Instructor Outline.docx

Outline- FIRE EMERGENCY SERVICES INSTRUCTOR Chapter 1: The Instructor as a Professional Characteristics of Effective Instructors Instructor- to discuss the responsibilities of the individual charged with train personnel in the fire and emergency services. Education- knowledge, usually through acade...

Outline- FIRE EMERGENCY SERVICES INSTRUCTOR Chapter 1: The Instructor as a Professional Characteristics of Effective Instructors Instructor- to discuss the responsibilities of the individual charged with train personnel in the fire and emergency services. Education- knowledge, usually through academic means such as college or university courses. Training- is primarily transfer of knowledge regarding vocational or technical skills. Fire and emergency service training and education are usually provided by one of the following entities: Fire emergency service organizations training division, private, desire to teach, motivation, empathy, conflict-resolution skills, fairness, personal integrity, honesty, sincerity, preparation and organization. Instructors must have the motivation to achieve goals and encourage similar motivation in their students. They must have the background knowledge and experience to teach a subject and its skills, and they must have the ability to transfer that knowledge and experience to others. Effective Instructor must have the following leadership qualities: Self-confidence- progresses through self-examination and clear self-appraisal. Trustworthiness- can be earned with accurate and fair performance over time and positive experiences shared among groups of people, including the instructor and his or her supervisor, and the instructor and his or her students. Consistency- routinely makes and maintains appropriate decisions, actions, and fairness. Responsibility- accepts consequences for both good and bad results from decisions. Acceptance- recognizes that not all problems can be resolved to everyone’s satisfaction. Expertise- teaches only from developed skills and abilities base upon knowledge and experiences. Strong interpersonal skills that include clarity, sensitivity and fairness. PREPARE AND ORGANIZATION Immediately before a class session, instructors prepare in the following ways: Practice presentation, arrive early, assemble and arrange all materials, test equipment for proper operation, eliminate learning barriers. Conflict resolution- listens to both sides and suggests solutions, and may have to assist both sides in formulating a solution without showing preference for a particular side of the issue. Personal integrity- based on the individual’s values and morals. Code of ethics that provides that instructor with specific guidelines for actions and decisions. Instructor Obligations: The student- effective training ensures that students will perform their duties safely and skillfully in the fire emergency services. The organization- an instructor provides effective training that supports the mission, policies, and procedures of the organization. The training should also meet all applicable federal, state/provincial, and local regulations and codes. The fire and emergency services profession- An instructor provides and important link between, the student and the fire emergency services profession by providing a positive role model and effective leadership. Themselves- To continue professional development through the acquisition of knowledge and improvement of skills. The field constantly changes, instructors must always be aware of new improvements or developments. -TO PROVIDE the most efficient and safest training opportunities possible for students. CHALLENGES: (17-18) Familiarization with standards: familiar with standards and regulations that may apply to scheduled training. Sources for these standard and regulations may include the National Fire Protection Association (NFPA), the Occupational Safety and Health Administration (OSHA), applicable EMS regulations (U.S. Department of Transportation (DOT), state/provincial, and jurisdictional). Instructor priorities, collaboration relationships, organizational promotion, management directives, knowledge of instructional environment, safe training environments, course schedules funds and resources, documentation systems, etc. Laws, Regulations, and Standards Applicable to the Instructor Instructors must know and understand which laws apply to the fire and emergency services and be aware of alternations in those laws and creation of new laws. Title VII of the Civil Rights Act- Prohibits employment practices that discriminate based on race, color, religion, sex, or national origin. The law also protects employees from physical, verbal, and sexual harassment. THE CANADIAN equivalent to this law is the Canadian Human Rights ACT. Americans with Disabilities Act (ADA)- Prohibits discrimination against persons with an identified disability. Instructors and training organizations must provide reasonable accommodation for students with documented disabilities. Privacy Act- establishes a code of fair information practices that governs the collection, maintenance, use and dissemination of information about individuals that is maintained in federal record systems. Prohibits the disclosure of a record about an individual from a system of records absent the written consent of the individual, unless the disclosure is pursuant to one of the twelve statutory exceptions. Family Educational Rights and Privacy Act (FERPA)- federal law that protects the privacy of student education reports. -A student is defined as an individual who is enrolled in and actually attends an educational institution, including by correspondence. -FERPA prohibits disclosure of a student’s protected information to a third party whether it is verbally, in writing, or by electronic transmission. -Once a child turns 18, their rights get transferred from parent to child it’s called “Eligible students.” Health