Learning Philosophy learning is a life-long undertaking as an adult and professional, firefighters are responsible for their own learning firefighters have an obligation to seek out opportunities to enhance professionalism

The History In 1988 a document called the Paradigm for Progress was developed the Professional Standards Setting Body (PSSB) was created under Ontario Association of Fire Chiefs Is responsible for developing Fire Service Standards and Fire Curriculum

The Standard The standards are developed through a job analysis conducted by a facilitator Committee may or may not be firefighters Under each standard there are competencies Under each competency there are skills or performance objectives The first set of standards developed was the Firefighter Standards in Revised 2007 Standards are performance based,

Curriculum The curriculum development process is based on the needs of the adult learner, the needs of the professional and the needs of society The participants in the teaching/learning process share the responsibility for success The Curriculum is Learner based. It is the learners responsibility to do the curriculum. Curriculum was developed just like the Fire fighters standard

Outcomes for the Learner The goals of the curriculum design and format are many: Encouragement of life-long learning Enhancement of professional growth Firefighter acceptance of own responsibility for growth and development A change sensitive curriculum model and design A fit with the certification process and the needs in the workplace Collaboration between providers of training and education Increased competence of trainers and educators

Role of the Learner As described in the learning philosophy, the firefighter has a responsibility to work through the curriculum and become competent at each task. Much of the learning will be self-directed and will require studying and practicing alone.

Fire Fighter Curriculum Component 1 Fire Related Modules Component 2 Specialized Modules Component 3 Firefighter in the Community Modules

Modules Component 1: Module 1 Introduction to the Fire Service Module 2 Fire Sciences Module 3 Fire Ground Operations and Operate and Maintain Fire Apparatus

Modules Component 2: Module 1 Environmental Hazards Module 2 Specialized Rescue Module 3 Firefighter Emergency Patient Care 1

Modules Component 3: Module 1 Public Education Module 2 Public Relations Module 3 Fire Inspections and Pre-Planning

ROLE OF THE TRAINER/FACILITATOR Trainer Facilitators are identified by their Fire Chief as individuals who have the required knowledge, skill and experience Sign off their final performance demonstrations in the curriculum

How we view new information 1. Perception of New Information a) concrete experience is the use of our senses and feelings to receive the information or b) abstract conceptualization is receiving the information through thinking about and

Processing new information Processing the New Information a) reflective observation will involve watching others who are involved in situations and reflect upon your observations and feelings in order to form your opinion. or b) active experimentation involves trying or doing the task at hand. As stated earlier, how the firefighter perceives or receives new information and how it is processed will vary from learning experience to learning experience

Types of learning styles Learning Style #1 (Converger) Some of the traits demonstrated by this type of learner are: works well independently problem solver in a step by step fashion prefers problems that have only one correct response efficiency oriented tends to ask questions like "how?"

Diverger Learning Style #2 (Diverger) Some of the traits demonstrated by this type of learner are: people oriented likes participation and group work needs feedback vivid imagination needs to have a sense of belonging tends to ask questions like "why?"

Assimilator Learning Style #3 (Assimilator) Some of the traits demonstrated by this type of learner are: enjoys theoretical work prefers getting information from lectures and research a critical thinker needs help in establishing priorities tends to ask questions like "what?"

Accomodator Learning Style #4 (Accommodator) Some of the traits demonstrated by this type of learner are: takes risks broad range of interests creative - can become bored with routinelikes to develop his/her own way of doing things and likes to take action tends to ask questions like "what if?"