Term
6094.
Which statement is true about an instructor's critique of a student's performance?
A-Praise for praise's sake is of value.
B-it should be constructive and objective
C-It should treat every aspect of the performance in detail |
|
Definition
| B-it should be constructive and objective |
|
|
Term
6093.
Which statement is true about instructors's critiques?
A-instructors should rely on their personality to make a critique more acceptable.
B-a comprehensive critique should emphasize positive aspects of student performance
C-before students willingly accept their instructor's critique, they must first accept the instructor. |
|
Definition
C- before students willingly accept their instructor's critique, they must
first accept the instructor |
|
|
Term
6095.
An instructor's critique of a student's performance should
A-treat every aspect of the performance in detail
B-be private so that the studnet is not embarrassed
C-provide direction and guidance to improve performance |
|
Definition
| C-provide direction and guidance to improve performance |
|
|
Term
6096.
Which statement is true about an instuctor's critique of a studnet's performance?
A-Praise for praise's sake is of value
B-It should be constructive and objective
C-it should treate every aspect of the performance in detail |
|
Definition
| B-it should be constructive and objective |
|
|
Term
6097.
To be effective, a critique should
A-not contain negative remarks
B-treat every aspect of the performance in detail
C-be flexible enough to satisfy the requirements of the moment |
|
Definition
| C-be flexible enough to satisfy the requirements of the moment |
|
|
Term
6098-1.
Which is a valid reason for the use of proper oral quizzing during a lesson?
A-Promotes active student participation
B-Identifies points that need less emphasis
C-Helps the instructor determine the general intelligence level of the students |
|
Definition
| A-Promotes active student participation |
|
|
Term
6098-2.
Practical tests for pilot certification are
A-evaluation-referenced
B-norm-referenced
C-criterion-referenced |
|
Definition
|
|
Term
6124-3.
A pretest constructed to measure knowledge and skills necessary to begin a course is referred to as a
A-virtual-reality test
B-norm-referenced test
C-criterion-referenced test |
|
Definition
| C-criterion referenced test |
|
|
Term
6098-3.
The objective of the practical Test standards is to ensure the certification of pilots at a high level of performance and proficiency, consistent with
A-the time available.
B-safety.
C-their abilities. |
|
Definition
|
|
Term
6098-4.
The Practical Test Standards is to be used
A-for flight training only
B-for flight training and tests
C-for testing only |
|
Definition
| B-for flight training and tests |
|
|
Term
6098-5.
The Practical Tests Standards are an example of
A-criterion referenced tests
B-formative assessments
C-summative assessments |
|
Definition
| A-criterion referenced tests |
|
|
Term
6098-6.
As a professional pilot, you know that
A-the FAA practical test standards are criterion based and should only be used for testing purposes.
B-the FAA practical test standards are objective based and should be used for training adn testing purposes.
C-the FAA practical test standards are standards based and should be used as a primary aid to instruction as well as for testing |
|
Definition
| C-The FAA practical test standardsa are standards based and should be used as a primary aid to instruction as well as for testing |
|
|
Term
6098-7.
The FAA practical test standards
A-are criterion-based and should used for training and testing purposes
B-are objective-based and should be used for training and testing purposes
C-are standards-based and contain additional task that go beyond those required under 14 CFR Part 61. |
|
Definition
| A-are criterion-based and should used for training and testing purposes. |
|
|
Term
6098-8.
When should an instructor introduce the Practical Test Standards?
A-During the 3-hour practical exam prep.
B-At instructor's discretion
C-At the introduction of each new maneuver |
|
Definition
| A-During the 3-hour practical exam prep. |
|
|
Term
6101.
During oral quizzing in a given lesson, effective questions should
A-be brief and concise
B-provide answers that can be expressed in a variety of ways
C-divert the student's thoughts to subjects convered in previous lessons. |
|
Definition
|
|
Term
6102.
Regarding oral quizzes, what kind of question would be answered based on memory or recall?
A-A fact question
B-A provocative question
C-A thought question |
|
Definition
|
|
Term
6099.
Proper oral quizzing by the instructor during a lesson can have which result?
A-Promotes effective use of available time.
