Fire Instructor I

Firefighter Tim Whitham

Ft. Knox Fire Dept.

Indiana IFSAC Course, Public

Safety Training Institute

Course Number- 00-0273

Instructor I 1
Fire Instructor I

Complies With:
National Fire Protection Association Standard
1041, 1996 Edition
Fire Service Instructor Professional
Qualifications

IFSTA Fire and Emergency Services Instructor

Sixth Edition
Instructor I 2
The Instructor and the Job

 Instructors pass on knowledge to

participants willing to learn new skills.

 Plan and conduct training that meets

performance standards and measures
learner knowledge and skill with validity
and consistency.

Instructor I 3
Defining the Instructor
 Person charged with these responsibilities:
 Conduct the class
 Direct the class
 Direct the instructional process
 Teach skills
 Distribute new information
 Lead discussions
 Cause learning to take place

Instructor I 4
Defining the Student

 Most important member of any class

 All activities attempt to improve his/her
learning
 Instructor’s Challenge:
 Discover the student’s needs
 Design training to fill those needs

Instructor I 5
The Instructor’s Place in
the Organization

 Education and training are important tasks

 The keys to fire department efficiency
 The keys to professionalism
 Quality training is dependant on
motivated, well-prepared instructors
 Organizational chart Variations
 What officer level for instructor

Instructor I 6
Canon of Ethics for Fire
Service Instructors
 Achieve & maintain professional competency
 Advance through networking and mentoring
 Teach only what you are qualified for
 Prepare as if life depends on it
 Evaluate programs honestly
 Work to continually improve programs &
presentations

Instructor I 7
Canon of Ethics for Fire
Service Instructors
 Use only current and accurate materials,
information, and statistics
 Perform instructor duties with integrity
 Respect other instructors by crediting their ideas
and comply with copyright laws
 Recognize when your conduct needs resolved

Instructor I 8
Instructor’s Responsibility:
To the Fire Service
 Encourage/inspire excellence in new members
 Teach to recognized National Standards
 NFPA 1001
 NFPA 1041, 1002, 1021, etc.
 Other NFPA standards
 NFPA 1500, 1403
 Standards other than NFPA
 Keep training programs updated

Instructor I 9
Instructor’s Responsibility:
To the Administration

 Carry out the administration policies

 Provide detailed training plans/needs

 Coordinate & instruct operational training

Instructor I 10
Instructor’s Responsibility:
To the Student

 To be prepared
 To provide a learning environment
 To provide a learning experience
 To recognize individual differences
 To oversee student safety

Instructor I 11
Instructor’s Responsibility:
To the Student

 The instructor must give the student:

 Technical knowledge

 Self-esteem

 Determination

 Desire

Instructor I 12
The Instructor and Equal
Opportunity

 Hiring/promotion policies
 To assure equal access to jobs
 Based only on ability to perform the job
 All applicants are not equal
 But all must have equal chance to qualify
 No disqualification solely because of:
 Race/gender/religion

Instructor I 13
The Instructor and
Affirmative Action
 Special Employment effort for certain groups
 To identify them
 To hire them
 To promote them
 Used where labor force not representative
 Of overall population
 Regarding particular classification
 Purpose is to correct past inequities

Instructor I 14
Safety in Training

 Improve on factors that undermine safety:

 Improper attitude
 Lack of knowledge
 Physically unsuitable
 Investigate accidents
 Use data for prevention
 Go for fact-finding, not fault-finding
 Safety should be the foundation of every lesson
 Taught first

Instructor I 15
Safety in Training

 Safety record needs improvement

 100 firefighter deaths per year
 100,000 firefighter injuries per year
 NFPA 1500
 Standard on fire department occupational
health and safety

Instructor I 16
Instructor I Level
 From NFPA 1041
 Standard on fire service instructor professional
qualifications
 Fire Service Experience
 Appropriate subject matter knowledge
 Appropriate subject matter skill
 Can conduct instruction
 Understand principles of learning
 Uses prepared material

Instructor I 17
Characteristics of Good
Instructors
 Teaching methods can be practiced, learned
 Desirable instructor qualities:
 Understands and works well with people
 Desire to teach
 Knowledge of subject
 Enthusiasm
 Motivation
 Empathy
 Mediation skills

