Chapter 11

Question 1

Thorndikes law of learning where a person is emotionally mentally and plushly prepared to learn new knowledge

Disuse
Exercise
Effect
Readiness

Answer 1

Readiness

Question 2

Thorndikes law of learning where adults learn best when they are allowed to exercise skills.

Effect
Exercise
Disuse
Association

Answer 2

Exercise

Question 3

Thorndikes law of learning where the more an act is practiced, the faster and surer the learning becomes

Primacy
Intensity
Recency
Exercise

Answer 3

Exercise

Question 4

Thorndikes law of learning where adult learners need to see the positive effect of what they are learning.

Exersise
Primacy
Effect
Disuse

Answer 4

Effect

Question 5

When developing a lesson plan, the teacher in force how the information is useful to the student

Exercise
Readiness
Effect
Disuse

Answer 5

Effect

Question 6

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

Answer 6

Disuse

Question 7

Thorndikes laws of learning says skills and information learned or pre timed most recently are also best remembered

Readiness
Recency
Primacy
Intensity

Answer 7

Recency

Question 8

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

Answer 8

Recency

Question 9

Thorndikes laws of learning says that the first of a series of learned acts will be remembered better than others

Recency
Disuse
Primacy
Intensity

Answer 9

Primacy

Question 10

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

Answer 10

Primacy

Question 11

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

Answer 11

Intensity

Question 12

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

Answer 12

Intensity

Question 13

When instructors create a lesson plan, determining the _____ _____ is the first step

Learning objectives
Learning steps
Learning outcomes
Learning procedures

Answer 13

Learning outcomes

Question 14

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

Answer 14

Learning objectives

Question 15

The early steps of lesson plan creation process require the most _____

Effort
Thought
Funds
Typing

Answer 15

Thought

Question 16

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

Answer 16

Effective

Question 17

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

Answer 17

Outline featuring major points supported with explanatory information

Question 18

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

Answer 18

Analyze the job

Question 19

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

Answer 19

Consult standards, SMEs

Question 20

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

Answer 20

Divide tasks

Question 21

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

Answer 21

Generate learning objectives

Question 22

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

Answer 22

Develop assessment items

Question 23

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

Answer 23

Determine teaching order

Question 24

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

Answer 24

Conduct research

Question 25

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

Answer 25

Develop lesson plan

Question 26

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

Answer 26

Develop lesson activities

Question 27

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

Answer 27

Identify, develop teaching aids/tools

Question 28

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

Answer 28

Develop planning components

Question 29

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

Answer 29

Write ancillary/reference materials

Question 30

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

Answer 30

Write lesson summary

Question 31

All learning objectives should communicate the engender learning outcome and be clearly stated, specific, detailed and Precise Intentional Emphasize Measurable

Answer 31

Measurable

Question 32

Whenever an instructor is writing learning objectives, it is important to review this method Counter model Mager model Lugar model Cognitive model

Answer 32

Mager model

Question 33

According to Mager, learning objectives should contain these three components— performance (behavior) statement, conditions description, end _____ Learning statement Learners criteria Standards criteria Grading components

Answer 33

Standards criteria

Question 34

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

Answer 34

Performance ( behavior ) statement

Question 35

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

Answer 35

Conditions description

Question 36

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

Answer 36

Standards criteria

Question 37

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

Answer 37

Models of writing learning objectives

Question 38

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

Answer 38

Specific

Question 39

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

Answer 39

Measurable

Question 40

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

Answer 40

Attainable

Question 41

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

Answer 41

Relevant

Question 42

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

Answer 42

Time focused

Question 43

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

Answer 43

Remember (knowledge)

Question 44

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

Answer 44

Understand (comprehension)

Question 45

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

Answer 45

Apply (application)

Question 46

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

Answer 46

Analyze (analysis)

Question 47

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

Answer 47

Evaluate (evaluation)

Question 48

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

Answer 48

Create (synthesize)

Question 49

The 5 levels of learning in psychomotor are __________, imitation, adaptation, performance, and perfection

Answer 49

Observation

Question 50

The 5 levels of learning in psychomotor are observation, _______, adaptation, performance, and perfection

Answer 50

Imitation

Question 51

The 5 levels of learning in psychomotor are observation, imitation, ________, performance, and perfection

Answer 51

Adaptation

Question 52

The 5 levels of learning in psychomotor are observation, imitation, adaptation, ________, and perfection

Answer 52

Performance

Question 53

The 5 levels of learning in psychomotor are observation, imitation, adaptation, performance, and _______

Answer 53

Perfection

Question 54

Learning objectives in this domain are difficult to measure objectively Cognitive Psychomotor Affective

Answer 54

Affective

Question 55

Which of these internet domains is the least reliable .edu .gov .mil .org .com

Answer 55

.com

Question 56

Regarding internet information, consider the authors ___, especially when consulting .com websites View Opinions Biases Beliefs

Answer 56

Biases

Question 57

Two popular citation styles frequently used in the fire and emergency services include the American psychological association and

Answer 57

Chicago style

Question 58

Two popular citation styles frequently used in the fire and emergency services include the Chicago style and

Answer 58

The American psychological association

Question 59

When developing a course for other instructors, a lesson outline is Enough Not enough More than enough Recommended

Answer 59

Not enough

Question 60

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

Answer 60

Learning objectives

Question 61

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

Answer 61

Ancillary components

Question 62

_______ 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

Answer 62

Ancillary components

Question 63

The overall purpose of ______ is to enable students to apply, study, and practice the lesson content. Ancillary materials Study materials Learning activities

Answer 63

Ancillary materials

Question 64

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

Answer 64

Handout

Question 65

_____ are appropriate for tasks that require both psychomotor skills and cognitive knowledge Handout Skill sheet Work sheet Study sheet Assignment sheet

Answer 65

Skill sheet

Question 66

____ _____ 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

Answer 66

Skill sheet

Question 67

_____ 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

Answer 67

Work sheet

Question 68

Instructors should create student worksheets from the content of the _____ Lesson plans Skill sheet Work sheet Study sheet Assignment sheet

Answer 68

Lesson plan

Question 69

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

Answer 69

Study sheet

Question 70

____ 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

Answer 70

Assignment sheet

Question 71

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

Answer 71

Lesson plan

Question 72

Assignment sheets differ from _____ in that the assignment is required and will be graded Handout Skill sheet Work sheet Study sheet Assignment sheet

Answer 72

Worksheets