INSTRUCTOR 1 Presented by Illinois Society of Fire Service Instructors Illinois Society of Fire Service Instructors

Instructor I Course Requirements n Certification Requirements –Certified Firefighter 2 –3 yrs fire service experience n Instructor I Course –Presentations (2 teaching experiences) –Attendance 90% - 36 hours –Written Test 70% - 50 questions all types

Instructor Standards n NFPA 1041 Fire Service Instructor Qualifications n Definition:An Inst. 1 is an individual who has demonstrated the knowledge and ability to conduct instruction from prepared materials which is predominately skills oriented.

Course Outline n Instructional Terminology n Role and Responsibility n Concepts of Learning n Human Factors and learning n Oral Communications n Lesson Plans n Instructional Methods n Instructional Materials

Course Outline (Con’t) n The Learning Environment n Testing and Evaluation n Records and Reports

Instructional Terminology*** n Course Objectives n Course Outline n Feedback n Four-Step Method n Instructor Materials n Instructor n Job n Key points n Progress Chart n Student n Job Breakdown Points n Lesson Plan n Level of Instruction –cognitive –psychomotor n Minimal Acceptable Standards n Motivation n Occupational Analysis n Performance Levels

General Areas of Responsibility n General Areas –Department responsibility –Identify training activities within dept. –Insure all drills conducted safely –Coordinate training activities –Solicit outside agencies and specialist to assist with instruction

General Areas of Responsibility n Specific Responsibilities –The Administration –The student –The fire service –To one’s self

General Areas of Responsibility n Special Responsibilities –EEO - Equal Employment Opportunity –AA - Affirmative Action –Family Education and Privacy Act of 1974 n What are the effects of EEO & AA?

Characteristics of Adult Learners n Have many life experiences n Are motivated to learn n Have many competing demands on their time n May lack confidence in their ability n Vary more from each other than children

How Adults Learn n Actively participate in goal setting n Appropriate learning climate n Learning is problem centered n Set their own pace n Receive feedback about progress

Factors Affecting Students Ability to Learn n Attitude - material importance n Experience - students n Knowledge - what they already have learned n Education - backgrounds n Personality - relationships between instructor and students n Physical disabilities

Negative Influences on Learning n Fear or worry –class situation –failure –family –personal problems n Discomfort –personal –impairment –classroom setting –Training situation n Poor Instruction –wrong level –instructor preparation –lack of involvment –inappropriate method

How We Learn & Retain Information n Learning –1% through tasting –1.5% through touch –11% through hearing –83% through seeing

How We Learn & Retain Information n Retaining Information –10% of what is read –20% of what is heard –30% of what is seen –50% of what is seen & heard –70% of what is said –90% of what is said while doing

Maslow’s Hierarchy of Needs n Needs Addressed –Physiological n classroom n personal –Security n prepared –Social n acceptance –Self-esteem n recognition –Self-satisfaction n expectations n achievement

Thorndike’s Laws of Learning n Law of Readiness –learn best when prepared –high interest & involvement n Law of Exercise –repetition improves learning –instructor involvement n Law of Effect –need to feel good –desirable goal n Law of Association –related information –past experiences

Thorndike’s Laws of Learning n Law of Recency –more recent –practice just before using n Law of Intensity –more real the stimulus –create training situations that are near actual incidents

Principles of Learning n Start at students level –examine course content –student background –organization of lesson –questioning –aim for level of majority n Teaching points –time allocation –repetition for emphasis –training aids –notes –reviews

Principles of Learning n Create interest –student curiosity –variety of instructors n Provide for success –lesson organization –student feedback n Meaningful participation –student participation –keep students working –important –identify mistakes n Confirm learning –evaluation

Human Factors in Learning n Types of learners –superior student –slow learner –troublemakers –shy/timid learner –disinterested learner –daydreamers

Human Factors in Learning n Dealing with the problem student –establish your authority within organization –approach in private –inform student that behavior is unacceptable –permit student to define the problem –establish an acceptable solution –define penalties for future problems

Types and Levels of Learning n Cognitive (Knowledge) –generally using the lecture teaching format n knowledge - recall n comprehension - understand the meaning n application - using the information is situations n analysis - break information into small parts n synthesis - integration into new whole n evaluation - use standards to judge information –progressive in nature, one level to next

Types and Levels of Learning n Psychomotor (practical) –most common in fire service n observation - witness activity n imitation - copy activity step by step n adaptation - modify and personalize n performance - perfecting activity n perfection - flawless and artful –progressive in nature, one step to next

Types and Levels of Learning n Affective (attitude) –the feeling or attitude related to instruction n receiving - becoming aware of concept n responding - indicating concept is received n valuing - committing to some position n organizing - adjusting among values n characterizing - personalizing the concept –least understood level of learning