Instructor I 18
Negative Factors for
Instructors to Avoid
 Bluffing

 Sarcasm

 Complaining

 Comedy

 Bullying

Instructor I 19
Better Oral
Communications

 Clear, effectively pitched voice

 Speech free of language errors

 Style free of distracting mannerisms

 Eye contact
Instructor I 20
Listening Skills for
Instructors

 Concentrate on what is being said

 Provide feedback
 Agreement not required
 But let the other person finish
 Evaluate what you heard before
responding

Instructor I 21
Six Essential Parts of
Communications

 Sender
 Message
 Instructional medium
 Receiver
 Feedback
 Environment

Instructor I 22
Elements of
Communication

 Sending or Encoding:
 Communication: transferring meaning from one
person to another
 Example: instructor (sender)wants to send a
message(feeling, fact or idea) to students(receiver)
 The message is prepared with symbols
 words
 gestures
 pictures

Instructor I 23
Elements of
Communication

 Message

 The message is prepared (encoded) with

symbols, words, gestures, pictures

 Message is delivered through: verbal,

audio, video, visual aids, other processes

Instructor I 24
Elements of
Communication

 Instructional Medium

 The message needs to be sent (transmitted)

to the student
 Means of transmitting the message is called
the medium: speech, visual display,
demonstration, physical touch
 Multiple mediums enhance communication
Instructor I 25
Elements of
Communication

 Receiver

 Student is receiver
 Must have attention in order to receive
 Environment and personal factors affect
receiving of message

Instructor I 26
Elements of
Communication

 Decoding & Feedback

 Receiver creates a personal frame of reference for

decoding any received message
 Receiver changes message into experiences with
meaning for theme (decoding)
 What is decoded may not be the same as what
instructor encoded
 Responding to sender may clarify misunderstandings

Instructor I 27
Elements of
Communication

 Environment

 Surrounding factors may:

 Distract or enhance
 Inhibit or promote
 Encourage or discourage communications

Instructor I 28
Instructor Challenges
 Meet multiple priorities &  Meet management
jobs directives
 Work with diverse  Provide for safety
learners  Professional development
 Caught between staff and  Schedule training
operations  Manage funding
 Adapt to change  Recruit qualified
 Cooperate with others instructors
 Promote the department

Instructor I 29
Professional Development

 Maintain instructor skills by teaching classes

& seminars
 Belong to professional organizations
 Network with others
 Read, Read, Read…when you are done read
some more
 Write articles for trade magazines or
department newsletters
Instructor I 30
Professional Development

 Maintain technical skills by training

 Develop the ability to give constructive

options (after action reviews, etc.) rather
than destructive criticism

 Develop an open mind

Instructor I 31
Understanding Learning

 The nuts and bolts of instructing adults

Instructor I 32
Defining Learning

 Change in behavior
 Relatively permanent
 Result of new information, skills, attitude
 From or through an experience
 Not directly observable
 To enhance learning
 Increase frequency of experience
 Increase intensity of experience

Instructor I 33
Three Types of Learning

 Cognitive- knowledge

 Psychomotor- skills

 Affective- attitude
Instructor I 34
Types of Learning

 Cognitive:

 Recall/recognition of knowledge
 Facts & principles
 Development of intellectual abilities
 Example: Technical information presented using the lecture
method
 Learning is progressive
 Each level builds on previous level

Instructor I 35
Levels of Cognitive
Learning

 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation

Instructor I 36
Levels of Learning

 Psychomotor

 Skills learning
 Most commonly used domain in fire service
 Ability to physically manipulate an object
 Ability to move the body to accomplish a task
 Senses, brain, muscles

Instructor I 37
Level of Psychomotor
Learning
 Observation

 Imitation

 Adaptation

 Performance

 Perfection

Instructor I 38
Psychomotor Learning

 People remember using their five senses:

