Fire Instructor II Exam Study Guide Updated
Actual Question and Answer (2026/2027) |
Updated Edition
• Disuse -✓✓ Among adult learners, habits NOT reinforced are weakened through:
• Determining the Learning Outcomes -✓✓ What is the First step an instructor takes to
create a lesson plan?
• Adhere very closely to the source material that is being taught -✓✓ The best way for
an instructor to avoid bias in instructional materials is to:
• Learning Objectives -✓✓ Which term describes the knowledge or skills that students
should have acquired by the conclusion of a lesson?
• Levels of Learning -✓✓ This follows an ordered progression or hierarchy of
instructional outcomes in the cognitive domain
• Psychomotor Learning Objective -✓✓ Action verbs are usually included to define the
activity in this learning objective
• Affective -✓✓ Learning objectives are difficult to measure objectively in this domain
• ID the topic that is to be researched -✓✓ What is the first step of research an instructor
would use to develop lesson plans and training courses
• Expert opinion info -✓✓ A level 2 instructors' personal knowledge is an acceptable
starting point when looking for
• Scrutinized all sources closely -✓✓ While credible info will be available to the level 2
instructor, instructors are encouraged to:
• Citations -✓✓ This is used in research papers, books, articles, and electronic media to
indicate the source of quotes or other info that is not original to the writer
• Development of a lesson outline -✓✓ After establishing learning objectives, what is the
next step in the lesson planning process?
• Defining the purpose -✓✓ When including group discussions in a lesson plan, knowing
what students should understand after completing the discussion is referred to as
,• Ancillary components -✓✓ Supplementary materials such as handouts, study guides,
or skill sheets are referred to as:
• Technology Tools -✓✓ level 2 instructors use these to enhance the lesson plan to
illustrate a process through the use of artwork, photography, or cutaway models
• new lesson plans may appear to be effective on paper but don't meet expectations in
practice -✓✓ The only difference in teaching from a newly created lesson pan and
teaching from a previously prepared lesson plan is:
• Assessing the results of instruction -✓✓ Admin, employers, curriculum developers, and
instructors can judge whether a course or curriculum accomplished its objectives by:
• Readiness -✓✓ Which law of learning indicates that a person is emotionally, mentally,
and physically prepared to learn new knowledge or skills
• Exercise -✓✓ Which learning principle assumes adults learn best when they can
practive a skill
• Effect -✓✓ Which learning principle reinforces how the info is useful to the student
• Disuse -✓✓ Training programs should force students to repeat skills at regular
intervals because habits not reinforced are weakened through
• Association -✓✓ Which learning principle says that instructors should consider what
students know and then connect it to the material they need to learn
• Recency -✓✓ The learning principle that states skills and info practiced or learned
most recently are also the best remembered is
• Primacy -✓✓ Which learning principle assumes that the first of a series of learned acts
will be remembered bettrer than others
• Intensity -✓✓ Which principle of learning states that if a stimulus (experience) is vivid
and real, it will more likely change or have an effect on the behavior (learning)
• First -✓✓ What step in creating a lesson plan is determining the learning outcomes
• Expected job skills and tasks that a person would perform doing the job -✓✓ As part of
lesson plan creation, instructos should analyze the job to be performed and ID all the
• Knowledge and skills needed to somplete each task -✓✓ When creating a lesson plan,
instructors should generate learning objectives from
, • bias -✓✓ Instructors should avoid referring to gencder, racial, or cultural sterotypes
when creating instructional material in order to eleminate
• Learning objectives -✓✓ Which term describes the knowledge or skills that students
shuld have acquired by thte end of a lesson
• Learning objectives -✓✓ Providing a fouindation for instructional design and aid in
aoverall course development are key peurposes of
• Student as teh person displaying the observallbe behavior -✓✓ A learning objective
statement may be tudent centered so that the learning objective focuses on:
• Remember (Knowledge) -✓✓ In which level of learning in the cognitive domain do
students recall and recognize previously learned facts and theories
• Understand (Comprehension) -✓✓ In which level of learning in the cognitive domain
do students compare and contrast info and estimate future trends
• Apply (Application) -✓✓ In which level of learning in the cognitive domain do students
demonstrate abilities, solve problems, and operate equipment
• Analyze (Analysis) -✓✓ In which level of learning in the cognitive domain do students
divide info into its component parts to understand how the parts relate to one another?
• Create (Synthesis) -✓✓ In which level of learning in the cognitive domain do students
categorize, design, organize, and integrate parts to invent something new
• Evaluate (Evaluation) -✓✓ In which level of learning in the cognitive domain do
sutdents judge the value of materials or actions based on defined criteria using
elemenst from all other levels
• Action verbs -✓✓ Instructors should create a list of these appropriate verbs to help
them develop learning objectives in a variety of learning levels
• Observation -✓✓ A learning objective written to the psychomotor level which refers to
witnessing the motor activity as the instructor demaonstrates it
• Imitation -✓✓ A learning objective written to the psychomotor level which refers to
simulating an activity in a step by step process
• Adaptation -✓✓ A learning objective written to the psychomotor level which refers to
modifying and personalizing a motor activity
Actual Question and Answer (2026/2027) |
Updated Edition
• Disuse -✓✓ Among adult learners, habits NOT reinforced are weakened through:
• Determining the Learning Outcomes -✓✓ What is the First step an instructor takes to
create a lesson plan?
