PPT-1-1.0. Lesson 1-1. The Instructor as a Professional. Student Performance
Objective ..... The Classroom Environment. • Seating. Arrangements. PPT-4-1.5 ...
INSTRUCTOR I Note Taking Guide
PILOT
Fall 2012 Maryland Fire and Rescue Institute University of Maryland Steven T. Edwards, Director
The Maryland Fire and Rescue Institute of the University of Maryland is the State’s comprehensive training and education system for all emergency services. The Institute plans, researches, develops, and delivers quality programs to enhance the ability of emergency service providers to protect life, the environment, and property.
Lesson 1‐1 The Instructor as a Professional
PPT‐1‐1.0
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to evaluate the profession of the instructor as it relates to characteristics, obligations, laws, and ethical conduct.
PPT‐1‐1.1
Overview • • • • •
Characteristics of Effective Instructors Instructor Obligations Instructor Challenges Laws Applicable to Instructors Laws Applicable to Instructors Ethical Conduct
PPT‐1‐1.2
Characteristics of Effective Instructors • An effective instructor – Has the desire to teach – Knows how to motivate – Is competent in the subject matter Is competent in the subject matter – Has leadership abilities – Has strong interpersonal skills
PPT‐1‐1.3
Discussion Question • Why is it important for an instructor to lead by example?
PPT‐1‐1.4
Characteristics of Effective Instructors • An effective instructor – Is prepared and organized – Shows ingenuity, creativity, and flexibility – Shows empathy Shows empathy – Demonstrates conflict resolution skills – Is fair
PPT‐1‐1.5
Characteristics of Effective Instructors • An effective instructor – Has personal integrity – Is honest – Is sincere Is sincere
PPT‐1‐1.6
Discussion Question • Why is it important for an instructor not to bluff his or her way through a question?
PPT‐1‐1.7
Review Question • What are the characteristics of an effective fire and emergency services instructor?
PPT‐1‐1.8
Discussion Question • Why is it important for an instructor to be both a teacher and a practitioner? • Being both a teacher and a practitioner increases base knowledge and credibility with students.
PPT‐1‐1.9
Instructor Obligations • The instructor must know the meaning of the term “profession” – a calling or vocation that requires specialized knowledge and long intense preparation
PPT‐1‐1.10
Review Question • Why are fire and emergency services instructors considered members of a profession?
PPT‐1‐1.11
Instructor Obligations • The instructor must – Effectively train the student – Train members of his organization – Provide Provide a link between the student and the fire a link between the student and the fire service profession – Continue professional development
PPT‐1‐1.12
Review Question • What are instructors’ obligations to the student, the organization, the profession, and themselves? – Ensure students perform their duties safely and skillfully – Support the missions of their organizations – Provide a link from the student to the profession – Acquire knowledge and improve skills
PPT‐1‐1.13
Instructor Challenges • Familiarization with standards – Some sources for standards and regulations are • The NFPA • OSHA • EMS regulations
• Instructor priorities • Student priorities • Student diversity
PPT‐1‐1.14
Instructor Challenges • • • • • •
Students with learning disabilities Organizational apathy Changes in profession Cooperative relationships Cooperative relationships Organizational promotion Management directives
PPT‐1‐1.15
Instructor Challenges • • • • • •
Knowledge of instructional environment Ensuring safe training environments Professional development Course schedules Course schedules Funds and resources Qualified instructor recruitment
PPT‐1‐1.16
Review Question • How can an instructor manage some of the challenges of the teaching environment?
PPT‐1‐1.17
Laws Applicable to Instructors • Title VII of the Civil Rights Act – Prohibits employment practices that discriminate – Protects the employees from all forms of harassment
• The Americans with Disabilities Act (ADA) – Prohibits discrimination against a student with an identified disability – Requires instructors and organizations to provide reasonable accommodations PPT‐1‐1.18
Laws Applicable to Instructors • The Privacy Act or Buckley Amendment – Prohibits invasion of a person’s privacy or unwanted publicity – Restricts access to personal information p – Guarantees access to records only by the covered student or eligible parent or guardian – Prohibits disclosure of personal information without consent
PPT‐1‐1.19
Laws Applicable to Instructors • State/Provincial Laws – States and provinces create laws and authorize agencies to review and adopt federal regulations or standards – Rules that carry the force of law in that state are known as administrative laws – Laws vary dramatically among jurisdictions
PPT‐1‐1.20
Laws Applicable to Instructors • Municipal, Departmental, and Organizational Laws – Ordinances • Are local laws that apply to persons, things, and activities pp y p , g, • May impact training activities
– Regulations • Are created by departments and organizations in cities and town to guide management and employee actions • Address specific issues
PPT‐1‐1.21
Laws Applicable to Instructors • National Codes and Standards – Code – Standard – National codes and standards are not laws unless they are adopted by the AHJ – Codes and standards are recognized and developed by experts in the field of fire and emergency services – Codes and standards are developed by peers: they can be taken into consideration even when they do not rise to the level of law. PPT‐1‐1.22
Review Question • What federal laws affect the fire and emergency services instructor?
PPT‐1‐1.23
Ethical Conduct • Code of Ethics • In education, questionable ethical situations can include: – Sharing of exam papers between classes Sharing of exam papers between classes – Allowing plagiarizing of material produced by others – Allowing cheating – Advancing students who have not received proper training or passed courses
PPT‐1‐1.24
Discussion Question • What are some potential ethical situations that may arise during training?
PPT‐1‐1.25
Ethical Conduct • Instructors should be aware of common explanations used to justify wrong actions • An ethics program should – Include Include an organizational and individual code of an organizational and individual code of conduct – Include a written code of ethics
PPT‐1‐1.26
Ethical Conduct • Ethical issues – Will occur regardless of the existence of codes of ethics – Must be managed when they arise during training g y g g – Can be managed by methods created by individual organizations – Will be solved by goals that are ethical and based on sound evidence and reasoning
PPT‐1‐1.27
Review Question • What are the characteristics of an effective ethics program?
PPT‐1‐1.28
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to evaluate the profession of the instructor as it relates to characteristics, obligations, laws, and ethical conduct.
PPT‐1‐1.29
Review • • • • •
Characteristics of Effective Instructors Instructor Obligations Instructor Challenges Laws Applicable to Instructors Laws Applicable to Instructors Ethical Conduct
PPT‐1‐1.30
Lesson 2‐1 Principles of Learning
PPT‐2‐1.0
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to evaluate the characteristics of adult learning as it relates to learning domains and learning styles.
PPT‐2‐1.1
Overview • • • • • •
The Foundations of Learning Characteristics of Adult Learners Domains of Learning Learning Styles Learning Styles Instructional Strategies Motivation
PPT‐2‐1.2
The Foundations of Learning • The Sensory – Stimulus Theory – There is a life long reliance on the five senses as the primary tool set for learning – Sensory memory y y – Cone of learning
PPT‐2‐1.3
The Foundations of Learning – Individuals will retain • 10% of what they read • 20% of what they hear • 30% of what they see • 50% of what they see and hear together • 70% of what they say or repeat • 90% of what they say while doing what they are talking about
PPT‐2‐1.4
Discussion Question • What is the most effective mode of learning?
PPT‐2‐1.5
The Foundations of Learning • Knowles’ Assumptions of Adult Learners – Andragogy is the art of teaching adults • Provides a set of assumptions for effectively teaching adults – Self‐concept – Experience – Readiness to learn – Learning orientation – Motivation
PPT‐2‐1.6
The Foundations of Learning • Thorndike’s Laws of Learning – – – – – – – –
Readiness Exercise Effect Disuse Association Recency Primacy Intensity
PPT‐2‐1.7
Discussion Question • Why is it important for an instructor to find the most effective ways of learning for students?
PPT‐2‐1.8
Characteristics of Adult Learners • • • • • •
Life Experiences and Responsibilities Motivation Self Confidence Age Gender Cultural and Ethnic Background
PPT‐2‐1.9
Review Question • What are common characteristics of adult learners?
PPT‐2‐1.10
Domains of Learning • Cognitive – Cognition refers to all forms of knowing, including perceiving, imagining, reasoning, and judging – To illustrate cognitive material, instructors may g , y • Use audiovisual and training aids • Show models • Perform demonstrations • Involve students in application activities
PPT‐2‐1.11
Domains of Learning • Psychomotor – The psychomotor domain is typically referred to as hands‐on training – Students learn through repeated practicing of a skill g p p g – Proficiency is developed through positive reinforcement and continued practice
PPT‐2‐1.12
Domains of Learning • Affective – Affective learning involves how individuals deal with issues emotionally – Affective learning involves g • Individual awareness • Attitudes • Interests • • • •
Appreciations Motivations Enthusiasm Values PPT‐2‐1.13
Review Question • What are the three domains of learning?
PPT‐2‐1.14
Learning Styles • A learning style is a consistent way a person gathers and processes information – Students use sight, sound, and touch
• Instructors Instructors can recognize learning styles by can recognize learning styles by observing how individuals – Think about information and solve problems – Make sense of their environment – Participate in activities
PPT‐2‐1.15
Review Question • What should instructors do to address different learning styles?
PPT‐2‐1.16
Instructional Strategies • Sequential or linear – thinking in a step‐by‐step orderly process • Abstract or symbolic – recognizing common qualities in similar but different experiences • Concrete or real objects – preferring to work with facts instead of imagining outcomes • Global or holistic – seeing the whole picture and forming relationships
PPT‐2‐1.17
Review Question • What instructional strategies are used in the fire and emergency service?
PPT‐2‐1.18
Classroom Activity • Please turn to Lesson 2‐1 in your student manuals and complete Classroom Activity 2‐1‐1
PPT‐2‐1.19
Motivation Provide relevancy Set realistic and obtainable goals Demonstrate enthusiasm Expect success and require outstanding Expect success and require outstanding performance • Incorporate motivators • Generate interest and participation • Include instructional variety • • • •
PPT‐2‐1.20
Review Question • What motivational techniques can instructors use to help students succeed?
