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Florida Fire instructor I Test perp
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Kirkpatrick's model evaluation Reaction, Learning, Behavior, Results Retained Information 10 % reading 90% saying and performing Sense 75% seeing 12 % hearing FEMA Agency tasked with responding to, planning for, recovering from, and mitigating disasters North america Fire Training Directors (NAFTD) organizations important source of safety information and model programs Counseling Advising learners educational progress, career opportunities, personal anxieties or sudden crisis in live Coaching
instructor direct the skills performance of individuals by observing, evaluating, and making suggestions for improvement. Coaching steps
- Describe the current level
- Describe the desired level
- Obtain a commitment for change
- Follow up on the commitment. Peer Assistance someone who is equal in status, students help each other. Mentoring Place new students under the guidance of a more experienced professional or another student who acts as tutor, guide and motivator. Student originated disruptions Arriving late speaking at inappropriate Talking with others sleeping in class showing off interrupting others sidetracking disrespectful L E A S T (progressive disciplinary) Leave it alone Eye Contact Action Stop the class Terminate the student. Norm Referenced assessments
Determine materials, tools, skill checklist, number of evaluators, review unfamiliar equipment. Oral Test a one - one interaction with instructor. Test administration Appropriate Lighting Comfortable seating quiet surroundings Regulated Temperature Proactive responses to performance barries Test security Store all old test sheets in a secure location Feedback Meet individually with students to discuss the test Review incorrect answers with the entire class Records Permanent accounts of past events by indivual Reports Official accounts of an incident, reponse, or training event, either verbally or in writing Attendance records Evidence that individual or unit completed training Applications of certification Require instructor signature to be completed Incident / injury records records can be completed by instructor or investigative team requested by public by kept private. test records documentation of scores training reports documentation of the training has conducted on the past. Scheduling records documentation of training has been approved by the organization.
Report writing Heading Introduction Body Conclusion / summary Sufficient Planning period instructor should schedule long enough in advance to ensure Standards - writing organizations NFPA ANSI ( american national standards institute) UL ( Underwriters Laboratories) Planning for safe training Verifying instructor skill level inspecting and repairing facilities and props Identifying training hazards Evolution control Supervising monitoring teaching Managing Psychomotor skilss demostration explanation of the skill importance relate performance who required training Characteristics of Effective Instructors
- Desire to teach
- Motivation
- Subject and teaching competencies
- Leadership abilities
- Strong interpersonal skills
- Preparation and organization
- Ingenuity, creativity, and flexibility
- Empathy
- Conflict-resolution skills
- Fairness
- Self-Concept
- Experience
- Readiness to learn
- Learning orientation
- Motivation Thorndike's law of learning Readiness Exercise Effect Disuse Association Recency Primacy Intensity Characterics of Adult learning Life experiences and responsibilities Motivation Self confidence Domains of Learning cognitive, affective, psychomotor Cognitive knowledge Psychomotor Skills - learning and performing a physical skill Affective Attitudes, beliefs, interests Instructional Strategies prescriptive approaches to teaching designed to help students acquire a deep understanding of specific forms of knowledge Sequential or Linear Step by Step Analyzing Classifying Reasoning Tracking of times
Abstract or symbolic Recognizing common qualities in similar but different experiences Concrete or real objects preferring to manage items and work with facts Global or holistic seeing the hole picture Planning to teach Organization Session Preparation ( check equipment and lesson plan) Session Logistic ( check training site and equipment) Training Aids Selection Learning objectives and lesson content required student performance class size interaction Place of learning Practice factors Evaluative factors Budget Limitations Instructor Changes Know fellow instructor Prepare the student Meet with substitute instructor Remedial Knowledge level is lower than the level of the course material Adjust the teaching pace Advanced Knowledge level preview the next lesson plan have the group create exercises Have work together to create questions. Course Consistency Safety factors Types of training Materials REsources Materials Approaches to Teaching Skill Performances
Performance Condition description Standards Criteria Performance ( behavior) Identify what the student is expected to do Conditions decription Describe the situation, tools or materials required Standards Criteria State the acceptable level of student performance 90% accuray Lesson Outlines Outline major points Detailed outline Major points with explanatory material Resources Materiasl National Institute of Science and Technology (NIST) National Institute for Occupational Safety and Health (NIOSH) User generated video Supplementary texts Fire and emergency services related websites copy right law protects original forms of expression such as writings, art, drawings, photographs, music, motion pictures, performances, and computer programs from being copied by others for a minimum of 70 years Training Aids ( non projected) Chalk board Illustration Duplicated Materials Models ( table top or cutaway models) Audio recordings Casualty simulations Training aids ( Projected ) Video and multimedia projectors Interactive whiteboards Displays TV / Programs and video presentations
