an email to spectalsalesbpub.com Editorial Credits Author: De, Ben A. Hirst Production Credits Chief Executive Officer: Clay Operating Officer: Donald W. Jones, fr. ident, Higher Education an Robert W. Holland, Je. VP, Production and Design: Anne Spencer ri VP, Manufacturing and Inventory Control: Therese Connell Publisher, Public Salety: Kimberly Brophy Senior Acquisitions Editor jing Editor: Carol E. Guerrero tor: Laura Burns: ofessional Publishing Fire: Williams Larkin Production Manager: Jenny Produotion Assistants Tins Chen Director, Public Safety Sales: Matthew Man Marketing Manager: Brian Rooney Interior Design: Anne Spencer Hh International Cover Design: Kristin E, Parker Photo Research Manager andl Photographer: Kimberly Potvin Composition: g and Binding: Courer Soughton Cover Printing: Courier Stoughton Cover Image: Almir] 968/Dreamstime.com Copyright © 2011 by Jones and Bartlet Publishers, LLC and Performance Training Systems, Ine ISSN; 1933-5849 ISBN-10: 0: ISBN-13: 978. All rights reserved. No part of the material protected by this copyright notice may be reproduced 01 electronic or mechanieal, including photocopying, recording, or by any information storage and rett permission from the eapyright owner The procedures in this text are based on the most current re Performance Taining completeness of such information oF recommendations, Other or additional safety messures m circumstances. This tex! is intended solely as emergency [tis not inten vary widely from one emer, 1, Inc. make no gu 4 statement of the procedutes required in any particu rncy to another. Nor is it intended that this, utilized in any form, without written smmendlations of responsible sources, The publishe sonectness, sufficiency, or be required under particular red when responding to an guide to the appropriate procedures to be empl book shall in any way advise firefighting personnel concerning legal authority to perform the activities or procedures discussed. Such local determinations should be made only with he nid. of Legal couse 048 Printed in the United States of America 1B 1211 1009 09876543This book belongs to: CONTENTS | Acknowledgments .. wiv Preface 0... ...csccceee sev ereeeeeeersseneeee sede enon eeeeeeee v Parsonal Progress Plotter... eccseenressneresesvenceeaeeenencees ix PHASE 1... . sc se cee eee e ee ee cence eens een e neste eee eee ee eens 1 Examination |-1 Examination I-2 Examination '-3.....scccscsccnsvccrerscvecesenereceseeeuaceceeaD FoR SOD iscsi ee enna reeERKE 40 PHASE He. . eee ee eect eect ener eee e eee teen e ene n een ee 43 Examination l-1.......0..scescessesereeseeeeeeereseeseereeeeee 45 Examination Il-2 . Examination l-3 ss:osive.ss eveesuas oeeeenes eveanees seeeeae eae 68 Feedback Step.......cceeseccseeeceseeeneeeeeeesenenenerenenes 84 Phase No.2) sree seteersarsuncneld benissiied eaitslaices.dinediberscns 87 PhASEIV.. ccs cceeseeeseees Peeeeeerenceneeneeseseseceseee ces DM Appendix A-Examination I-1 . Appendix AExamination -2.......0cesseeeeeeeeeeseeeeee scenes 105 Appendix A-Examination I-3..........ceceeeeeeeeet eee eeees eens 4 Appendix BExamination I1.......0ccceeeeeeeeeeere essen eseee es 127 Appendix B-Examination I-2........seceeeeeeeeeereeeeener een e 137 Appendix BExamination I-3image not availableREFACE The Fire and Emergency Medical Service is facing one of the most challenging periods in its history: Local, state, provincial, national, and intemational government organizations, are under pressure to deliver ever-increasing services, The events of September 11, 2001, continued activities and threats by terrorist organizations worldwide, recent natural disasters, and the need to maximize available funds are part of the reason most Fire and Emergency Medical Service organizations are examining and reinventing their roles. ‘The challenge of reinventing the Fire and Emergency Medical Service to provide the first response efforts include increasing professional requirements. Organizations such as the National Fire Protection Association (NEPA), National Professional Qualifications Board (Pro Board), International Fire Service Accreditation Congress (IFSAC), the international Association of Fire Chiefs (AFC), and the International Association of Fire Fighters (IAFF) are having a dramatic influence on raising the professional qualifications of the first line of detense for emergency response Qualification standards have been improved and expanded. Accreditation of training and certification are at the highest levels in the history of the Fire and Emergency Medical Service. These improvements are reflected in a better prepared first responder, but also have a noticeable effect on those individuals who serve. Fire instructors are being required to expand their roles, acquire new knowledge, develop