B-Identifies points which need more emphasis.
C-Permits the introduction of new material not covered previously. |
|
Definition
| B-Identifies points which need more emphasis |
|
|
Term
6100.
One desirable result of proper oral quizzing by the instructor is to
A-reveal the effectiveness of the instructor's training procedures.
B-fulfill the requirements set forth in the overall objectives of the course.
C-reveal the essential information from which the student can determine progress. |
|
Definition
| A-reveal the effectiveness of the instructor's training procedures |
|
|
Term
6103.
To be effective in oral quizzing during the conduct of a lesson, a question should
A-be of suitable difficulty for that stage of training.
B-include a combination of where, how, and why.
C-divert the student's thoughts to subjects covered in other lessons. |
|
Definition
| A-be of suitable difficulty for that stage of training. |
|
|
Term
6103-1.
The most common means of assessment is
A-indirect or direct oral questioning of the student by the instructor
B-written testing
C-authentic |
|
Definition
| A-indirect or direct oral questioning of the student by the instructor |
|
|
Term
6103-2.
Criterion-referenced tests
A-include norm-based objectives
B-include performance-based objectives
C-are subjective. |
|
Definition
| B-include performance-based objectives |
|
|
Term
6103-3.
What are the desirable results of oral quizzing?
A-Identifies points that need more emphasis
B-Provides medium to test a combination of ideas in one question
C-A solid yes/no response to ensure the knowledge is complete |
|
Definition
| A-Identifies points that need more emphasis |
|
|
Term
6103-4.
During oral quizzing in a given lesson, effective questions should
A-start with why, how, what, where, when, or a combination of these
B-should be related to the desired outcome of the lesson
C-be brief and concise |
|
Definition
|
|
Term
6104.
To answer a student's question, it is most important that the instructor
A-clearly understand the question
B-have complete knowledge of the subject
C-introduce more complicated information to partially answer the question, if necessary. |
|
Definition
| A-clearly understand the question |
|
|
Term
6110.
Which type of test item creates the greatest probability of guessing?
A-True-false.
B-supply-type.
C-Multiple choice. |
|
Definition
|
|
Term
6111.
Which is the main disadvantage of supply-type test items?
A-They cannot be graded with uniformity.
B-They are readily answered by guessing.
C-They are easily adapted to statistical analysis. |
|
Definition
| A-They cannot be graded with uniformity. |
|
|
Term
6107.
The characteristic of a written test, which mesasures small differences in achievement between students, is its
A-validity.
B-reliability
C-discrimination. |
|
Definition
|
|
Term
6105.
A written test has validity when it
A-yields consistent results.
B-samples liberally whatever is being measured
C-measures what it is supposed to measure |
|
Definition
| C-measures what it is supposed to measure |
|
|
Term
6117.
In a written test, which type of selection-type test items reduces the probability of guessing correct responses?
A-Essay
B-Matching
C-Multiple-choice |
|
Definition
|
|
Term
6112.
What is a characteristic of suppy-type test items?
A-They are easily adapted to testing of knowledge facts and details.
B-test results would be graded teh same regardless of the student or the grader.
C-The same test graded by different instructors would probably be given different scores. |
|
Definition
| C-The same test graded by different instructors would probably be given different scores. |
|
|
Term
6108.
A written test having the characteristic of discrimination will
A-be easy to give and easily graded.
B-include a representative and comprehensive sampling of the course objectives.
C-distinguish between students both low and high in achievement. |
|
Definition
| C-distinguish between students both low and high in achievement. |
|
|
Term
6109.
A written test is said to be comprehensive when it
A-includes all levels of difficulty
B-samples liberally whatever is being measured.
C-measures knowledge of the same topic in many different ways. |
|
Definition
| B-samples liberally whatever is being measured. |
|
|
Term
6106.
A written test that has reliability
A-yields consistent results.
B-measures small differences in the achievement of students.
C-actually measures what it is supposed to measure and nothing else. |
|
Definition
| A-yields consistent results. |
|
|
Term
6113.
One of the main advantages of selection-type test items over supply-type test items is that the selection-type
A-decreases discrimination between responses.
