NFPA Fire Instructor I/II flashcards

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

Behavioral objective components

A behavioral objective states the performance the learner must demonstrate, the conditions under which it is performed, and the standard of acceptable performance. All three are required for measurability.

NFPA 1041 Instructor I scope

Instructor I delivers prepared instructional materials, supervises practical training, and evaluates learners against established standards, but does not develop or revise curriculum.

NFPA 1041 Instructor II scope

Instructor II develops lesson plans and performance objectives, selects instructional materials, designs evaluation instruments, and supervises and evaluates other instructors within the training program.

NFPA 1403 purpose

NFPA 1403 sets the standard for live-fire training evolutions, covering training plans, briefings, instructor staffing, water supply, rapid intervention, and post-evolution critique.

Four-step method

The four-step instructional method is preparation, presentation, application, and evaluation. It is the standard delivery cycle for teaching manipulative fire service skills.

Item difficulty index

The difficulty index equals the number of learners answering correctly divided by the number tested. Values around 0.30 to 0.80 are generally acceptable for discriminating among learners.

Discrimination index

The discrimination index is the proportion correct in the upper scoring group minus the proportion correct in the lower scoring group. A negative value signals a defective or miskeyed item.

Criterion-referenced testing

Criterion-referenced testing compares each learner's performance to a fixed, predetermined standard rather than to other learners. Certification and skills decisions rely on this approach.

Reliability versus validity

Reliability is the consistency of scores across occasions or raters. Validity is whether the test measures the intended objective. A test can be reliable yet invalid.

NFPA 1401 scope

NFPA 1401 covers fire service training records and reports, including documentation of attendance, hours, content delivered, instructor identity, and evaluation results.

Kirkpatrick evaluation levels

Kirkpatrick's four levels are reaction, learning, behavior, and results. Reaction measures learner opinion and does not by itself demonstrate a change in performance.

Critical versus noncritical items

On a practical checklist, critical items are pass/fail and any failure fails the evolution. Noncritical items are scored by points and contribute to the overall rating.

Gagné's nine events

The nine events are gaining attention, stating objectives, recalling prior knowledge, presenting content, guiding learning, eliciting performance, giving feedback, assessing performance, and enhancing retention and transfer.

Demonstration sequence for skills

Demonstrate the skill at full speed, repeat slowly with narration, have the learner practice while coaching, then evaluate against the standard. Skipping the narrated repetition raises error rates.

Massed versus distributed practice

Massed practice is continuous repetition with little rest and suits short discrete tasks. Distributed practice inserts rest intervals and produces better long-term retention of complex skills.

Wait time in questioning

Wait time is the pause after asking a question before calling for a response. Three to five seconds increases response quality and participation compared with immediate prompting.

Andragogy principles

Adult learners need relevance to their role, self-direction, problem-centered content, and immediate application. Lecture-only delivery conflicts with these needs for experienced personnel.

Live-fire pre-burn briefing

Under NFPA 1403, the briefing before ignition covers objectives, crew assignments, safety concerns, and accountability, and is followed by a walkthrough and a post-evolution critique.

Instructor-in-charge duties

The instructor-in-charge directs the evolution, confirms prerequisites such as water supply and rapid intervention, controls ignition, and suspends training when conditions become unsafe.

NFPA 1410 benchmarks

NFPA 1410 provides evolution-based performance benchmarks for engine and truck company operations, used to evaluate company readiness during training evolutions.

NFPA 1500 and 1521 roles

NFPA 1500 establishes the fire department safety and health program. NFPA 1521 defines the health and safety officer role, whose oversight extends to training safety.

NFPA 1584 rehabilitation

NFPA 1584 addresses rehabilitation during emergency and training operations, including rest, fluid replacement, cooling, and medical monitoring based on work-rest cycles and environment.

Risk control hierarchy

The hierarchy is eliminate the hazard, substitute a safer method, apply engineering controls, apply administrative controls, then rely on PPE as the final protective layer.

Bloom's revised taxonomy

The revised cognitive taxonomy order is remember, understand, apply, analyze, evaluate, and create. Psychomotor skills are classified separately using observe, imitate, practice, and adapt levels.

Lesson plan components

A lesson plan includes title and audience, time allocation, objectives, references and materials, instructor preparation, content outline, application activities, evaluation methods, and assignment.

Job analysis sequence

The sequence is task inventory, then frequency and criticality rating, then task analysis. The resulting tasks become learning objectives that determine lesson content and testing.

Test-objective alignment

Each objective requires at least one matching test item or checklist entry, and every test item traces back to an objective. Untraceable items should be revised or removed.

Cognitive load chunking

Lecture segments of roughly 10 to 15 minutes followed by an active learner task limit cognitive overload and improve retention compared with uninterrupted presentation.

Instructor versus officer authority

Instructor authority covers delivery, supervision of practical training, and evaluation. Disciplinary and administrative authority remains with the fire officer under NFPA 1021.

Training record retention

Retain training records for the period set by the authority having jurisdiction, and treat them as permanent for the individual's service under NFPA 1401 guidance.

Instructor liability exposure

Common exposure sources are failure to supervise, inadequate briefing, exceeding the learner's demonstrated skill level, and permitting unsafe acts without correction or documentation.

Training program budget sequence

Budget planning follows needs analysis: identify performance gaps, cost delivery and resources, then prioritize by risk reduction and compliance requirements before requesting funds.