new and higher-level technical skills, as well as participate in requalification programs on a regular basis. The aftermath of September 11, along with increasing unrest around the world, has profoundly affected the Fire and Emergency Medical Service. Lessons learned, new technology, and the national focus on terrorism and weapons of mass destruction are placing much greater demands on instructors to change their curriculums and improve their technical competence in new technology that was not even available just afew years ago. Instructors cannot afford to be complaceat and continue to perform in the same way Obvious dangers faced by first responders under current heightened security conditions require many adjustments in what is being taught and how it must be changed and updated The United States’ national leaders constantly point to the first responders as our “first line of defense” against acts of terror and defense of life and property from extremely dangerous weapons that have never been used extensively in U.S. history: Instructors will be the primary delivery system for developing essential knowledge, skills, and abilities, enabling first responders to efficiently and effectively [ullill these awesome responsibilities. Credentials are even more necessary for fire instructors to advance in their chosen careers. Performance Training Systems, Inc. (PTS) has emerged over the past 22 years to become the leading provider of valid testing materials for certification, promotion, and training for fire and emergency medical personnel, More than 40 examination banks provide the basis for validated examinations. All products are based on either the NFPA Professional Qualifications Standards or the DOT Curriculum for Medical First Responders. Over the past 15 years, PTS has conducted research supporting the development of the Systematic Approach to Examination Preparation? (SAEP). SAEP has resulted in Eléments sous droits d'auteurimage not availableimage not availableimage not availablePersonal Progress Plotter Fire Instructor | Exam Prep Name Date Started Date Completed: Fire Instructor Il Exam Prep Name Date Started: Date Completed PERSONA PROGRESS PLOTTER Fire Instructor I Examination [-1 ‘Number Guessed Number Missed Examination Score Examination 2 Examination [-3 Fire Instructor IL Number Guessed Number Missed Examination Score Examination 1-1 Examination 1-2 Examination IL-3 Formula to compute Examination Score = (Number guessed + Number missed) X Point Value per examination item) subtracied from 100. Note: 100-item Examination 7-item Examination 1.0 points per examination item 34 points per examination item Example: In Examination [-1, 5 examination items were guessed, 8 were missed fora total of 13 on a 100-item examination. The examination score would be 100 — (13 % 1.0 point) = 87.0 Example: In Examination II-1, 5 examination items were guessed, 8 were missed fora total of 13 on a 75-item examination, The examination score would be 100 — (13 X 1.34 points) = 82.6 Note: To receive your free online practice examination, you must fax a copy of your completed Personal Progress Plotter along with your registration form iximage not availableimage not availableimage not availableT, EXAMINATION 1-1 Examination I-1 Directions Remove Examination I-] from the manual, First, take a careful look at the exemination, There should be 75 examination items, Notice that a blank line precedes each examination- item number. This line is provided for you to enter the answer to the examination item Write the answer in ink, Remember the rule about not changing your answers, Our research shows that changed answers are most often changed to an incorrect answer, and, more often than not, the answer that is chosen first is correct. If you guess the answer to a question, place an °X” ora check mark by your answer This step is vitally important as you gain and master knowledge. We will explain how we tweat the “guessed” items later in SALP Take the examination, Once you complete it, go 10 Appendix A and score your examination, Once the examination is scored, carefully follow the directions for feedback on the missed and guessed examination items. 1. Performance standards for fire instructors are identified in A.NFPA 1021, B.NFPA 1041. C.NEPA 1403, D.NFPA 1031 2. When given a topic for instructional delivery, an instructor should determine what materials are needed: A.by consulting agency policies and procedures B. rom the lesson plan on the topic C.by networking with other instructors. D. from senior instructional staf, 3. One of the most time-consuming parts of preparing for a course is: A. motivating students to learn B. obtaining permission for use of copyrighted material C. arranging logistical support based on the lesson plan D. creating a PowerPoint® presentation for the couse. 