Note Taking Guide and Proboard Test Prep

Note Taking Guide and Proboard Test Prep Each candidate will be required to complete the reading assignments and this workbook prior to attending the Fire Instructor I classroom sessions. This workbook can also be used as a study guide at the end of the program to prepare for proboard testing. This workbook should be used with IFSTA Fire and Emergency Services Instructor, 8 th edition textbook. Any questions should be directed to a member of the Training Academy.

Purposes and Benefits of Lesson Plan: 

1 Describe the components of a lesson plan. Job or topic –

Time frame –

Level of instruction –

Learning objectives –

Resources/materials needed –

- . . . -

Prerequisites –

References –

Lesson summary –

Assignments –

Lesson outline –

Evaluations –

Identify, describe the different lesson outline formats.

Define the following terms: Records –

Reports –

Training Records Completion List and describe the types of training records that may need to be completed as a part of the instructor’s duties: 

Report Writing The most difficult portion of most reports is the report narrative. A report narrative should provide an answer to the five questions important to the report: who, what, when, where, and why. To keep report narratives simple and concise, organize them based upon the following parts: 

Scheduling Training Sessions It’s important for Instructor’s to have an idea of the available resources that can be used to facilitate training. Considerations for scheduling training sessions include: 

In addition, instructors should become familiar with their departments’ policies and procedures for scheduling and delivering training. Scheduling policies may include any of the following: 

Define the following Terms Education –

Training –

Characteristics of Effective Instructors List and describe the characteristics that effective instructors possess listed in the

IFSTA text:

Instructor Obligations Along with the requirements inherent with the teaching profession, there are also obligations for instructors toward the following: 

Instructor Challenges Common challenges, listed in the IFSTA textbook, include: ______

6 ______Interpersonal Communication

Interpersonal communication takes place between individuals every day in casual conversation and has the following characteristics: ______Interpersonal communication in the classroom consists of the following basic elements: (list and describe) 

List and describe the five general purposes for interpersonal communication: 

Verbal Component Strong verbal communication is an important skill to cultivate as an instructor. List and describe the different ways that an instructor can increase his/her verbal communication skills.

Nonverbal Component Nonverbal communication consists of the following elements: 

Listening Skills List and describe the five components of active listening that instructor’s should employ to improve communication. 

Characteristics of Effective Speakers The first step toward becoming an effective public speaker is to identify the characteristics displayed by effective speakers. Characteristics that apply to the instructor in the classroom include the following: 

10 Presentation Planning List the ways that instructor’s can plan for presentations so that they are prepared to be most effective: ______Organizational Format All presentations should follow this general format. List and describe the three parts: 

 Methods of Sequencing Sequencing in based primarily on the topic and the organization of the lesson plan. Generally accepted sequences for instructional delivery include: 

Transitions Lesson plans should contact the location of the necessary transitions for instructors. List the types and benefits of commonly used transitions: 

11 

Four-Step Method of Instruction List and describe the four-step methods of instruction. 

Planning to Teach – Organization Being organized leads to the success of any instructor. The use of good organizational skills can result in: ______Session Preparation The most important session preparation tasks include the following: 

12 

Session Logistics Final responsibility always rest with the instructor who must take the time to ask for assistance, to follow procedures when making request or reservations, and to follow up on those request. Arriving early to get or assemble equipment and materials give an instructor the opportunity to perform the following steps: ______Training Aid Selection Selecting the appropriate training aids to use with a lecture or demonstration requires planning in order to make them work with the learning objectives and lesson content and ensure that they have a purpose and are student-focused. What factors should instructors consider when selecting training aids and the reasoning for each? 

Classroom Environment

13 Instructors must be prepared to adapt to the location in order to create the best possible learning environment. The instructor should, at a minimum, have control over the following elements: ______Seating Arrangements List the different seating arrangements and when they would be used. 

Audiovisual Equipment In order to avoid distraction when using audiovisual equipment, instructors should take the following steps: 

14 

Other Classroom Considerations Other than what is listed above, instructors should consider these factors when preparing for classes: ______Training Ground Environment List five types of training ground environments: ______Remote Sites Remote training sites are commonly used for fire/rescue/EMS training. List the eleven examples listed in the IFSTA text and the types of classes that could possibly be conducted at these sites. 

15 

List the ten considerations that must be taken into account when conducting classes on the training grounds and way to control these conditions. 

Permanent Training Facilities List four types of permanent facilities that are commonly used by emergency service organizations. ______

16 Foundations of Learning In your own words (and in the space provided), describe the Sensory-Stimulus Theory.

List the statistics listed in the IFSTA text to illustrate retention levels related to the Cone of Learning. ______Knowles’ Assumptions of Adult Learners List the five characteristics related to the theory of andragogy and explain each. 

Thorndike’s Laws of Learning Professor Edward L. Thorndike suggested certain traits of adult learners that can be used to effectively instruct adult learners. List these traits and explain each. 

17 

Characteristics of Adult Learners Understanding the capabilities and limitations of adult learners makes learning more successful. List the three common characteristics of adult learners: 

List the three additional factors for adult learners that instructors should take into consideration and explain these factors affect learning. 

Domains of Learning List the three domains of learning and methods that can be used by an instructor to influence each of them. 

18 Learning Styles Define the term “learning style” and explain why it’s important for an instructor to determine the learning styles of their students/audience.

Instructional Strategies Instructors can stimulate thinking processes by using a variety of activities that require students to select a performance, determine the logic of a procedure, draw conclusions, and determine outcomes. List the common strategies that are utilized in lesson plans for fire and emergency services classrooms and explain each. 

