6 Lesson Plans 6 Knowledge Objectives 1 of

6 Lesson Plans

6 Knowledge Objectives (1 of 2) • Identify and describe the components of learning objectives. • Identify and describe the parts of a lesson plan. • Describe the four-step method of instruction. • Describe the instructional preparation process.

6 Knowledge Objectives (2 of 2) • Describe the lesson plan adaptation process for the Fire Service Instructor I. • Describe how a Fire Service Instructor II creates a lesson plan. • Describe how a Fire Service Instructor II modifies a lesson plan.

6 Skills Objectives (1 of 2) • Utilize the four-step method of instruction. • Review a lesson plan and identify the adaptations needed. • Create a lesson plan that includes learning objectives, a lesson outline, instructional materials, instructional aids, and an evaluation plan.

6 Skills Objectives (2 of 2) • Adapt a lesson plan so that it both meets the needs of the students and ensures that learning objectives are met. • Modify a lesson plan so that it both meets the needs of the students and ensures that all learning objectives are met.

6 Introduction (1 of 2) • Instructors spend hours planning and preparing for a class. • Many details to address: – How much time will the class take? – How many students will attend? – What must students know? – What equipment will be needed? – In what order will the material be presented?

6 Introduction (2 of 2) • All information compiled into lesson plan – Detailed guide used by instructor for preparing and delivering instruction – Well-prepared, thorough lesson plan increases quality of student learning • Instructor I uses a lesson plan that is already developed. • Instructor II may develop own lesson plan

6 Why Use a Lesson Plan? • Lesson plans are important! • Instruction without a lesson plan is like driving in a foreign country without a map. – Goal is to reach destination – Learning objectives are destination – Without lesson plan with learning objectives, you may not even know what the destination is

6 Lesson Plans and Consistency • When a class is taught multiple times by different instructors, a lesson plan ensures that all students receive the same information. – Lesson plan documents what was taught – A new instructor can use an existing lesson plan to achieve the same learning objectives.

6 Learning Objectives • Begin planning by identifying desired outcomes or objectives. – Defined as a goal achieved by attaining a skill, knowledge, or both, and that can be observed or measured. – Sometimes called performance outcomes or behavioral outcomes • If students achieve learning objectives, they achieve desired outcome of class

6 Components of Learning Objectives • Many methods for writing learning objectives • ABCD method is common – Audience (Who? ) – Behavior (What? ) – Condition (How? ) – Degree (How much? )

6 Audience • Describes who the students are • Fire service learning objectives often use specific terms – Fire fighter trainee – Cadet – Fire officer – Students

6 Behavior • Must be observable, measurable action • Don’t use words such as “know” or “understand” for the behavior. • Use words for actions you can see and measure – State – Describe – Identify

6 Condition • Describes situation in which student will perform behavior – Specific equipment or resources given to the student – Personal protective clothing or safety items required when performing behavior – Physical location or circumstances for performing behavior

6 Degree • With what percentage of completion is the student expected to perform behavior? – Total mastery would be 100% completion. – Many times objectives are expected to be learned to passing rate for written exams (70– 80%). – Can also use time limit

6 Using the ABCD Method (1 of 2) • Objectives do not need to contain all ABCD parts. – Often shortened because one or more elements assumed to be known • Audience/condition – May be listed once, at the top of all the objectives, or not listed at all

6 Using the ABCD Method (2 of 2) • Degree – Commonly omitted – Assumption that degree will be determined by testing method • Shorten method only when clearly stated elsewhere in lesson plan • Never omit behavior component

6 Parts of a Lesson Plan • Many different styles/formats • Lesson plan should always include certain components. – Required for understanding – Necessary to follow lesson plan

6 Lesson Title or Topic • Describes what lesson plan is about • Should help determine whether lesson plan contains information about topic you are planning to teach

6 Level of Instruction (1 of 2) • Students must be able to understand instructional material. – Ensure plan written at appropriate level for students – Level often corresponds with NFPA standards – May be indicated by labels such as “beginner, ” “intermediate, ” or “advanced”

6 Level of Instruction (2 of 2) • Also identifies any prerequisites • A prerequisite is a condition that must be met before the student is permitted to receive further instruction. – Another class – Certification – Rank

6 Objectives and Outcomes • Backbone of lesson plan • All lesson plans must have learning objectives • Many methods for determining and listing learning objectives – Instructor must understand learning objectives before presenting to students.

