Standard

R State Standard £ Institutionally Developed College: n/a

FSC 132 – Fire Service Instructor
Course Description
Students will learn to analyze jobs and information, then prepare and present related training. Emphasis is placed on planning, organizing, presenting, and testing, using methodologies appropriate to the subject. Topics include: orientation to emergency services instruction, communication, planning and analysis, objectives, learning, assessment, methods of instruction, instructor materials, media, training related group dynamics, classroom management, the legal environment, and NPQ Fire Instructor I. Students will have numerous hands-on opportunities to apply what they learn. Successful completers of FSC 132 are qualified to test for the National Professional Qualification (NPQ) Fire Instructor I Exam.
Competency Areas	Hours
Emergency Services Instruction Concepts	Class	4
Communication	D. Lab	2
Planning and Analysis	P. Lab/O.B.I.	0
Learning Objectives	Credit	5
Learning Assessment
Instructional Methods/Group Dynamics
Classroom Management
Legal Concepts

Prerequisite:	Program admission
Corequisite:	n/a

Course Guide
Competency	After completing this section, the student will be able to:	Hours
		Class	D.Lab	P.Lab/ O.B.I.
Emergency Services Instruction Concepts		2	0	0
	Given five minutes to prepare a student shall introduce another student to the class within 45 seconds.
	Define training, development, instructor, and student as it applies to his/her situation
	Identify the four roles in the training process including: training manager course developer/manager, instructional technologist and instructor/facilitator and determine for which or she is responsible for his/her organization.
	Identify the three levels of instructor certification in NFPA 1041 and determine for which he/she is responsible for in hi/her organization.
	Locate his/her position on an organizational chart, identify his/her superiors, and describe he/her role as an instructor in the organization.
	Describe and classify the instructor responsibilities to each of the following: fire service, administration, student and himself.
	Identify several traits of an effective instructor and list and discuss when he feels is the most important.
	Identify several challenges of instructors.
	Locate and read NFPA 1041 Fire Service Professional Qualifications and answer the assigned questions.
Communication		2	0	0
	Define communication.
	Draw and explain the communication chain (model) including: encoder, transmitter, receiver, decoder, physiological barrier and psychological barriers.
	List five physiological and five psychological barriers to communications and describe remedies for each.
	Define verbal, paraverbal, nonverbal communications and fiver areas for nonverbal communications include: artifactual, eye contract, kinesics, proxemics and tactile.
	List six undesirable mannerisms to avoid when speaking in front of an audience.
	Describe the proper use of each of the nice communications skills listed and give examples of common mistakes made by instructor in their use: a. eye communications posture/movement Gestures./facial expressions Dress/appearance Voice/vocal involvement Language/non-words Lister involvement Humor Natural self
	During the presentations, the student instructors shall: provide an atmosphere for learning, which lacks communication barriers; plan and demonstrate menthols to provide and receive feedback during instruction; demonstrate proper use of the nine communication skills,; and use, detect, and react to nonverbal communications.
Planning and Analysis		3	0	0
	Define planning and analysis and list four reason for the planning and analysis step.
	Define “needs assessment” analysis or “front end analysis”.
	Describe the procedures for needs assessment and conduct a brief needs assessment.
	Differentiate between training problems, environmental problems and motivational problems.
	List and explain several reasons to expect a training problem.
	Explain and demonstrate training requirements/task/job analysis including a job breakdown sheet.
	Describe and conduct an audience analysis.
	Define linear thinking, geodesic thinking, performance discrepancy, and cost analysis.
	Write clear, concise, performance objectives in an acceptable format, which contain audience behavior, conditions and degree, and are observable and measurable.
Learning Objectives		5	0	0
	Define performance objective.
	List several purposes of performance objectives.
	Define goal.
	Identify and define audience, behavior, conditions and degree and “C.B.S.” and other alternative methods to remember the components of performance objectives.
	Define terminal and enabling objectives, sentence type objectives, and list type objectives.