4, When assembling prepared instructional material, the instructor will evaluate the audience in which of the following four steps? A.Preparation B. Presentation €.Application D. Evaluation 5. An accident analysis is conducted to achieve all of che following, except to: A.disclose the nature and size of the accident problem. B. determine & lack of action, C. identify the need for engineering revisions. D. identify problems in operating procedures/guidelines Analyzing circumstances surrounding accidents can enable an instructor to: A.lcentily and locate principle sources of accidents B. disclose the nature and si: C.indicate the need for engineering revisions by identifying unsafe conditions of various types of equipment e of a ‘dent problems in diffe ‘nt operations D.All the aboveimage not availableimage not availableimage not availableT, EXAMINATION 1-1 30, Approximately 83 percent of learning isa result of A.touching. B. smelling C.hearing, D. seeing, 3, “The more true to life the learning situation is, the gr eater the change in student behavior will be.” This statement illustrates the law of A. readiness, B.effect C. association, De intensity, 32. The standard that provides health and safety guidance is: A.1041 B.1500, €.1561 D.1021 33, In the leaming environment, the student is the A.sender: B. receiver C. medium, D. environment 34, Which step in the communication process is considered the completion part? A. The message B. The medium C. The environment D. Feedback 35. The is responsible for maintaining continuity throughout the training program, A. program developer B. company officer C.ranking officer D.insirucior 36. Instructors can adjust their presentation to maximize learning outcomes by using A.a variety of presentations (e.g, videos, reading assignments) to teach a variety of learning domains. B. lectures with carefully selected audiovisual examples. C. the same presentation style to maintain consistency. D. All of the above, 3. ___ isa term that refers to the art of teaching adult learners, A. Pedagogy B. Cognitive domain C.Andragogy D. Affective domainimage not availableimage not availableimage not availableT, EXAMINATION 1-1 61. Which of the following is not a purpose of a written examination? A. They are useful for measuring the retention af technical information B. They evaluate a student's accomplistment of cognitive learning objectives. C. They provide the primary source of outcomes assessment D. They provide variations or formats in asking questions 62. Coaching involves all of the following, exeept A.observation, B. C. providing written directions, D. providing suggestions lor improvement aluation, 63. An examination that compares a learner's performance against a predetermined standard is known as 2 examination. A.norm-referenced B. criterion-relerenced C.subjective D. prescripuve |. Formative evaluation measures learner performance in an effort to answer ch of the following questions? A. Are the learners competent? B. Is the siudent achieving the objectives? €. Are the learners lrustrated with the presentation? D. Allof the above, 65. When is a summaiive evaluation process employed? A. Before the course B. Periodically during course development C.In the middle or at the end of the course D. Continuously 66, When training records are kept on a computer, isfare an important issve. A.graphics B. security C.the computer literacy of the student D. software 67. Which of the following types of records or information must be kept confidential? A. Individual training records B. Incident or National Fire Incident Reporting System (NFIRS) reports €.Budget documents, D. Official minutes of public meetings 68. The lost step in conducting a skills performance evaluation is A.to give feedback to the fire fighter. B.to record the results of the examination G.to discuss the results with the instructor D.Both A and C are correct. uimage not availableimage not available14 FXAM PREP: FIRF INSTRUCTOR T & Examination |-2 7 . . Directions Remove Examination 1-2 from the manual, First, take a careful look at the examination. There should be 75 examination items, Notice that a blank line precedes each examination- ikem number. This line ts provided for you to enter the answer to the examination item Write the answer in ink. Remember the rule about changing the answer. Our research shows that changed answers are most often changed to an incorrect answer, and more often than not, the answer that is chosen first is correct. you guess the answer to a question, place an “X” or a check mark by your answer. This step is vitally important to gain and master knowledge. We will explain how we treat the "guessed! items later in SAEP Take the examination, Once you complete it, go tw Appendix A and score your examination. After the examination is scored, carefully follow the directions for feedback of the missed and guessed examination items 1. In the past, fire service training took place: A.on the job Beat the department fire academy. C.at the local community college. D.only as needed, 2. An effective fire service instructor should have experience in A.public speaking, B.ihe topic they are assigned to teach C.performing the skills they are teaching D.All of the above. 