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FLORIDA STATE FIRE INSTRUCTOR 1 EXAM ACTUAL EXAM WITH
OVER 300 QUESTIONS AND CORRECT DETAILED ANSWERS
(VERIFIED ANSWERS)|AGRADE 2024 - 2025
Criterion Referenced assessments - students performance against a set standard or criteria Evaluation - systematic and thoughtful collection of information Prescriptive ( Pretest) - beginning of instruction to determine what students already know Formative ( Progress) - quizzes, pop test, question / answer throughout the course or session Summative ( Comprehensive) - knowledge and skills at the end or course. Administration Classification - Oral Written Performance Written Test - Multiple choice True / false Matching Fill in the blank Short Essay Kirkpatrick's model evaluation - Reaction, Learning, Behavior, Results Retained Information - 10 % reading 90% saying and performing Sense - 75% seeing 12 % hearing FEMA - Agency tasked with responding to, planning for, recovering from, and mitigating disasters North america Fire Training Directors (NAFTD) - organizations important source of safety information and model programs Counseling - Advising learners educational progress, career opportunities, personal anxieties or sudden crisis in live
Coaching - instructor direct the skills performance of individuals by observing, evaluating, and making suggestions for improvement. Coaching steps - 1. Describe the current level
- Describe the desired level
- Obtain a commitment for change
- Follow up on the commitment. Peer Assistance - someone who is equal in status, students help each other. Mentoring - Place new students under the guidance of a more experienced professional or another student who acts as tutor, guide and motivator. Student originated disruptions - Arriving late speaking at inappropriate Talking with others sleeping in class showing off interrupting others sidetracking disrespectful L E A S T (progressive disciplinary) - Leave it alone Eye Contact Action Stop the class Terminate the student. Norm Referenced assessments - students performance is compared to that of other students Performance Test - Determine materials, tools, skill checklist, number of evaluators, review unfamiliar equipment. Oral Test - a one - one interaction with instructor. Test administration - Appropriate Lighting Comfortable seating quiet surroundings Regulated Temperature Proactive responses to performance barries Test security - Store all old test sheets in a secure location
who required training Characteristics of Effective Instructors - • Desire to teach
- Motivation
- Subject and teaching competencies
- Leadership abilities
- Strong interpersonal skills
- Preparation and organization
- Ingenuity, creativity, and flexibility
- Empathy
- Conflict-resolution skills
- Fairness
- Personal integrity
- Honesty
- Sincerity Leadership abilities - Self confidence Trustworthiness consistency responsibility acceptance expertise Instructor obligation - the student the organization the profesion themselves Title VII of the Civil RIght Acts - prohibits sexual harassment discriminate based on race, color, sex, religion Americans with Disabilities Act (ADA) - prohibits discrimination against student with disability Buckley Amendment / Privacy act - prohibits invasion of person right to privacy or unwanted publicity Authority Having Jurisdiction (AHJ) - Term used in codes and standards to identify the legal entity, such as a building or fire official, that has the statutory authority to enforce a code and to approve or require equipment; may be a unit of a local, state, or federal government, depending on where the work occurs. In the insurance industry it may refer to an insurance rating bureau or an insurance company inspection department. Codes - A body of laws arranged systematically usually pertaining to one subject area such as a mechanical code, a building code, an electrical code, or a fire code.
Standard - criterion documents that developed to serve a model or examples of desired Knowles' Assumptions of Adult Learners - • Self-Concept
- Experience
- Readiness to learn
- Learning orientation
- Motivation Thorndike's law of learning - Readiness Exercise Effect Disuse Association Recency Primacy Intensity Characterics of Adult learning - Life experiences and responsibilities Motivation Self confidence Domains of Learning - cognitive, affective, psychomotor Cognitive - knowledge Psychomotor - Skills - learning and performing a physical skill Affective - Attitudes, beliefs, interests Instructional Strategies - prescriptive approaches to teaching designed to help students acquire a deep understanding of specific forms of knowledge Sequential or Linear - Step by Step Analyzing Classifying Reasoning Tracking of times Abstract or symbolic - Recognizing common qualities in similar but different experiences Concrete or real objects - preferring to manage items and work with facts Global or holistic - seeing the hole picture Planning to teach - Organization Session Preparation ( check equipment and lesson plan)
Reference - List of specific references and resources Lesson summary - Reemphasis of the key points of the lesson to clarify Assignments - Readings, practice, research or outside of class requirements Lesson outline - summary of information to be taught Evaluations - Type of evaluation instrument the instructor will use Basic of learning Objectives - Performance Condition description Standards Criteria Performance ( behavior) - Identify what the student is expected to do Conditions decription - Describe the situation, tools or materials required Standards Criteria - State the acceptable level of student performance 90% accuray Lesson Outlines - Outline major points Detailed outline Major points with explanatory material Resources Materiasl - National Institute of Science and Technology (NIST) National Institute for Occupational Safety and Health (NIOSH) User generated video Supplementary texts Fire and emergency services related websites copy right law - protects original forms of expression such as writings, art, drawings, photographs, music, motion pictures, performances, and computer programs from being copied by others for a minimum of 70 years Training Aids ( non projected) - Chalk board Illustration Duplicated Materials Models ( table top or cutaway models) Audio recordings Casualty simulations Training aids ( Projected ) - Video and multimedia projectors Interactive whiteboards Displays TV / Programs and video presentations