B-would be graded objectively regardless of the student or the grader
C-precludes comparison of students under one instructor with those under another instructor. |
|
Definition
| B-would be graded objectively regardless of the student or the grader. |
|
|
Term
6116.
Which statement is true relative to effective multiple-choice test items?
A-Negative words or phrases need not be emphasized
B-Items should call for abstract background knowledge
C-Keep all alternatives of approximately equal length. |
|
Definition
| C-Keep all alternatives of approximately equal length |
|
|
Term
6114.
Which is one of the major difficulties enountered in the construction of multiple-choice test items?
A-Adapting the items to statistical item analysis.
B-keeping all responses approximately equal in length
C-Inventing distractors which will be attractive to students lacking knowledge or understanding. |
|
Definition
| C-inventing distractors which will be attractive to students lacking knowledge or understanding. |
|
|
Term
6115.
Which statement is true about multiple-choice test items that are intended to measure achievement at a higher level of learning?
A-It is unethical to mislead students into selecting an incorrect alternative.
B-Some or all of the alternatives should be acceptable but only one should be clearly better than the others.
C-the use of common errors as distracting alternatives to divert the student from the correct response is ineffective and invalid. |
|
Definition
| B-Some or all of the alternatives should be acceptable but only one should be clearly better than the others |
|
|
Term
6118.
Which type test is desirable for evaluating training that involves an operation, procedure, or process?
A-Oral
B-Performance
C-Proficiency |
|
Definition
|
|
Term
6119.
Which is a true statement concerning the use of instructional aids?
A-Instructional aids should be designed to cover the key points in a lesson.
B-Instructional aids ensure getting and holding the student's attention.
C-Instructional aids should not be used simply to cover a subject in less time |
|
Definition
| A-Instructional aids should be designed to cover the key points in a lesson |
|
|
Term
6120.
Instructional aids used in the teaching/learning process should be
A-self supporting and require no explanation.
B-compatible with the learning out comes to be achieved
C-selected prior to developing and organizing the lesson plan |
|
Definition
| B-compatible with the learning outcomes to be achieved |
|
|
Term
6121.
Instructional aids used in the teaching/learning process should not be used
A-as a crutch by the instructor
B-for teaching more in less time
C-to visualize relationships between abstracts |
|
Definition
| A-as a crutch by the instructor |
|
|
Term
6122.
The use of instructional aids should be based on their ability to support a specific point in the lesson. What is the first step in determining if and where the instructional aids are necessary? |
|
Definition
| C-Clearly establish the lesson objective, being certain what must be communicated. |
|
|
Term
6122-1.
A disadvantage of using commercially produced study material is that
A-students may learn to pass a given test.
B-students use rote learning to remember key knowledge
C-students often exhibit a lack of knowledge during oral questioning |
|
Definition
| C-students often exhibit a lack of knowledge during oral questioning |
|
|
Term
6122-2.
Computer-assisted learning (CAL)
A-eliminates the need for instructor-led training
B-enourages rote learning
C-couples the personal computer with multimedia software to create a training device |
|
Definition
| C-couples the personal computer with multimedia software to create a training device |
|
|
Term
6122-3
Commercially-Developed test preparation material
A-replaces instructor-led training.
B-teaches higher-order thinking skills.
C-places emphasis on rote learning over the more advanced learning levels. |
|
Definition
| C-places emphasis on rote learning over the more advanced learning levels. |
|
|
Term
6122-4.
Which of the following is true concerning the use of instructional aids?
A-Instructional aids often fail to evoke the image of the symbol in the minds of the receivers.
B-Instructional aids can lead to confusion between the symbol and idea.
C-Instructional aids can be used to show the physical relationship between material objects or concepts. |
|
Definition
| C-Instructional aids can be used to show the physical relationship between material objects or concepts. |
|
|
Term
6123-1.
Which statement is true regarding true professionalism as an instructor?
A-Anything less than sincere performance destroys the effectiveness of the professional instructor.
B-To achieve professionalism, actions and decisions must be limited to standard patterns and practices.
