| 9605705091 | Analysis, design, development, implementation, evaluation | 5 words for the curriculum development model ADDIE. | | 0 |
| 9605705092 | Administrative Law | Body of law created by an administrative agency in the form of rules, regulations, and orders. | | 1 |
| 9605705150 | Cognitive, psychomotor, affective | The three learning domains. Categories that describe how learning takes place. | | 2 |
| 9605705093 | Affective Domain | Learning domain that effects attitudes, emotions, or values. Associated with a students perspective or belief changing as a result of training. | | 3 |
| 9605705151 | Cognitive Domain | Learning domain that effects a change in knowledge, associated with learning new information. | | 4 |
| 9605705152 | Psychomotor Domain | Learning domain that requires physical use of knowledge, associated with hands on training. | | 5 |
| 9605705094 | American National Standards Institute (ANSI) | Voluntary, private, nonprofit membership standards setting organization that examines and certifies existing standards and creates new standards. | | 6 |
| 9605705095 | American Society for Public Administration (ASPA) | Professional society representing all areas of public service, advocates greater effectiveness in government. | | 7 |
| 9605705096 | American Soceity for Testing and Materials (ASTM) | Voluntary standards setting organization that establishes characteristics and performance criteria for materials, products, sysytems, and services. | | 8 |
| 9605705097 | American Society of Safety Engineers (ASSE) | Professional safety organization composed of members who manage, supervise, and consult on safety, health and environmnetal issues in industry, insurance, government and education. | | 9 |
| 9605705098 | Andragogy | The art and science of teaching adults. | | 10 |
| 9605705153 | Pedagogy | The art and science of teaching children. | | 11 |
| 9605705099 | Behavioral Objective | Description of the minimum acceptable behavior that a student must perform by the end of an instructional period. | | 12 |
| 9605705100 | Block | Division of an occupation that includes related tasks with common factors. | | 13 |
| 9605705101 | Case Study | Description of a real or hypothetical problem that an organization or an individual has dealt with or could deal with. | | 14 |
| 9605705102 | Centers for Disease Control and prevention (CDC) | US government agency responsible for the collection and analysis of data regarding disease and health trends. | | 15 |
| 9605705103 | Coaching | Process in which instructors direct the talent and skills performance of students by observing, evaluating, and making suggestions for improvement by giving motivational correction, postive reinformcement and constructive feedback. | | 16 |
| 9605705154 | Mentoring | Relationship of trust between an experienced person and one of less experience for the purpose of growth. | | 17 |
| 9605705104 | Code (Regulation) | Law established either by legislation or most commonly administrative agencies or local authorities. Designed to regulate, within its scope, the topic to which it relates. | | 18 |
| 9605705105 | Code of Ethics | Organized group of ethical behavior guidelines that govern day to day activities of a profession, organization, or an individual. | | 19 |
| 9605705106 | Code of Federal Regulations | Formal name given to the books or documents conatining the specific US regulations provided by law. | | 20 |
| 9605705107 | Cognition | General concept that refers to all forms of knowing, including: Perceiving, imagining, reasoning and judging. | | 21 |
| 9605705108 | Controlling | Management process for establishing and implementing mechanisms to ensure that objectives are attained. | | 22 |
| 9605705109 | Empathy | Ability to understand the feelings and attitudes of another person. | | 23 |
| 9605705110 | Interference | Those factors that prevent the receiver from fully receiving a message, may be created by either internal or extrenal sources. | | 24 |
| 9605705111 | Judiciary Law | Usually the result of legal precedent or a judicial decision. | | 25 |
| 9605705112 | Keystoning | Effect that occurs when the width of a projected image is wider at the top than at the bottom. | | 26 |