 Seeing 83%
 Hearing 11%
 Smelling 3.5%
 Touching 1.5%
 Tasting 1%

Instructor I 39
Application of Basic
Learning Principles
 Dale’s “Cone of Experience”, through different levels
of instructional experiences, people generally
remember.
 10% of what is read
 20% of what is heard
 30% of what is seen
 50% of what is seen & heard
 70% of what is said & written
 90% of what is said as it is done

Instructor I 40
Types of Learning
 Affective
 Least understood domain of learning
 Takes time to achieve
 Attitude related
 Student interests
 Appreciation's/values
 Examples
 Listening attentively, willing participation, enough
appreciation to do something outside the class

Instructor I 41
Levels of Affective
Learning
 Receiving

 Responding

 Valuing

 Organizing

 Characterizing

Instructor I 42
Student Motivation
 Result of a student’s desire/need to learn
 Created from within by the student
 produced by needs is expended to achieve goals
 Motivated student is better able to:
 Comprehend
 Retain
 Use new information
 Instructors need to understand basic drives that
motivate others
Instructor I 43
Hierarchy of Human Needs

 Abraham Maslow
 Trying to satisfy needs creates motivation
 Basic needs(lower) must be satisfied before
student can be motivated by higher needs
 Physiological
 Security
 Social
 Self-esteem
 Self-Actualization

Instructor I 44
Influences on Learning:
Instructor Attitudes

 Having a positive influence

 Affirm that anyone can learn new skill
 Reduce stress/frustration
 Accept individual differences
 Encourage freedom of expression
 Create a pleasant environment
 Promote success for all
 Give recognition for even small success
Instructor I 45
Other Influences on
Learning
 Setting reasonable goals
 Relevance
 Preparation
 Sequence
 Participation
 Practice/repetition
 Feedback & reinforcement
 Previous experience

Instructor I 46
Negative Influences on
Learning

 Fear and worry

 Of failure, about personal problems
 Discomfort
 Personal stamina, classroom
too/hot/cold/stuffy
 Poor instruction
 Class too advanced/too simple/too large
 Instructor unprepared

Instructor I 47
Negative Influences on
Learning

 Long time spans in class

 Take a break
 Especially after lunch, on hot afternoons

 Emotional attitude
 When a student does not want to learn
 Look for underlying cause

Instructor I 48
Understanding Learning
Plateaus

 Variety of conditions can interfere

 Lack of practice can cause discouragement

 May need to unlearn previous bad habits

 Perhaps not enough instructor assistance

Instructor I 49
Six Laws of Learning

 Readiness
 Exercise
 Effect
 Association
 Recency
 Intensity

Instructor I 50
Laws of Learning:
Readiness

 In order to learn, student must be

physically ready

 Student must be mentally adjusted

 Readiness evident when high interest is

shown

Instructor I 51
Laws of Learning: Exercise

 Exercise may be mind or body

 Repetition helps develop new skills
 Amount will vary from person to person
 Mere repetition may be dull and
meaningless
 If student cannot see/appreciate reason for it
 Interest, meaning, goal must be present

Instructor I 52
Laws of Learning: Effect

 Effect of learning is improved when

accompanied by:
 Feeling of satisfaction
 Reward

 Praise is more effective than blame

 Even though punishment may be necessary
at times
Instructor I 53
Laws of Learning:
Association

 When the mind compares a new idea to

something already known, learning is
aided
 Relationships of old/new help improve
learning
 Instructors should help students make
these connections

Instructor I 54
Laws of Learning: Recency

 The more recent the exercise (practice),

the more effective the performance

Instructor I 55
Laws of Learning: Intensity

 The more real or intense the stimulus

(learning), the better the learning

 Example: seeing foam extinguish a fire is

more real than hearing about it in a
lecture

Instructor I 56
Trial & Error

 Least efficient method of learning

 Can be time consuming
 Costly
 Dangerous
 Unavoidable

 Instructor shares his own experiences to

reduce the need for experimentation
Instructor I 57
Competency-Based
Learning
 Emphasis on the resulting new performance
 Instead of what the teachers will teach
 From competencies of the profession
 Identified/verified
 Example: NFPA professional qualification
standards
 Competency to a minimum level
 Not the average of several subjects

