INSTRUCTOR 1INSTRUCTOR 1

Presented byPresented by

Illinois Society of Fire Service Illinois Society of Fire Service InstructorsInstructors

Instructor I Course Instructor I Course RequirementsRequirements

Certification RequirementsCertification Requirements– Certified Firefighter 2Certified Firefighter 2– 3 yrs fire service experience3 yrs fire service experience

Instructor I CourseInstructor I Course– Presentations (2 teaching experiences)Presentations (2 teaching experiences)– Attendance 90% - 36 hoursAttendance 90% - 36 hours– Written Test 70% - 50 questions all Written Test 70% - 50 questions all

typestypes

Instructor StandardsInstructor Standards

NFPA 1041 Fire Service Instructor NFPA 1041 Fire Service Instructor QualificationsQualifications

Definition:Definition: An Inst. 1 is an An Inst. 1 is an individual who has demonstrated individual who has demonstrated the knowledge and ability to the knowledge and ability to conduct instruction from conduct instruction from preparedprepared materials which is predominately materials which is predominately skills oriented.skills oriented.

Course OutlineCourse Outline

Instructional TerminologyInstructional Terminology Role and ResponsibilityRole and Responsibility Concepts of LearningConcepts of Learning Human Factors and learningHuman Factors and learning Oral CommunicationsOral Communications Lesson PlansLesson Plans Instructional MethodsInstructional Methods Instructional MaterialsInstructional Materials

Course Outline (Con’t)Course Outline (Con’t)

The Learning EnvironmentThe Learning Environment Testing and EvaluationTesting and Evaluation Records and ReportsRecords and Reports

Instructional Instructional Terminology***Terminology***

Course ObjectivesCourse Objectives Course OutlineCourse Outline FeedbackFeedback Four-Step MethodFour-Step Method Instructor MaterialsInstructor Materials InstructorInstructor JobJob Key pointsKey points Progress ChartProgress Chart StudentStudent

Job Breakdown PointsJob Breakdown Points Lesson PlanLesson Plan Level of InstructionLevel of Instruction

– cognitivecognitive– psychomotorpsychomotor

Minimal Acceptable Minimal Acceptable StandardsStandards

MotivationMotivation Occupational AnalysisOccupational Analysis Performance LevelsPerformance Levels

General Areas of General Areas of ResponsibilityResponsibility

General AreasGeneral Areas– Department responsibilityDepartment responsibility– Identify training activities within dept.Identify training activities within dept.– Insure all drills conducted safelyInsure all drills conducted safely– Coordinate training activitiesCoordinate training activities– Solicit outside agencies and specialist Solicit outside agencies and specialist

to assist with instructionto assist with instruction

General Areas of General Areas of ResponsibilityResponsibility

Specific ResponsibilitiesSpecific Responsibilities– The AdministrationThe Administration– The studentThe student– The fire serviceThe fire service– To one’s selfTo one’s self

General Areas of General Areas of ResponsibilityResponsibility

Special ResponsibilitiesSpecial Responsibilities– EEO - Equal Employment OpportunityEEO - Equal Employment Opportunity

– AA - Affirmative ActionAA - Affirmative Action– Family Education and Privacy Act of Family Education and Privacy Act of

19741974

What are the effects of EEO & AA?What are the effects of EEO & AA?

Characteristics of Adult Characteristics of Adult LearnersLearners

Have many life experiencesHave many life experiences Are motivated to learnAre motivated to learn Have many competing demands Have many competing demands

on their timeon their time May lack confidence in their abilityMay lack confidence in their ability Vary more from each other than Vary more from each other than

childrenchildren

How Adults LearnHow Adults Learn

Actively participate in goal settingActively participate in goal setting Appropriate learning climateAppropriate learning climate Learning is problem centeredLearning is problem centered Set their own paceSet their own pace Receive feedback about progressReceive feedback about progress

Factors Affecting Students Factors Affecting Students Ability to LearnAbility to Learn

Attitude - material importanceAttitude - material importance Experience - studentsExperience - students Knowledge - what they already have Knowledge - what they already have

learnedlearned Education - backgroundsEducation - backgrounds Personality - relationships between Personality - relationships between

instructor and studentsinstructor and students Physical disabilitiesPhysical disabilities

Negative Influences on Negative Influences on LearningLearning

Fear or worryFear or worry– class situationclass situation– failurefailure– familyfamily– personal problemspersonal problems

DiscomfortDiscomfort– personalpersonal– impairmentimpairment– classroom settingclassroom setting– Training situationTraining situation

Poor InstructionPoor Instruction– wrong levelwrong level– instructor instructor

preparationpreparation– lack of involvmentlack of involvment– inappropriate inappropriate

methodmethod

How We Learn & Retain How We Learn & Retain InformationInformation

LearningLearning– 1% through tasting1% through tasting– 1.5% through touch1.5% through touch– 11% through hearing11% through hearing– 83% through seeing83% through seeing