PPT‐2‐1.21
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to evaluate the characteristics of adult learning as it relates to learning domains and learning styles.
PPT‐2‐1.22
Review • • • • • •
The Foundations of Learning Characteristics of Adult Learners Domains of Learning Learning Styles Learning Styles Instructional Strategies Motivation
PPT‐2‐1.23
Lesson 2‐2 Instructional Planning
PPT‐2‐2.0
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to discuss instructional preparation as it relates to training aid selection, class continuity, and class consistency.
PPT‐2‐2.1
Overview • • • •
Planning to Teach Training Aid Selection Class Continuity Course Consistency Course Consistency
PPT‐2‐2.2
Planning to Teach • Organization – Materials should be neatly stored and easily accessible
• Session Preparation – The most important session preparation tasks are to • • • • • • •
Read the lesson objectives Review the lesson plan Check what equipment is needed Locate required equipment Determine what skills need to be taught Review audiovisuals Check documentation requirements
PPT‐2‐2.3
Planning to Teach • Session logistics – Logistics is the procurement, distribution, maintenance, and replacement of materials and personnel – Logistical needs may require several hours of preparation and restoration for classes with high equipment needs – The instructor is responsible for ensuring all materials and equipment needed are determined and arranged before the beginning of class
PPT‐2‐2.4
Planning to Teach • Session logistics – The following are steps to assemble equipment and materials • • • • •
Check for missing items Review operations Arrange room layout Find replacements or make repairs Revert to a contingency plan (Plan B)
PPT‐2‐2.5
Review Question • What are the keys to a successful teaching experience for instructors?
PPT‐2‐2.6
Training Aid Selection • Training aids will usually be listed in the lesson plan • Training aids work with the learning objectives and lesson content
PPT‐2‐2.7
Training Aid Selection • Learning Objectives and Lesson Content – Instructors must • Review the lesson plan • Determine the content and objectives • Select the type of training aid that will satisfy as many of the requirements as possible
– It may be necessary to alter the training aid – It may be necessary to create a training aid using the technology that is available
PPT‐2‐2.8
Training Aid Selection • Required Student Performance – Training aids are selected to illustrate or demonstrate the knowledge that the student must possess when course is complete
• Class Size and Interaction • Pace of Learning • Practice Factors – Practice time should be included in the lesson plan along with the training aids or props needed
PPT‐2‐2.9
Training Aid Selection • Evaluative Factors • Budget Limitations – The benefit to the student and instructor must be greater than • Purchase cost of the device • Cost upkeep and storage • Cost in time and development of the training aid
– Budget limitations may automatically prohibit the purchase or development of a training aid
PPT‐2‐2.10
Review Question • What factors should instructors consider when selecting training aids?
PPT‐2‐2.11
Class Continuity • Class continuity – The information presented should flow in a logical and understandable stream – Class continuity is affected by • Session scheduling • Instructor preparedness • Classroom logistics
PPT‐2‐2.12
Class Continuity • Instructor Changes – Lead instructors can maintain continuity by doing the following • Know fellow instructors • Prepare the students • Meet with substitute instructors or assistants to prepare for the class
PPT‐2‐2.13
Review Question • How can instructors prepare students for a change in instructors?
PPT‐2‐2.14
Classroom Activity • Please turn to Lesson 2‐2 in your student manuals and complete Classroom Activity 2‐2‐1.
PPT‐2‐2.15
Class Continuity • Weather Variations – Climate changes can have an adverse affect on training activities and schedules – Continuity may be challenged as instructors attempt t t h th to teach the same skills during the summer heat and kill d i th h t d winter cold – Instructors must be able to adapt the skills to the existing weather while still remaining faithful to the specific skill requirements – The learning environment should not distract students from attending to the objectives of the lesson PPT‐2‐2.16
Discussion Question • Why might we not practice the same skills in the course under severe conditions when we may have to on the job?
PPT‐2‐2.17
Class Continuity • • • •
Equipment and Material Variations Instructional Resource Variations Difference in Learning Styles Differences in Knowledge Level Differences in Knowledge Level
PPT‐2‐2.18
Review Question • When can class continuity be affected?
PPT‐2‐2.19
Classroom Activity • Please turn to Lesson 2‐2 in your student manuals and complete Classroom Activity 2‐2‐2.
PPT‐2‐2.20
Course Consistency • • • • •
Safety Factors Types of Training Materials Resource Materials Approaches to Teaching Approaches to Teaching Skill Performances
PPT‐2‐2.21
Review Question • In what areas can course consistency be an issue?
PPT‐2‐2.22
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to discuss instructional preparation as it relates to training aid selection, class continuity, and class consistency.
PPT‐2‐2.23
Review • • • •
Planning to Teach Training Aid Selection Class Continuity Course Consistency Course Consistency
PPT‐2‐2.24
Lesson 3‐1 Lesson 31 Instructional Materials and Equipment
PPT‐3‐1.0
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to evaluate instructional materials and equipment and how they are used in the classroom and training environments.
PPT‐3‐1.1
Overview • • • • •
Lesson Plans Resource Materials Copyright Laws and Permissions Training Aids Training Aids Training Aid Benefits
PPT‐3‐1.2
Lesson Plans • Lesson Plans – Provide uniformity of instruction – Give a clear path for students to follow – Help create consistency when multiple instructors teach – Provide documentation for the training division and organization’s administration – Provide a document for developing testing and evaluation requirements
PPT‐3‐1.3
Lesson Plans • Lesson Plan Components – – – – –
Job or topic Time frame Level of instruction Learning objectives Resources/materials needed
PPT‐3‐1.4
Lesson Plans • Lesson Plan Components – Preparation an instructor needs to do before delivering the lesson – Prerequisites – References – Lesson summary – Assignments
PPT‐3‐1.5
Lesson Plans • Lesson Outlines and Learning Objectives – Level 1 instructors • Will be provided with a prepared lesson plan to guide instruction • May have to create training exercises when they have M h t t t i i i h th h not been provided lesson plans • Should realize they do not need to produce formal lesson plans and curriculum
PPT‐3‐1.6
Lesson Plans • Lesson Outlines and Learning Objectives – Basics of learning objectives • The instructor must determine the intended outcome of the class • Each objective should contain an action and a j knowledge or skill • The author Robert Mager states that learning objectives should contain – A performance (behavior) statement – A conditions description (the situation, tools or materials required) – Standards criteria (the acceptable level of performance) PPT‐3‐1.7
Discussion Question • What are the three critical components of the JPRs?
PPT‐3‐1.8
Lesson Plans • Lesson Outlines – Are a basic road map designed to lead students through a single lesson – May be written in a variety of forms • Outline of major points • Detailed outline • Major points with explanatory material
PPT‐3‐1.9
Review Question • What components go into a lesson plan?
PPT‐3‐1.10
Resource Materials • Resource Materials – Are additional resources to reinforce information provided in lesson plans – Provide real‐world examples of lesson topics – Are commonly used by fire and emergency services Are commonly used by fire and emergency services instructors • • • • •
NIST reports NIOSH reports Video Supplementary text Fire and emergency services related websites
PPT‐3‐1.11
Review Question • How do students benefit when instructors use outside resource material?
PPT‐3‐1.12
Copyright Laws and Permissions • Copyright laws are established to provide legal guidelines for the use of training material
PPT‐3‐1.13
Copyright Laws and Permissions • Since the Copyright Act of 1976 was passed, the majority of U.S. copyright laws include the following – All works published before 1923 are considered public domain public domain – Works published between 1923 and 1977 are protected for 95 years from the date of publication – Works created but not published before 1978 have copyrights that last for the life of the creator plus 70 years – For works published after 1977, the copyright lasts for the life of the creator plus 70 years PPT‐3‐1.14
Copyright Laws and Permissions • Unauthorized use of copyrighted materials is considered infringement on the rights of artists, photographers, or authors. The fair use doctrine of the Copyright Act grants fair use doctrine of the Copyright Act grants • The the privilege of copying materials to persons other than the owner without consent when the material is used in a reasonable manner.
PPT‐3‐1.15
Copyright Laws and Permissions • Instructors may make single copies for scholarly research or when preparing to teach a class A chapter from a book An article from a periodical, newspaper or Internet A short story, essay, or poem A chart, graph, diagram, drawing, cartoon, or picture from a book, periodical, or newspaper – Video recordings of a television broadcast – – – –
PPT‐3‐1.16
Copyright Laws and Permissions • Instructors may make multiple copies of items for their students to use in class provided that the copied material is brief and the idea is spontaneous because it is currently appropriate to the day’s lesson
PPT‐3‐1.17
Discussion Questions • If a student does not procure a textbook, you may be tempted to make a copy from your book for that student. Are you breaking copyright law? • If the student continues to attend class without the appropriate materials, can you continue to make copies?
PPT‐3‐1.18
Copyright Laws and Permissions • Photographs or video recordings at a scene may be invading the privacy of the individuals or victims involved in the incident. • The The legality and success of lawsuits to protect legality and success of lawsuits to protect the right of privacy depend on several factors. – – – –
Where and who Permissions Restrictions Rights of individuals
PPT‐3‐1.19
Review Question • Why were copyright laws established for training materials?
PPT‐3‐1.20
Training Aids • Nonprojected training aids – – – – – –
Chalkboards, marker boards, easel pads Illustrations or diagram displays Duplicated materials (printed) Models Audio recordings Casualty simulations
PPT‐3‐1.21
Training Aids • Projected Training Aids – – – – – –
Computer generated slides Photographs in electronic format Training videos Interactive whiteboards Visual presenters/displays Television programs and video presentations
PPT‐3‐1.22
Training Aids • Simulators – Electronic simulators • • • • • •
Elements of communications systems Alarm/detection systems V il i f Ventilation fans Theatrical smoke machines Electric lights Miniature models
– Computer simulators – Virtual reality simulators – Anatomical/physiological manikins PPT‐3‐1.23
Training Aids • Training Props – May simulate • • • •
Technical rescue Vehicle extrication Fl Flammable /combustible liquids spill/fire control bl / b ibl li id ill/fi l Transportation incident response
– May be • • • •
Live‐fire buildings Portable mazes Gas fed props Commercially constructed burn pans PPT‐3‐1.24
Training Aids • Cleaning, Care, and Maintenance of Training Aids – Routine maintenance that can be performed by instructors familiar with the equipment: • Inspecting training props • Periodically cleaning air filters in multimedia projectors • Replacing projector bulbs • Tightening any loose screws or nuts
PPT‐3‐1.25
Training Aid Benefits • Training Aids – – – – –
Enhance student understanding Increase student acceptance Add interest to a lecture Clarify, prove, or emphasize key points Enhance memory
PPT‐3‐1.26
Training Aid Benefits • Training Aids – – – –
Help students organize ideas Gain and maintain students’ attention Illustrate a sequence of events or steps in a process Save lecture time
PPT‐3‐1.27
Review Question • How are training aids beneficial in the classroom?
