Instructor Training – GPSTC actual study guide, Exams of Advanced Education

Instructor Training – GPSTC actual study guide

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Instructor Training – GPSTC actual study
guide
1.
Crime:
An act committed or omitted in violation of a law forbidding or commanding it and for
which punishment
is imposed upon conviction.
2.
Burden of Proof for Criminal Liability: Prove beyond a reasonable doubt that the
accused did
commit the act and did so willfully and with intent.
3.
Torts:
A private or civil wrong, other than a breach of contract, in which the action of one person
causes injury to the person or property of another in violation of a legal duty imposed by law.
4.
Burden
of
Proof
-
Torts:
Preponderance of the
evidence.
5.
Penalties
for
Civil
Liability:
Compensatory Damages and Punitive Damages
6.
Compensatory
Damages:
They
reimburse
the
plaintitt
for
actual
losses
7.
Punitive
Damages:
Monetary
awards
designed
to
punish
the
defendant
for
unlawful
behavior.
8.
Categories of Torts: Intentional, Negligent,
Constitutional
9.
Intentional
Tort:
A voluntary intention on the part of a person to bring physical or
mental harm upon another person.
10.
Negligent
Tort:
Arise from the fact that our society imposes a duty upon individuals to
conduct their attairs
in a manner which will avoid subjecting others to an unreasonable risk of harm.
11.
Constitutional
Tort:
Arise
out
of
guarantees
attorded
to
us
in
the
U.S.
Constitution
12.
Title 42, U.S. Code, Section 1983: Law enforcement can be liable for depriving
someone or their
civil rights.
-
Acting
under
color
of
law
-
Alleged
deprivation
of
rights
secured
by
the
constitution
and
laws
-
Liable
only
for
intentional
torts
or
acts
of
gross
negligence;
evil
motive
or
intent
or
reckless
or
callous
inditterence
13.
Simple Negligence:
Failure to use that degree of care that an ordinary prudent
person would use in like circumstances
14.
Gross
Negligence:
Failure to perform a manifest duty in reckless disregard of the
consequences as
attecting the life or property of another
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Instructor Training – GPSTC actual study

guide

  1. Crime: An act committed or omitted in violation of a law forbidding or commanding it and for which punishment is imposed upon conviction.
  2. Burden of Proof for Criminal Liability: Prove beyond a reasonable doubt that the accused did commit the act and did so willfully and with intent.
  3. Torts: A private or civil wrong, other than a breach of contract, in which the action of one person causes injury to the person or property of another in violation of a legal duty imposed by law.
  4. Burden of Proof - Torts: Preponderance of the evidence.
  5. Penalties for Civil Liability: Compensatory Damages and Punitive Damages
  6. Compensatory Damages: They reimburse the plaintitt for actual losses
  7. Punitive Damages: Monetary awards designed to punish the defendant for unlawful behavior.
  8. Categories of Torts: Intentional, Negligent, Constitutional
  9. Intentional Tort: A voluntary intention on the part of a person to bring physical or mental harm upon another person.
  10. Negligent Tort: Arise from the fact that our society imposes a duty upon individuals to conduct their attairs in a manner which will avoid subjecting others to an unreasonable risk of harm.
  11. Constitutional Tort: Arise out of guarantees attorded to us in the U.S. Constitution
  12. Title 42, U.S. Code, Section 1983: Law enforcement can be liable for depriving someone or their civil rights.
  • Acting under color of law
  • Alleged deprivation of rights secured by the constitution and laws
  • Liable only for intentional torts or acts of gross negligence; evil motive or intent or reckless or callous inditterence
  1. Simple Negligence: Failure to use that degree of care that an ordinary prudent person would use in like circumstances
  2. Gross Negligence: Failure to perform a manifest duty in reckless disregard of the consequences as attecting the life or property of another