2. The instrustoratteibute that brings excitement to the taining eavironment is A.apathy. B.lack of confidence ¢. motivation. D.empathy 4, Which of the following is not considered a proper format for developing reconls? A.Essiys B. Forms C.Lists D. Verbal 5. Analysis of safety program materials, such as those created by the Home Safety Council and American Red Cross, assist in the development of A.prop generation, B.new examination scares. C.lesson plans D.All of the above1, EXAMINATION T-2 6. When analyzing reconts for types and frequency of injurtes on the training, ground, the instructor can determine: A. where the fault should he placed B. what salety procedures were violated Cu what corrective actions should be addressed. D. what discipline should he provided % The Copyright Act allows instructors to: A.never copy materials for use in the classt 00m, B. follow the Fair Use Doctrine when appropriate. C. copy graphic materials only D. make up to 50 copies for free, 8. When assembling and analyzing course materials and facility information, the instructor should refer to A.the Centers for Disease Control (CDC). B.OSHA 104 €. NFPA 1000. D.NFPA 1402 and 1403. 8 Which of the following information Is usually mot kept as part of an agency's training records? A.Lisi of members not attending training B. Names of the instructors for each session €.Topies taught and hours of instruction D. Course evaluations provided by students 10. An accident investigation should be Avobjective and [ree of personal feelings, B.conducted without input from anyone else. C.reported immediately to the fire departinent chiet D. conducted secretly 10 identify wrongdoing, Mt, An accident investigator should include identification of all of the following, except Axthe principal sources of accidents, B. who was at fault for the accident €. problems in operating procedures D.unsafe conditions of equipment An accident investigation report should document faults B. improper attitudes ©. facts D.Both A and C are correct. 13, A person who performs at the Instructor [ level is responsible for: A.developing lesson plans. B. coordinating other instructors. C.presenting lessons, D. revising lesson plans, 1516 FXAM PREP: FIRF INSTRUCTOR T & 14, Asan instructor 1, you should gather your materlals and resources during, the step of the instrmetional process. A.preparation B. presentation C.application D.evaluation 15. Study sheets are used: A.1o arouse learner interest in a subject, B.1o cover material that was not addressed in class due to insul ficient time C.as an alternative to the lesson plan. D. for post-examination review. 16. The role of an instructor who provides advanced-level training for experienced Fire and Fmergency Service responders is hest deseribed as ai A.facilitator B.teacher. C.saleiy offices D. technical advisor _ 17, During the application step in aching, an oppor wnlty Is provided for all of the following, except A.providing learners an opportunity to demonstrate the skill B.an instructor to use a checklist. C. learner evaluation of the instructor D. monitoring learners taking a quiz, _ 18. The least powerful leaming channel to the brain is the sense of: Avhearing, B.sight C.smell Dataste _ 19. Two reasons for choosing a particular audiovisual training aid for use with a lecture or demonstration are the: A.class size and the weather. B. learning objectives and lesson content G.class size and instructor/learner ratio D.subject content and location 20. A factor overlooked during classroom preparation for a scheduled course that can create a distraction for the students is A.seating arrangements, B. time of day for the course. C. temperature control of the classroom. D. All of the aboveimage not availableimage not availableat. 38. a. a2. 