| 9605705113 | Interpretive Exercise | A way to tests deeper and more complex levels of learning, more interesting and appealing to all student learning styles. | | 27 |
| 9605705114 | Reliability | The consistency and accuracy of test. | | 28 |
| 9605705115 | Criterion Based | The majority of tests written for fire and emergency services. | | 29 |
| 9605705116 | Criterion Referenced Test | Test that compares performance against written standards. | | 30 |
| 9605705117 | Summative Test | Test that measures student achievement in an entire area over a long period of time. | | 31 |
| 9605705118 | Formative Test (Progress Test) | Periodic test that measures improvement and gives an instructor and students feedback on their learning progress during a course. (Quizzes) | | 32 |
| 9605705119 | Performance Test (Skill Test) | Test that measures a students ability to perform manipulative skills. | | 33 |
| 9605705120 | Diagnostic Test | Test designed to determine a students learning difficulties. | | 34 |
| 9605705121 | Prescriptive Test | Test given at the beginning of instruction to measure a students current level of knowledge in order to measure readiness or determine placement. | | 35 |
| 9605705122 | Speeded Test | Test that assesses the students ability to perform within a specific time. | | 36 |
| 9605705123 | Norm Referenced Test | Test that rates student performance compared to other students based on a broad sampling. | | 37 |
| 9605705124 | Nominal Group Process | Technique that allows students to experience the process used in organizational decision making. | | 38 |
| 9605705125 | Gate Keeper | Ensures that all students have an opportunity to speak and no one dominates the discussion. | | 39 |
| 9605705126 | Validity | The extent to which a test measures what it was designed to measure. | | 40 |
| 9605705127 | Electronic Copy Board | Scans and prints a reduced size copy of material drawn or printed on it, a variation of the dry erase board. | | 41 |
| 9605705128 | Virtual Reality | A simulation that displays a view as if the participant is part of the simulated environment. | | 42 |
| 9605705129 | Finally | Term that should be avoided during a verbal transition. | | 43 |
| 9605705130 | Models | An excellent medium for illustrating mechanical or spatial concepts. | | 44 |
| 9605705131 | Whole to part | Sequencing method that begins with an overview of the entire topic or demonstration of the complete skill in real time. | | 45 |
| 9605705132 | Simple to complex | Sequencing method that begins by teaching the basic knowledge or skills and then introducing more difficult or complex knowledge as the lesson progresses. | | 46 |
| 9605705133 | Fan | Seating arrangement that permits students to easily see and hear the instructor and works effectively in small groups. | | 47 |
| 9605705134 | Round Tables | Seating arrangement that provides space for meal functions, discussion groups, or small group meetings. | | 48 |
| 9605705135 | Circled Chairs | Seating arrangement that is best used for small to medium sized groups where discussion is the primary method of teaching, not useful when students are expected to take notes. | | 49 |
| 9605705136 | Auditorium (Theater) | Seating arrangement that places students in fixed seating that permanently faces the stage or lecture and permits the interaction betweeen students and instructor. | | 50 |
| 9605705137 | Job (Topic) | Component of a lesson plan that consists of a short descriptive title of the information covered. | | 51 |
| 9605705138 | Lesson Outline | Component of a lesson plan that provides a summary of the information to be taught. | | 52 |
| 9605705139 | Observation, imitation, adaptation, performance, perfection | 5 steps of learning in the psychomotor domain. | | 53 |
| 9605705155 | 10 | Percentage of information remembered after reading. | | 54 |
| 9605705156 | 20 | Percentage of information remembered after hearing. | | 55 |
| 9605705157 | 30 | Percentage of information remembered after seeing. | | 56 |
| 9605705158 | 50 | Percentage of information remembered after seeing and hearing. | | 57 |
| 9605705159 | 70 | Percentage of information remembered after saying or repeating. | | 58 |
| 9605705160 | 90 | Percentage of information remembered after saying and doing what they are saying. | | 59 |