PPT‐3‐1.28
Classroom Activity • Please turn to Lesson 3‐1 in your student manuals and complete Classroom Activity 3‐1‐1.
PPT‐3‐1.29
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to evaluate instructional materials and equipment and how they are used in the classroom and training environments.
PPT‐3‐1.30
Review • • • • •
Lesson Plans Resource Materials Copyright Laws and Permissions Training Aids Training Aids Training Aid Benefits
PPT‐3‐1.31
Lesson 4‐1 The Learning Environment
PPT‐4‐1.0
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to discuss the classroom and training ground environments.
PPT‐4‐1.1
Overview • The Classroom Environment • The Training Ground Environment
PPT‐4‐1.2
The Classroom Environment • Instructors must be prepared to adapt to the location to create the best possible learning environment • Instructors should have control over – – – – – –
Seating arrangements Lighting Temperature Noise level Audiovisual equipment Other classroom considerations PPT‐4‐1.3
The Classroom Environment • Seating arrangements can have a considerable effect on the learning environment • Some facilities require instructors to return the room to its original arrangement after class room to its original arrangement after class
PPT‐4‐1.4
The Classroom Environment • Seating Arrangements
PPT‐4‐1.5
The Classroom Environment • Lighting – Permanent classrooms should have both fluorescent lights and incandescent lights – Dimmer lighting allows students to see images on g g g projector screens or computer monitors but still have enough light to take notes or read handouts
PPT‐4‐1.6
Review Question • What classroom settings and arrangements are commonly used for fire and emergency services training?
PPT‐4‐1.7
The Classroom Environment • Temperature and Ventilation – Learning environments that are too hot or too cold preoccupy students – Old buildings may not have central HVAC systems g y y – When temperature becomes a distraction, instructors may need to provide more frequent rest breaks for students
PPT‐4‐1.8
The Classroom Environment • Noise Level – Attempt to locate and eliminate potential sources of noise – Lower the volume of loudspeakers, radios, and p , , pagers or turn them off – Communicate with in‐service or on call students to determine how they will respond to radio transmissions or calls during class
PPT‐4‐1.9
The Classroom Environment • Audiovisual Equipment – Take time to ensure that the equipment is arranged properly to allow all students to view presentations – Take steps to avoid distractions when using audiovisual equipment di i l i t – Preview any audiovisual aids in the classroom – Cue computer generated slide show, and test the presentation before class – Perform a test of all the equipment and remote receiving sites in advance.
PPT‐4‐1.10
The Classroom Environment • Other Classroom Considerations – Power outlet access – Internet, phone, and cable television access – Visual distractions Visual distractions – Comfort facilities and emergency exits
PPT‐4‐1.11
Review Question • How can the classroom be best organized for effective learning?
PPT‐4‐1.12
Classroom Activity • Please turn to Lesson 4‐1 in your student manuals and complete Classroom Activity 4‐1‐1.
PPT‐4‐1.13
The Training Ground Environment • The training ground environment includes – – – – –
Props Permanent facilities Mobile facilities Remote sites Acquired structures and facilities
PPT‐4‐1.14
The Training Ground Environment • Requirements for providing safety are found in – – – – – – –
National laws State/provincial laws Local ordinances Government rules and regulations International consensus standards Organizational policies Case law
PPT‐4‐1.15
The Training Ground Environment • Remote sites may include a wide variety of locations • Instructors should compile a list of available remote sites – – – – –
Location Name of owner/representative Availability (access and time) Water supply source Possible types of training evolutions that the site could support
• The instructor must develop a site safety plan and make sure the site is suitable for the particular training
PPT‐4‐1.16
The Training Ground Environment • Remote Sites may include – – – – – –
Parking lots Subdivisions under construction Acquired structures Military or government owned reservations Airports Grain elevators/silos
PPT‐4‐1.17
The Training Ground Environment • Remote Sites may include – – – – –
Industrial sites Open wildlands Vehicle salvage yards Parking garages Warehouses and aircraft hangers
PPT‐4‐1.18
The Training Ground Environment • Appropriate permission to gain access and train on any remote site must be obtained in advance from the property owners • Photographs Photographs or videotapes of the area are or videotapes of the area are helpful in planning and preparing for the training
PPT‐4‐1.19
The Training Ground Environment – Potential considerations to address during inspection and planning for remote sites include • • • • • • • • • •
Weather conditions Terrain Vehicle traffic Training ground noise Light levels Site space Exposures Environmental laws/codes Access Water supply PPT‐4‐1.20
Review Question • What environmental factors need to be addressed when training at a remote site?
PPT‐4‐1.21
The Training Ground Environment • Permanent Training Facilities – Permanent training facilities usually contain permanent and portable props required for a variety of training – Before training is conducted at a training facility, instructors should • Inspect the area • Identify and mitigate any safety concerns • Locate simulated incidents, student parking lots, apparatus, staging areas, and observation seating
PPT‐4‐1.22
Review Question • What should be considered when planning training at a permanent training facility?
PPT‐4‐1.23
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to discuss the classroom and training ground environments.
PPT‐4‐1.24
Review • The Classroom Environment • The Training Ground Environment
PPT‐4‐1.25
Lesson 5‐1 Classroom Instruction Part 1
PPT‐5‐1.0
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to understand communication, listening skills, and teaching theories.
PPT‐5‐1.1
Overview Interpersonal Communication Listening Skills Presentation Techniques The Mastery Approach to Teaching in the Fire and The Mastery Approach to Teaching in the Fire and Emergency Services • The Four‐Step Method of Instruction • Instructor‐Led Training
• • • •
PPT‐5‐1.2
Interpersonal Communication • Interpersonal communication has the following characteristics – – – –
Casual language Casual nonverbal cues Frequent changes of the speaker and listener roles Spontaneity
PPT‐5‐1.3
Interpersonal Communication • Interpersonal communication in the classroom consists of 5 basic elements – – – – –
Sender (Instructor) Message (Lesson) Receiver (Student) Feedback to the sender Interference
PPT‐5‐1.4
Interpersonal Communication • Senders encode their messages based upon their – – – –
Education level Position of authority Personal or ethnic background Other characteristics
• Receivers decode their messages based on similar characteristics
PPT‐5‐1.5
Interpersonal Communication • Instructors who are not paying attention to students’ nonverbal cues, or who are not listening carefully to their questions, may continue to present information even after students have – Lost interest – Become distracted – Become confused by material that needs clarification
PPT‐5‐1.6
Interpersonal Communication • There are five general purposes for interpersonal communication – – – – –
Learning Relating Influencing Playing Helping
PPT‐5‐1.7
Review Question • What are the five basic elements of interpersonal communication in the classroom?
PPT‐5‐1.8
Interpersonal Communication • The verbal component – Words in a message account for only 7 percent of the communication – Instructors must • Select and use words that accurately symbolize the image they are trying to convey • Be aware of the audience or listener • Avoid technical language and fire service jargon when speaking to the public • Avoid language that might be considered offensive, biased, racist, or otherwise stereotypical
PPT‐5‐1.9
Interpersonal Communication • To hone his or her verbal communication skills, an instructor should – – – – – –
Engage in dual perspective Take responsibility for personal feelings and thoughts Show respect for the feelings and thoughts of others Be accurate and clear when speaking Be aware of any special needs of the receiver Avoid speaking or addressing a problem while angry
PPT‐5‐1.10
Review Question • What are guidelines for verbal communication skills?
PPT‐5‐1.11
Interpersonal Communication • The nonverbal component – Research indicates that nonverbal communication transmits 93% of any message • 55% body language • 38% vocal tone and inflection 38% vocal tone and inflection
– Elements of nonverbal communication • Body language • Vocal tone and inflection • Personal appearance
PPT‐5‐1.12
Interpersonal Communication • Instructors can improve nonverbal communication by taking into account the following: – – – – –
Eye contact Facial expression Gestures Posture Poise
PPT‐5‐1.13
Interpersonal Communication • Instructors can improve nonverbal communication by taking into account the following: – – – – –
Vocal characteristics Vocal interferences Personal appearance Touch Proximity
PPT‐5‐1.14
Review Question • What are the three elements of nonverbal communication?
PPT‐5‐1.15
Listening Skills • Listening may constitute 45% to 53% of a person’s average day • It is estimated that students spend 50% to 75% of class time listening • Listening is an active process that includes – – – – –
Attending Understanding Remembering Evaluating Responding PPT‐5‐1.16
Listening Skills • Practice is the best way to develop good listening skills • Instructors should try to minimize distractions in the classroom – Identify barriers to communication
PPT‐5‐1.17
Review Question • How does an instructor use good listening skills in the classroom?