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  1. Willful Negligence: Intentional act of unreasonable character in disregard of a known risk so obvious that the actor must have been aware of it and so great as to make it highly probable that harm would follow
  2. Requirements to Prevail in a Tort Action: 1.) A legal duty requiring one to conduct him/her self-according to a certain standard must exist 2.) A failure to conform (deviate) conduct to this standard must exist 3.) Direct (proximate) cause which is a suflciently close link between the act of negligence and the harm suttered by another must exist 4.) Damage results must be suttered by another. Almost all training liability is based on negligence law
  3. Negligent Training: Failure to train at all, which courts presume to be gross negligence, or training which is conducted improperly. Training which does exist may be either poorly designed or poorly executed
  4. Negligent Supervision: Failure on your part to coordinate, control or direct trainee conduct which may cause an injury
  5. Negligent Entrustment: Failure to control dangerous equipment or devices which are entrusted to trainees
  6. Negligent Retention: Failure on your part to take action when you have (or should have) determined a trainee is unsuitable to continue, or the magnitude of that trainee's acts demonstrate they are a foreseeable danger
  7. Causes of Action for Which Instructors May Be Found Liable: 1.) Negligent Training 2.) Negligent Entrustment 3.) Negligent Supervision 4.) Negligent Retention
  8. Equal Employment Opportunity Commission (EEOC): Makes it unlawful for an employ-er to discriminate based on race, color, religion, sex or national origin
  9. Disparate Treatment: Involves the kind of treatment a trainee receives from trainers which may ditter from the treatment given to other trainees and the only basis for the ditterent treatment is the person's race, color, religion, sex or national origin

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29. KAS:

Knowledge Attitude Skills

  1. Cognitive (Knowledge): Involves the development of intellectual skills.
  2. Six Categories of the Cognitive Process: 1.) Knowledge 2.) Comprehension 3.) Application 4.) Analysis 5.) Synthesis 6.) Evaluation
  3. Affective (Attitude): Refers to how people deal with things emotionally, such as feelings, motivation, and enthusiasm
  4. Five Categories of the Affective Process: 1.) Receiving 2.) Responding 3.) Valuing 4.) Organization 5.) Characterization
  5. Psychomotor (Skills): Refers to physical movement, coordination and use of motor skills to accomplish a task
  6. Five Categories of Psychomotor Process: Imitation Manipulation Precision Articulation Naturalization
  7. VARK: Visual Learners Aurual/Auditory Learners Reading/Writing Kinesthetic
  8. Visual Learners: Prefer the use of images to understand information.
  9. Aural/Auditory Learners: Prefer listening and speaking in situations such as lectures and group discussions.

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  1. Reading/Writing: Students with strong reading and writing preferences learn best through words
  2. Kinesthetic: Kinesthetic learners understand information best by practicing through hands on experience
  3. Laws of Learning: 1.) Law of Readiness 2.) Law of Exercise 3.) Law of Ettect 4.) Law of Association 5.) Law of Recency 6.) Law of Intensity 7.) Law of Primacy
  4. Law of Readiness: A person can learn when physically and mentally adjusted (ready) to receive stimuli (instruction).
  5. Law of Exercise: Stresses the idea that repetition is basic to the development of adequate responses
  6. Law of Effect: This law involves the emotional reaction of the learner
  7. Law of Association: It is easier to learn by relating new information to similar information from past experiences
  8. Law of Recency: Things most recently learned are best remembered
  9. Law of Intensity: The more realistic the training, the greater the probability of learning or improved job performance
  10. Law of Primacy: The law of primacy states that what is learned first creates a strong impression
  11. Principle of Recency: Practicing a skill just before using it will ensure a more ettective performance
  12. Principles of Adult Learning: 1.) Start at the Level of Student's Understanding 2.) Emphasize and Support Teaching Points

7 / 33 a.) Negative i.) An expert ii.)Total Control b.) Positive i.) Sincere and Patient ii.)Enthusiastic iii.) Professional Attitude 2.) Experience 3.) Knowledge 4.) Education 5.) Personality 6.) Physical Condition

  1. Principles of Instructor/Student Contact: 1.) Be Patient 2.) Don't Blutt 3.) Don't Talk Over Their Heads 4.) Don't Use Profanity/Obscenity 5.) Don't Use Sarcasm or Ridicule 6.) Don't Talk Down to the Class
  2. Effective Communication: The passing of information between one person and another that is mu-tually understood, and it results in the other person behaving in a manner which demonstrates his/her understanding
  3. Two Elements of Effective Communication: First Element: The meaning is understood by the receiver in the same way it is understood by the sender

8 / 33 Second Element: Knowledge of the receivers understanding is passed back to the sender form of feedback

  1. The Process of Communication: Encoding Transmission Receivin g Decodin g Feedbac k
  2. Encoding: The translation of experience/concept into symbols
  3. Transmission: Translation of encoded symbol into observable behavior
  4. Receiving: Brain interprets symbol from sender
  5. Decoding: Same process as encoding for sender
  6. Feedback: Receiver responds to sender/self-correcting mechanism
  7. One-way Communication: The sender tells the receiver; end of communication
  8. Two-way Communication: The receiver can ask questions for clarification