C-A single definition of professionalism wuld encompass all of the qualifications and considerations which must be present. |
|
Definition
| A-Anything less than sincere performance destroys the effectiveness of the professional instructor. |
|
|
Term
6123-2.
Aviation instructors should be constantly alert for ways to improve the services they provide to their students, their effectiveness, and their
A-appearance.
B-qualifications.
C-demeanor. |
|
Definition
|
|
Term
6123-3.
True performance as a professional is based on study and
A-perseverance.
B-research.
C-altitude. |
|
Definition
|
|
Term
6124-1.
An instructor can most effectively maintain a high level of student motivation by
A-making each lesson as a pleasurable experience
B-relaxing the standards of performance required during the early phase of training |
|
Definition
| A-making each lesson a pleasurable experience. |
|
|
Term
6124-2.
Confusion, disinterest, and uneasiness on the part of the student could happen as a result of not knowing the |
|
Definition
| B-objective of each period of instruction. |
|
|
Term
6126.
What should an instructor do with a student who assumes that correction of errors is unimportant?
A-Divide complex flight maneuvers into elements
B-Try to reduce the student's overconfidence to reduce the chance of an accident.
C-Raise the standard of performance for yeach lesson, demanding a greater effort |
|
Definition
| C-Raise the standard of performance for each lesson, demanding greater effort. |
|
|
Term
6127.
Which statement is true regarding the achievement of an adequate standard of performance?
A-A flight instructor should devote major effort and attention to the continuous evaluation of student performance.
B-Flight instructors can affect a genuine improvement in the student/instructor relationship by not strictly enforcing standards |
|
Definition
| C-Flight instructors fail to provide competent instruction when they permit students to partially learn an important item of knowledge or skill. |
|
|
Term
6128.
Which statement is true regarding positive or negative approaches in aviation instructional techniques?
A-A student with normal abilities should not be affected by an instructor who emphasizes emergency procedures early in training.
B-A positive approach, to be effective, will point out th epleasurable features of aviation before the unpleasant possibilities are discussd.
C-The introduction of emergency procedures before the student is acquainted with normal operations is likely to be neither discouraging or affect learning. |
|
Definition
| B-A positive approach, to be effective, will point out the unpleasant possibility of are discussed. |
|
|
Term
6129-1.
Which is an example of a positive approach in the first flight lesson of a student with no previous aviation experience?
A-Conducting a thoroug preflight
B-A normal flight to a nearby airB- A normal flight to a nearby airport and returnport and return.
C-Instruction in the care which must be taken when taxiing an airplane. |
|
Definition
| B-A normal flight to a nearby airport and return. |
|
|
Term
6129-2.
Evaluation of demonstrated ability during flight instruction must be based upon
A-the instructor's background and experience realating to student pilots at this stage of training.
B-the progress of the student, considering the time and experience attained since beginning training.
C-established standards of performance, suitably modified to apply to the student's experience. |
|
Definition
| C-established standards of performance, suitably modified to apply to the student's experience. |
|
|
Term
6129-3.
Evaluation of demonstrated ability during flight instruction must be based upon
A-the prgress of the student
B-the instructor's opinion concerning the maneuver(s).
C-established standards of performance. |
|
Definition
| C-established standards of performance |
|
|
Term
6129-4.
In evaluating student demonstrations of piloting ability, it is important for the flight instructor to
A-remain silent and observe.
B-keep the student informed of progress.
C-explain errors in performance immediately. |
|
Definition
| B-keep the student informed of progress. |
|
|
Term
6129-5.
The student should be capable of handling problems that might occur, such as traffic pattern congestion, change in active runway, or unexpected crosswinds prior to
A-the first solo cross-country flight.
B-initial solo.
C-being recommended for a recreational or private pilot certificate. |
|
Definition
|
|
Term
6129-6.
Before endorsing a student for solo flight, the instructor should rquire the student to demonstrate consistent ability to perform
A-all maneuvers specified in the Student Pilot Guide.
B-all of the fundamental maneuvers.
C-slow flight, stalls, emergency landings, takeoffs and landings, and go-arounds. |
|
Definition
| B-all the fundamental maneuvers. |
|
|
Term
6129-7.