PPT‐5‐1.18
Presentation Techniques • Characteristics of public speakers – Effective public speakers • • • • •
Are audience centered Develop good ideas Organize their ideas Use the best choice of words Have good delivery skills
PPT‐5‐1.19
Presentation Techniques • Characteristics of public speakers – Effective public speakers • • • • •
Employ good vocal characteristics Use a conversational tone Display a positive attitude Use appropriate humor Are true to themselves
PPT‐5‐1.20
Video
PPT‐5‐1.21
Presentation Techniques • Planning to Present – Practice the delivery of a presentation – Make a video recording of the presentation and review it – Check the presentation materials to ensure they are complete, in order, and correct for the topic – Analyze the presentation to ensure that it is logical in sequence
PPT‐5‐1.22
Presentation Techniques • Planning to Present – Get plenty of rest the night before a presentation – Relax before a training session – Select Select comfortable clothing in which to deliver a comfortable clothing in which to deliver a presentation, and always dress appropriately – Anticipate potential problems, and prepare to resolve them should they occur
PPT‐5‐1.23
Presentation Techniques • Organization Format – Opening or introduction – Body – Summary or conclusion Summary or conclusion
PPT‐5‐1.24
Presentation Techniques • Methods of Sequencing – Known‐to‐unknown – Simple‐to‐complex – Whole‐part‐whole Whole part whole – Step‐by‐step
PPT‐5‐1.25
Presentation Techniques • Instructors should use several techniques when preparing lessons to enable them to check for understanding – Show examples of unfamiliar objects or demonstrate unfamiliar processes – Diagram a complex idea on a chalkboard, handout, or other visual aid – Use demonstrations and modeling where possible – Point out the interest value or application possibilities of the new PPT‐5‐1.26
Presentation Techniques • Transitions – Move students from one portion to the next without losing their attention – Preview what will happen next – Can create interest, keep attention, and make logical connections between portions of the lesson – Should be located within the lesson plan for the benefit of both experienced and inexperienced instructors
PPT‐5‐1.27
Presentation Techniques • Transitions – – – – –
Maintain continuity Maintain consistency Establish relationships Provide previews Provide summaries
PPT‐5‐1.28
Presentation Techniques • Transitions – Can be used effectively at the following times • • • • •
Ending one topic and beginning another Ending a complete lesson within a series or course Starting a new lesson within a series or course Moving from one teaching method to another Providing rest breaks for students and instructors
PPT‐5‐1.29
Presentation Techniques • Verbal Transitions – Verbal transitions provide a summary and/or preview – Words and phrases that may be helpful are • • • • • •
“In addition to…” “In other words…” “As well…” “Therefore…” “In summary…” “Not only…”
– Avoid the use of the words “finally” and “in conclusion” PPT‐5‐1.30
Presentation Techniques • Verbal Transitions – Repeat key words or their synonyms – Sequence the parts to ensure continuity – Include rhetorical questions Include rhetorical questions
PPT‐5‐1.31
Presentation Techniques • Nonverbal transitions – Are used to help emphasize a point within a topic – Can be • • • • • •
A change of facial expression A pause A change in vocal pitch or rate of speaking A gesture Physically moving from one point to another Moving from one teaching method to another
PPT‐5‐1.32
Review Question • What are the characteristics of effective speakers?
PPT‐5‐1.33
The Mastery Approach to Teaching in the Fire and Emergency Services • In fire and emergency services, information and skills must be mastered before students progress to new material • The The mastery approach to teaching is sometimes mastery approach to teaching is sometimes referred to as competency based learning (CBL)
PPT‐5‐1.34
The Mastery Approach to Teaching in the Fire and Emergency Services • Characteristics of the mastery approach – – – – – – –
Competency based Individual based Immediate, specific feedback Modules and multimedia Instructor supported Specific objectives Criterion referenced testing
PPT‐5‐1.35
The Mastery Approach to Teaching in the Fire and Emergency Services • Learning objectives are written to establish the criteria for mastery – Identify a clearly describe the learning outcome (behavior) – Define the important conditions under which the student will perform (conditions) – Define the criteria of acceptable performance (degree)
PPT‐5‐1.36
The Mastery Approach to Teaching in the Fire and Emergency Services • Advantages of the mastery approach: – Students are prepared to advance to more complex knowledge – Previous knowledge is used as a building block for g g new skills – Students are made aware of the learning objectives before beginning – Time is given to tailor learning to the individual student
PPT‐5‐1.37
The Mastery Approach to Teaching in the Fire and Emergency Services • Disadvantages of the mastery approach – Instructors must plan for and provide extra time for mastery – More effort is required on the instructor’s part to q p teach at the pace of the students in the class – Faster students may feel that the slower members of the class are holding them back – A wide variety of training materials must be available to meet the needs of all students
PPT‐5‐1.38
Review Question • What is the mastery approach to teaching?
PPT‐5‐1.39
The Four‐Step Method of Instruction • Preparation – The instructor establishes relevancy Introduce the topic Gain the students’ attention State the learning objective Explain how the information or the skill is directly relevant to the students’ jobs • State the lessons’ key points so that students are prepared to listen for them • • • •
PPT‐5‐1.40
The Four‐Step Method of Instruction • Presentation – The instructor presents the lesson content in an orderly, sequential outline – The following items are listed with each key point on the outline • • • • •
Teaching methods Learning activities Demonstrations and practice Instructional support materials needed Summary sections given at logical stopping points throughout the lesson and at the end of the outline PPT‐5‐1.41
The Four‐Step Method of Instruction • Application – The instructor provides opportunities for learning through activities, exercises, discussion, work groups, skills practices, and practical training – Students may also demonstrate skills, during an exercise, that are not directly related to the steps involved to complete a given task • • • •
Give a presentation Lead a group discussion or brainstorming session Apply a research method Demonstrate outlining and writing techniques PPT‐5‐1.42
The Four‐Step Method of Instruction • Evaluation – Students demonstrate how much they have learned through a written, oral, or practical examination
PPT‐5‐1.43
Review Question • What is the four step method of instruction?
PPT‐5‐1.44
Instructor‐Led Training • Instructor‐Led Training – Instructor‐led training is the most prevalent approach to teaching in the fire and emergency services – Aspects of ILT include the following: • • • • • •
Generating and maintaining student interest Giving an illustrated lecture Leading discussion Providing demonstration Motivating and encouraging students Reinforcing learning
PPT‐5‐1.45
Instructor‐Led Training • Generating and Maintaining Student Interest – Relate learning to student interests – Offer material pertaining to students’ professional goals – Use humor appropriately – Stimulate emotions – Explain and illustrate with examples – Use questions to stimulate interest – Use unpredictability and uncertainty
PPT‐5‐1.46
Instructor‐Led Training • Giving an Illustrated Lecture – The instructor explains a topic through spoken words and the use of audio‐visual aids – An illustrated lecture is an effective method for providing • • • • •
Facts Rules and regulations Clarifications Examples Definitions
PPT‐5‐1.47
Instructor‐Led Training • Giving an Illustrated Lecture – Incorporate time for asking questions into the lesson plan – Be prepared to ask questions when it becomes clear that the students may be losing interest h h d b l i i – Use effective listening skills – Avoid presenting too much information at once – Provide supplemental information – Break lectures into smaller segments
PPT‐5‐1.48
Instructor‐Led Training • Giving an Illustrated Lecture – Provide a note‐taking guide – Have students work in pairs or small groups to compare notes – Give students 3 minutes at the end of the class to write down what they remembered – Provide a clear preview of the information – Include only essential and relevant information – Review frequently
PPT‐5‐1.49
Instructor‐Led Training • Leading Class Discussions – Class discussions • Allow more interaction between instructors and students • Allow instructors to talk with the group rather than to All i t t t t lk ith th th th t the group • Allow for many small groups or one large group
– Lesson plans may include instructions for structured discussion sessions
PPT‐5‐1.50
Instructor‐Led Training • Class Discussions – Discussions may erupt spontaneously – Discussions are less predictable than lectures – Students must have a basic knowledge of the subject before the discussion begins – Class discussion is not a good format for introducing new material to inexperienced students
PPT‐5‐1.51
Instructor‐Led Training • Whole Group Discussions – The lesson plan contains basic information for the discussion – Instructors select the topic and discussion format when appropriate i t – Whole group discussions help students • • • • •
Share information and knowledge Apply theories and critical thinking skills Express personal views and ideas Collaborate and work as a team Clarify attitudes, values, and beliefs PPT‐5‐1.52
Instructor‐Led Training • Whole Group Discussions – The instructor must establish a time frame for the discussion and develop an opener for the discussion – Whole group discussions can be • Guided • Conference
– The instructor must develop a means to close the discussion
PPT‐5‐1.53
Instructor‐Led Training • Small Group Discussions – A student is selected to facilitate the discussions in each group – Small group discussions work best when • • • •
The task is structured Students are experienced in working with others The outcome is clearly defined Students have time to prepare for discussion
– The instructor’s role is to define goals and time‐ frames and to ensure students stay on task
PPT‐5‐1.54
Instructor‐Led Training • Leading Group Discussions – Instructors must act as • Director • Gatekeeper • Timekeeper
– Instructors must open the discussion, define the timeframe and goals, and summarize the discussion at the end
PPT‐5‐1.55
Instructor‐Led Training • Discussion Techniques – Brainstorming – The nominal group process – The agenda based process
PPT‐5‐1.56
Instructor‐Led Training • Demonstrations – Demonstrations are an effective way to teach manipulative skills, physical principles, and mechanical functions – One method of demonstrating a psychomotor skill is • Step 1: Perform the skill at normal speed so students can see an overview of the skill • Step 2: Perform the skill at a slower speed, emphasizing each part individually, so that students can see the details of the skill • Step 3: Perform the skill at normal speed with explanations
PPT‐5‐1.57
Instructor‐Led Training • Demonstrations – Advantages • Students receive immediate feedback • Instructors readily observe behavioral change • Students have a high level of interest when participating • Instructors can easily determine whether students have achieved the learning objectives
PPT‐5‐1.58
Instructor‐Led Training • Demonstrations – Disadvantages • Instructors must plan for extensive preparation and clean up times • Assembly and practice can use up much of the class A bl d ti h f th l time • Large groups of students require extra equipment and additional instructors • Skills that must be performed or practiced outside depend on the weather
PPT‐5‐1.59
Instructor‐Led Training • Motivating and Encouraging Students – Self‐motivation may arise from a student’s desires – Fear may hold students back – To encourage success in students, instructors can • • • •
Provide quality instruction Provide evidence that student efforts make a difference Establish clear expectations Provide continuous feedback about student progress
PPT‐5‐1.60
Instructor‐Led Training • Reinforcing Learning – Repetition – Behavioral reinforcement • Positive reinforcement rewards students’ success or good behavior db h • Establishing negative consequences for poor behavior is another type of behavioral reinforcement
PPT‐5‐1.61
Instructor‐Led Training • Asking Effective Questions – Questions are put forth to • • • • •
Promote discussion and critical thinking Stimulate interest and arouse curiosity Motivate students to acquire knowledge on their own Assess students’ level of understanding Control the behavior of disruptive or nonparticipating students
PPT‐5‐1.62
Instructor‐Led Training – Questions are put forth to • Provide an opportunity for students to openly express their ideas and opinions • Provoke interest that generates related questions • Review and summarize information Review and summarize information • Assess whether students have achieved the lesson’s learning objectives
PPT‐5‐1.63
Instructor‐Led Training • When developing and asking questions, instructors should – – – – – –
Plan or review main questions in advance Write and arrange questions in a logical order Phrase questions clearly Ask only one question at a time Be sure the wording doesn’t make the answer obvious Allow wait time
PPT‐5‐1.64
Instructor‐Led Training • Question types – – – – – – –
Rhetorical Closed Open Direct Overhead Relay Redirected
PPT‐5‐1.65
Instructor‐Led Training • Responding to Students’ Answers – Use positive reinforcement for correct or partially correct answers – Take the wrong portion of an answer and ask why is it gp y wrong or where it might fit elsewhere
PPT‐5‐1.66
Instructor‐Led Training • Answering Students’ Questions – Provide the answer to a question when you know the question or are the best person to answer it – If you do not know an answer defer to a senior i t t instructor or administrator d i it t – Direct a question to another student where there is a high probability he or she will know the answer – Defer questions that are beyond the scope of the course – Defer questions that require time to research the answer PPT‐5‐1.67
Review Question • What are some instructor‐led approaches to teaching in the fire and emergency services?