Insurance Portability Accountability Act (HIPAA)- outlines what medical information is public knowledge and what information is not. Only applies as a federal law in the U.S. Regulations VS. CODES AND STANDARDS Regulation- rules or directives of administrative agencies that have authorization to issue and enforce them. Example (OSHA), established by the US government. OSHA Regulations do not apply as law to all states in the U.S., but may still be cited in criminal proceedings. That said, even in non-OSHA states, many local agencies follow OSHA regulations because they are nationally recognized safety standards. Codes and Standards- are not laws unless adopted by Authority Having Jurisdiction (AHJ) Just because these aren’t laws does not mean the instructor may not be held accountable under that standard in a court of law. Legal precedent- history of rulings made in courts of law that can be refenced and used to make court decisions in future cases or influence laws outside of the court system. -legal precedent has been established that, because these codes and standards are developed by an instructor’s peers, the code of standard should be taken under consideration even when it does not rise to the level of law. NFPA 1001, Standard for Fire Fighter Professional Qualifications NFPA 1403, Standard on Live Fire Training Evolutions NFPA 1500, Standard on Fire Department Occupational Safety and Health Program If you, fail to stay current ton the legal issues that apply to your position, you may find yourself in court for negligence, harassment, or civil rights violations. A good general rule is to treat everyone fairly. Regulations carry the force of law, while standards must be adopted by a legislative body before they are enforceable as law. Foundations of Learning Sensory-Stimulus Theory: states that there is a lifelong reliance on the five senses as the primary tool set for learning. The sense of sight takes in the most information, with hearing next. In the fire and emergency services, this sensory approach has evolved and been more accurately defined using the Cone of Leaning. The Cone of Leaning, illustrates performing a task while describing it results in the highest retention. It also suggests that individuals recall very little from passive methods such as reading an assignment or listening to a lecture. Knowles’ Assumptions of Adult Leaner- the characteristics of adult students and provides a set of assumptions for most effectively teaching adults. Andragogy- refers to the art of teaching adults. Self-concept- adults need to be self-directed while still relying on an instructor or training course to provide the knowledge they desire. Experience- adults have accumulated extensive and varied quantities of experiences that serve as resources for them and to which they can relate new information. Readiness to learn- ready to learn whatever they need to know or do in order to meet job requirements or social roles Learning orientation- problem centered because they have specific purposes for learning and want skills or knowledge that can be applied to real-life problems or situations. Motivation- they have internal incentives or motivators. Thorndike’s Laws of Leaning- suggest that there are certain laws or traits of adult learners that can be used to effectively instruct adult students. Readiness- must be prepared to learn, and must place them in a state where they are physically and mentally able to learn new knowledge or skills. FIRE RELATED- ff recognize the information they’ll receive is necessary and important to their success and safety. Exercise- adults learn best when they exercise skills; the more an act is practices, the faster and surer the learning becomes. FIRE related beneficial for instructors to have as much times as possible for adult learners to practice concepts and skills. Effect- adults need to see positive effect of what they are learning. Disuse- habits and memories used repeatedly are strengthened, and habits not reinforced are weakened. Reviewing necessary precursor information at the beginning of a lesson. Association- associate something new with something they’ve already learned. Recency- skills and information practiced or learned most recently are also the best remembered. Primacy- similar to recency, assumes that the first of a series of learned acts is remembered better than others. Certification vs. Competence An instructor who is certified possesses proof that he or she completed course work and passed a written and/or practical exam. In contrast, competence means that the individual has practiced. And maintained mastery of a skill or knowledge. Being competent to teach knowledge or skills, especially in a fire and emergency services environment, requires continually maintaining master over the skills taught during training. Maslow’s Hierarchy of Needs- presents a five-stage hierarchy to explain human motivation. Level 1- physiological or biological- need for air, water food shelter, warmth, sleep, sex etc. Until the person is reasonably satisfied with these needs, the focus will always be on satisfying these and will not progress. Level 2- safety- Need for security, order, stability, law, and freedom from fear. Level 3- Social- Need to belong to a societal group, be accepted, be loved, and valued by others. Level 4- Esteem- Need to achieve and master, need for self-respect, prestige, respect of others, status, and dominance. Level 5- Self- Actualization- Need to seek self-fulfillment personal growth, and peak or culminating experiences. Maslow postulated that all people are capable of reaching the higher levels, but life circumstance or other consideration may disrupt that progress. In theory, this explains why a student may not perform well in a classroom setting when he or she is unable to meet the lowest-level requirements. DOMAINS of Learning -refers to interrelated areas in which learning occurs. When the domains are used together, a student is encouraged to understand a concept, perform a task, and alter a behavior. 