6 Instructional Materials Needed • Most lesson plans require some type of instructional materials. • Designed to help present lesson plan to students – Audiovisual aids – Handouts, pictures, diagrams, models – Additional supplies

6 Lesson Outline • Main body of the lesson plan

6 References/Resources • Lesson plans often contain only an outline of information. – Instructors may not be expert in topic – Instructors may need additional references or resources. • May contain names of books, Web sites, or experts • Verify validity of lesson plan

6 Lesson Summary • Summarizes the lesson plan – Reviews and reinforces main points

6 Assignment • Lesson plans often contain an assignment. – Homework-type exercise – Allows student to explore or apply material • Be prepared to explain: – Assignment and due date – Method for submission – Grading criteria

6 Four-Step Method of Instruction • Method of instruction most commonly used in fire service – Preparation – Presentation – Application – Evaluation

6 Four-Step Method of Instruction

6 Preparation Step (1 of 2) • Also called motivation step • Prepares or motivates students to learn • Provides information that explains why students will benefit from class – Explain thoroughly. – Lesson plan should contain rationale

6 Preparation Step (2 of 2) • Fire Service Instructor I – Gains students’ attention – Prepares students to learn • Fire Service Instructor II – Develops lesson plan – Includes preparation points • Safety- and survival-related information • Examples, explanations of how material will help students do job

6 Presentation Step • Actual presentation of lesson plan – Lecture, lead discussions, use audiovisual aids, answer student questions • Lesson plan contains outline of information to be presented – Notes indicate use of teaching aids, when to take breaks, or where to get more information

6 Application Step (1 of 2) • Students apply new knowledge – Practice skills. – Make mistakes. – Retry skills as necessary. • Instructors – Provide direction and support. – Ensure that safety rules are followed.

6 Application Step (2 of 2) • Lesson plan lists activities or assignments students perform – Fire service often requires skill sheets for evaluation • Use step to make sure students progress along with lesson plan • Allows students to actively participate and remain engaged

6 Evaluation Step • Ensures students correctly acquired knowledge and skills – May be written test or skill performance test • Student must demonstrate competency without assistance • Lesson plan indicates evaluation method and procedures for performing evaluation

6 Instructional Preparation • Once you have a lesson plan, the instructional preparation begins. – Many questions must be answered. – Use the information contained in the lesson plan as a guide.

6 Organizational Skills • Organize class planning timeline. – Identify time available to plan and prepare. – Usually from when lesson plan is identified until day class is scheduled – Identify milestones to accomplish. • Obtain equipment or materials. • Reserve classroom. • Preview audiovisual aids.

6 Procuring Materials and Equipment • Methods for obtaining materials and equipment differ. • Instructor may need to – Contact the person responsible for purchasing training materials. – Use an equipment checkout process.

6 Preparing for Instruction Delivery (1 of 2) • Most important part of instructional preparation is preparing for actual delivery of lesson plan – Be familiar with information in lesson plan – If necessary, consult references and research topic further – Practice using any technology.

6 Preparing for Instruction Delivery (2 of 2) • Always rehearse presentation – Should not see material for the first time during class – Understand information being delivered. – Adapt to particular needs of class

6 Adapting a Lesson Plan • Important distinction between a Fire Service Instructor I and a Fire Service Instructor II – Fire Service Instructor II can modify a lesson plan • Lesson plans rarely implemented exactly as written.

6 NFPA Job Performance Requirements (JPRs) for a Fire Service Instructor I (1 of 2) • 4. 3. 2 Review instructional materials, given the materials for a specific topic, target audience and learning environment, so that elements of the lesson plan, learning environment, and resources that need adaptation are identified.