| 9605705140 | Global (Holistic) | Learning method that involves seeing the whole picture and forming relationships between concepts, events or things. | | 60 |
| 9605705141 | Abstract (Symbolic) | Learning method that involves recognizing common qualitites in similar but different experiences. | | 61 |
| 9605705142 | Knowledge | Level of learning in the cognitive domain that involves remembering, recalling, and recognizing previously learned facts and theories. | | 62 |
| 9605705143 | Understanding | Component of the listening process that involves decoding the message and assigning meaning to it. | | 63 |
| 9605705161 | Sender, message, medium, receiver, feedback | 5 elements of the communication process. (chain) | | 64 |
| 9605705144 | Medium | Element of interpersonal communication that is the path that the message takes between the sender and receiver. | | 65 |
| 9605705145 | Equal Employment Opportunity Law (EEOC) | Title VII of the Civil Rights Act prohibiting discrimination by race, color, religion, sex, or nationality. | | 66 |
| 9605705146 | Buckley Amendment | Law that restricts access to personal information such as personnel files and student grades. | | 67 |
| 9605705147 | Vicarious Liability | Term that refers to liability that is placed on the employer for the acts and omissions of employees during the normal course of their employment. | | 68 |
| 9605705162 | Desire to assist, training with intent, experience, flexibility, motivation, continuous improvement | 6 attributes of an excellent instructor. | | 69 |
| 9605705163 | 1041 | NFPA standard for Fire Service Instructor professional qualifications. | | 70 |
| 9605705164 | Job Performance Requirements (JPR) | Set of standards expected to be met by a person holding a specific title or rank. | | 71 |
| 9605705165 | Instructor I | Instructor level that can deliver information effectively from prepared lesson plans, adapt lesson plans, organize a learning environment, and meet record keeping requirements. | | 72 |
| 9605705166 | Instructor II | Instructor level that can develop lesson plans, schedule training sessions, and supervise/coordinate activities of other instructors. | | 73 |
| 9605705167 | Instructor III | Instructor level that can develop training curriculum for multiple organizations, conduct needs analysis, design record keeping/scheduling systems, and develop training goals/implementation strategies. | | 74 |
| 9605705168 | Leader, mentor, coach, evaluator, teacher | 5 roles an instructor must manage. | | 75 |
| 9605705169 | Fire Department, State Law, Federal Law (Statutory) | 3 sources of law governing instructor conduct. | | 76 |
| 9605705170 | Americans with Disabilities Act (ADA) | Prohibits discrimination against the disabled. | | 77 |
| 9605705171 | Civil Rights Act of 1964 | Prohibits discrimination against race, sex, or nationality | | 78 |
| 9605705172 | Title VII (of the Civil Rights Act) | Prohibits discrimination that creates a hostile work environment. | | 79 |
| 9605705173 | Age Discrimination in Employment Act (ADEA) | Prohibits discrimination against persons over 40. (unless there exists a recognized qualification requirement) | | 80 |
| 9605705174 | Confirm it exists, determine accommodations (if possible) | 2 steps in analyzing a potential disability. | | 81 |
| 9605705175 | Duration of risk, severity of harm, likelihood of occurrence, imminence of harm | 4 factors to assess the possibility of a direct threat. | | 82 |
| 9605705176 | Know information, new information, practice, application | 4 step process of effective learning. | | 83 |
| 9605705177 | Learner oriented, goal oriented, activity oriented | 3 types of adult learners identified by Houle in 1961 | | 84 |
| 9605705178 | Learner Oriented | Adult learner who focuses on the act of learning more than the content being learned. | | 85 |
| 9605705179 | Goal Oriented | Adult learner who focuses on progression of skills or improving job prospects. | | 86 |
| 9605705180 | Activity Oriented | Adult learner who learns by doing and focuses on personal productive time and social contact. | | 87 |
| 9605705181 | Audience analysis | The determination of characteristics common to the group of people attending the class. | | 88 |