PPT‐5‐1.68
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to understand communication, listening skills, and teaching theories.
PPT‐5‐1.69
Review Interpersonal Communication Listening Skills Presentation Techniques The Mastery Approach to Teaching in the Fire and The Mastery Approach to Teaching in the Fire and Emergency Services • The Four‐Step Method of Instruction • Instructor‐Led Training
• • • •
PPT‐5‐1.70
Lesson 6‐1 Classroom Instruction Part 2
PPT‐6‐1.0
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to describe distance learning, structured exercises, learning disabilities, reasonable accommodation, and behavior management as they relate to the fire and emergency services instructor.
PPT‐6‐1.1
Overview • Distance Learning and Student‐Led Instruction • Using Training Aids • Structured Exercises • Factors That Affect Learning • Individual Student Needs • Students’ Rights • Student Behavior Management
PPT‐6‐1.2
Distance Learning and Student‐Led Instruction • Alternatives to instructor‐led training are becoming more common as new technology is introduced – Computer Based Training (CBT) – Self‐directed learning – Individualized instruction
PPT‐6‐1.3
Distance Learning and Student‐Led Instruction • Computer‐Based Training (CBT) – Allows students to work at their own pace – May be used in more structured format for distance learningg – Minimizes the interaction between student and instructor
PPT‐6‐1.4
Distance Learning and Student‐Led Instruction • Computer‐Based Training (CBT) – The AHJ should inform the instructor what products and computer technology he or she will be using to deliver instruction – Psychomotor skill demonstrations and practical training y p g evolutions will still take place in person – Instructors must ensure that students are using software compatible with the course • • • •
Internet browsers Operating systems Word processors Document readers
PPT‐6‐1.5
Distance Learning and Student‐Led Instruction • Computer‐Based Training (CBT) – Instructors may take on the role of computer support specialist • If the instructor cannot help the student he or she must know who to call • No student must be penalized because of equipment not working
PPT‐6‐1.6
Distance Learning and Student‐Led Instruction • Computer‐Based Training (CBT) – Instructors should familiarize themselves with all the software used in the CBT systems • Wikis, blogs, and file sharing • Social networking systems • Live streaming audio and video • Chat sessions • Teleconferencing and web conferencing • Course management software
PPT‐6‐1.7
Distance Learning and Student‐Led Instruction • Computer‐Based Training (CBT) – Instructors should be aware of the ways that CBT may interfere with their ability to effectively deliver a message – IInstructors may need to make adjustments to t t dt k dj t t t instructional delivery • Limit movement when streaming video • Direct questions to students at individual locations • Give very clear instructions for media transitions • Allow time to deal with technical issues
PPT‐6‐1.8
Distance Learning and Student‐Led Instruction • Self‐Directed Learning – Individual students work at their own pace to accomplish course objectives – Students are solely responsible for achieving y p g objectives – Instructors are not involved in the delivery of the training – Students must be motivated to complete course objectives
PPT‐6‐1.9
Distance Learning and Student‐Led Instruction • Individualized Instruction – Instructors adapt their teaching methods to suit individual students – Students who would not succeed in a typical learning yp g environment may do well – Instructors can use individualized instruction with other teaching methods – An instructor mentor ensures students are meeting lesson or course objectives
PPT‐6‐1.10
Distance Learning and Student‐Led Instruction • Individualized Instruction – Is based on three premises • Student’s needs and preferred learning style • Learning objectives or competencies required by the occupation • Instructional strategies and media that fit the needs of the student
– Techniques may include • Learning activity packets • Tutorial instruction • Programmed learning
PPT‐6‐1.11
Review Question • What is distance learning and student‐led instruction?
PPT‐6‐1.12
Using Training Aids • Training aids are integral to engaging students and encouraging active learning • Materials may be provided alongside a curriculum from an instructor’s agency g y
PPT‐6‐1.13
Using Training Aids • When using visual aids, instructors should: – Illustrate a single concept or idea – Only introduce audiovisual training aids just before presenting them p g – Display steps in sequence – Avoid using multiple training aids simultaneously
PPT‐6‐1.14
Using Training Aids • When using visual aids, instructors should: – Apply training aids in ways that emphasize the message, not the equipment – Keep eye contact with the students p y – Ensure that all students in the presentation room can hear audio training aid devices clearly – Display projected or nonprojected visual training aids above the eye level of the seated student
PPT‐6‐1.15
Using Training Aids • Instructors should become familiar with presenting audiovisual aids on the Web • Handouts may be sent as files or made available for download • Instructors should allot additional preparation time to ensure they understand and can use the audiovisual aids
PPT‐6‐1.16
Review Question • How can training aids encourage active learning?
PPT‐6‐1.17
Structured Exercises • Structured exercises include a variety of instructional methods that actively involve students in the learning process – Case studies – Role playing – Simulations – Field or laboratory experience
PPT‐6‐1.18
Review Question • How do structured exercises contribute to the learning process?
PPT‐6‐1.19
Factors That Affect Learning • Learning Obstacles • Learning Plateaus
PPT‐6‐1.20
Discussion Question • What are ways to overcome learning plateaus?
PPT‐6‐1.21
Individual Student Needs • Different learning abilities will require varying amounts of the instructor’s time • Instructors should – Adjust Adjust the learning pace to the students the learning pace to the students’ rate of rate of understanding – Be able to recognize the traits of time‐consuming individuals and learn how to manage them
PPT‐6‐1.22
Individual Student Needs • Students with Low Literacy Levels – Training divisions generally do not provide any form of remedial instruction – Offer assistance in seeking out g • Adult education programs • Employee assistance programs • Personal tutors
PPT‐6‐1.23
Individual Student Needs • Students with Learning Disabilities – Learning disabilities consist of a wide variety of disorders – Most learning disabilities affect the individual’s g ability to • Understand or think • Use the spoken word or written word • Perform mathematical functions • Perform fine psychomotor skills
PPT‐6‐1.24
Individual Student Needs • Students with Learning Disabilities – 3% to 13% of the general population of the U.S. has some sort of learning disability – 30% to 80% of the low‐literacy‐level population y p p includes individuals with learning disabilities – The ADA divides learning disabilities into three categories • Speech and language disorders • Academic skills disorders (dyslexia, dysgraphia, dyscalculia, etc.) • Miscellaneous learning disabilities (dyspraxia) PPT‐6‐1.25
Review Question • What accommodations might an instructor make for a student with a learning disability?
PPT‐6‐1.26
Individual Student Needs • Gifted Students – The U.S. Department of Education has defined a gifted student as one who demonstrates achievement or potential ability in one or more of five areas • General intellectual ability • Specific academic aptitude • Creative or productive thinking • Leadership ability • Visual and Performing Arts
PPT‐6‐1.27
Individual Student Needs • Gifted Students – Gifted students must overcome boredom or disinterest – Gifted students can be an asset to the class because they • Can be given more creative assignments • Can be used as tutors for slow students, learning disabled students, or low‐literacy‐level students
PPT‐6‐1.28
Individual Student Needs • Slow Learners or Slow Students – Slow learners are those with borderline intelligence, the minimum intelligence required for a person to function normally and independently in the world – Students may have difficulty understanding because of • Physical disabilities • Learning disabilities • Low literacy abilities • Lack of language proficiency
PPT‐6‐1.29
Individual Student Needs • Slow Learners or Slow Students – To help slow learners instructors may • Arrange for private conferences • Arrange for special assignments Arrange for special assignments • Assign different types of study assignments • Arrange for individual instruction • Need to reevaluate and revise the subject matter or instructional methods
PPT‐6‐1.30
Individual Student Needs • Nondisruptive, Nonparticipating Students – Nondisruptive, nonparticipating students are those who appear to be shy, timid, introverted, or daydreaming, distracted or uninterested – Instructors should • Ask the student privately about his or her level of participation • Remind the student that he or she has a responsibility to learn and participate
PPT‐6‐1.31
Individual Student Needs • Disruptive, Nonparticipating Students – May be overly talkative or aggressive – May show a lack of respect for the instructor or the course – May try to draw attention to themselves, possibly creating a safety hazard
PPT‐6‐1.32
Individual Student Needs • Disruptive, Nonparticipating Students – The instructor should • Never allow these students to control the class • Act to correct the inappropriate behavior Act to correct the inappropriate behavior • Call on disruptive students regularly, redirecting their disruptive energy • Refuse to tolerate any inappropriate behavior that creates an unsafe condition
PPT‐6‐1.33
Individual Student Needs • Nondisruptive, Participating, Successful Students – Nondisruptive, participating, successful students • Are actively engaged in the learning process • May be overlooked May be overlooked
– Instructors should • Involve students in class activities • Enlist their assistance through peer teaching or mentoring
PPT‐6‐1.34
Review Question • What are some individual student needs an instructor may face in the classroom?