Training Aids ( Simulators) - Electronic Display boards Smoke Computer VR Manikins Training Props - Technical rescue Vehicle extrication Flammable Transportation incident Cleaning, Care and Maintenance of training aids - Inspected Cleaning air filters Replace bulbs Tightening any loose screws Training aids benefits - Enhancing understanding increase acceptance adding interest clarify key points enhance memory help to organize ideas save lecture time Illustrate steps or process Learning environment - seating arrangements lighting Temperature Audiovisual Other classroom considerations Fan ( seatting) - small groups students easy see and hear instructor Traditional ( seatting) - any size students can see, hear and interact with instructor Auditorium ( seatting) - Fixed medium to large allow interaction only with instructor and student require sound system Conference ( seating) - Allow total group discussion small clases
Nonverbal Communication - communication without using words, such as making gestures and facial expressions nonverbal communication - 7% words 38% vocal tone and inflection 55% body language nonverbal communication recommendations - Eye contact Facial expression Gestures Posture Poise Vocal characteristics Vocal interferences Touch Proximity Listening Skills - 50 -- 75 % students spend listening to instructor Listening Skills ( components) - Attending Understanding Remembering Evaluating Responding Presentation Techniques Characterics of effective speaker - Audience centered good development of ideas good organization of ideas best choice of words good delivery skills good vocal characteristics conversational tone positive attitude appropriate humor personal style Methods of sequency - Know to unknown Simple to complex whole part whole Step by Step Know Unknown - begin with familiar information leading to unfamiliar Simple to complex - basic knowledge to more complex
Whole part whole - overview of the entire topic and then divide the topic or skills into subsections Step by step - teach each individual step in the correct order Transitions - Maintain interest, continuity, consistency, relationship, previews and summaries Mastery approach to each in the fire and emergency services - Competency based learning Mastery approach characteristics - Competency based individual based specific feedback modules instructor supported specific objectives criterion referenced testing Four step method of instruction - Preparation Presentation Application Evaluation instructor lead training - generate interest illustrated lecture leading discussion providing demonstration motive students reinforce learning ask effective question Leading discussion - Director Gatekeeper Timekeeper Whole group discussion - Share information Apply theories Express personal views Collaborate work clarify attitudes Small group discussions - Task structured clearly defined outcomes time to prepare
Individual student needs - Low literacy level learning disabilities gifted slow learners nondisruptive, nonparticipating, disruptive student low literacy - short sentences and paragraphs double spaced lines directional headings and wide margins simple vocabulary learning disabilities - Tutoring individualized instruction feedback progress allow more time on test provide audio recording slow learner - private conference special assignments individual instruction non disruptive, nonparticipating students - shy or timid bored or uninterested talkative and aggressive show off Students rights ( civil right acts or ADA ) - Privacy of records freedom to hold an express opinion equal access to learning environment fair equal treatment on class a non hostile environment a safe learning space NFPA 1041 - Standard for Fire Service Instructor Professional Qualifications Andragogy - the art and science of teaching adults Cognition - conscious mental activities : the activities of thinking, understanding, learning, and remembering Codes of ethics - Formalized rules and standards that describe and delineate what the organization expects of its employees MBTI - Myers Briggs Type Indicator- personality test with four domains
Organization ( planning to teach) - Increased instructor credibility improved efficiency of classroom presentation Reduced stress on the instructor Meet legal requirements for record keeping. Session preparation - • Read the lesson objectives
- Review the lesson plan
- Check what equipmunk is needed
- Locate required equipment
- Determine what skills must be taught
- Review required lesson audiovisuals
- Check documentation requirements Individualized instruction - Adapting teaching methods to suit individual students' specific learning styles, so that students will be better able to achieve learning objectives. Report writing responsabilites Instructor I - injuries Training activity Lesson outcome ( grade ) Report writing responsabilites Instructor II - Budget request budget administration purchase requests training activities facility equipment usage and repair staff attendance post incident critiques personnel evaluations Report writing responsibilities instructor III - division annual budget training activity accident investigation executive summaries budget justifications disciplinary documentation Preparation ( 4 step method instruction) - introduce a topic gain students attention state the learning objectives explain how the information is relevant state the lessons key points so that students are prepared to listen for them Presentation ( 4 steps method instruction) - teaching methods learning activities demonstrations and practices
test recording importance - organization must know if student has met requirement test result will give an idea if training have being effective