• Adhere very closely to the source material that is being taught -✓✓ The best way for
an instructor to avoid bias in instructional materials is to:
• Learning Objectives -✓✓ Which term describes the knowledge or skills that students
should have acquired by the conclusion of a lesson?
• Levels of Learning -✓✓ This follows an ordered progression or hierarchy of
instructional outcomes in the cognitive domain
• Psychomotor Learning Objective -✓✓ Action verbs are usually included to define the
activity in this learning objective
• Affective -✓✓ Learning objectives are difficult to measure objectively in this domain
• ID the topic that is to be researched -✓✓ What is the first step of research an instructor
would use to develop lesson plans and training courses
• Expert opinion info -✓✓ A level 2 instructors' personal knowledge is an acceptable
starting point when looking for
• Scrutinized all sources closely -✓✓ While credible info will be available to the level 2
instructor, instructors are encouraged to:
• Citations -✓✓ This is used in research papers, books, articles, and electronic media to
indicate the source of quotes or other info that is not original to the writer
• Development of a lesson outline -✓✓ After establishing learning objectives, what is the
next step in the lesson planning process?
• Defining the purpose -✓✓ When including group discussions in a lesson plan, knowing
what students should understand after completing the discussion is referred to as
,• Ancillary components -✓✓ Supplementary materials such as handouts, study guides,
or skill sheets are referred to as:
• Technology Tools -✓✓ level 2 instructors use these to enhance the lesson plan to
illustrate a process through the use of artwork, photography, or cutaway models
• new lesson plans may appear to be effective on paper but don't meet expectations in
practice -✓✓ The only difference in teaching from a newly created lesson pan and
teaching from a previously prepared lesson plan is:
• Assessing the results of instruction -✓✓ Admin, employers, curriculum developers, and
instructors can judge whether a course or curriculum accomplished its objectives by:
• Readiness -✓✓ Which law of learning indicates that a person is emotionally, mentally,
and physically prepared to learn new knowledge or skills
• Exercise -✓✓ Which learning principle assumes adults learn best when they can
practive a skill
• Effect -✓✓ Which learning principle reinforces how the info is useful to the student
• Disuse -✓✓ Training programs should force students to repeat skills at regular
intervals because habits not reinforced are weakened through
• Association -✓✓ Which learning principle says that instructors should consider what
students know and then connect it to the material they need to learn
• Recency -✓✓ The learning principle that states skills and info practiced or learned
most recently are also the best remembered is
• Primacy -✓✓ Which learning principle assumes that the first of a series of learned acts
will be remembered bettrer than others
• Intensity -✓✓ Which principle of learning states that if a stimulus (experience) is vivid
and real, it will more likely change or have an effect on the behavior (learning)
• First -✓✓ What step in creating a lesson plan is determining the learning outcomes
• Expected job skills and tasks that a person would perform doing the job -✓✓ As part of
lesson plan creation, instructos should analyze the job to be performed and ID all the
• Knowledge and skills needed to somplete each task -✓✓ When creating a lesson plan,
instructors should generate learning objectives from
, • bias -✓✓ Instructors should avoid referring to gencder, racial, or cultural sterotypes
when creating instructional material in order to eleminate
• Learning objectives -✓✓ Which term describes the knowledge or skills that students
shuld have acquired by thte end of a lesson
• Learning objectives -✓✓ Providing a fouindation for instructional design and aid in
aoverall course development are key peurposes of
• Student as teh person displaying the observallbe behavior -✓✓ A learning objective
statement may be tudent centered so that the learning objective focuses on:
• Remember (Knowledge) -✓✓ In which level of learning in the cognitive domain do
students recall and recognize previously learned facts and theories
• Understand (Comprehension) -✓✓ In which level of learning in the cognitive domain
do students compare and contrast info and estimate future trends
• Apply (Application) -✓✓ In which level of learning in the cognitive domain do students
demonstrate abilities, solve problems, and operate equipment
• Analyze (Analysis) -✓✓ In which level of learning in the cognitive domain do students
divide info into its component parts to understand how the parts relate to one another?
• Create (Synthesis) -✓✓ In which level of learning in the cognitive domain do students
categorize, design, organize, and integrate parts to invent something new
• Evaluate (Evaluation) -✓✓ In which level of learning in the cognitive domain do
sutdents judge the value of materials or actions based on defined criteria using
elemenst from all other levels
• Action verbs -✓✓ Instructors should create a list of these appropriate verbs to help
them develop learning objectives in a variety of learning levels
• Observation -✓✓ A learning objective written to the psychomotor level which refers to
witnessing the motor activity as the instructor demaonstrates it
• Imitation -✓✓ A learning objective written to the psychomotor level which refers to
simulating an activity in a step by step process
• Adaptation -✓✓ A learning objective written to the psychomotor level which refers to
modifying and personalizing a motor activity