PPT‐6‐1.35
Students’ Rights • Like all citizens, students should have equal access to fundamental rights and privileges, such as those guaranteed by the Civil Rights Act or the Americans with Disabilities Act
PPT‐6‐1.36
Students’ Rights • Reasonable regulations are necessary to protect students during training activities • Organizations may have regulations that students perceive as unreasonable p
PPT‐6‐1.37
Review Question • What substantive rights does a student have?
PPT‐6‐1.38
Student Behavior Management • Managing student behavior can be difficult to master • In an adult learning environment, some instructors believe that behavior management is g unnecessary because peer pressure will keep unruly students under control
PPT‐6‐1.39
Student Behavior Management • Reviewing Policies – Instructors should review the rules, regulations, and policies of the training division – Instructors should consistently promote, support, and yp , pp , enforce all policies
PPT‐6‐1.40
Student Behavior Management • Reviewing Policies – Instructors must become familiar with each training site’s rules and regulations regarding • Safety • • • • • •
Attendance and tardiness Responding to emergencies from class Level of expected class participation Methods of evaluation Assignment dates Class cancellations due to weather or other causes
• Dress code • Breaks or rest periods PPT‐6‐1.41
Student Behavior Management • Counseling – Counseling may involve giving advice, having discussions, giving tests, or providing vocational assistance – Instructors should • Never assume the role of therapist when a student appears to have an emotional or psychological problem • Follow organizational procedures such as notifying the supervisor of a student or instructor
– Counseling must be done in private PPT‐6‐1.42
Student Behavior Management • Counseling – Under general guidelines for counseling the instructor should: • Meet and talk with the student • List the exact facts on a form of what behavior the student is displaying • State objectives that communicate what is expected • Discuss the issue with the student • Explain what actions will be taken if the student does not comply
PPT‐6‐1.43
Student Behavior Management • Counseling – Under general guidelines for counseling the instructor should: • Have the student sign the form to acknowledge that counseling was conducted • Give a copy of the counseling form to the student and retain the original • Forward a copy of the form to the training institution • Forward a copy of the form, via the chain of command, to the student’s supervisor, chief, or manager
PPT‐6‐1.44
Student Behavior Management • Coaching – Private industry generally subscribes to a formal coaching model that contains the following four steps • Describe the current level of performance • Describe the desired level of performance • Obtain a commitment for change • Follow up on the commitment
PPT‐6‐1.45
Student Behavior Management • Providing Peer Assistance • Mentoring – Mentoring places a new student under the guidance of a more experienced professional or another student of a more experienced professional or another student who acts as tutor, guide, and motivator
PPT‐6‐1.46
Student Behavior Management • Controlling Disruptive Behavior in the Classroom – It may be challenging for instructors to maintain their composure and control the atmosphere of the classroom
PPT‐6‐1.47
Student Behavior Management • Instructor‐Caused Disruptive Behavior – Instructors should never physically, emotionally, or verbally intimidate students – Instructors should not rely on strict rules that may y y become a barrier to learning
PPT‐6‐1.48
Student Behavior Management • Student‐Caused Disruptive Behavior – Instructors should try to determine why students behave in ways that disrupt the class – Students may create disruptions to do more than get a y p g response from the instructor – Use the LEAST Method of discipline • • • • •
Leave it alone Eye contact Action Stop the class Terminate the student PPT‐6‐1.49
Student Behavior Management • Formal Disciplinary Action – Instructors should • Make every attempt to assist a disruptive student • Be aware of policies and follow them Be aware of policies and follow them • Thoroughly document student behavior in order to justify disciplinary actions
PPT‐6‐1.50
Review Question • Why is it important for instructors to manage student behavior in the classroom?
PPT‐6‐1.51
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to describe distance learning, structured exercises, learning disabilities, reasonable accommodation, and behavior management as they relate to the fire and emergency services instructor.
PPT‐6‐1.52
Review • Distance Learning and Student‐Led Instruction • Using Training Aids • Structured Exercises • Factors That Affect Learning • Individual Student Needs • Students’ Rights • Student Behavior Management
PPT‐6‐1.53
Lesson 8‐1 Lesson 81 Skills‐Based Training Beyond the Classroom
PPT‐8‐1.0
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to discuss skills‐based training and safety.
PPT‐8‐1.1
Overview • Resources: Safety Guidelines, Regulations, and Information • The Instructor as a Safety Role Model • Planning for Safe Training • Evolution Control l l • Psychomotor Skills Demonstrations • Simple Training Evolutions • Increased Hazard Exposure Training • EMS Skill‐Based Training • Legal Liability PPT‐8‐1.2
Resources: Safety Guidelines, Regulations, and Information • General Information – Instructors should remain current with safety guidelines and regulations developed by government agencies and standards‐making organizations • NIOSH • OSHA • NIST • DHS • FEMA
USFA EMI CDC EPA DOT DOD
PPT‐8‐1.3
Resources: Safety Guidelines, Regulations, and Information • State/Provincial and Local Safety and Health Agencies • Standards‐Writing Organizations – NFPA – ANSI – UL (United States) or ULC (Canada)
PPT‐8‐1.4
Resources: Safety Guidelines, Regulations, and Information • Professional and Accrediting Organizations – IAFC (International Association of Fire Chiefs) – CAFC/ACCP (Canadian Association of Fire Chiefs) – IAFF (International Association of Fire Fighters) IAFF (International Association of Fire Fighters) – NVFC (National Volunteer Fire Council) – NAFTD (North American Fire Training Directors)
PPT‐8‐1.5
Resources: Safety Guidelines, Regulations, and Information • Fire and emergency services instructor associations and safety organizations – Fire Departments Safety Officer Association (FDSOA) – International Society of Fire Service Instructors (ISFSI) – American Society of Safety Engineers (ASSE)
PPT‐8‐1.6
Resources: Safety Guidelines, Regulations, and Information • Accrediting and certifying organizations – National Registry of Emergency Medical Technicians (NREMT) – International Fire Service Accreditation Congress g (IFSAC) – National Board on Fire Service Professional Qualifications (ProBoard)
PPT‐8‐1.7
Review Question • Where can instructors receive the most current information about safety guidelines and regulations?
PPT‐8‐1.8
The Instructor as a Safety Role Model • Guidelines – Remember that the instructor is a primary role model for safety – DO NOT just mention safety guidelines and expect j yg p students to follow them • Following safety guidelines has a significant effect on reducing injuries and fatalities
– Be familiar with the locally adopted ICS and accountability model
PPT‐8‐1.9
The Instructor as a Safety Role Model • Guidelines – Describe applicable safety requirements or procedures to students by: • Providing rules and regulations • Reading the written rules and guidelines aloud as the students read them silently • Having students sign a statement that they have read and understood all safety rules and regulations
– Create an IAP for high‐hazard drills
PPT‐8‐1.10
The Instructor as a Safety Role Model • Guidelines – Describe proper safeguards and equipment used for preventing accidents – Describe possible hazards and explain the necessary p p y precautions – Brief students on relevant techniques, procedures, tools, facility characteristics, and appropriate safety rules before starting – Plan carefully
PPT‐8‐1.11
The Instructor as a Safety Role Model • Guidelines – Ensure that appropriately trained personnel assist in supervising scenarios – Review emergency procedures g yp – Inspect tools, equipment, props, and apparatus before starting training sessions – Assign a safety officer to each training scenario based upon prepared IAP
PPT‐8‐1.12
The Instructor as a Safety Role Model • Guidelines – Assign additional personnel for safety – Be aware of human factors among students that can contribute to unsafe conditions – Identify and eliminate potential hazards – Train students to recognize job hazards; teach students how to control or eliminate these hazards
PPT‐8‐1.13
Review Question • How can instructors increase awareness and help prevent training accidents?
PPT‐8‐1.14
Planning for Safe Training • Verifying Instructor Skill Level – Instructors should be honest about their ability levels and knowledge – It is important for the instructor to acquire the p q necessary skills as soon as possible; delaying training harms the credibility of the instructor, course, and training division
PPT‐8‐1.15
Planning for Safe Training • Inspecting and Repairing Facilities and Props – Report damaged equipment to the AHJ and do one of the following: • Reschedule training • Train without the faulty equipment • Conduct the training at a facility with the functional equipment
PPT‐8‐1.16
Planning for Safe Training • Inspecting and Repairing Facilities and Props – During entry‐level recruit classes, some inspection, maintenance, and repair can be assigned to class members as a training activity – Maintaining some items requires certification – The AHJ should establish an inspection time schedule based on industry practice, manufacturer’s specifications and local needs – A thorough record of all maintenance, repairs, and replacements should be kept PPT‐8‐1.17
Planning for Safe Training • Identifying Training Hazards – Level I instructors should be familiar enough to identify the hazards associated with training – Students should be informed during the training g g briefing of hazards they will face as part of training
PPT‐8‐1.18
Review Question • What actions are required for planning for safe training?
PPT‐8‐1.19
Evolution Control • Simple and complex training evolutions must be controlled – Supervising – Monitoring – Teaching – Managing
PPT‐8‐1.20
Evolution Control • It is impossible to control the evolution if there are not enough instructors to supervise all the students – Use a ratio of 5:1 (students:instructor) – Use more instructors for larger and more complex evolutions
PPT‐8‐1.21
Review Question • What are the elements involved with evolution control?
