Chapter 11

Question 1

NFPA 1041, lesson plan development is a basic duty of Level II instructors.

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Question 2

When developing lesson plans, instructors should reacquaint themselves with the laws of learning and how they relate to developing effective lesson plans as follows:

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Readiness, Exercise, Effect, Disuse, Association, Recency, Primacy, Intensity

Question 3

Readiness means a person is emotionally, mentally, and physically prepared to learn new knowledge or skills.

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Question 4

Adults learn best when they are allowed to exercise skills’ the more an act is practiced, the faster and surer the learning becomes.

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Question 5

Adult learners need to see the positive effect of what they are learning.

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Question 6

Among adult learners it can be assumed that habits and memories used repeatedly are strengthened, and habits not reinforced are weakened through disuse.

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Question 7

Instructors can assume that adult learners tend to try to associate new information with information they have already learned.

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Question 8

Skills and information practiced or learned most recently are also the best remembered.

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Question 9

If a lesson requires that students recall information from an earlier stage of the course, the lesson plan should include time for review.

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Question 10

Primacy assumes that the first of a series of learned acts will be remembered better than others.

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Question 11

In lesson plan development, especially skills training, the first portion of a process will be best remembered.

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Question 12

The principle of intensity states that if a stimulus is vivid and real, it will more likely change or have an effect on the behavior.

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Question 13

When instructors create a lesson plan, determining the learning outcomes is the first step, which leads to the writing of the learning objectives.

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Question 14

JPRs in standards can be a source for developing learning objectives.

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Question 15

Matching outcomes, objectives, tasks and steps to the appropriate standard involves abstract thinking, which can be difficult and confusing.

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Question 16

Following a step-by-step process is an excellent way to create effective lesson plans.

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Question 17

Develop lesson activities that reinforce objectives and provide students the opportunity to apply what they have learned.

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Question 18

The best way to avoid bias when creating instructional materials is to adhere very closely to the source material that is being taught.

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Question 19

In addition to terminology, instructors creating instructional materials should be very careful in the wording they use.

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Question 20

Written learning objectives represent the learning outcomes and, therefore, learning objectives and learning outcomes are directly related.

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Question 21

The learning objective statement may also be student-centered so that the learning objective focuses on the student as the person displaying the observable behavior.

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Question 22

Learning objectives focus on the specific, measurable results of instruction.

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Question 23

Learning objectives must contain an action verb and a specific description of the lesson content.

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Question 24

Performance statement - Identify what the student is expected to do in clearly observable terms using clear action verbs.

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Performance statement

Question 25

Conditions description - Describe the situation, tools, or materials required for a student to perform a single specific action or behavior.

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Conditions description

Question 26

Standards criteria - State the acceptable level of student performance which may be based upon measurable criteria from an existing standard.

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Standards criteria

Question 27

One model for writing learning objectives that has become popular is the SMART model.

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Question 28

The levels of learning in the cognitive domain follow an ordered progression or hierarchy of instructional outcomes.

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Question 29

The levels of learning begin with the foundational and build toward the more complex.

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Question 30

Because effective learning objectives depend on the use of action verbs, instructors should find or create a list of appropriate verbs to help them develop learning objectives in a variety of learning levels.

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Question 31

Like the cognitive domain, the levels of learning in the psychomotor domain progress through a series of steps, with each one more complex than the previous.

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Question 32

Desired changes in attitude must be determined in advance and planned into the lesson.

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Question 33

When phrasing learning objectives, use of words in the affective domain such as confident or satisfied can help to emphasize correct attitude or emotional state.

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Question 34

Affective changes in attitude likely develop alongside cognitive and psychomotor learning.

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Question 35

A good example can be used to create an informal standard or goal that an organization is attempting to attain.

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Question 36

An organization can determine how well it has done in reaching or surpassing the standard by using the example situation as a benchmark.

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Question 37

Source material written by someone with direct knowledge of the event or topic. The material is original and considered to be the most credible type of literature to use.

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Primary literature

Question 38

Source material that is based on primary literature but was written or compiled by someone without direct knowledge of the event or topic.

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Secondary literature

Question 39

Literature that has been twice removed from the original source.

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Tertiary literature

Question 40

The internet is a common place to find primary source material, because it contains so much readily available information.

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Question 41

A level II instructor may be required to adhere to a certain citation style, depending on how the material is used.

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Question 42

Two popular citation styles frequently used in the fire and emergency services include the American Psychological Association and Chicago styles.

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Question 43

Writing a basic lesson outline is a skill that all level I instructors should be able to perform.

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Question 44

After establishing learning objectives, the development of an outline is the next step in the lesson planning process.

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Question 45

A good way to create an outline is to organize the learning objectives into the order that the instructor should teach them.

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Question 46

When developing a course for other instructors, remember that a lesson outline is not enough.

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Question 47

When a lesson requires students to successfully complete a skill, the practice is considered a mandatory lesson activity that the instructor must include.

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Question 48

Establish rules that govern interpersonal relations, because discussions are social as well as educational.

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Question 49

Small group discussions are different from whole group discussions because the instructor is not part of the group.

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Question 50

Small group discussions allow students to practice leadership skills.

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Question 51

An outline provides students with all the facts in the story and ties the details and visual aids to the timeline of the story.

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Question 52

Role-playing is particularly effective for teaching or reinforcing concepts in the affective domain or basic interpersonal communication.

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Question 53

Ancillary components are any supplementary materials, such as informational handouts, study guides, skill sheets, work or activity sheets, and assignment sheets.

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Question 54

The overall purpose of ancillary materials is to enable students to apply, study, and practice the lesson content.

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Question 55

A handout may be something that addresses a topic not in the course textbook or other course materials.

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Question 56

Skill sheets are appropriate for tasks that require both psychomotor skills and cognitive knowledge.

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Question 57

A worksheet or activity sheet provides students opportunities to apply rules, analyze and evaluate objects and situations, or use multiple skills while completing activities.

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Question 58

Worksheets that require students to exercise abilities in the affective domain may support more than one learning objective.

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Question 59

Recall that the affective domain has students change or adjust, develop, practice, and adapt attitudes, values, and beliefs.

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Question 60

An assignment sheet contains information about a specific activity or project that the student is expected to complete without supervision.

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Question 61

Generally, an assignment sheet contains the three components of the Mager Model and some of the same material listed for the lesson plan.

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Question 62

Level II instructors should be able to teach from a newly developed lesson plan while at the same time evaluating their work in a real world situation.

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Question 63

Supplemental written materials that help students meet the learning objectives, may include information sheets, study guides, skills sheets, work or activity sheets, and assignment sheets.

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Ancillary components

Question 64

Step or steps on a practical skills test that must be completed accurately in order for the student to pass the test.

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Critical Criteria

Question 65

Important cognitive information on a skill sheet that students need to know in order to perform a task or operational step, generally appears on right-hand side of a skills sheet.

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Key point

Question 66

The smallest aspect of performing a task, to complete the task, students perform a series of operational steps in sequential order.

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Operational step

Question 67

Desired learning level that students will reach by the end of the lesson.

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Level of Instruction

Question 68

Descriptions of the minimum acceptable knowledge and behaviors that students must display by the end of the lesson.

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Level of objectives

Question 69

When developing a course for other instructors, remember that a lesson outline is not enough.

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Question 70

When writing lesson plans, instructors should consider which instructional methods best match the learning objectives in the lesson.

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Question 71

Handouts should be designed to encourage students to learn.

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Question 72

Skill sheets give instructors the information they need to teach the task successfully.

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Question 73

Worksheets can be used to generate discussions on a topic and generally contain optional activities.

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