43. aa, 1, EXAMINATION T-2 consists of decoding the message and assigning meaning, A. Auiending B. Underscanding, C. Remembering D. Responcling One accepted instructional model for lesson-plan development is: ‘A.preparation, motivation, demonstration, and evaluation. B. preparation, presentation, application, and evaluation. C. introduction, motivation, demonstration, and examination, D.intioduction, presentation, application, and evaluation The law of readiness is based upon a principle of learning which states that people learn best when: A.they are prepared to learn. B. they have the proper environment for learning. C. the instructor is ready to teach. D. the need for the learning is adequately explained. Learning will always be eflective when a feeling ofsatisfaction, pleasantness, or reward accompanies the learning process. This statement describes the: A. law of learning, B. law of readiness. C. law of exercise D. law of effect. “Repetition is basic to the development of adequate responses.” best describes the law of A.readiness, B. exercise Coeffect. D. practice ‘The part of the lesson plan that deals with out-of-class r equitements, which students need to complete in order to be successful during a course, isthe A. prerequisite knowledge B. C.assignments D. reference citations. esouree list An active process that produces a change in behavior as a result of acquiring new information best deseribes: A.teaching, B.understanding, ¢. learning D. Pavlov’ experiment Since classes may be interrupted, an instructor must be pr epared to respond by: A. having contingency plan. B. rescheduling activities €.showing a video D. All of the above 19image not availableimage not availableimage not available70. 72. 72. 14, 75. 1, EXAMINATION T-2 examinations may be used to supplement per formance examinations, A.Oral B. Written C. Essay D. Multiple-choice The method of evaluation used to determine a person’s ability 1o accomplish a task is the cexamiation A.subjective B. objective C. performance D. written An examination that gives consistent results is: A. comprehensive B. discriminating, C. valid. . reliable Which of the following would be an acceptable method for releasing examintion scores from ani examinatlon that you administered and graded? ‘A. Near the classroom door, post the scores next to the students’ social security numbers. B. Read the names and scores to the class ¢s a group. €.Scores musi be recorded and reported in accordance with local procedure D.All of the above, The lost step in conducting a skills performance evaluation is A.giving feedback to the fire fighter. B. recording the results of the examination C.discussing the results with the instructor, D.Both A and C are Fret How should you release scores from an examination to students in your class? A.One-on-one, in a private session B. Post scores, with social security numbers, on the bulletin boar d C.In front of the class, calling exch student by name and then reading offthe score D. To ihe department training officer, in a leuer The evaluation step ofa lesson plan: Axtests the effectiveness of the learning environment B. determines whether the objectives of the lesson have been achieved. C. reveals whether the students can do the job unaided and without supervision, D. provides for learner evaluation of the instructor 23image not availableimage not availableimage not available6. 2 a. 10. 12. 13. 1, EXAMINATION 3 The effective and efficient management of is essential toa successful ‘maining program A.budgets B. training records equipment D. the purchasing process Analysis of safety program materials, such as those created by the Home Safety Council and American Red Cross, assist in the development of A, prop generation, B. new examination scores C.lesson plans D. All of the above, When analyzing records for types and frequency of injuries om the training ground, the instructor can determine: Avwhere the fault should be placed. B. what safety procedures were violated C. what corrective actions should be addressed. D. what discipline should be provided. An accident investigation should be A. objective and free of personal feelings B. conducted without input feom anyone else €. reported immediately to the fire department chief D. conducted secretly to identify wrongdoing, An accident investigator should include identification of all of the following, except the principal sources of accidents. B. who was at fault for the accident €. problems in operating procedures. D. unsafe conditions of equipment, |. An accident investigation report should document A. faults. B. improper atitudes C.facis D.Both A and C are correct Analyzing circumstances surrounding accidents can enable an instructor to: A identify and locate principal sources of accidents B. disclose the nature and si: C.indicate the need for engineering revisions by identifying unsale conditions of accident problems in different operations, of various types of equipment D.Allof the above, Regardless of the type of training provided should be 3 top priority as part of risk management A.record Keeping B. accountability C. lesson plans D. curriculum 27image not availableimage not availableimage not available36. 37. 38. 39. 40. a. 42. 43. 