How We Learn & Retain How We Learn & Retain InformationInformation

Retaining InformationRetaining Information– 10% of what is read10% of what is read– 20% of what is heard20% of what is heard– 30% of what is seen30% of what is seen– 50% of what is seen & heard50% of what is seen & heard– 70% of what is said70% of what is said– 90% of what is said while doing90% of what is said while doing

Maslow’s Hierarchy of Maslow’s Hierarchy of NeedsNeeds

Needs AddressedNeeds Addressed– PhysiologicalPhysiological

classroomclassroom personalpersonal

– SecuritySecurity preparedprepared

– SocialSocial acceptanceacceptance

– Self-esteemSelf-esteem recognitionrecognition

– Self-satisfactionSelf-satisfaction expectationsexpectations achievementachievement

Thorndike’s Laws of Thorndike’s Laws of LearningLearning

Law of ReadinessLaw of Readiness– learn best when learn best when

preparedprepared– high interest & high interest &

involvementinvolvement

Law of ExerciseLaw of Exercise– repetition improves repetition improves

learninglearning– instructor instructor

involvementinvolvement

Law of EffectLaw of Effect– need to feel goodneed to feel good– desirable goaldesirable goal

Law of Law of AssociationAssociation– related related

informationinformation– past experiencespast experiences

Thorndike’s Laws of Thorndike’s Laws of LearningLearning

Law of RecencyLaw of Recency– more recentmore recent– practice just practice just

before usingbefore using

Law of IntensityLaw of Intensity– more real the more real the

stimulusstimulus– create training create training

situations that are situations that are near actual near actual incidentsincidents

Principles of LearningPrinciples of Learning

Start at students Start at students levellevel– examine course examine course

contentcontent– student backgroundstudent background– organization of organization of

lessonlesson– questioningquestioning– aim for level of aim for level of

majoritymajority

Teaching pointsTeaching points– time allocationtime allocation– repetition for repetition for

emphasisemphasis– training aidstraining aids– notesnotes– reviewsreviews

Principles of LearningPrinciples of Learning

Create interestCreate interest– student curiositystudent curiosity– variety of variety of

instructorsinstructors

Provide for Provide for successsuccess– lesson organizationlesson organization– student feedbackstudent feedback

Meaningful Meaningful participationparticipation– student participationstudent participation– keep students keep students

workingworking– importantimportant– identify mistakesidentify mistakes

Confirm learningConfirm learning– evaluationevaluation

Human Factors in LearningHuman Factors in Learning

Types of learnersTypes of learners– superior studentsuperior student– slow learnerslow learner– troublemakerstroublemakers– shy/timid learnershy/timid learner– disinterested learnerdisinterested learner– daydreamersdaydreamers

Human Factors in LearningHuman Factors in Learning

Dealing with the problem studentDealing with the problem student– establish your authority within establish your authority within

organizationorganization– approach in privateapproach in private– inform student that behavior is inform student that behavior is

unacceptableunacceptable– permit student to define the problempermit student to define the problem– establish an acceptable solutionestablish an acceptable solution– define penalties for future problemsdefine penalties for future problems

Types and Levels of Types and Levels of LearningLearning

CognitiveCognitive (Knowledge) (Knowledge)– generally using the lecture teaching generally using the lecture teaching

formatformat knowledge - recallknowledge - recall comprehension - understand the meaningcomprehension - understand the meaning application - using the information is situationsapplication - using the information is situations analysis - break information into small partsanalysis - break information into small parts synthesis - integration into new wholesynthesis - integration into new whole evaluation - use standards to judge informationevaluation - use standards to judge information

– progressive in nature, one level to nextprogressive in nature, one level to next

Types and Levels of Types and Levels of LearningLearning

Psychomotor Psychomotor (practical)(practical)– most common in fire servicemost common in fire service

observation - witness activityobservation - witness activity imitation - copy activity step by stepimitation - copy activity step by step adaptation - modify and personalizeadaptation - modify and personalize performance - perfecting activityperformance - perfecting activity perfection - flawless and artfulperfection - flawless and artful

– progressive in nature, one step to progressive in nature, one step to nextnext

Types and Levels of Types and Levels of LearningLearning

Affective Affective (attitude)(attitude)– the feeling or attitude related to the feeling or attitude related to

instructioninstruction receiving - becoming aware of conceptreceiving - becoming aware of concept responding - indicating concept is receivedresponding - indicating concept is received valuing - committing to some positionvaluing - committing to some position organizing - adjusting among valuesorganizing - adjusting among values characterizing - personalizing the conceptcharacterizing - personalizing the concept

– least understood level of learningleast understood level of learning