| 9605705182 | Age, experience, number, use of material, previous knowledge | 5 factors to consider for audience analysis. | | 89 |
| 9605705183 | Analysis, understanding, demographic, interest, environment, needs, customization, expectations. | 8 words that create the acronym AUDIENCE. | | 90 |
| 9605705184 | Lecture, discussion, demonstration (skill drill) | 3 Instruction techniques that are most effective for the fire service. | | 91 |
| 9605705185 | Role play, labs, case study, assignments | 4 Enhanced instructional methods | | 92 |
| 9605705186 | Delineation | Transition technique during lecture separating topics using point number 1, 2, 3, etc... | | 93 |
| 9605705187 | Direct, rhetorical, open ended, close ended | 4 types of questions | | 94 |
| 9605705188 | Direct | Question type beginning with "Who, what, when, where, why, or how" meant to get an answer and limit discussion. | | 95 |
| 9605705189 | Rhetorical | Question type meant to stimulate discussion, may or may not have an exact answer. | | 96 |
| 9605705190 | Monopolizer, historian, daydreamer, class clown, expert, gifted | 6 types of disruptive students. | | 97 |
| 9605705191 | Readiness, exersize, effect, primacy, recency, intensity | 6 laws of learning by Thorndike. | | 98 |
| 9605705192 | Readiness | Law of learning stating that a student can only learn when they are mentally, physically, and emotionally prepared to do so. | | 99 |
| 9605705193 | Exersize | Law of learning stating that learning is an active process stimulating both mind and body. | | 100 |
| 9605705194 | Effect | Law of learning stating that learning best when accompanied by results and a feeling of satisfaction. | | 101 |
| 9605705148 | Primacy | Law of learning stating that the first method or way a concept is taught will be the way the student remembers it. | | 102 |
| 9605705195 | Recency | Law of learning stating that frequent practice results in more effective learning of skills. | | 103 |
| 9605705196 | Intensity | Law of learning stating that the more senses are stimulated the more likely the student will be to change their behavior. | | 104 |
| 9605705197 | Physiological, safety, social, esteem, self actualization | Maslow's hierarchy of needs in order from 1-5. | | 105 |
| 9605705198 | Self actualization | Final level of Maslow's hierarchy of needs: Love, understanding, happiness, rapture. | | 106 |
| 9605705199 | Who, what, when, where, why, how | The 5 Ws, and one H, of writing. | | 107 |
| 9605705200 | Audience, behavior, condition, degree (ABCD) | Four word acronym for a common method of writing learning objectives in the fire service. | | 108 |
| 9605705201 | Preparation, presentation, application, evaluation | The steps in the four step method of instruction. | | 109 |
| 9605705202 | Visual Aural Read Kinesthetic (VARK) | A 4 category learning style inventory designed to help students identify how they learn. | | 110 |
| 9605705203 | Aural | VARK category describing a student that prefers hearing information. | | 111 |
| 9605705204 | Kinesthetic | VARK category describing a student that prefers experience and practice such as hand on training. | | 112 |
| 9605705205 | Multimodal | 5th VARK category added to include the majority of students who prefer multiple learning styles. | | 113 |
| 9605705206 | Asynchronous Learning | Online course that students can access on their own schedule within a given time frame. | | 114 |
| 9605705207 | Baby Boomers | Generation that has high work standards and values education expecting others to do the same. (1946-1964) | | 115 |
| 9605705208 | X | Generation born after Baby Boomers, todays adult learners. They want feedback but not to be controlled. Learn to grow and excel expanding career oportunities. Teens in the 1980s. | | 116 |
| 9605705209 | Y | Generation know as millennial generation or dot comers. Don't want work to be their life. High performers and high maintenance. No defined DOBs | | 117 |
| 9605705210 | Z | Generation "next" brings their own set of learning values. Computer based learning for their entire lives. Trouble with low tech learning. Late 1990s | | 118 |
| 9605705211 | Blended Learning (Hybrid) | Instruction Method that includes online, independent, and face to face learning. | | 119 |
| 9605705212 | Bloom's Taxonomy | Classification of different objectives and skills educators set for students. | | 120 |