6 NFPA JPRs for a Fire Service Instructor I (2 of 2) • 4. 3. 3 Adapt a prepared lesson plan, given course materials and an assignment, so that the needs of the student and the objectives of the lesson plan are achieved.

6 Fire Service Instructor I (1 of 2) • Before class – Evaluate conditions. – Evaluate facilities for appropriateness. – Meet SOPs. – Evaluate students’ limitations.

6 Fire Service Instructor I (2 of 2) • Modifies method of instruction and course materials to meet student needs • Makes adaptations due to: – Learning environment – Audience – Capability of facilities – Types of equipment available

6 Fire Service Instructor II • 5. 3. 3 Modify an existing lesson plan, given a topic, audience characteristics, and a lesson plan, so that the JPRs for the topic are achieved, and the plan includes learning objectives, a lesson outline, course materials, instructional aids, and an evaluation plan.

6 Adapt Vs. Modify • Modify – To make basic or fundamental changes • Adapt – To make fit (as for a specific or new use or situation)

6 Making Basic Changes to a Lesson Plan • Fire Service Instructor II can make basic, fundamental changes. – Changing performance outcomes – Rewriting learning objectives – Modifying lesson content • Fire Service Instructor I cannot make these changes.

6 What Can an Instructor I Do? • Make lesson plan fit situation and conditions • NFPA states that an Instructor I may modify method of instruction and course materials – To meet the needs of the student – To accommodate the instructor’s style

6 Level of Training • Instructor must only perform actions within level of training • Instructor I must recognize what can and cannot do – Acting outside training may lead to liability. – Check with superiors if unsure

6 Reviewing Materials for Adaptation (1 of 2) • Instructor I can obtain lesson plan in many ways – Must review – Identify areas that need adaptation • Must even review plans developed within own department – Standards and procedures change

6 Reviewing Materials for Adaptation (2 of 2) • Schedule adaptations before delivering plan to class • Adaptations necessary for many reasons – Learning environment – Audience – Capability of facilities – Types of equipment available

6 Evaluating Local Conditions (1 of 2) • Focus on minor adjustments to fit local conditions and students’ needs. • Know your audience. – Which policies and procedures apply? – What is the current level of knowledge and ability of your students? – Which tools and equipment will your students use to perform skills?

6 Evaluating Local Conditions (2 of 2) • Know yourself. – What is your experience level and ability? – How familiar are you with the topic that will be taught? – What is your teaching style? • Adapt lesson plan so that you deliver lesson in the most effective way given your own abilities

6 Evaluating Facilities • Review and adapt lesson plan based on facilities that will be used. – Equipment available – Student seating – Classroom size – Lighting – Environmental noise

6 Meeting Local SOPs (1 of 2) • Lesson plan must be reviewed to ensure that it meets and follows local SOPs • Never teach information that contradicts a SOP. – Confusing for students – Creates liability for instructor

6 Meeting Local SOPs (2 of 2) • When reviewing lesson plan, make note of SOPs that may cover this topic • After reviewing lesson plan, research SOPs and ensure no conflicts exist – If conflicts exist, adapt lesson plan to meet local SOPs. – If you are not familiar with local SOPs, find someone to assist you.

6 Evaluating Limitations of Students • Review lesson plan based on student limitations, and adapt, if possible – Appropriate educational level – Verify prerequisite knowledge, skills • If cannot adapt to students’ limitations, consider using different lesson plan.

6 Adapting a Prepared Lesson Plan • Should be a formal process – Document adaptations in writing – Instructor I may need to obtain approval for adaptations • Ensure that adaptations are not really modifications. – Adjustments should not significantly change the class or alter learning objectives.

6 Modifying the Method of Instruction • One area that an Instructor I may readily modify • May be needed to allow you to effectively deliver lesson plan – Should not change learning objectives – Same information taught, just in a different format

6 Accommodating Instructor Style • Lesson plans may be adapted to accommodate your style. – Often reflects style of instructor who wrote it – During review, consider whether lesson plan—and especially the presentation section—fits your style.