Examples of all common endorsements can be found in the current issue of
A-AC 61-67, Appendix 1.
B-AC 91-67, Appendix 1.
C-AC 61-65, Appendix 1. |
|
Definition
|
|
Term
6129-8.
Which type of assessment is desirable for evaluating a student's ability to use critical thinking skills in performing real-world tasks?
A-Authentic assessment.
B-Traditional assessment.
C-Practical assessment. |
|
Definition
|
|
Term
6125.
Faulty performance due to student overconfidence should be corrected by
A-increasing the standard of performance for each lesson.
B-praising the student only when the performance is perfect.
C-providing strong, negative evaluation at the end of each lesson |
|
Definition
| A-increasing the standard of performance for each lesson |
|
|
Term
6130.
When under stress, normal individuals usually react
A-by showing excellent morale followed by deep depression.
B-by responding rapidly and exactly, often automatically, within the limits of their experience and training
C-inappropriately such as extreme overcooperation, painstaking self-control, and inappropriate laughing or singing. |
|
Definition
| B-by responding rapdily and exactly, often automaticallly, within the limits of their experience and training. |
|
|
Term
6131.
One possible indication of a student's abnormal reaction to stress would be
A-a hesitancy to act
B-extreme overcooperation.
C-a moticeable lack of self-control |
|
Definition
| B-extreme overcooperation. |
|
|
Term
6132.
The instructor can counteract anxiety in students by
A-teaching students to cope with their fears.
B-avoiding anxiety-causing lessons
C-explaining how these maneuvers are necessary for safe flight |
|
Definition
| A-teaching students to cope with their fears |
|
|
Term
6133.
How does a student who is responding abnormally react to stress?
A-Inadequate or completely absent response.
B-By responding rapidly and exactly often automatically within the limits of their experience.
C-Slow learning |
|
Definition
| A-Inadequate or completely absent response |
|
|
Term
6133-1.
Which would most likely be an indication that a student is reacting normally to stresss?
A-slow learning
B-Inappropriate laughter or singing
C-Automatic response to a given situation. |
|
Definition
| C-Automatic response to a given situation |
|
|
Term
6133-2.
A student demonstrates a specific flight maneuver correctly;however, the instructor believes the student does not understand teh fundamentals of the maneuver. What should the instructor do?
A-Ask thte student to orally explain the maneuver.
B-Ask the student to demonstrate a different maneuver which uses the same fundamentals.
C-Ask the studentto demonstrate the same maneuver again. |
|
Definition
| B-Ask the student to demonstrate a different maneuver which uses teh same fundamentals. |
|
|
Term
6133-3.
Which of the followingis a risk element of ADM?
A-The aircraft.
B-The amount of fuel on board.
C-Any passengers. |
|
Definition
|
|
Term
6133-4.
If a pilot wants to mitigate risk during a cross country flight in marginal VFR conditions, the pilot could
A-take a pilot who is IFR-rated.
B-continue the flight as planned.
C-stay out of controlled airspace. |
|
Definition
| A-take a pilot who is IFR rated. |
|
|
Term
6133-5.
A pilot's experience in direct crosswinds greater than 10 knots is an example of which of the fundamentals risk element?
A-The aircraft
B-The pilot in command
C-THe external pressures |
|
Definition
|
|
Term
6134.
The basic demonstration/performance method of instruction consists of several steps in proper order. They are
A-instructor tells-student does; student tells-student does; student does-instructor evaluates.
B-instructor tells, instructor does; student tells, instructor does; student does-instructor evaluates.
C-instructor tells, instructor does; student tells-instructor does; student tells-instructor does; student does-instructor evaluates. |
|
Definition
| C-instructor tells-instructor does; student tells-instructor does; student tells-student does; student does-instructor evaluates. |
|
|
Term
6135.
Integrated flight instruction has many benefits but, the main objective is to
A-develop the student's ability to fly the aircraft during inadvertent IMC.
B-ensure the student is not overly dependent on instruments during VFR flight.
C-help the student develop habit patterns for observance of and reference to flight instruments. |
|
Definition
| C-help the student develop habit patterns for observance of and reference to flight instruments |
|
|
Term
6136.