3 learning domains: Cognitive (Knowledge)- “What” information a student should learn -all forms of knowing, including perceiving, imagining, reasoning and judging. -Foundation for the other two domains Psychomotor (Skills)- “How” a student should apply knowledge -Hands on training, knowledge gained in the cognitive domain is transferred to physical movement. -Through positive reinforcement (feedback) and continued practice, students develop correct technique and become proficient so that skill becomes a habit and eventually performed automatically. Affective (Attitude)- “Why” the information is useful -affective learning involves how individuals deal with issues emotionally. -Attitude, interest, motivations, enthusiasm, values, individual (self) awareness Diverse groups and their challenges to teach: -Life experiences and responsibilities: instructors should help student establish their own connections between their past experiences and the new materials being taught. -Motivation- entire desire to gain knowledge or skills they believe will help them to be successful. Motivation that comes from the internal or external (work related), instructors should use these motivations to the advantage of effectively instruction even when the students perceive some aspects of the learning negatively. -Self-confidence- Regardless of how students gained their confidence, instructors should be aware of how all self-confidence level affect students. Learner characteristics- compromised of academic, social/emotional and cognitive skills. These determine the students learning style, the consistent way a person gathers and processes information. Interpersonal Communication 5 General purposes for interpersonal communication: Learning Relating Influencing Playing Helping Following 5 basic elements of Interpersonal Communication during a lecture: Sender (instructor)- Verbal and nonverbal communication. Message (the lesson)- content that the sender is trying to communicate. Receiver (Student)- individual or individuals to whom the sender in attempting to communicate. Feedback to the sender- reaction of the receiver to the message and it’s tone. Interference- anything that may prevent the receiver from completely understanding the message. This can include information overload. For communication to be effective both the sender and the receiver must agree on its purpose. Verbal component (38). Vs Nonverbal Component (39) – Components of communication to practice Verbal- using key words: Take responsibility: using “I”, “I hope you will consider.”, “I’m sorry you have to go through this.” Nonverbal- body language, vocal tones and volume, personal appearance. 7% words, 38% vocal tone and inflection and 55 % body language. Listening components: (41) Attending Understanding Remembering Evaluating Responding Learning plateau- can be compared to the landing on a flight of stairs—it is a break in upward progress. Students sometimes create their own learning plateaus from emotional responses, such as boredom or fear of failure. Motivation is the key component to heling students to achieve their best work and meet learning objectives. (43 tools to help motivate students) Chapter 3: Instructional Planning Planning to teach- preparing to teach and preparing the students to learn. Organizational skills will lead to increased credibility, improved efficiency of learning environment presentation, effective use of time, talent and materials, reduce stress and meet legal requirements for record-keeping. Planning ahead: an instructor should be mindful and read lesson objective beforehand, review the lesson plan, check what equipment is needed, locate require equipment, determine what skills must be taught, review required lesson audiovisuals, check documentation requirements, and arrive early. -Practice/review for 3 hours per every hour of presentation. -arrive early: Step 1 check for missing equipment, Step 2 Review operations Step 3 Arrange room layout, Step 4 Find replacements or make repairs, Step 5 Revert to a contingency plan (plan B). You should always have one contingency plan per lesson. Training aid selection- choosing appropriate aids for info to be taught. The training aids themselves may be used as a testing-tools so students can demonstrate their proficiency. In a command course, technology-based training (TBT) can be used for both training and testing. Instructors should consider using aids or devices: Learning objectives and lesson content Class size and interaction Pace of learning and other learner characteristics Practice factors Learning environment continuity- tying each individual lesson plan together. Potential events and problems: Instructor changes, Weather variation, Instructional recourse variations, differences in knowledge levels, differences in learner characteristics. Course consistency- strategic use of accurate material that is developed at a definable learning level and shared between classes. Safety factor and training and resource materials Chapter 4: Instructional Materials and Equipment Purposes and Benefits of Lesson Plans Benefits of lesson plans provide to students, instructors and administrators include: Standardizing the instruction Giving a clear and sequential path of instruction Helping create consistency for administrators Providing a document for developing test and evaluation requirements Lesson outlines and learning objectives (65) Basics of learning objectives and lesson outlines: 1st consider the intended outcome of the lesson the learning outcome, how to introduce the lesson to the students and the direction that the lesson will take. Three components: Performance (Behavior), what the student is expected to do. The behavior must be observable terms and include a clear action verb j=such as recall, identify, list, label, describe, or state. Conditions description, the