1, EXAMINATION Who 's responsible for safety during training? A.City manager B. Safety officer €. Each person involved in the training evolution D. Fire chief Which of the following would not be considered an area of learner frustration? A. Fear or worry B. Positive feedback C. Poor instruction D. Discomfort in the physical environment consists of decoding the message and assigning meaning, A.Auending B. Underscanding, €. Remembering D. Responding Ai the beginning of a presentation, the instrucior should clearly state: A; how participanis will be evaluated B. the objective of the lesson C. which teaching method is about to be employed. D. what reference material will be used. One accepted instructional model for lesson plan development is: A. preparation, motivation, demonstration, and evaluation, B. preparation, presentation, application, and evaluation C. introduction, motivation, demonstration, and examination. D. introduction, presentation, application, and evaluation, The communications process exisis between two people who are known asthe _ _ané the _ A.insirucior, receiver B. sender, receiver C. developer, interprete D. speaker, interpreter Approximately 83 percent of learning is a result of A.touching. B. smelling C. hearing. seeing. The highest percentage of leaning occurs through: A.smelling, B. hearing. Cusccing, D.touching. 3 31image not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availablePHA: 1, EXAMINATION 3 39 99. The course feedback is a method of evaluation that can be used to: A.improve course materials B. determine whether course objectives have been met C.determine course instructor competence. D. Allof the above. 100. A type of evaluation that can be used throughout ¢ course delivery (.g, pop quizzes, examinations), and which provides immediate feedback, is a evaluation A.comprehensive B.formatwe ©. prescriptive D. summative Did you scare higher than 80 percent on Examination I-3? Circle Yes or No in inkimage not availableimage not availableimage not availablePHASE Il Fire Instructor Il, NFPA Standard 1041 Examination II-1, Surveying Weakness . . At this point in SAFP, you should have she process of self-directed learning using examinations fixed in your mind. Moving through Phase II is aceomplished in the same way as for Phase 1. Do not attempt to skip steps in the process—after all, you now understand how SAEP works. Skipping steps can lead to a weak examination preparation result. The examinations will be more difficult in Phase II because of the increased level of required knowledge and skills, You will find that the SAFP methods move you gradually from the simple to the complex. Do not study prior Lo taking the examination. Examination [l-1 is designed to identify your weakest areas in terms of sections from NFPA 1041 pertaining to Fire Instructor I Some steps in SAEP will require self-study of specific reference materials. Remove Examination UI-1 from the book Mark all answers in ink to ensure that no corrections or changes are made. Do not mark through answers or change answers in any way once you have selected the answer. Doing so indicates uncertainty regarding the answer. Mastery isnot compatible with uncertainty: Step 1—Take Examination Il-1. When you have completed Examination [I-1, go to Appendix B and compare your answers with the correct answers. Each answer identifies reference materials with the relevant page numbers, If you missed the correct answer to the examination item, you have a source for conducting your correct answer research Step 2—Score Examination !I-1. How many examination items did you miss? Write the aumber of missed examination items in the blank in ink _ Enter the number of examination items you guessed in this blank _. Enter these numbers in the designated locations on your Personal Progress Plotter. Step 3—Now the learning begins! Carefully research the page cited in the reference material for the correct answer, For instance, use Jones and Bartlett, Fire Service Instructor Principles and Practice, go to the page number provided and find the answer, Following are some of the rules and hints repeated from Phase I 5 droits d'aimage not availableimage not availableimage not availablePHASE 11, EXAMINATION TI-1 13. Programs and policies designed to assure equal access to jobs by individuals of past discrimination are known as Axthe Civil Rights Act B. the Americans with Disabilities Act. C.the Buckley Amendment D. Equal Employment Opportunity 14, An Instructor II should perform instructor evaluations for the following purposes, except 10 A. ensure that instructors achieve training objectives B. improve overall instructor performance and quality C.find ways to decrease the training budget D. demonstrate that quality instruction is important to the organization 45. As the evaluator in a Fire Fighter | class presentation, you abserve the instructor using drawings, pictures, and transparencies, On your evaluation sheet, you would record that the lesson type was a/an Aiillustration, B. demonstration lecture, 16. The evaluation of Level | instructors is A.usually a requirement of the organization’ formal personnel evaluation program B. always of the formal type C. based on the observations of superiors and students, D. Both A and C are correct. 