The primary objective of integrated flight instruction is the
A-formation of firm habit patterns for observing and relying on flight instruments.
B-difference in the pilot's operation of the flight contorls during both VMC and IMC.
C-developing of the habit of occasionally monitoring their own and aircraft's performance. |
|
Definition
| A-formation of firm habit patterns for observing and relying on flight instruments |
|
|
Term
6137.
Which is an acceptable procedure when using the integrated method of flight instruction?
A-Use alternate and distinct perios devoted enterely to instrument flight or to visual flight.
B-Prior to teh first flight, clearly explain the differences in the manipulation of flight controls for maintaining aircraft control when under simulated instrument condition sand when using references outside the aircarft.
C-Include in the student's first instruction on the functiion of flight controls the instrument indication to be expected as well as the outside reference used in attitude control. |
|
Definition
| C-Include in the student's first instruction on function of flight flight controls the instrument indication to be expected as well as the outside referenes used in attitude control. |
|
|
Term
6138.
During integrated flight instruction, the instructor must be sure thte student
A-develops the habit of looking for other traffic.
B-is able to control the aircraft for extended priods under IMC.
C-can depend on the flight instruments when maneuvering by outside references.
C-can depend on the flight instruments when maneuvering by outside references. |
|
Definition
| A-develops the habit of looking for other traffic. |
|
|
Term
6140.
Which obstacle to learning is a greater deterrent to learning pilot skills than in generally recognized?
A-Anxiety
B-Impatience
C-physcial discomfort |
|
Definition
|
|
Term
6140-1.
A method for correcting student impatience is for the instructor to
A-present the necessary preliminary training one step at a time, which clearly stated goals for each step.
B-key the instruction to use the interests and enthusiasm students bring with them.
C-avoid assigning impossible or unreasonalbe goals for the the student to accomplish. |
|
Definition
| A-present the necessary preliminary training one step at at time, with clearly stated goals for each step. |
|
|
Term
6141.
What is the primary consideration in determining the length and frequency of flight instruction periods.
A-Fatigue
B-Mental acuity.
C-Instructor preparation. |
|
Definition
|
|
Term
6142.
Students quickly become apathetic when they
A-realize material is being withheld by the instructor.
B-understand the objectives toward which they are working
C-recognize that the instructor is not adequately prepared. |
|
Definition
| C-recognize that the instructor is not adequately prepared |
|
|
Term
6139.
Students who grow impatient when learning basic elements of a task are those who
A.are less easily discouraged than the unaggressvive students.
B-should have the preliminary training presented on step at a time when clearly
C-should be advanced to the next higher level of learning and not help back by insisting that the immediate goal be reached before they proceed to the next level. |
|
Definition
| B-should have the preliminary training presented one step at a time with clearly stated goals for each step |
|
|
Term
6143.
Which is one of the ways in which anxiety will affect a student?
A-Anxiety may limit the student's ability to learn from perceptions.
B-Anxiety will speed up the larning process for the student if properly controlled and directed by the instructor.
C-Anxiety causes dispersal of the student's attention over such a wide range of matters as to interfere with normal reactions. |
|
Definition
| A-Anxiety may limit the student's ability to learn from perceptions |
|
|
Term
6143-1.
The accurate perception and understanding of all the factors and conditions within the four fundamental risk elements that affect safety is called
A-aeronautical decision making
B-Single Pilot Resource Management.
C-situational awareness. |
|
Definition
|
|
Term
6145.
Which statement is true concerning extraneous blocks of instruction during a course of training?
A-They are usuallly necessary parts of the total objective.
B-They detract from the completion of the final objective.
C-They assist in the attainment of the lesson's objective. |
|
Definition
| B-They detract from the completion of the final objective |
|
|
Term
6146.
Development and assembly of blocks of learning in their proper relationship will provide a means for
A-both the insructor and student to easily corrrect faulty habit patterns.
B-challenging the student by progressively increasing the units of learning.
C-allowing the student to mater the segnments of the overall pilot performance requirements individually and combining these with other related segments. |
|
Definition
| C-allowing the student to mater the segments of the overall pilot performance requirements individually and combining these with other related segments. |
|
|
Term
6144.