PPT‐8‐1.22
Psychomotor Skills Demonstrations • Skills demonstrations must begin with the following: – An explanation of the skill – Why it is important Why it is important – How it relates to other skills – How many people are required to perform it – When it should be performed
PPT‐8‐1.23
Psychomotor Skills Demonstrations • After a general overview: – The instructor should perform the skill at normal speed – The instructor should then perform the skill at a slower p p p speed and explain each step – Instructors should then guide and coach the students as they practice – Instructors may need to repeat the skill – Students are ready for evaluation after they have perfected the skill
PPT‐8‐1.24
Review Question • What information is needed to begin a skills demonstration?
PPT‐8‐1.25
Simple Training Evolutions • Simple training evolutions share some training techniques in common with psychomotor skills training Simple training evolutions involve small numbers training evolutions involve small numbers • Simple of students performing a single skill
PPT‐8‐1.26
Simple Training Evolutions • The instructor begins an evolution by performing the following – Explaining the learning objectives or outcomes – Demonstrating Demonstrating the evolution, which may require the the evolution, which may require the use of an experienced group of responders – Relating the evolution to the class lecture – Emphasizing the safety requirements
PPT‐8‐1.27
Simple Training Evolutions • If students perform poorly, make errors, or violate safety protocols the instructor should stop them IMMEDIATELY and correct their behavior • Simple training evolutions should be performed p g p as though students were involved in a real emergency (FULL PPE!) • Practical training evolutions should be practiced with the minimum and maximum levels of staffing
PPT‐8‐1.28
Review Question • What is the difference between psychomotor skills training and a simple training evolution?
PPT‐8‐1.29
Increased Hazard Exposure Training • NFPA 1041 includes examples of increased hazard exposure training scenarios – Live‐fire exercises – Hazardous materials Hazardous materials – Above‐ and below‐grade rescue – Evolutions that require the use of power tools
PPT‐8‐1.30
Increased Hazard Exposure Training • Level I instructors should recognize that under the NFPA 1041 standard, Level II instructors are expected to supervise other instructors and students during increased hazard exposure training evolutions
PPT‐8‐1.31
Increased Hazard Exposure Training • Instructors should – Learn the qualifications that the state/province and municipality require for types of training evolutions – Ensure the qualifications are met before continuing q g with training
PPT‐8‐1.32
Increased Hazard Exposure Training • Live‐Fire Training – Live‐fire training is an important part of both entry level and experienced firefighter training – Live‐fire training evolutions can involve g • Structures acquired with the specific purpose for interior live‐fire training • Purpose‐built structures at training facilities • Exterior fires, including transportation fires, wildland fires, and flammable liquids
PPT‐8‐1.33
Increased Hazard Exposure Training • Acquired Structures – Must meet the safety requirements of NFPA 1403 • Sometimes this can only be accomplished by making improvements to the structure before training • Any building or structure that cannot be made safe may not be used for interior structural firefighting • The instructors should consider the cost of making the structure safe enough for proposed training
PPT‐8‐1.34
Increased Hazard Exposure Training • Acquired Structures – The following factors establish the limits of the types of training that can be performed at the structure • The total number of students • The instructor to student ratio • Whether students possess the necessary prerequisite skills • Safety considerations • Equipment available • Location and access PPT‐8‐1.35
Increased Hazard Exposure Training • Acquired Structures – No live‐fire training should be attempted until the following issues are considered and plans made to address them • • • • • •
Environmental conditions Structural condition Training possibilities Instructor responsibilities Fuel usage Water supply requirements
PPT‐8‐1.36
Increased Hazard Exposure Training • Purpose‐Built Structures – Purpose‐built structures are found at permanent training facilities – Fuel sources can be • LPG • Natural gas • Class A Materials
PPT‐8‐1.37
Increased Hazard Exposure Training • Purpose‐Built Structures – The safety requirements from NFPA 1403 that apply to acquired structures also apply to purpose‐ built structures except that • Multiple fires can be lit in purpose‐built structures • A single water supply can be used
PPT‐8‐1.38
Increased Hazard Exposure Training • Exterior Fires – Evolutions may simulate • Low fire loads • Transportation fires Transportation fires • Flammable/combustible liquid fires • Wildland fires
PPT‐8‐1.39
Increased Hazard Exposure Training • Exterior Fires – Small Prop Fires – Small prop fires • Are used to train entry level students and industrial fire brigade members • Involve small quantities of fuel, usually Class A materials
– Instructors should ensure a back‐up extinguishing system is present
PPT‐8‐1.40
Increased Hazard Exposure Training • Exterior Fires – Medium to Large Prop Fires – Medium to large prop fires • Use permanent training props that are contained in burn pits • Are fueled by Class B materials, primarily LPG or natural gas
– An ignition officer is designated to start the fire using an approved ignition device, sometimes with an electrically energized device
PPT‐8‐1.41
Increased Hazard Exposure Training • Medium to large props include – Vehicle fire props – Dumpster fire props – Shipboard fire props Shipboard fire props – Aircraft fire props – Railcar props – Propane tank props – Mobile props specifically designed to simulate flammable liquid and gas fire using propane
PPT‐8‐1.42
Increased Hazard Exposure Training • Exterior Fires – Flammable/Combustible Liquid Fires – Require • Piped fuel supplies Piped fuel supplies • Control valves • Product‐ and water‐containment diking • High‐capacity water supplies • Water‐decontamination capabilities
PPT‐8‐1.43
Increased Hazard Exposure Training • Exterior Fires – Wildland Fires – Training can take two approaches • Specialized training for organizations that are responsible only for protecting forests and wildland areas • General training for structural firefighters who may be responsible for limited areas of wildland
– Controlled burns can be affected by • Weather • Changes in wind direction • Other factors out of the instructor’s control
PPT‐8‐1.44
Review Question • What conditions affect safety during live‐fire training?
PPT‐8‐1.45
Increased Hazard Exposure Training • Additional Increased Hazard Exposure Training – Evolutions include • Emergency vehicle operations • Vehicle and machinery rescue Vehicle and machinery rescue • Surface water, swiftwater, or dive rescues • Building collapse search and rescue operations • Hazardous materials technician skills exercises
PPT‐8‐1.46
Increased Hazard Exposure Training • Additional Increased Hazard Exposure Training – Evolutions include • High angle rescues • Trench shoring operations Trench shoring operations • Ice rescues • Power tool and equipment operations • Confined space rescue
PPT‐8‐1.47
Review Question • What are five examples of increased hazard exposure training other than live‐fire training?
PPT‐8‐1.48
EMS Skill‐Based Training • Instructors must – Offer safe skills training on topics for professional certification – Understand Understand jurisdictional protocols and operating jurisdictional protocols and operating procedures and integrate these into their training
PPT‐8‐1.49
EMS Skill‐Based Training • EMS Skill topics include – – – – – – – –
Emergency vehicle operations Mass casualty and triage operations Patient handling Bloodborne pathogens and Body Substance Isolation (BSI) Patient care Scene safety Equipment training Documentation PPT‐8‐1.50
Legal Liability • Liability is a broad term that encompasses all aspects of legal responsibility • A person or organization can be held liable for both acts they take and actions they fail to take both acts they take and actions they fail to take – Act of Commission – Act of Omission
PPT‐8‐1.51
Legal Liability • Instructors or organizations may be liable for any of the following – Providing incorrect information or instruction – Failing Failing to instruct in a topic they are responsible for to instruct in a topic they are responsible for teaching – Teaching a topic they are unqualified to teach
PPT‐8‐1.52
Legal Liability • To reduce the potential for liability instructors should – Be aware of standard expectation – Teach to the standards Teach to the standards – Teach only topics for which they meet all qualifications – Provide a safe learning environment
PPT‐8‐1.53
Legal Liability • Vicarious Liability – The blame for the actions of one person can be placed on another • The blame is placed on instructors for the acts and omissions of students • Individuals are responsible for their own negligent actions that cause injury to themselves or others only if the instructors made every effort to prevent it
PPT‐8‐1.54
Legal Liability • Foreseeability – Foreseeability is a legal concept that reasonable people should be able to foresee the consequences of their actions – Instructors must foresee the risk students face and be able to predict hazardous training conditions and take steps to reduce the risk of injury
PPT‐8‐1.55
Legal Liability • Liability Reduction – To avoid liability the instructor can • Maintain written objectives and document each training session • Provide students with a written course description so they can understand all requirements • Ensure that all students are physically fit for the tasks • Train all students to safely operate equipment
PPT‐8‐1.56
Legal Liability • Liability Reduction – To avoid liability the instructor can do the following: • Do not leave students unattended while they are practicing potentially dangerous skills • Do not exceed personal skill level when training • Do not ignore, shortcut, or exceed protocols or policies • Employ as many ways possible to ensure that students understand the intent and outcome of all directives or instructions
PPT‐8‐1.57
Legal Liability • Liability Reduction – To avoid liability the instructor can do the following: • Do not joke about serious situations or belittle the actions of others in any learning or service situation • Never disclose personal information • Follow your organization’s policy on disclosing information • Maintain current certifications through credible refresher courses
PPT‐8‐1.58
Legal Liability • Liability Reduction – To avoid liability the instructor can do the following: • When in doubt, seek advice from a higher authority • Accurately Accurately document all issues of discrepancy, document all issues of discrepancy complaint, and injury, including details on dates, times, conversations, suggested resolutions, and follow‐up plans
PPT‐8‐1.59
Review Question • When can an instructor be considered liable?
PPT‐8‐1.60
Classroom Activity • Please turn to Lesson 8‐1 in your student manuals and complete Classroom Activity 8‐1‐1.
PPT‐8‐1.61
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to discuss skills‐based training and safety.
PPT‐8‐1.62
Review • Resources: Safety Guidelines, Regulations, and Information • The Instructor as a Safety Role Model • Planning for Safe Training • Evolution Control l l • Psychomotor Skills Demonstrations • Simple Training Evolutions • Increased Hazard Exposure Training • EMS Skill‐Based Training • Legal Liability PPT‐8‐1.63
Lesson 9‐1 Testing and Evaluation
PPT‐9‐1.0
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to determine appropriate testing and evaluation for fire and emergency services.