17. Which of the following is not a part of a lesson plan? A, Record of attendance B. List of references C. Assignment for next class D. Lisi of needed materials 18. A manipulative skill lesson plan should include: A. information sheets. B. skill sheets, C. data sheets. D. three levels of instruction. 19. “Given a length of 24-inch hose and a fog nozzle, the learner will connect the nozzle to the hose using the over-the-hip method, completing all steps with 100% accuracy within 10 seconds.” The underlined portion of the preceding statement represents the: A.condition. B. behavior. G.standard D. application aTimage not availableimage not availableimage not availablePHASE 11, EXAMINATION TI-1 41. When modifying 2 lesson plan, the Instructor Il should: A.only modily the areas that need to be adjusted. B. start with the learning outcomes as the first step. C. modify areas that would conflict with JPRs, D.change the lesson plan 10 meet all NIMS requirements, 42. The purpose of a summary in the lesson plan is to: Avassiat in making revisions where necessary. B. bring closure to a lesson C.offer an opportunity to ask participants pertinent points. D. issue assignments that reinforce information and skills, 43. In psychomotor learning, the cozching process includes all ofthe following, except Avobservation. B. evaluation C. suggestions. D. discipline. 44, Analyze the following comments, then select the most effe. coaching technique A.“That’s wrong, Do it again, but do it the right way this time.” B. “Before you go any further, do you remember the next step?” €.You're not going to pass until we finish this lesson.” D. “Why can't you be more like my last class? They unilersiood this topic 45. Asa lead instructor, you have been asked to address a large number of people ahouta new concern, Because of time and budget constraints, which of the following methods would you use to make your presentation? A.Lecture B. Illustration ¢. Demonstration D. Discussion 46. The discussion method may be used if A.the instructor has limited time for delivery B. the instructor does not have time to prepare a lecture. Gut precedes a simulation exercise D. the learners have basic knowledge of the subject. 47, The reason for using the discussion method of instruction is to: A.provide an opportunity for review B. deliver new information or skills stimulate thinking and active participation. D. ascertain the leaders of the group. 48. A guided discussion provides an instructor the opportunity to: A.gain knowledge and modify or develop new ideas using gr oup members B.direct group thinking toward the solution of commen problems C.use the group to examine real or hypothetical events. D. permit the group members 1o use their skills in acting out scenarios or emergeney situations, 51image not availableimage not availableimage not availablePHASE 11, EXAMINATION TI-1 nm evaluation ts the ongoing, repeated checking during instruction to determine the mast ef fective instructional content methods, and examination techniques, A. Observation B. Field testing ¢.Summative D. Formative while 72. Formative evaluation Jooks at the course during the summative evaluation looks at the course after the A. weaching, learning B. delivery, completion C. product, procedure D. teaching, process 73. An examination item that measures what itis supposed to measure is: Acdiscriminating, B. valid C. reliable. D. comprehensive, 74, Instructors who analyze student evaluation may determine: AA.that students are biased and unable to recognize the insirucior’s depth of knowledge. B. areas to adjust and improve C. low scores mean that the teacher did not teach Desiudents are unable to be objective 75. The purpose of examination result analysis is to A.determine the validity and reliability of the examination, B. review behavior objectives. C. offers students several scores D.show the difficulty of an examination, Did you score higher than 80 percent on Examination Il-1? Cirele Yes or No in ink. (We will return to your Yes of No answer to this question later in SAER) Now that you have finished the feedback step for Examination II-1, itis time to repeat the process by taking another comprehensive examination for sections of NFPA 1041 pertaining to Fire Instructor Iimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have 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