In planning any instructiional activity, the first consideration should be to
A-determine the overall objectives and standards.
B-establish common ground between the instructor and student.
C-identify the blocks of learning which make up the overall objective |
|
Definition
| A-determine the overall objectives and standards. |
|
|
Term
6144-1.
Performance-based objectives consist of which elements?
A-Flight training scenarios, judgement assessment, and maneuver assessment.
B-Cognitve skills, affective skills, and psychomotor skills.
C-Description of the skill of behavior, conditions, and criteria. |
|
Definition
| C-Description of the skill or behavior, conditions, and criteria. |
|
|
Term
6144-2.
An aviation instructor should write performance-based objectives
A-to fit the desired outcome of the lesson.
B-that match the practical test standards.
C-that also work with decision-based objectives. |
|
Definition
| A-to fit the desired outcome of the lesson |
|
|
Term
6147.
In planning instructional activity, the second step is to
A-develop lesson plans for each period or unit of instruction.
B-identify blocks of learning which constitute the necessary parts of the total objective.
C-develop a training syllabus that will serve as a guide for conducting training at each level of learning. |
|
Definition
| B-identify blocks of learning which constitute the necesssary parts of the total objective |
|
|
Term
6148.
Each lesson of a training syllabus includes
A-attention, motivation, and overview
B-introduction, development, and conclusion.
C-objective, content, and completion standards. |
|
Definition
| C-objective, content, and completion standards. |
|
|
Term
6149.
When it is impossible to conduct a scheduled lesson, it is preferable for the instructor to
A-review and possibly revise the training syllabus.
B-proceed to the next scheduled lesson, or if this is not practical, cancel the lesson.
C-conduct a lesson that is not predicated completely on skills to be developed during the lesson which was postponed. |
|
Definition
| C-condduct a lesson that is not predicated completely on skills to be developed during the lesson which was postponed. |
|
|
Term
6150-1.
Which statement is true regarding lesson plans?
A-Lesson plans shold not be directed toward the course objective; only to the lesson objective.
B-A we;;-thought out mental outline of a lesson may be used any time as long as the instructor is well prepared.
C-Lesson plans help instructors keep a constantcheck on their own activity as well as that of their students. |
|
Definition
| C-lesson plans help instructors keep a constant check on their own activity as well as that of their students. |
|
|
Term
6150-2
Every lesson, when adequately developed, falls logically into the four steps of the teaching process-
A-preparation, introduction, presentation, and review and evaluation.
B-preparation, introduction, presentation, and review and appplication.
C-preparation, presentation, application, and review and evaluation. |
|
Definition
| C-prreparation, presentation, application, and review and evaluation. |
|
|
Term
6150-3
The main concern in developing a lesson plan is the
A-format
B-content
C-student |
|
Definition
|
|
Term
6151.
With regard to the characteristics of a well-planned lesson, each lesson should contain
A-new material that is related to the lesson previously presented
B-one basic element of the principle, procedure, or skill appropriate to that lesson.
C-every bit of information needed to reach the objective of the training syllabus. |
|
Definition
| A-new material that is related to the lesson previously presented. |
|
|
Term
6152.
Which statement is true about lesson plans?
A-lesson plans should follow a prescribed format.
B-Standard prepared lesson plans are effective for teaching all students.
C-The use of standard lesson plans may not be effective for students requiring a different approach. |
|
Definition
| C-The use of standard lesson plans may not be ffective for students requring a different approach. |
|
|
Term
6153.
A lesson plan, if constructed properly, will provide an outline for
A-proceeding from the unknown to the known.
B-the teaching procedure to be use din a single instructional period.
C-establishing blocks of learning that become progressively larger in scope. |
|
Definition
| B-the teaching procedure to be used in a single instructional period. |
|
|
Term
6153-1.
A properly develooped lesson plan should
A-be an organized written outloine that can be used for multiple instructional periods.
B-promote uniformity of instruction regardless of the instructor using it.
C-be a mental outline of a lesson for a single instructional period. |
|
Definition
| B-promote uniformity of instruction regardless of the isntructor using it |
|
|
