Fire Instructor I flashcards

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

Three Domains of Learning

Cognitive (knowledge and thinking), affective (attitudes, values, and feelings), and psychomotor (physical skills) are the three domains of learning that instructors use to classify objectives and select methods.

Mager's Three-Part Objective

A performance objective states the behavior the student will perform, the condition under which the performance occurs, and the standard or criterion for acceptable performance.

Job Performance Requirement (JPR)

A job performance requirement is a task that must be performed on the job, drawn from a standards-based task analysis, and it forms the basis for writing objectives and lesson content.

Bloom's Cognitive Levels

The revised taxonomy orders thinking from lower to higher: remember, understand, apply, analyze, evaluate, and create. Instructors sequence objectives so students build upward through these levels.

Lesson Plan Components

A complete lesson plan includes title, objectives and job performance requirements, target audience and prerequisites, references, materials, time allocation, content outline, application activities, evaluation method, and assignment.

Four-Step Instructional Method

Preparation, presentation, application, and evaluation are the four steps used to organize instruction: motivate and orient students, present the material, have students practice, then test performance.

Content Sequencing Rule

Instruction is sequenced from simple to complex, known to unknown, and general to specific so that each new objective builds on knowledge or skill students have already mastered.

Lecture Method

A lecture is an instructor-centered method that efficiently delivers large amounts of cognitive information to many students but is weak by itself for developing psychomotor skills.

Demonstration Method

The instructor performs a skill while explaining it, first at normal speed and then slowed with key points emphasized, so students see the correct procedure before practicing.

Psychomotor Teaching Sequence

Teach a skill by explaining it, demonstrating it, guiding student practice with corrective feedback, then having students practice independently until performance is correct and consistent.

Questioning Wait Time

After posing a question, an instructor pauses roughly three to five seconds before calling on a student, which increases response length, accuracy, and overall class participation.

Open-Ended Questions

Questions beginning with how, why, or describe require students to explain or analyze rather than recall a single word, which produces higher-level thinking and discussion.

Constructive Feedback Rule

Feedback is most effective when it is immediate, specific to the observed behavior, corrective rather than personal, and balanced with recognition of what the student performed correctly.

Formative vs Summative Evaluation

Formative evaluation occurs during instruction to monitor progress and adjust teaching, while summative evaluation occurs at the end to judge whether the stated objectives were achieved.

Criterion-Referenced Test

A criterion-referenced test measures each student's performance against a defined standard or objective rather than against the performance of other students in the class.

Reliability vs Validity

Reliability is the consistency and repeatability of test scores; validity is the degree to which a test measures what it is intended to measure. A test can be reliable yet invalid.

Item Difficulty Index

The difficulty index is the proportion of students who answer an item correctly; values near 1.0 indicate an easy item and most acceptable items fall between roughly 0.3 and 0.8.

Item Discrimination Index

The discrimination index compares how high-scoring students performed on an item with how low-scoring students performed; positive values show the item separates stronger from weaker students.

Test Blueprint

A test blueprint, or table of specifications, maps test items to objectives and cognitive levels so the exam samples content proportionally and content validity is supported.

Skills Test Checklist

A performance checklist lists the steps of a skill and identifies critical items that must be performed correctly to pass, which reduces subjectivity in scoring.

NFPA 1401

NFPA 1401 is the recommended practice for fire service training reports and records, describing the types of training documentation a department should create and maintain.

Training Attendance Record

An attendance record documents which students attended, the dates, and the hours of instruction, supporting certification claims, funding, and legal defense of training.

Certificate of Completion

A certificate documents that a student completed a course and should reflect the actual hours, objectives, and standards completed rather than mere presence in class.

NFPA 1041 Instructor Levels

NFPA 1041 defines three fire and emergency services instructor levels: Instructor I delivers instruction from prepared materials, Instructor II develops programs, and Instructor III administers training programs.

Records Retention

Retention periods for training records are set by the authority having jurisdiction, accrediting bodies, and legal counsel; departments keep rosters, test scores, and certifications for the required period.

Confidentiality of Records

Student training and test records are shared only with authorized persons or as required by law, consistent with department policy and applicable privacy requirements.

NFPA 1403

NFPA 1403 sets the standard for live fire training evolutions, requiring qualified instructors, an assigned safety officer, trained participants, and specific site and fuel conditions.

Elements of Negligence

To prove negligence, a plaintiff must show that the instructor owed a duty of care, breached that duty, and that the breach caused actual injury or damage.

Instructor Duty of Care

An instructor must provide reasonable supervision, warn students of known hazards, enforce safety rules, and avoid exposing students to foreseeable harm during training activities.

Safety Officer Authority

The assigned safety officer monitors the training site and holds the authority to stop or suspend any activity judged unsafe, regardless of the instructor's written plan.

NFPA 1500

NFPA 1500 establishes the fire department occupational safety, health, and wellness program, which includes training safety requirements and injury reporting obligations.

Ethical Fairness in Grading

Grades and pass/fail decisions are based on documented performance against stated criteria, applied consistently to every student, without favoritism, bias, or personal preference.