| 9605705213 | Cognitive perspective | Intellectual process that results in permanent learning through experience. | | 121 |
| 9605705214 | Courseware | Educational content delivered via computer. | | 122 |
| 9605705215 | Competency based | Learning intended to improve professional performance. | | 123 |
| 9605705216 | Dyscalculia | Learning disability in math and related subjects. | | 124 |
| 9605705217 | Dyslexia | Learning disability in reading due to a problem interpreting spacial relationships. | | 125 |
| 9605705218 | Dysphasia | Learning disability in writing, spelling, or sentence creation. | | 126 |
| 9605705219 | Dyspraxia | Learning disability resulting from a lack of physical coordination with motor skills. | | 127 |
| 9605705220 | Ghosting | Faint shadows that appear next to letters/numbers when viewing text. | | 128 |
| 9605705221 | Gross Negligence | An act or failure to act that is so reckless that it shows a conscious, voluntary disregard for the safety of others. | | 129 |
| 9605705222 | Hold Harmless | An agreement when one party holds the other free from responsibility for liability or damage. | | 130 |
| 9605705223 | Indemnification | Agreement in which one party assumes liability from another. | | 131 |
| 9605705224 | Interrogatory | Series of formal written questions sent during a legal argument. | | 132 |
| 9605705225 | Malfeasance | Dishonest, intentionally illegal, or immoral actions. | | 133 |
| 9605705226 | Misfeasance | Mistaken, careless, or inadvertent acts that result in a violation of the law. | | 134 |
| 9605705227 | Negligence | Unintentional breach of duty that causes harm. | | 135 |
| 9605705228 | Quid pro quo | An employee being forced to tolerate sexual harassment to obtain a job or other benefit. | | 136 |
| 9605705229 | Statute | Law created by legislative action at both the state and federal levels. | | 137 |
| 9605705230 | Subject Matter Expert (SME) | A technically competent person who works the job for which the test is being developed. | | 138 |
| 9605705231 | Succession Planning | Ensuring the continuity of an organization by preparing it's future leaders. | | 139 |
| 9605705232 | Supplemental Training | Training topics available in case of a change in the original training schedule. | | 140 |
| 9605705233 | Synchronous Learning | Learning in which students and instructors are scheduled to be online at the same time. Live chat, webinar, etc... | | 141 |
| 9605705234 | Tailboard Chat | Informal gathering where fire fighters discuss various issues. | | 142 |
| 9605705235 | Technology Based Instruction (TBI) | Training using internet or a multimedia tool. | | 143 |
| 9605705236 | Undue Hardship | Situation in which accommodating an individual's disability would be too expensive or too difficult for the employer. | | 144 |
| 9605705237 | Vision | Having alertness to the future, recognition of potential, and expectations for improvement. | | 145 |
| 9605705238 | Willful and wanton | An act that shows utter indifference or conscious disregard for the safety of others. | | 146 |
| 9605705239 | 1403 | NFPA standard on Live Fire Training | | 147 |
| 9605705240 | 1584 | NFPA Standard on Rehabilitation practices for Emergencies and Training | | 148 |
| 9605705241 | Essay Tests (Subjective Tests) | It is crucial for an instructor to be as unbiased as possible when grading these tests. | | 149 |
| 9605705242 | 5 | Minimum number of years records should be retained. | | 150 |
| 9605705243 | Seeing, hearing, smelling, touching, tasting | List the five senses in order of there effectiveness in the learning environment from most effective to least. | | 151 |
| 9605705244 | Social | Informal method of learning using technologies for collaboration. (Blogs, Social Media, etc...) | | 152 |
| 9605705245 | Authority Having Jurisdiction (AHJ) | This authority must develop and enforce a policy to identify and verify the level of competency of the fire service instructor. (According to NFPA 1041) | | 153 |
| 9605705246 | Oral tests | Often given in conjunction with or as a supplement to performance tests. | | 154 |
| 9605705247 | Dry Erase Board | A disadvantage to this teaching tool is that the instructor must face away from the class while using it. | | 155 |