	Write objectives for assigned topic to be used for the instructional techniques project.
	Analyze objectives to determine the learning domain, level and type of learning.
Learning Assessment		5	5	0
	Define evaluation, including the three major components and describe the purpose of evaluation.
	Define and give examples of the following terms as they relate to testing and evaluation; testing, classification of tests, criterion referenced test, norm referenced test, manipulative performance test, validity, reliability, prescriptive test, comprehensive test, oral test, objective, subjective, composite scoring, point systems, mastery, percentage and raw score
	Develop written and performance tests based on performance objectives in class and for projects.
	List advantages, disadvantages, and construction criteria for the following types of test items: manipulative-performance, multiple choice, true-false, matching, short answer, completion, essay, and oral.
	List and explain common considerations for all tests.
	Describe test item analysis.
	Describe the evaluation of course and instructional design and instructor including: formative, field testing, observation, summative, critique and instructor evaluation.
	Discuss the criteria for course and instructor evaluation including six essential areas.
	Discuss at least 5 common assessment errors.
	Define direct, overhead, rhetorical, and relay types of questions.
	Describe and demonstrate informational and developmental questions, illustrations and demonstrations.
Instructional Methods/Group Dynamics		13	13	0
	Describe the teaching/learning cycle represented by the Four and Five step methods including: motivation (preparation), presentation, application, conclusion (lesson summary) and evaluation.
	List and explain the six “Principles of Instruction” as described in IFSTA Fire Instructor manual.
	Describe how, when and why to use the following methods of instruction: lecture, demonstration, illustration, discussion (guided discussion, conference, case study, brainstorming, role play), computer aided instruction, individualized instruction (independent study) and simulation.
	Demonstrate at least two different, appropriate methods of instruction for presentation of an assigned topic.
	Explain and demonstrate matching instructional techniques to objectives.
	List and explain serveral items to consider when selecting instruction methods including: performance objectives, audience analysis, administration/logistical factors, and safety.
	Define pedagogy, andragogy, learning and teaching.
	Describe three learning domains including cognitive, psychomotor, and affective and identify behavior words and objectives in each domain.
	Describe and give examples of six types of learning including concepts, facts, principles, strategy or process, perceptual motor skills, and attitudes/motivation, and explain how this information is used for course development and instruction.
	List and explain learning influences which should be employed by instructors to improve and stimulate learning including: instructor attitudes, goals, objectives and standards, relevance, preparation, sequence, participation, practice and repetition, feedback and reinforcement, previous experiences, appropriate periods of learning.
	Describe the importance of “motivation” to achieve optimal learning and retention and list five techniques for motivating adult learners, and six simple ideas or procedures instructors can use to help motivate students to learn.
	List and explain the following factors that affect learning: fear or worry, discomfort, poor instruction, long time spans, emotional attitude and learning plateaus.
	List the percentage of learning estimated to take place through each of the five senses.
	Describe Sensory Memory, Short Term or Working memory and Long Term Memory.
	List and explain three approaches to learning: Traditional, Mastery, and Criterion Reference Learning.
	List characteristics of adult learning when teaching adults including; Life Experiences, Motivation, Adult Responsibilities, Confidence, Learning Style, Demographic (age, sex, culture education, etc.)
	Describe the following individual learner characteristics and methods for instructors to assist students who have them: low literacy levels, learning disabilities, gifted learners, slow learners, shy or timid, quiet or bored and not interested.
	Identify audio visual facts including the average adult attention span, retention, and how senses contribute to learning.
	Describe when, how and why to use the listed media: slides, power points, audio materials video, overhead projector, textbooks, flip charts, blueprints, chalk/whiteboard, models, photographs, mockups, student workbook, self study materials, actual items, video projector, document camera and computers.
