IAAI-CI flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Gagné's nine events

Instructional sequence: gain attention, state objectives, recall prior learning, present content, guide learning, elicit performance, give feedback, assess performance, and enhance retention and transfer.

Demonstration-performance method

Four-step psychomotor teaching method: the instructor explains the skill, demonstrates it, has the student perform it with coaching, then evaluates the performance against the stated standard.

Adult learning principles

Knowles' assumptions: adults are self-directed, bring experience, are goal- and relevance-oriented, and need problem-centered instruction tied to real job tasks rather than subject-centered lectures.

Wait time

The three-to-five-second pause after asking a question and before calling on a student; it increases response length and participation and gives learners time to think.

Distributed practice

Spacing practice sessions with rest intervals instead of one massed session; it produces better long-term retention and skill transfer, especially for psychomotor tasks.

Psychomotor error correction

Correct a skill error immediately during practice, before the incorrect motion is repeated enough to become an ingrained habit that is harder to unlearn later.

Lecture attention span

Adult attention to passive lecture declines after roughly fifteen to twenty minutes; change the activity, ask questions, or insert practice to reset attention.

NFPA 1041

Standard for Fire and Emergency Services Instructor Professional Qualifications; it defines instructor levels and job performance requirements used to design instructor training and certification.

Kirkpatrick Level 1

Reaction: measures how participants felt about the training - relevance, engagement, instructor effectiveness - typically by end-of-course survey; it is feedback, not evidence of learning.

Kirkpatrick Level 3

Behavior: measures whether learners apply the knowledge and skills on the job after training; it requires follow-up observation, supervisor input, or performance data.

Difficulty index

p equals the number of students answering an item correctly divided by the number tested; values near 0.50 maximize discrimination, and very high or low values flag review.

Discrimination index

D equals the proportion correct in the upper-scoring group minus the proportion correct in the lower-scoring group; 0.30 or higher is acceptable and a negative value signals a flawed item.

Criterion-referenced test

A test scored against a fixed performance standard or cut score rather than against other test takers; it answers whether each learner can perform the required task.

Test blueprint

A table that maps test items to objectives or job performance requirements and assigns item counts or weights; it is the main evidence for content validity.

Reliability and validity

Reliability is consistency of scores across occasions or raters; validity is whether the test measures what it claims. A test can be reliable but invalid, never valid without reliability.

Item analysis

Post-administration review of each question's difficulty, discrimination, and distractor performance; results guide item revision and reveal gaps in instruction.

ADDIE model

Five-phase instructional systems design process: Analysis, Design, Development, Implementation, Evaluation; evaluation feeds back into analysis, making the model iterative rather than linear.

ABCD objective format

Objective written with Audience, Behavior, Condition, and Degree: who performs, the observable action, the circumstances or tools allowed, and the standard for acceptable performance.

Terminal objective

Course-level outcome describing what the learner must be able to do at the end of the whole program; enabling objectives are the subordinate steps that build toward it.

Enabling objective

Lesson-level objective supporting a terminal objective; it describes a smaller knowledge or skill component that can be taught and evaluated within one lesson.

Task analysis

Breakdown of a job into its duties, tasks, and steps, used to identify what must be taught; sources include NFPA job performance requirements, AHJ procedures, and expert observation.

Four-step lesson plan

Fire service lesson format with four parts: preparation (motivation and objectives), presentation (content), application (student practice), and evaluation (testing against the objective).

Sequencing rule

Order content from simple to complex, known to unknown, and concrete to abstract; teach psychomotor skills whole-part-whole so learners see the complete task first.

Cognitive domain

Bloom's category for knowledge and thinking skills, ordered remember, understand, apply, analyze, evaluate, create; objective verbs must match the intended level.

Negligence elements

To establish instructor negligence, a plaintiff must show duty of care, breach of that duty, proximate cause linking the breach to the injury, and actual damages.

Standard of care

The level of care a reasonably prudent instructor with comparable training and circumstances would provide; expert testimony and accepted standards such as NFPA documents help define it.

NFPA 1403

Standard on Live Fire Training Evolutions; it sets requirements for participants, safety officer, PPE, water supply, briefing, and burn building use during live fire training.

Safety officer authority

The designated safety officer can halt or modify any training activity immediately when conditions become unsafe; training objectives never outrank participant safety.

FERPA

U.S. Family Educational Rights and Privacy Act; it protects education records of students at institutions receiving federal funds and limits disclosure without consent, with narrow exceptions.

Scope of practice

The range of duties an instructor is trained, certified, and authorized to teach; working outside it creates liability and can mislead students about their own qualifications.

Reasonable accommodation

An adjustment to how instruction or testing is delivered so a qualified learner with a disability can participate, without changing the essential performance standard or lowering safety requirements.

Conflict of interest

A situation where an instructor's personal, financial, or professional interest could bias evaluation, content selection, or vendor recommendation; it must be disclosed and managed.