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  1. Most Important Advantage of ISD: The ability to design complete training courses in an eflcient and systemized manner

11 / 33

78. ADDIE:

Analysis Design Development Implementation Evaluation

  1. Analysis: A detailed study of the individual task and responsibilities that make up a specific job
  2. TNA: Training Needs Assessement
  3. First step of TNA: Determine Tasks/Behaviors
  • Some methods of gathering data include interviews, observations,focus group meetings and surveys/questionnaires
  1. Second step of TNA: Identify Clusters or Categories of Tasks
  • typically can be sorted into five to twelve major categories
  1. Third step of TNA: Determine the requisite KAS(s) required for the job
  2. Application of Findings: Curriculum Development On-The-Job Training In-service Training Performance Evaluations Assessment Centers
  3. Design Phase: Subject matter analysis, lesson planning and media selection
  4. Development Phase (5 Components): Activities, strategies and techniques Management plan and delivery systems Review existing literature, lesson plans etc Write instructional lesson plans Validation of instruction
  5. Implementation Phase: This is the "do" phase where you teach the oflcial lesson plan to an oflcial class
  6. Evaluation Phase: 1.) Formative
  • this evaluation is ongoing during and between phases. This type of evaluation is to improve the instruction before the final version is implemented

13 / 33 words Pronunciation

  • make sure everyone understands the intended meaning

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  1. Presentation Techniques - Gesturing and Body Language: Avoid distracting gestures such as rattling keys/change, fidgeting, wringing hands, pacing/swaying, rapid breathing or being too tense.
  2. Presentation Techniques - Confidence and Enthusiasm: The first 90 SECONDS of your presentation sets the tone for the entire lesson. Enthusiasm will engage and capture students
  3. Presentation Techniques - Effective Eye Contact: Approachable: comes across as sincerely interested in the student. Feedback: provides quick gauge of student's level of comprehension
  4. Presentation Techniques - Professionalism at All Times: Conduct in the Class: maintain control, sensitive to diversity, avoid sarcasm and profanity. Appearance: hygiene and clothing confirm your dedication to the profession and to the students.
  5. Presentation Techniques - Questions: Ask general questions to check for understanding Ask directed questions (APC Method)
  6. Presentation Techniques - Training Aids: Training aids should serve a purpose, be neat and attractive, devoid of distractions and they should be able to be seen and heard. Use/distribute training aids at appropriate times
  7. Presentation Techniques - Other Considerations: Dealing with interruptions

16 / 33 No Apologies

  • If you start a class with apologies, your credibility will come into question. Breaks
  • Adequate breaks will increase retention and keep students more alert.
  1. How to Answer Student's Questions: Always allow time for student's questions and responses Listen to the question carefully Restate the question Admit if you don't know the answer
  2. ASTD: American Society for Training and Development
  3. Primary Teaching Methods: 1.) Lecture 2.) Group Discussion / Activity 3.) Demonstration 4.) Role Plays
  4. Lecture: The instructors presents information to the audience with little or no concern for interaction
  5. Advantages of Lecture: Can be presented to large class Many ideas in a short time frame Material may be basic and provide foundation for later Helps eliminate misunderstandings
  6. Disadvantages of Lecture: One way communication

17 / 33 Students tend to lose interest

19 / 33 Gives students overall perspective of a task

20 / 33

  1. Disadvantages of Demonstration: Not practical for some subjects Requires detailed explanations of the step by step how-to of a task May be limited by the class size
  2. Role Plays: Typically an imitation of reality
  3. Advantages of Role Plays: Students immediately apply content Allows students to think outside the box Typically students claim to remember their role and ensuing the discussion long after the course ended Helps to build confidence Can encourage teamwork and group interaction
  4. Disadvantages of Role Plays: Conducted in artificial situations No emphasis is given on teaching skills or content taught, only the behavior is considered Requires supervision by training personnel Can damage confidence Attempts to portray real situations in a simple way
  5. Demonstration Process: I hear --- I forget I see --- I remember I do --- I understand
  6. 3 Stages of Demonstration Process: 1.) Instructor Tell the Students Instructor Shows the Students 2.) Students Tell the