Instructor I 58
Path of Competency-Based
Learning

 Progressive steps:
 1 Competency exists
 2 Job analysis occurs
 3 Standards are set
 4 Course goals are written
 5 Lesson objectives are written
 6 Competency-based instruction occurs
 7 Competency-based learning occurs
Instructor I 59
Individual Differences:
Adults
 Never too old to learn
 May lack confidence in ability to learn
 Highly motivated to learn
 Maturity/experience helps them understand benefits

 Many competing demands on time

 Many life differences
 Adults vary more than children

Instructor I 60
Individual Differences:
Adults

 Adults learn best when:

 They participate in setting goals

 There is an appropriate learning climate
 Learning is problem-centered
 They set their own pace
 They receive feedback on their progress

Instructor I 61
Individual Differences:
Subcultures

 Ethnic groups have own values and

behaviors
 Instructors should not be judgmental

 Understand differences to aid in and assure

learning
 But all students must meet established
minimum standards
Instructor I 62
Individual Differences:
Educational Experience

 Previous education influences

 Attitudes
 Confidence
 Ability to handle new learning

 Education level: years of school

 Literacy level: relative reading level

Instructor I 63
Types of Students Requiring
Special Attention

 Daydreamer
 Fast learner
 Shy/timid
 Sidetracker/staller
 Slow learner
 Troublemaker

Instructor I 64
Types of Students:
Daydreamer

 An uninterested learner
 Determine the reason for distraction
 Remind student of responsibility to learn
 Ask the student direct questions
 Shift instruction method to inspire
student:
 Shift should not hamper rest of class

Instructor I 65
Types of Student: Fast
Learner

 May learn satisfactorily without

supervision
 Can be an asset to class
 If instructor can make use of their ability
 Do not allow them to remain idle
 Give them challenging assignments
 Assignments below ability leads to boredom

Instructor I 66
Types of Students:
Shy/Timid

 Fear keeps timid student silent

 Student may have much to offer
 At first, avoid calling on this student
 Have private conversation at break
 Give encouragement to participate more
 Ask simple questions
 Timidity can be overcome

Instructor I 67
Types of Students:
Sidetracker/Staller
 Disruptive learner may:
 Divert attention of class to hide lack of preparation
 Try to monopolize conversation
 Instructor must recapture class attention
 A pointed word of caution to class about sidetracking
 Speak privately to student if necessary
 Resolve disruptions as soon as possible

Instructor I 68
Types of Students: Slow
Learner

 Extra attention may be required

 Special assignments
 Individual instruction
 Training methods may need to be changed

 May be slow to learn only in some areas

 Is it slow learning or inefficient instruction

Instructor I 69
Types of Students:
Troublemaker

 Class disruption cannot be tolerated

 Unfair to other students
 Prevents others from learning materials
 Discuss the problem in private
 Ask student to evaluate why he is in class
 If necessary, expel student from class

Instructor I 70
L-E-A-S-T Method of
Classroom Discipline
 Leave it alone (it may go away)

 Eye contact

 Action

 Stop the class

 Termination

Instructor I 71
Instructional Development

 Analysis

 Design

 Evaluation

Instructor I 72
Instructional Development:
Analysis

 Assess training needs

 Conduct occupational skills analysis

 Determine learner characteristics

 Establish levels of learning

Instructor I 73
Defining Terms:
Occupational Analysis

 Organizational method covers:

 Information about occupation
 Description of qualifications
 Description of conditions for performance
 Orderly list of duties

 Determines what needs to be taught

Instructor I 74
Divisions of an
Occupational Analysis

 Block- group of related tasks with one factor

in common
 Unit- breakdown of blocks into natural
groupings
 Task- combination of jobs requiring
teaching/learning
 Job- segment of instruction designed to
teach/develop skills
Instructor I 75
Determine Learner
Characteristics

 Education background
 Personal characteristics
 Learning ability
 Learning styles
 Previous experience
 Student attitude

Instructor I 76
Defining Terms: Minimum
Acceptable Standard

 Lowest acceptable level of performance

 Instructor may want to exceed minimum

Instructor I 77
Establish Levels of
Learning/Instruction
 Describes the depth of learning
 For a specific skill
 For technical information
 Required for student to meet minimum requirement