Motivation Motivation is a key component to helping students to achieve their best and meet learning objectives. Instructor can use the following techniques to help motivate students: 

19 

Federal Government Agencies List the four agencies that are listed in the IFSTA text that may be of the greatest use to instructors: ______The agencies that can provide information on weapons of mass destruction (WMD), PPC for high-threat incidents, and bioterrorism training include: ______Standard-Writing Organizations List the primary standards-writing organizations involved with the fire service: ______List if NFPA Standards List the NFPA Standards (numbers and title- bold print) listed in the table on page 197. ______

20 ______Instructor as Safety Role Model Safety is an issue that must be continually emphasized. Instructors must devote appropriate time in every session to discussing all aspects of safety. Instructors increase awareness and help prevent accidents during training in the following ways: 

21 

Class Continuity Instructors should always anticipate problems and prepare contingency plans for potential events such as: ______

Course Consistency List the aspects of instruction that should remain consistent and explain examples of each. 

22 

Generating and Maintaining Student Interest To help maintain interest, instructors need to show students a personal connection with the lesson. The following are strategies for helping students maintain interest: 

Instructors can motivate students and encourage their successes by offering the following instructional enhancements: ______Asking Effective Questions Instructors use questions for a variety of reasons. Questions are used to achieve the following:

23 ______Question Types When considering which kind of questions to ask, instructors should consider what they want to accomplish at that particular point in the lesson. List and describe the different types of questions that are in the instructor’s cadre, when these questions are used, and the type of response expected. 

Distance Learning and Student-Led Instruction Instructor-lead training (ILT) is the most common teaching method used in fire and emergency services. Distance learning and student-led instruction are alternatives to ILT are becoming more common. List and describe these instructional delivery methods: 

24 Structured Exercises List and describe the structured exercises that instructors may encounter: 

Individual Student Needs Students can be classified into the following seven categories, based on their learning ability and personality type: 

Students’ Rights Students should have equal access to fundamental rights and privileges, such as those guaranteed by the Civil Rights Act or the American with Disabilities Act. In an educational setting, this includes the following: 

25 

Student Behavior Management Managing student behavior can be difficult to master, but it is one of an instructor’s most important skills. List the common strategies that instructor’s can use when dealing with behavior issues, and describe the characteristic of each. 

List the steps to control behavior management that instructors can remember utilizing the “L-E-A-S-T” acronym. L - ______E - ______A - ______S - ______T - ______

Resource Materials While lesson plans generally outline the abstract concepts and key points of a topic, outside resource materials can provide real world examples of lesson topics in practice. Some of the more common sources for fire and emergency instructors include: ______

26 Copyright Laws and Permissions Copyright laws protect the works of artists, photographers, and authors and give them exclusive rights to publish their works or determine who may publish or reproduce them. Since the Copyright Act of 1976 was passed, the majority of U.S. copyright laws is governed by federal statute and includes the following provisions: 

 A few of the fair use guidelines are: 

Training Aids Instructors should be familiar with the various types of training aids and their uses. The IFSTA text categorizes these aids and devices into the following categories: ______Training Aid Benefits When included as part of an active learning instructional delivery, training aids perform the following functions: 

27 

Using Training Aids Instructors must consider how to use teaching aids. List the guidelines listed in the IFSTA textbook that can be helpful when using visual aids. 

28 

Laws Applicable to Instructors – Federal Laws List the federal laws and descriptions that apply to instructors: 

Define the following terms: Harassment –

Sexual Harassment –

Reasonable Accommodation –

Learning Disability –

Ordinance –

Authority Having Jurisdiction (AHJ) –

Regulations –

Legal Precedent –

Codes –

29 Standard –

Ethics Program The importance of a written code of ethics has the following characteristics: 

Ethical Issues There are many models for working through ethical issues. List the steps along with descriptions outlined in the IFSTA text. Step 1:

- Step 2:

Step 3:

Step 4:

Step 5:

30 Step 6:

- Step 7:

Legal Liability Instructor and/or organizations may be considered liable for any of the following acts: ______Instructors can reduce the potential for liability and legal action against themselves and their organization in the following ways: ______When planning training evolutions or scenarios, instructors should consider the answers to the following questions: 

Define the following terms:

Vicarious Liability –

Foreseeability –

Liability Reduction

Specific precautions an instructor can take to avoid liability include:

31 

Approaches to Student Assessment Define the following terms: Norm-Referenced Assessment –

Evaluation –

Criterion –

32 Criterion-Referenced Assessment –

33 Test Classifications Define the following terms: Purpose Classification –

Prescriptive Test –

Formative Test –

Summative Test –

Administration Classification The administration classification is based on how the test is administered, and includes: ______Test Bias Level I Instructors have an obligation to eliminate testing bias wherever they can. The best way to do this is for the instructors to suggest that tests that have any of the following qualities be rewritten or more closely examined: 

Test Administration The instructor should consider the physical environment of the classroom, making sure that students have the following: 

34 

Test Scoring Some guidelines for scoring written tests manually include:

Instructors that use distance-learning courses need to take into consideration the limited contact they have with their students. Some factors to consider are: 

35 

Scoring Performance Tests Scoring performance (psychomotor) test can be very ______, so instsructors should closely follow the ______guidelines. Task that directly relate to the life or safety of a patient, student, or other personnel cannot be ______or ______. Student must be given a clearly stated ______of ______and the scoring ______.

Grade Reporting Reporting test results to the training division or organization’s administration is necessary for the following two reasons: 

Test Security On test, academic misconduct presents special problems for instructors – problems that may be reduced by adhering to the following guidelines: 

36 

Evaluation Feedback Conducting formal evaluations based on test results gives instructors the opportunity to use student errors as the basis for reinforcing information that was addressed on the test. These evaluations can be conducted in two ways: 