Training Aids ( Simulators) Electronic Display boards Smoke Computer VR Manikins Training Props Technical rescue Vehicle extrication Flammable Transportation incident Cleaning, Care and Maintenance of training aids Inspected Cleaning air filters Replace bulbs Tightening any loose screws Training aids benefits Enhancing understanding increase acceptance adding interest clarify key points enhance memory help to organize ideas save lecture time Illustrate steps or process Learning environment seating arrangements lighting Temperature Audiovisual Other classroom considerations Fan ( seatting) small groups students easy see and hear instructor Traditional ( seatting)
Beginning of any outdoor instructor five student an overview of training scenario walkthrough interpersonal communication elements Sender ( instructor) Message (the lesson) Receiver ( the student) Feedback to the sender interference Five general purposes for interpersonal communication Learning Relating Influencing playing helping verbal component Engage in dual perspective Take responsibility for personal feelings Show respect for the feelings try to gain accuracy and clarify be aware of any special needs avoid speaking while emotional Nonverbal Communication communication without using words, such as making gestures and facial expressions nonverbal communication 7% words 38% vocal tone and inflection 55% body language nonverbal communication recommendations Eye contact Facial expression Gestures Posture Poise Vocal characteristics Vocal interferences Touch Proximity Listening Skills
50 -- 75 % students spend listening to instructor Listening Skills ( components) Attending Understanding Remembering Evaluating Responding Presentation Techniques Characterics of effective speaker Audience centered good development of ideas good organization of ideas best choice of words good delivery skills good vocal characteristics conversational tone positive attitude appropriate humor personal style Methods of sequency Know to unknown Simple to complex whole part whole Step by Step Know Unknown begin with familiar information leading to unfamiliar Simple to complex basic knowledge to more complex Whole part whole overview of the entire topic and then divide the topic or skills into subsections Step by step teach each individual step in the correct order Transitions Maintain interest, continuity, consistency, relationship, previews and summaries Mastery approach to each in the fire and emergency services
Brainstorming Nominal group process agenda based process Question type Rhetorical Closed Open direct overhead relay redirected Rhetorical question stimulate thinking no one correct answer Closed question limited number of possible answer Open question many acceptable answers Direct question single student Overhead question entire class Relay question instead of answering a student question, the instructor ask the rest of the class to answer Redirected question is useful when a student ask a question that the instructor believes the individual should know Responding to students answers Positive reinforcement always provide correct answer Distance Learning and Student Led instruction Computer base training ( CBT) Self directed learning individualized instruction individualized instruction
Students move at their own pace through self-selected or teacher-assigned materials with guidance and assistance by the teacher as needed. Structured Exercise Case studies Role Playing Simulations Field and lab experiences Factor that affect learning Plateau ( a break or leveling of a student progress in a training course) Individual student needs Low literacy level learning disabilities gifted slow learners nondisruptive, nonparticipating, disruptive student low literacy short sentences and paragraphs double spaced lines directional headings and wide margins simple vocabulary learning disabilities Tutoring individualized instruction feedback progress allow more time on test provide audio recording slow learner private conference special assignments individual instruction non disruptive, nonparticipating students shy or timid bored or uninterested talkative and aggressive show off Students rights ( civil right acts or ADA )
injuries Training activity Lesson outcome ( grade ) Report writing responsabilites Instructor II Budget request budget administration purchase requests training activities facility equipment usage and repair staff attendance post incident critiques personnel evaluations Report writing responsibilities instructor III division annual budget training activity accident investigation executive summaries budget justifications disciplinary documentation Preparation ( 4 step method instruction) introduce a topic gain students attention state the learning objectives explain how the information is relevant state the lessons key points so that students are prepared to listen for them Presentation ( 4 steps method instruction) teaching methods learning activities demonstrations and practices listing of instructional support summary sections given Application ( 4 step method instruction) give a presentation lead a group discussion apply research methods demonstrate outlining and writing techniques Evaluation ( 4 step method intruction)
students demonstrate how much they have learned examination oral, writing or practical purpose to know if students achieved the objectives cultural and ethic background learning adjustment instructors are cautioned to avoid broad generalization based upon any one aspect diversity, Operate audiovisual equipment Dim the light, to have clear visible imagine have a backup material on hand keep a supply of spare bulbs, remote or batteries Computer generated presentation are sequenced and displayed like traditional slideshows. Rubric scoring tool that outline criteria that must be present on exams that are more subjective such as short answer test. scoring oral test depends on the purpose of the test rubric to oral is similar to performance scoring performance test can be very subjective instructor follow scoring sheet guidelines task that directly relate to the life or safety cannot be skipped use multiple instructors to observe each student during test. scoring written test composite scoring used for criterion referenced assigning 1 point per test item add comments to essay use provided rubric inform students about the meaning of scoring paper black and white Grading fire and EMS test the total number of points the student earned is divided by the total number of points possible to arrive at a percentage grade. Test recording