 Three levels
 Basic
 Intermediate
 Advanced

Instructor I 78
Levels of Instruction:
Basic Knowledge

 All other learning builds on this level

 New skills not taught at first level

 Evaluation is relatively easily

 Student expected to do little more than
memorize
 Objective tasks

Instructor I 79
Level of Knowledge:
Intermediate

 Foundation knowledge is connected to

performance in the field

 Applying new knowledge to problems

 Instructor switches emphasis

 From “how-to”
 To “why”

Instructor I 80
Level of Knowledge:
Advanced
 Requires time investment
 By instructor & student
 Student functions with less supervision

 Instructor is less teacher, more facilitator

 Evaluation must include

 Written test
 Exercises
 Performances

Instructor I 81
Planning Instruction:
Design
 Progressive steps

 Write behavioral objectives

 Develop course outline
 Develop new or use existing lesson plan
 Select instructional methods
 Choose instructional materials
 Develop testing tools
 Allocate time

Instructor I 82
Behavioral Objective
 Must be measurable

 Indicates the purpose of instruction

 Give written copy to students

 Parts:
 Conditions
 Expected behavior
 Standard of performance

Instructor I 83
Components of Behavioral
Objective

 Conditions
 Given tools and situation

 Behavior
 Action verb use

 Standard
 Level/timing of performance required

Instructor I 84
Course Objectives

 Planned result of a course of instruction

 A specific identification
 So students will know what they have to
do
 Specific jobs
 So instructors know when students do it
 Establishes basis for performance goals

Instructor I 85
Course Outline
 A list of:
 Jobs, information

 Arranged in a logical teaching sequence

 To fulfill previously identified needs &

objectives

 Teaching times

Instructor I 86
Lesson Plan
 Guides Instructors through all necessary steps
 In proper sequence

 Covers four steps

 Four step method of instruction
 Applies in any teaching situation, large or small

 Typical format breaks lesson into two parts

 Technical content
 Manipulative content

Instructor I 87
Four-Step Method of
Instruction

 Teaching method based on:

 Preparation
 Presentation
 Application
 Evaluation

Instructor I 88
Four-Step Method:
Preparation Step
 Motivation of the Student
 Learning is dependant on student motivation
 Explain why the material is important

 Relate lesson to past experiences of students

 State objectives
 Overview of material to be covered

 This step presented first, prepared last

Instructor I 89
Four-Step Method:
Presentation Step
 New materials are presented to students

 Instructor needs creativity

 Presentation style affects learning
 Which method is best for each lesson
 To capture and hold student attention

 Discuss one step at a time

 Use best combination of teaching methods

Instructor I 90
Four-Step Method:
Application Step
 Student applies what has been learned
 Performing the job
 Solving problems
 Students explain key points during application

 Instructor supervises closely

 Check key points
 Monitor safety
 Correct errors

Instructor I 91
Four-Step Method:
Evaluation/Testing Method
 Used to measure learning results

 Used to evaluate training methods

 Test content matches behavioral objectives

 Test is only a part of evaluation

 Did test accurately measure accomplishment
 Other evidence may be considered

Instructor I 92
Lesson Plan Format
 Job/title topic
 Time frame
 Level of instruction
 Behavioral objectives
 Materials needed
 References
 Four-step process
 Lesson summary
 Assignment

Instructor I 93
Lesson Plan: Job/Title
Topic

 Title of information to be covered

 Short, but direct (not to short)

 Descriptive of lesson content
 Taken directly from course outline

Instructor I 94
Lesson Plan: Time Frame

 Estimated time it will take to teach the

lesson

Instructor I 95
Lesson Plan: Level of
Instruction

 Indicate if needed instruction is

 Basic
 Intermediate
 Advanced

 Manipulative skills and technical knowledge

lesson plans
 Single level of instruction

Instructor I 96
Lesson Plan: Behavioral
Objectives

 List the objectives for this particular unit

of instruction

Instructor I 97
Lesson Plan: Materials
Needed

 List everything needed to teach a lesson:

 Visual aids
 Equipment
 Handouts
 Models
 Quizzes

 Sufficient quantity
Instructor I 98
Lesson Plan: References

 Publications used in the development

process

 Especially important for technical

information

 Show title and page number(s)

Instructor I 99
Lesson Plan: Four-Step
Process

 Preparation:
 Impact statement to motivate students
 Presentation:
 The actual teaching process
 Application:
 Student practice of lesson material
 Evaluation:
 Assessing the quality of instruction/learning

Instructor I 100
Lesson Plan: Lesson
Summary

 Restate and re-emphasize important

points:

 Clarifies uncertainties
 Prevent misconceptions
 Increase retention

Instructor I 101
Lesson Plan: Assignment
 Additional work to be done

 Outside of class

 As needed to reach established objectives

 To prepare for next lesson

 Not always required

Instructor I 102
Job Breakdown Sheet

 Jobs broken down into parts

 Necessary sequence
 List of operations (motor skills)
 Key points (knowledge, factors that influence
performance

 Done for each skill specified in course

outline
Instructor I 103
Study & Information Sheet

 A study sheet tells where to find the

information

 While an information sheet provides

complete information on subject

Instructor I 104
Performance Level

 Desired Level of ability for a particular

job:

 As specified in a student-performance goal

 May or may not be higher than minimum

standard

Instructor I 105
Planning Instruction:
Evaluation

 Test to determine whether knowledge

was gained

 Evaluate instructional process

 Change instructional process

 As necessary

Instructor I 106
The Learning Environment

 Policies
 Class discipline
 Session planning
 Maintain continuity
 Physical setting
 Attitudinal setting

Instructor I 107
The Learning Environment:
Policies
 In writing

 Subjects
 Absenteeism
 Tardiness
 Participation
 Method of evaluation
 Assignment due dates

 Taking attendance

Instructor I 108
The Learning Environment:
Discipline

 Adhere to all established policies

 Don’t ignore small infractions

 Discuss problems in private

 Follow through if punishment required

Instructor I 109
Learning Environment:
Session Planning

 Basis is course outline

 Correlation between classroom and

training ground

 Develop calendar of events

Instructor I 110
The Learning Environment:
Maintaining Continuity

 Despite best effort, disruptions will occur:

 Emergency calls
 Equipment failure
 Inclement weather
 Failure of speaker to appear

 Planning for disruptions produces flexibility

 Have alternate plans for each activity

Instructor I 111
The learning Environment:
Physical Setting
 Check/prepare the facility in advance

 Adequate lighting

 Freedom from distractions

 Temperature control
 Heating
 Cooling
 Ventilation

Instructor I 112
The Learning Environment:
Physical Setting

 Noise control

 Chalkboard/bulletin board

 Teaching aids
 Audiovisual equipment

 Seating

Instructor I 113
The Learning Environment:
Physical Setting
 Outdoor facilities have special considerations

 Can students see and hear

 Control distractions:
 Audible/visible

 Effect of weather

 Visual aid limitations

Instructor I 114
Six Principles of
Instruction

 Start at the level of student understanding

 Note educational background

 Experience
 Age
 Determine what students should already
know through feedback

Instructor I 115
Feedback

 Students respond that demonstration

learning

 Generated by:
 Questions
 Discussions
 Opportunities to perform

Instructor I 116
Six Principles of
Instruction

 Emphasize and support established

teaching points:

 Clearly worded objectives

 Allocate time according to priority of points
 Repetition and oral emphasis
 Tell class to take notes

Instructor I 117
Six Principles of
Instruction

 Create and maintain student interest

 Instructor enthusiasm
 Watch for signs of boredom
 Stimulate interest by moving away from
classroom
 Use different instructors

Instructor I 118
Six Principles of
Instruction

 Provide for a sense of success in the

student
 Students should know level of achievement
expected
 Praise students for good work
 Determine reason for student problems
 Use progress charts

Instructor I 119
Progress Charts
 Used to record progress of individual or group
during a course of study
 Can be administrative aid
 Can be instructional aid
 Motivate by showing relative student standings
 Privacy laws prohibit disclosure of names with scores
 Scores used to identify strengths and
weaknesses

