FIRE 0179. Fire and Emergency Services Instructor 1

Unit: 1.5
Advisory: IS-100.B (Introduction to the Incident Command System) and IS-700.A (FEMA - National Incident Management System)
Hours: 40 (24 lecture, 16 laboratory)
Designed for working firefighters, this course provides the skills and knowledge needed for the entry level professional instructor to perform his or her duties safely, effectively, and competently. The curriculum is based on the 2012 edition of NFPA 1041 Standard for Fire Service Instructor Professional Qualifications. At the end of this course, candidates for Instructor I certification are able to teach and deliver instruction from a prepared lesson plan utilizing instructional aids and evaluation instruments. The Instructor I is also able to adapt a lesson plan and complete the reporting requirements to the local jurisdiction. Course is one of a series required for Company Officer Certification by California State Fire Training. (CSU-with unit limitation)

FIRE 0179 - Instructional Methodology - Instructor I

http://catalog.sierracollege.edu/course-outlines/fire-0179/

Catalog Description DESCRIPTION IS HERE: Advisory: IS-100.B (Introduction to the Incident Command System) and IS-700.A (FEMA - National Incident Management System) Hours: 40 (24 lecture, 16 laboratory) Description: Designed for working firefighters, this course provides the skills and knowledge needed for the entry level professional instructor to perform his or her duties safely, effectively, and competently. The curriculum is based on the 2012 edition of NFPA 1041 Standard for Fire Service Instructor Professional Qualifications. At the end of this course, candidates for Instructor I certification are able to teach and deliver instruction from a prepared lesson plan utilizing instructional aids and evaluation instruments. The Instructor I is also able to adapt a lesson plan and complete the reporting requirements to the local jurisdiction. Course is one of a series required for Company Officer Certification by California State Fire Training. (CSU-with unit limitation) Units 1.5 Lecture-Discussion 24 Laboratory 16 By Arrangement Contact Hours 40 Outside of Class Hours Course Student Learning Outcomes Define the role of the Instructor I. Construct and outline a lesson plan. Assemble and deliver cognitive and psychomotor lesson plans. Develop and administer oral, written and performance tests. Course Content Outline I. Instructor I Certification Process A. Levels of certification in the Instructor certification track 1. Instructor I 2. Instructor II 3. Instructor III B. Courses required for Instructor I 1. instructional Methodology C. Other requirements for Instructor I D. Certification task book process E. Prerequisites and course work F. Application and fees to request certification task book 1. job performance requirements included in the task book 2. identified evaluator verify individual task completion via signature 3. Fire Chief or authorized representative verify task book completion via signature 4. employed by a California Fire Agency in the position prior to submitting completed task book to State Fire Training G. Certification testing process 1. coursework 2. schedule online certification test 3. schedule skills evaluation test II. Definitions of Duty A. Program management B. Instructional development C. Instructional delivery D. Evaluation and testing III. Determining Needed Adaptations A. Recognize student characteristics, needs, and cultural diversity 1. need for specially designed academic instruction in English (SDAIE) 2. visual, Oral, Reading-Writing, or Kinesthetic (VORK) styles 3. student exceptionalities 4. members of the public B. Methods of instruction C. Types of resource materials D. Aspects of an organized learning environment E. Policies and procedures for adapting instruction or the learning environment F. Resources, facilities, and materials 1. facility conditions such as working equipment and schedule of HVAC and power operations IV. Adapting Lesson Plans A. Components of a lesson plan B. Instructional aids and methods to support the lesson plan C. Aspects of an organized learning environment D. Instructor preparation and organizational skills 1. preparation includes developing an awareness, prior to the beginning of the course, of the following aspects: learning environment, capability of facilities, type of equipment available, target audience V. Organizing the Learning Environment A. Classroom management and current safety practices 1. compliance with agency’s Injury Illness Prevention Program 2. CA Health and Safety Code, Division 12 3. Cal/OSHA 4. NFPA safety standards such as 1403 Standard on Live Fire Training Evolutions, 1584 Standard on the Rehabilitation Process For Members During Emergency Operations and Training Exercises, 1983 Standard on Life Safety Rope and Equipment for Emergency Services 5. describe safety practices specific to NFPA professional qualification(s) currently held 6. considerations for psychomotor lessons: Protective equipment,Modeling good safety practices during demonstrations, Guided practice, Additional instructors to ensure safety 7. techniques to maximize student application time 8. rules and procedures for use of personal electronic devices B. Advantages and limitations of audiovisual equipment and teaching aids C. Classroom arrangement that best fits the lesson, learning environment, and student needs D. Methods and techniques of instruction best fit the lesson, learning environment, and student needs E. Instructional media and teaching aids that best fit the lesson, learning environment, and student needs VI. Presenting Lessons A. Laws and principles of learning B. Methods and techniques of instruction C. Lesson plan components D. Elements of the communication process E. Lesson plan terminology F. Impact of cultural differences on instructional delivery G. Employ safety rules, regulations, and practices H. Mitigate training hazards I. Elements, benefits, and limitations of distance learning J. Distance learning delivery methods 1. online learning 2. blended e-learning 3. web-based instruction 4. computer-based training 5. interactive television 6. podcasts K. Instructor’s role in distance learning L. Oral and nonverbal communication techniques for classroom or distance learning presentation M. Methods and techniques of instruction N. Lesson plans in an instructional setting VI. Adjusting Presentations for Changing Circumstances A. Methods of dealing with changing circumstances in the learning environment 1. equipment failure 2. weather 3. audio and visual distractions 4. safety 5. limited resources 6. presentation location VII. Maintaining a Safe and Positive Learning Environment A. Motivation and coaching techniques 1. factors that can influence the learning process and need for motivation or coaching include: Attitude, Experience, Knowledge, Education, Personality, Physical condition (fatigue, illness, etc.), Unsafe behavior, Motivation, Competing demands for time B. Learning styles C. Types of learning disabilities and methods for meeting students’ needs D. Methods of dealing with disruptive and unsafe behavior 1. harassment 2. abuse 3. discrimination 4. disruption of training 5. horseplay 6. lack of respect for others E. Employ basic coaching and motivational techniques F. Corrective techniques to manage disruptive behaviors G. Adapt lesson plans or materials to specific instructional situations VIII. Operating Instructional Audiovisual Equipment A. Components of audiovisual equipment B. Use audiovisual equipment to support the learning process C. Clean and maintain audiovisual equipment at the field level, following manufacturer instructions IX. Utilizing Audiovisual Materials A. Media types, including benefits and limitations of each B. Selection criteria for media C. Transition techniques within and between media X. Administering and Conducting Tests A. Test administration practices B. Agency testing policies C. Laws and policies pertaining to discrimination during training and testing D. Methods for eliminating testing bias E. Laws affecting records and disclosure of training and testing information F. Purposes of evaluation and testing G. Performance skills evaluation principles H. Skills checklists I. Oral questioning techniques for testing XI. Grading and Securing Student Examinations A. Grading methods B. Eliminating bias during grading C. Maintaining exam security and confidentiality of scores XII. Reporting Test Results A. Reporting procedures B. Interpret test results 1. determine number who passed and failed C. Communication techniques for submitting test results 1. procedures for communicating with the agency that collects test results D. Basic coaching as feedback to the organization regarding test results XIII. Providing Evaluation Feedback to Students A. Reporting procedures B. Interpret test results 1. identify areas requiring additional study or remediation C. Communication skills for providing student feedback D. Basic coaching 1. document remediation or other coaching discussion XIV. Evaluating Student Instructor Lesson Demonstrations A. Teaching demonstration B. Strengths and weaknesses of student instructor performance according to established criteria C. Facilitate a review and discussion of the teaching demonstration, including instructor style 1. consider flow of presentation 2. consider whether teaching style and audience learning styles are well matched XV. Assembling Course Materials A. Components of a lesson plan B. Department policies and procedures for the procurement of materials and equipment C. Availability of resources based on student needs and number of students XVI. Preparing Resource Requests A. Resource management for instructional materials B. Sources of instructional materials and equipment C. Effective oral and written communication techniques for requesting instructional materials D. Resource request forms XVII. Scheduling Instructional Sessions A. Departmental scheduling procedures B. Resource management for scheduling instruction C. Schedule an instructional session XVIII. Completing and Submitting Training Records A. Types of records and reports required B. Policies and procedures for processing records and reports 1. agency timeline for completing the required reports • NFPA 901, Standard Classifications for Incident Reporting and Fire Protection Data 2. CAL-OSHA Title 8 chapter 3.2, Reporting Work Connected Fatalities and Serious Injuries 3. ethical and legal implications of incomplete or falsified records C. Basic training reports and complete training records Course Objectives Course Objectives Lecture Objectives: 1. Identify different levels in the instructor certification track, the courses and requirements for instructor 1 certification. 2. Describe the certification task book and testing process. 3. Define the role of the Instructor 1. 4. Distinguish program management, instructional development, instructional delivery and evaluation and testing. 5. Determine instructional materials, elements of a lesson plan, learning environment, and resources need adaptation. 6. Construct and outline a lesson plan. 7. Outline the elements of an organized classroom, laboratory and outdoor learning environment. 8. Assemble and deliver cognitive and psychomotor lesson plans. 9. Modify presentation methods to achieve learning outcomes. 10. Modify and adjust to different learning styles, abilities, cultures, and behaviors. 11. Use audiovisual and demonstration equipment. 12. Develop and administer oral, written and performance tests. 13. Analyze and compare testing processes that eliminate bias and discrimination. 14. Appraise grading and securing student examinations. 15. Outline test results reporting. 16. Analyze need for providing evaluation feedback to students. 17. Justify need for evaluating student instructor lesson demonstrations. 18. Outline process for assembling course materials. 19. Explain need for preparing resource requests. 20. Outline how to schedule instructional sessions. 21. Justify need for completing and submitting training records. Laboratory Objectives: 1. Demonstrate applying major principles of learning cognitive lessons through teaching demonstrations. 2. Analyze the steps in developing a course outline. 3. Compare and contrast the three levels of instruction - Basic Knowledge, Competent, Highly Proficient - and how they are applied to a cognitive lesson plan. 4. Analyze student behavioral objectives to determine if they are measurable. 5. Evaluate types of written objective examinations and write valid test questions. Methods of Evaluation Objective Examinations Skill Demonstrations Reading Assignments 1. Student will read the material in the textbook on cognitive lesson plan components and develop a lesson plan on a subject approved by the instructor. 2. Student will read the chapter in the textbook on instructional aids and develop a list of instructional aids they will use in their cognitive lesson teaching demonstration. Writing, Problem Solving or Performance 1. Student will prepare a 20 item test from the lesson plan outline that contains ten (10) true-false items and ten (10) multiple choice items. 2. Student will present a 20 minute cognitive lesson to the class on a subject approved by the instructor. Other (Term projects, research papers, portfolios, etc.) Methods of Instruction Laboratory Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.

Fire Technology

http://catalog.sierracollege.edu/departments/fire-technology/

The Fire Technology program prepares students for a career in the fire service and provides educational and training opportunities for employed and volunteer firefighters.