PPT‐9‐1.1
Overview • • • • • • • •
Approaches to Student Assessment Test Classifications Test Bias Test Administration Test Administration Test Scoring Grade Reporting Test Security Evaluation Feedback
PPT‐9‐1.2
Approaches to Student Assessment • Norm Referenced Assessments – The accomplishments of one student are measured against that of another student – Norm referenced assessments are used for promotional testing and determining ranking in recruit academies
• Criterion Referenced Assessments – A student’s grade is based on whether or not he or she met the criteria that were defined • Typically this is Pass/Fail PPT‐9‐1.3
Review Question • What are the two ways a student can be assessed?
PPT‐9‐1.4
Classroom Activity • Please turn to Lesson 9‐1 in your student manuals and complete Classroom Activity 9‐1‐1.
PPT‐9‐1.5
Test Classifications • Prescriptive tests are given to determine the student’s current level of knowledge • Formative tests – Measure Measure improvement and student feedback on improvement and student feedback on learning – May be quizzes, pop tests, or question/answer periods that are given in a course or session
PPT‐9‐1.6
Test Classifications • Summative tests – Measure comprehensive knowledge at the end of a course or of a major segment of the course – Answer the question: Has the student achieved q the course objectives?
PPT‐9‐1.7
Test Classifications • Administration Classification – How is the test administered? • Oral tests • Written tests Written tests • Performance tests
PPT‐9‐1.8
Review Question • How are tests classified?
PPT‐9‐1.9
Test Bias • A test is considered biased when members of different groups with the same ability level systematically score differently on a test • Test bias can be difficult to prove p
PPT‐9‐1.10
Test Bias • Tests that have any of the following should be rewritten or closely examined – Gender references: where all questions refer to the same gender – Ethnic references – Cultural references – Regional jargon – Unfamiliar terminology
PPT‐9‐1.11
Test Bias • Certification skills tests and promotional tests are grouped together under the larger title employment tests or selection tests The Equal Employment Opportunity Commission Equal Employment Opportunity Commission • The (EEOC) has the responsibility of investigating test bias
PPT‐9‐1.12
Review Question • What is test bias?
PPT‐9‐1.13
Test Administration • Test administration begins before the test is given, when instructors inform the students – What type of test they will take – What content it will cover What content it will cover – Which materials they will need to bring to class
PPT‐9‐1.14
Test Administration • The instructor should consider the following on the day of the written test – Appropriate lighting – Comfortable seating Comfortable seating – Quiet surroundings – Regulated temperatures
PPT‐9‐1.15
Test Administration • Before the written test – Follow specific organizational protocols – Maintain test security at all times – Rearrange seats if necessary Rearrange seats if necessary – Eliminate distractions – Ensure phones, mp3 players, and all other personal items are put away or out of the classroom
PPT‐9‐1.16
Test Administration • During the written test – Watch for academic misconduct or dishonesty – Ensure the environment remains safe and quiet – Bring extra materials Bring extra materials – Do not allow students to change their answers once answer sheets have been submitted
PPT‐9‐1.17
Test Administration • After the written test – Review the test with students to clarify any objectives misunderstood – Maintain test securityy – Return all test material to proper authorities – Ensure there was no academic misconduct or academic dishonesty
PPT‐9‐1.18
Test Administration • Administering Performance Tests – Before the test • Ensure the subject matter of the test matches the subject being tested • Provide students with adequate practice time • Ensure that tests are not biased • Include all test administration rules • Read the instructions aloud • Inform students of the time limits
PPT‐9‐1.19
Test Administration • Administering Performance Tests – During the test • Give the test to each student in the same manner • Record the students Record the students’ scores on performance sheets scores on performance sheets
– After the Test • Keep all test scores confidential
PPT‐9‐1.20
Review Question • What steps should an instructor take to properly administer a test?
PPT‐9‐1.21
Test Scoring • Test scoring is identifying which answers are right and wrong • Grading is assigning a value to the score
PPT‐9‐1.22
Test Scoring • Scoring Written Tests – Scoring written tests can be simple – assigning 1 point to each test item on a test with 100 items – Composite scoring is based on a point system that p g p y encompasses the whole course – Written tests can be scored either manually or using an electronic device
PPT‐9‐1.23
Test Scoring • Instructors who teach distance courses need to take into consideration the limited contact they have with their students – Test papers may take longer to travel between students and instructors – Student improvement takes longer because feedback is not immediate
PPT‐9‐1.24
Test Scoring • Scoring Oral Tests – Scoring depends on the purpose of the test and the type of questions asked – Scoring uses a rubric that is similar to that of a g performance test
• Scoring Performance Tests – Scoring can be subjective and use rubrics, guidelines, or scoring sheets – Multiple instructors should score tests when possible PPT‐9‐1.25
Test Scoring • Scoring performance tests – Students must be given a clearly stated set of objectives and the scoring criteria – Instructors should provide immediate feedback while p observing the project, especially when safety is a concern
PPT‐9‐1.26
Test Scoring • Grading Fire and Emergency Services Tests – Take the total number of points the student earned and divide by the total number of points possible to arrive at a percentage grade
PPT‐9‐1.27
Test Scoring • Grading Bias – Grading bias is the practice of assigning grades based on what group students belong to or their personal relationship to the instructor
PPT‐9‐1.28
Review Question • What methods are used to score tests?
PPT‐9‐1.29
Grade Reporting • Scores must be recorded and reported in accordance with policies and procedures • Testing records are private and confidential, so only instructors, training division administrators, y , g , and the student should have access
PPT‐9‐1.30
Review Question • To which individuals or agencies are instructors allowed to report grades?
PPT‐9‐1.31
Test Security • Is important to prevent academic dishonesty – Cheating – Acquiring a test before the exam – Allowing another student to complete an assignment Allowing another student to complete an assignment – Copying an assignment from another student
PPT‐9‐1.32
Test Security • To reduce the possibility of academic misconduct, instructors should – Follow security measures – Never Never rely solely on questions published in the text or rely solely on questions published in the text or study guide – Revise questions regularly – Use secure data storage – Require students to use assigned passwords to limit computer accessed tests
PPT‐9‐1.33
Test Security • To reduce the possibility of academic misconduct, instructors should – Number all test sheets, booklets, and answer sheets – Use Use two or more versions of a single exam to prevent two or more versions of a single exam to prevent students from copying from each other during the test – Store all old test sheets in a secure location – Destroy outdated testing material
PPT‐9‐1.34
Review Question • Why is test security an important priority?
PPT‐9‐1.35
Evaluation Feedback • Evaluations can be collected in two ways – Meet individually with the students to discuss the test – Review incorrect answers with the entire class
PPT‐9‐1.36
Discussion Question • How would an instructor review answers in class?
PPT‐9‐1.37
Review Question • Why should an instructor give purposeful feedback on evaluations?
PPT‐9‐1.38
Classroom Activity • Please turn to Lesson 9‐1 in your student manuals and complete Classroom Activity 9‐1‐2.
PPT‐9‐1.39
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to determine appropriate testing and evaluation for fire and emergency services.
PPT‐9‐1.40
Review • • • • • • • •
Approaches to Student Assessment Test Classifications Test Bias Test Administration Test Administration Test Scoring Grade Reporting Test Security Evaluation Feedback
PPT‐9‐1.41
Lesson 9‐2 Records, Reports, and Scheduling
PPT‐9‐2.0
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to discuss records, reports, and scheduling.
PPT‐9‐2.1
Overview • • • •
The Difference Between Records and Reports Training Records Completion Report Writing Scheduling Training Sessions Scheduling Training Sessions
PPT‐9‐2.2
The Difference Between Records and Reports • Records are permanent accounts of past events by – Individuals – Units – Organizations
• Reports are official, factual accounts of an incident, response, or training event verbally or in writing
PPT‐9‐2.3
The Difference Between Records and Reports • Reports keep an administration informed of what is happening with an organization’s members and divisions • Records can be standardized forms, narratives, , , or simple list of names – Handwritten – Typed – Computer generated
PPT‐9‐2.4
Review Question • What is the difference between records and reports?
PPT‐9‐2.5
Training Records Completion • Types of training records – – – – – –
Attendance records Applications for certification Incident/injury records Test records Training reports Scheduling records
PPT‐9‐2.6
Training Records Completion • Instructors may be required to collect basic medical information from students as part of a course • All training records should be considered private g p • Test scores and medical information are especially sensitive
PPT‐9‐2.7
Training Records Completion • All training records can be subpoenaed under the United States Freedom of Information Act or state‐sponsored open records act
PPT‐9‐2.8
Review Question • What training records are the responsibility of the instructor?
PPT‐9‐2.9
Report Writing • All written reports must be – – – –
Accurately completed Properly filed Delivered in a timely fashion Securely stored
PPT‐9‐2.10
Report Writing • Parts of a report include – Heading • • • •
Date Name of the recipient Name of the sender or author Subject of the report
– Introduction – Body – Conclusion
PPT‐9‐2.11
Discussion Question • When would you use an after action report?
PPT‐9‐2.12
Review Question • How do instructors keep report narratives simple and concise?
PPT‐9‐2.13
Scheduling Training Sessions • When scheduling a training session consider – – – – – –
Whether there is a sufficient planning period Student availability Mandate staffed level Facilities availability Facility policies and procedures Equipment availability
PPT‐9‐2.14
Scheduling Training Sessions • Scheduling policies may include – Which personnel are authorized to schedule training – Which areas of training are authorized and/or needed d d – Which instructors are responsible for which training
• Instructors should know to whom they make requests within their departments
PPT‐9‐2.15
Review Question • What are the factors an instructor must consider when scheduling training?
PPT‐9‐2.16
Student Performance Objective • Given information from lecture, discussion, and reading materials, the student will be able to discuss records, reports, and scheduling.
PPT‐9‐2.17
Review • • • •
The Difference Between Records and Reports Training Records Completion Report Writing Scheduling Training Sessions Scheduling Training Sessions
PPT‐9‐2.18