Instructor I 120
Six Principles of
Instruction

 Provide meaningful participation

 Ask thought-provoking questions

 Have enough equipment for skill training
 Identify and correct mistakes immediately
 Develops confidence in students

Instructor I 121
Six Principles of
Instruction

 Reinforce learning
 To strengthen & establish more firmly
 Conform knowledge of facts
 Questions/written tests
 Use variety of senses
 Hear something
 Write it down
 Do it
 Tell about doing it

Instructor I 122
Methods of Instruction

 Discussion
 Conference
 Demonstration
 Illustration
 Lecture
 Individualized instruction

Instructor I 123
Conducting A Lesson:
Discussion Method
 When students have knowledge to contribute

 Not suited for giving new information or skills

 Type of discussion methods

 Guided discussion
 Conference
 Case study
 Role playing
 Brainstorming

Instructor I 124
Conducting a Lesson:
Conference Method
 Direct group thinking towards the solution

 Must have clearly stated end results as goal

 Instructor must develop understanding and

acceptance of the problem

 Conference leader is facilitator, not teacher

Instructor I 125
Conducting a Lesson:
Demonstration Method
 Introducing new manipulative skills

 Instructor showing how something is done

 Step-by-step

 Simple method, preparation important

 Demonstration should contain some theory and

background
Instructor I 126
Conducting a Lesson:
Illustration Method
 Showing Method
 Drawings
 Photos/slides
 Models

 Illustration can aid demonstration

 Not replace it

Instructor I 127
Conducting a Lesson:
Lecture Method

 Using words to convey ideas

 Often overused
 Permits little feedback from students
 Worst use is when no preparation is done
 First student impression is long-lasting
 Use to convey information to large groups

Instructor I 128
Conducting a Lesson:
Individualized instruction
 Three reasons
 Student needs & preferred learning style
 Lesson objective
 Instructional strategies that fit student needs
 Examples
 Tutoring (one on one)
 Programmed learning (small step)
 Computer-aided instruction
 Method features frequent review of progress

Instructor I 129
Tutoring to Improve
Technical Knowledge
 Individualized instruction
 One-on-one student/instructor
relationship
 Individually paced
 Flexible in terms of time for learning
 Instructor can give constant feedback

Instructor I 130
Asking Questions

 Used to obtain feedback

 Phrase questions for explanatory Answers

 Rather than a yes/no

Instructor I 131
Training Aids

 Any material used to support instruction

 Help student better understand and

remember

 Oral communications alone inadequate

Instructor I 132
Training Aids
 Purpose
 Support explanations
 Create extra interest
 Provide emphasis
 Sensory appeal
 Time conservation
 Desirable design characteristics
 Simple
 Realistic
 Manageable

Instructor I 133
Training Aids

 Select:
 Subject content
 Behavioral objectives
 Class size
 Flexibility
 Pace of learning

Instructor I 134
Overhead Projector

 Effective and easily used

 Fully lighted room in front of class

 Instructor can face class while using

 Can interact with transparency

 Write on it
 Mask off any part

Instructor I 135
35MM Slide Projector
 Transparency mounted in a 2 inch by 2 inch
frame

 Slides are compact, convenient

 Can be operated by a remote control

 Expose slide no longer than 30 seconds

Instructor I 136
Movie Projector
 Films dramatize subjects, increase
motivation

 Considerations when selecting films

 Standard projector is 16mm

 Film speed is 24 frames per second

Instructor I 137
Video Tape

 Used in ways similar to motion pictures

 Allows rapid playback to training effort
 Quality video equipment decreasing in
price
 Formats VHS/Beta

Instructor I 138
Slide-Tape Machine
 Combines sound and pictures
 As in movies, video

 Relatively inexpensive to buy/prepare

 Equipment suitable for self-instruction

 Single-units effective for small groups

 Up to 5-6 persons

Instructor I 139
Projection Screens
 Matte screen

 Beaded screen

 Lenticular screen

 High grain aluminum

 Rear projection

Instructor I 140
Seating for Viewing
Screens

 Rule of thumb
 Never seated closer than twice screen width
 No farther than six times screen width