	Operate an overhead projector, video projector and computer, flip chart, chalkboard, slide projector, portable screen, video desk, video camera.
	Select, prepare and use at least two different audio visual aids appropriate for an assigned topic which match the objectives and meet the criteria set in class.
	List and explain each component of a lesson plan summary include course title, lesson title, instructor, clock time, type lesson, instructional method(s), references, equipment list, preparation assignment and objectives.
	List and explain each component of instructor guide sheets including step, time, main points, aids, methods and sources.
	List, explain and demonstrate the five steps of a lesson including motivation, presentation, application, evaluation and conclusion.
	List and explain the steps of a four step lesson plan format.
	List and explain at least five possible motivational activities.
	Describe safety responsibilities and practices as they relate to fire service instruction.
	Identify and describe the NFPA Standards concerning safety in fire training.
	Describe the major causes of fire fighter death and injury and how training may assist in their prevention.
Classroom Management		5	2	0
	Describe methods to handle disruptive students including: talkers, troublemakers, side trackers, stallers and show offs.
	Describe the L E A S T method of discipline.
	Describe counseling, coaching, peer assistance and mentoring.
	List the steps and describe the class development process.
	Describe classroom management based on the communications chain.
	List and explain the following considerations for an appropriate learning environment: room size, arrangement, furniture, temperature, lighting, ventilation, cleanliness, extra junk, audio visual placement and outdoors.
	Define and discuss the pros and cons of the traditional, horse shoe, circle, and chevron classroom arrangements.
	Describe the consideration for placement of audio visual aids in the classroom.
	Discuss the following administrative tasks and ways to accomplish them to provide for better classroom management: policies, class discipline, session planning, maintaining continuity or instructors.
	Explain instructor causes of classroom management problems including: bluffing, sarcasm, complaining, bullying, poor preparation, poor subject matter knowledge, improper methods of instruction.
	Explain student causes of classroom management problems including: educational and literary levels, learning disabilities, individual learner, gifted learners, slow learners, timid souls, daydreamers and uninterrupted learners, trouble makers side-trackers and stallers and show offs.
Legal Concepts		5	0	0
	Define: Constitutional Law, Statutory Law, Common Law, Doctrine of State decisis, Criminal Prosecution, Civil Prosecution, Doctrine of Sovereign Immunity, Tort Negligence, Standard of Care, “Reasonable Man Standard”, and Copyright.
	Identify the elements of a Tort including: legal duty, violation of legal duty, damage, injury or harm and remedy at law.
	Identify the following remedies: nominal, compensatory, special damages and punitive.
	Identify the following elements of negligence: legal duty, failure to conform to a required standard, proximate cause and actual loss.
	Identify the following defense against charges of negligence: Assumption of Risk, Contributory Negligence, Comparative Negligence, and Last Clear Chance Doctrine.
	List at least 5 ways to decrease instructor liability exposure.
	Describe the fair use copyrighted work and list the four criteria for evaluating fair use.
	Identity and discuss NFPA 1401 Recommended Practice for Fire Service Training Records and Reports.
	Discuss at least 5 specific elements of information which should be in training reports including: who, what, when, where and why.
	Describe the use of schedules in fire training including: periodic schedules, course schedules, daily schedules, and the “time” category on Instructor Guide Sheets.
	Describe the following type of training records and list information which should be included in each: Departmental Training Record, Individual Training Record, Progress Chart, Class Report (Attendance Record).
	Describe equal opportunity and affirmative action programs as they relate to fire service instruction.

Suggested Resources

Media (text/audio/ visual/www/ other)	Author	Title: Subtitle	Edition	Place	Year	Publisher/Publication	pp.
Text	IFSTA	Fire And Emergency Services Instructor	7^th Ed		2006	IFSTA, ISBN 0-87939-271-1
Text	Lindsey, J.	Fire Service Instructor		Upper Saddle River, NJ	2006	Pearson ISBN 9780131245570
Text		1041 Standard For The Fire Service Instructor Professional Qualifications			2007	NFPA

Posted: 06/24/08