© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION Lesson Plans Fire Service Instructor I Fire Service Instructor II Knowledge Objectives Knowledge Objectives After studying this chapter, you will be able to: After studying this chapter, you will be able to: I Identify and describe the components of learning I Describe how a Fire Service Instructor II creates a lesson objectives. (pp 127–129) plan. ( NFPA 5.3 , NFPA 5.3.1 ) (pp 140–149) I Identify and describe the parts of a lesson plan. I Describe how a Fire Service Instructor II modifi es a lesson ( NFPA 4.3.2 , NFPA 4.4.3 ) (pp 129–132) plan. ( NFPA 5.3.3 ) (p 149) I Describe the four-step method of instruction. (pp 132, 134) I Describe the instructional preparation process. ( NFPA 4.2.2 , NFPA 4.3.2 , NFPA 4.3.3 ) (pp 134–136) Skills Objectives I Describe the lesson plan adaptation process for the After studying this chapter, you will be able to: Fire Service Instructor I. ( NFPA 4.3 , NFPA 4.3.1 , NFPA 4.4.4 ) (pp 138–139) I Create a lesson plan that includes learning objectives, a lesson outline, instructional materials, instructional aids, and an evaluation plan. ( NFPA 5.3.2 ) (pp 140–149) Skills Objectives I Modify a lesson plan so that it both meets the needs of the students and ensures that all learning objectives are met. After studying this chapter, you will be able to: ( NFPA 5.3.3 ) (p 149) I Demonstrate the four-step method of instruction. (pp 132, 134) I Review a lesson plan and identify the adaptations needed. ( NFPA 4.3.3 ) (pp 138–139) I Adapt a lesson plan so that it both meets the needs of the students and ensures that learning objectives are met. ( NFPA 4.3.3 ) (pp 138–139) 41320_CH06_Pass3.indd 124 05/03/13 9:48 AM © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION CHAPTER 6 Fire Service Instructor III Knowledge Objectives There are no knowledge objectives for Fire Service Instructor III students. Skills Objectives There are no skills objectives for Fire Service Instructor III students. 125 41320_CH06_Pass3.indd 125 05/03/13 9:48 AM © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION You Are the Fire Service Instructor recent seminar you attended has motivated you to present to your department some information you learned at the keynote presentation and workshops. You have a brief hand- Aout of key points and terms, a pad full of written notes that you scribbled down, and links to various Web sites that the instructors provided. As part of your research, you note that the instructor from one of the workshops has made his lesson plan available to class participants for use in passing along this information. You have only two days to gather this information and review the material from the Web site before you will conduct the training session. 1. What are the responsibilities of an Instructor I in adapting a lesson plan for an audience? 2. How will you determine the outcomes of the lesson plan provided by the instructor? 3. Which parts of the lesson plan provided will contain the content of the class material? How will you use each part of the lesson plan in your presentation? I Will the delivery schedule be affected by availability of I n t r o d u c t i o n specifi c resources? When most people think about the job of a fi re service instruc- All of these questions and more are answered during tor, they picture the actual delivery of a presentation in front the planning and preparation for the class. This information of the classroom. Although lectures are an important aspect is compiled into a document called a lesson plan. A lesson of instruction, they are not the only part of the job. Most fi re plan is a detailed guide used by the fi re service instructor service instructors spend many hours planning and preparing for preparing and delivering instruction to students. A fi re for a class before students ever arrive in the classroom. There service instructor who uses a well-prepared and thorough are many details to address when planning a class: lesson plan to organize and prepare for class greatly increases I What are the expected outcomes (objectives) of the the odds of ensuring quality student learning. A Fire Ser- training session? vice Instructor I uses a lesson plan that is already developed, I How much time will the class take? usually by an instructor who is certifi ed as an Instructor II I How many students will attend the class? or higher. The Instructor II has received training in how to I Are there student prerequisites required to understand develop his or her own lesson plan and may be responsible the objectives? for developing all parts of the lesson plan, including objec- I Which training aids and equipment will be needed? tives, lesson outline, suggested student activities, methods of I In what order will the instructional material be evaluation, and many other components of a properly crafted presented? class session. Fire Service Instructor I Why Use a Lesson Plan? Most people without experience in the fi eld of education do not understand the importance of a lesson plan. Attempting Many fi re fi ghters who are assigned to instruct a class have a to deliver instruction without a lesson plan is like driving in a lot of emergency scene experience and may have even partic- foreign country without a map FIGURE 6-1 . The goal in both ipated in group discussions on department operations, per- situations is to reach your intended destination. In a lesson sonnel evaluations, or the budget process. However, working plan, the learning objectives are the intended destination. from prepared lesson plan materials is a process with which Without a map (the lesson plan), you most likely will not reach many fi re fi ghters have no experience, as they may have par- the destination. If an instructor attempts to shoot from the hip ticipated as students and not in delivering information to without a prepared lesson plan that details the expected out- students. comes, content may be skipped, safety points may be omitted, 41320_CH06_Pass3.indd 126 05/03/13 9:48 AM © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION CHAPTER 6 Lesson Plans 127 If you are using a common lesson plan, carefully review it, and write your comments and thoughts in the margins as you prepare for the class. It is particularly useful to note illustrative examples that you can use in class during the preparation stage so you do not have to think up examples under pressure. Good examples and local appli- cations include your own fi rsthand experiences, and they make the material more relevant for your students. FIGURE 6-1 Attempting to deliver instruction without a lesson Learning Objectives plan is like driving in a foreign country without a map. Don’t waste valuable class time searching for directions. All instructional planning begins by identifying the desired outcomes. What do you want the students to know or be able to do by the end of class? These desired outcomes are and inconsistency between deliveries will occur. Also, without called objectives. A learning objective is defi ned as a goal that a lesson plan that contains learning objectives, you may not is achieved through the attainment of a skill, knowledge, or even know what the destination for the class is. In other words, both, and that can be observed or measured. Sometimes these if you do not have clearly written learning objectives for your learning objectives are referred to as performance outcomes or class and a plan for how to achieve them, there is a high behavioral outcomes, for a simple reason: If students are able probability that you will not be successful. to achieve the learning objectives of a lesson, they will achieve the desired outcome of the class. Effective instructors always start their presentations by discussing and reviewing the objec- tives of the presentation with the students. A terminal objective is a broader outcome that requires Occasionally, an instructor may use a lesson plan from the learner to have a specifi c set of skills or knowledge after an established or ongoing training program. Such lesson a learning process. An enabling objective is an intermediate plans may have been adapted for previous deliveries objective and is usually part of a series of objectives that direct based on a specifi c audience and factors related to that instructors on what they need to instruct and what the learners class. If an instructor becomes complacent and fails to will learn to accomplish the terminal objective. Consider the check the existing lesson plans fully against his or her enabling objectives to be the steps that allow you to reach the own class requirements, the result may be an inferior top fl oor—that is, the terminal objective. An example of how lesson delivery for the students. terminal and enabling objectives are developed from JPRs is provided later in the chapter. Written lesson plans also ensure consistency of training I Understanding the Components throughout the various companies of a large fi re department, of Learning Objectives or when a class is taught multiple times, especially by different Many different methods may be used for writing learning fi re service instructors. In such cases, a common lesson plan objectives. One method commonly employed in the fi re service ensures that all students receive the same information.