 Viewing angles

 Eliminate outside noise

Instructor I 141
Viewing Screens

 Key points

 Distortion of image

 Projector and screen not square

 Eliminate by tilting projector or screen

Instructor I 142
Non-Projected Training
Aids

 Chalkboard
 Flip charts
 Illustrations
 Models
 Duplicated handouts

Instructor I 143
Evaluation

 Definition
 Systematic collection of information for
decision-making
 Components
 Criteria
 Evidence
 Judgement
 Uses of evaluation
Instructor I 144
Evaluation

 Evaluating self-performance
 Purpose is to make the course better
 Did the student appear interested?
 Did the test results indicate learning?
 Are you confident the class was a success?
 What would you do different next time?

Instructor I 145
Student Evaluations to
Revise Teaching

 Reaction
 Knowledge
 Skills
 Attitudes
 Learning
 Results

Instructor I 146
Testing

 Important part of instruction and evaluation

 Legal consideration
 Validity
 Test measures what it is supposed to
 Reliability
 Test produces about same results from class to
class, unless class background changes

Instructor I 147
Types of Tests

 Criterion-referenced
 Test results compared against specific
objectives
 Norm-referenced
 Test results rank students on comparative
basis
 Manipulative-performance
 Determines psychomotor proficiency

Instructor I 148
Types of Tests

 Prescriptive
 Pre-tests at beginning of instruction

 Progress
 To measure improvement

 Comprehensive
 Measure overall learning

Instructor I 149
Types of Tests
 Ways to administer a test

 Oral
 Verbal answers to spoken questions

 Written
 Objective, correct response is clear
 Subjective, no set response, “correct” responses
can vary with student’s solution

Instructor I 150
Constructing A Test

 Match items to behavioral objective

 Eliminate all barriers
 Avoid giving clues to answers
 Select proper item difficulty
 Decide number of items
 Check for ease
 Build in validity reliability
Instructor I 151
Multiple Choice

 One of the most versatile objective test

items
 Parts
 Stem
 Choices/alternatives
 Answer
 Distractors
 Advantages/disadvantages
Instructor I 152
True & False
 Easy to construct, often abused

 Equal number of true and false answers

 Distributed randomly
 Include sufficient number of questions for
reliable results

 Difficulty in constructing items that are

completely true or false
Instructor I 153
Matching
 Variation on multiple choice

 Easy to construct and score

 Covers broad amount of material in compact space

 Applicable for who, what, when, and where

questions

 Two parallel columns of words

 Match one word for related item in other column

Instructor I 154
Short Answer
 Requires the student to supply the answer
 Eliminates guessing

 Can include completion

 Key words omitted, incomplete statement

 Can be difficult to score

 Answers may be partially right/wrong
 Construct for single word answer

Instructor I 155
Performance Test

 Evaluates psychomotor objectives

 Only method for manipulative skills
 Speed/quality standard

 Difficulties
 Time consuming
 Takes more instructors
 Scores make be unreliable

Instructor I 156
Giving a Test
 Instructions
 Brief, to the point
 Security
 Safeguard against cheating
 Administration
 Environmental conditions
 Analyzing results
 Helpful to instructor and student
 Average grade

Instructor I 157
Training Records
 Keep record of all training
 By subject, and by student

 Be aware of legal considerations

 Privacy, security

 Need to show validity and reliability

 Easily computerized

Instructor I 158
Indiana Fire Instructor
Certification

 Instructor I
 Teach & sign Indiana Mandatory training, and
teach firefighter I/II, under approved II/III
instructor
 Serve as an evaluator
 Teach from produced or approved lesson
plans

Instructor I 159
Indiana Fire Instructor
Certification

 Instructor II/III
 Teach & sign Indiana mandatory training,
Firefighter I/II, and advanced firefighter
courses
 Proctor and grade tests
 Develop and teach from created lesson plans

Instructor I 160
Indiana Fire Instructor
Certification

 655 IAC 1-1-1.1

 Authority have jurisdiction Firefighter
standards board
 Mandatory 24 hour training
 Voluntary certification program
 No-fee on state certification

Instructor I 161