situation, tools, or materials required for a student to perform a specific action or behavior. Standards criteria, the acceptable level of student performance. It provides a measurable criterion for evaluating student performance and may include a statement about the degree of required accuracy or a time limit for completion. Copyright laws and permissions Copyright laws provide legal guidelines for the use of published materials. All works published in the US before 1923 are considered public domain (freely used by anyone) Even if a material is older than 1923, a copyright holder can renew the copyright on material that he or she owns. Always check the status of the material in question’s copyright, even if it appears to be a material before 1923. A few of the fair guidelines are as follows: -Chapter from a book -Article from a periodical, newspaper or the internet -Short story, essay or poem -Video recordings of a television broadcast -Chart, graph, diagram, drawing, cartoon… Students cannot be charged more than the actual cost of the photocopying. Recordings: Instructors must be careful to guard the privacy o ft he individuals or victims involved in the incident. Invasion of privacy is the wrongful intrusion into a person’s private activities by the government or other individuals. Legality and successes of lawsuits to protect the right of privacy depend on several factors: Location (s) and Subject (s) Permission In order to legally use/publish photos or film from a public even, organizations must always obtain written permission (model release) from any and all individuals who appear in those images. Restriction Must explain how they’ll use a photo or video so those involved can make an informed decision to permit or restrict the use of their images. Educational and training organizations must also obtain model releases from any students they photo or videotape. An additional limitation is the length time. Rights of individuals Individuals may ask to preview photos or recordings before they are used. Teaching Aids Are integral to engaging student interest and encouraging active learning. Numerous kinds of teaching aids: Nonprojected teaching aids Marker boards and easel pads-easiest and most frequently used and most versatile nonprojecting-type equipment. Illustration diagram displays-supports visual leaners and can help clarify, organize, and emphasize key points of written or verbal instruction. Duplicated materials- handouts. Models- excellent for illustrating mechanical or spatial concepts. Audio recordings- used to add a level of authenticity and practicality to lessons. Casualty simulation Projected teaching aids Multimedia projectors/large-screen images Interactive display systems Visual presenters Video Presentations Video conferencing Simulators Computer simulations Virtual reality simulations Casualty simulations- moulage kits typically contain plastic wounds that instructors can apply to a simulated casualty. Anatomica/physiological manikins- designed to offer types of simulation ranging from a simple representation of the human form to audible, visible, or palpable facsimiles of pules heart rhythm, reaction to defibrillation, or the ability to intubate or ventilate. -Benefits of teaching aids: enhance student understanding add interest to a lecture clarify, prove or emphasize a key point enhance memory help students organize ideas gain and maintain students’ attention illustrate a sequence of events or steps in a process Save lecture time Chapter 5: Learning Environment Fire and emergency services training can occur in a variety of settings. Cognitive training can happen in a classroom setting or may be hosted online. Psychomotor training typically occurs in a training facility, such as a fire station, or at a remote site, such as acquired structure. Classroom Environment Instructors must determine how important it is for students to see and hear the instructor or audiovisual presentation, and how important it is that students can interact with each other. (90 for seating arrangements) -Note if the noise within the training environment exceeds maximum noise exposure levels (90 decibels in the US, 85 in Canada), the instructor must provide hearing protection. -During introduction the instructor should inform students of location of restrooms, water fountains and applicable tobacco/drug use policies. There should be a blank wall or projection screen behind the instructor. Consider the following three distinct environments: The instructor’s environment- take care to minimize noise and distraction that may affect you or distract a student. The online environment- typically a commercially produced package that may allow for significant interaction between the student and the instructor. DO NOT let one student monopolize the session. The learner’s physical environment- can be highly varied and highly distracting. Take care to ask question to see if students need more help. Training Ground Environment-outdoor learning environment Weather conditions Provide rehab Provide shielded observation and waiting areas Provide some operations such as aerial devices or ground ladders during high wind or thunder storms. Follow regulations and local policies that dictate under what conditions students (temperature, humidity, wind, etc.) may train. Training should be cancelled, rescheduled, or changed to meet conditions for safety. Site Environment Considerations Terrain Site space Exposures Environmental laws and codes Water supply Vehicle traffic Training Ground Noise- if exceeds 90 decibels, provide hearing Lighting Access/Egress Chapter 6: Classroom Instruction Presentation techniques- presentation is the art of clearly and concisely explaining information in ways that an anticipated audience can understand. Four-step method of instruction Instructional methods Structured exercises Competency-based learning in the fire and emergency services Teaching strategies