6 Meeting the Needs of the Students • All adaptations have one purpose. – Meeting needs of students • Main goal is to provide instruction that allows students to obtain knowledge or skills – Verify goal after you review and adapt a lesson plan

6 Creating a Lesson Plan • Responsibility of Instructor II • Can take hours or weeks • Goal – Create document that any instructor can use to teach subject – Ensure that students achieve the learning objectives. • Many departments have templates. (Fire Service Instructor II)

6 Achieving JPRs • First step of lesson plan development is determining learning objectives – What are students expected to achieve? • Outcome may be obvious – Teach a certain job or skill • Outcome, learning objectives less clear – Clarify outcome with person requesting class (Fire Service Instructor II)

6 Learning Objectives • Once Instructor II has clear outcome for class, he or she should develop learning objectives. • Can write objectives with ABCD method (Fire Service Instructor II)

6 Learning Objectives—Audience • Describe the students who will take the class. – Write objectives to identify specific audience, if applicable. – For unknown or mixed audience, use “the fire fighter” or “the student” (Fire Service Instructor II)

6 Learning Objectives—Behavior (1 of 3) • Specified using a clearly measurable action word – Allows evaluation of student’s achievement of learning objective • Consider level to which a student will achieve learning objective – Bloom’s Taxonomy (Fire Service Instructor II)

6 Learning Objectives—Behavior (2 of 3) • Fire service uses three lowest levels of Bloom’s Taxonomy – Knowledge is remembering facts, definitions, numbers, and other items. – Comprehension is displayed when students clarify or summarize important points. – Application is the ability to solve problems or apply information learned in situations. (Fire Service Instructor II)

6 Learning Objectives—Behavior (3 of 3) • No single correct format for determining which level or how many learning objectives – Knowledge-based objectives ensure students learn facts and definitions. – Comprehension objectives ensure students can summarize or clarify material. – Application objectives ensure student can use information learned in lesson. (Fire Service Instructor II)

6 Converting JPRs into Learning Objectives (1 of 2) • Instructor II needs to develop learning objectives to meet JPRs listed in NFPA. • JPR – Describes a specific job task – Lists items necessary to complete task – Defines measurable, observable outcomes and evaluation areas for specific task (Fire Service Instructor II)

6 Converting JPRs into Learning Objectives (2 of 2) • Match learning objectives to JPRs when developing lesson plan • JPRs in NFPA are not learning objectives, but can be used to create them – NFPA annex section explains process of converting JPR to learning objective (Fire Service Instructor II)

6 Creating the Lesson Outline • Create after – Determining performance outcomes – Writing learning objectives for lesson plan • Should contain – Main body of lesson plan • Is main component of the presentation step (Fire Service Instructor II)

6 Brainstorming Method for the Lesson Outline • List information that needs to be taught to achieve learning objectives. • Presentation section – Start basic and move to complex – Topics should flow together. • Application section – Topics require student to apply information – Activities or skills practice (Fire Service Instructor II)

6 Two-Column Method for the Lesson Outline • First column contains outline of material to be taught – Simple for experienced instructors – Detailed for less experienced instructors • Second column contains comments or suggestions to help instructor understand outline – Can include learning objectives (Fire Service Instructor II)

6 Instructional Materials • Identify and list in lesson plan – Be specific. • Often including one instructional aid creates a need for more – Example: If using a DVD, will need player and projection system. (Fire Service Instructor II)

6 Evaluation Plan • Final part of lesson plan • Each part of evaluation plan should be directly tied to learning objectives • Describe evaluation plan—do not provide actual evaluation • Include skills performance tests with instructional materials and hand out to students to prepare for testing (Fire Service Instructor II)

6 Modifying a Lesson Plan (1 of 2) • Done by Fire Service Instructor II – Makes fundamental changes • When making substantial changes, completely revise lesson plan – Use process used to develop original lesson plan – Make necessary changes in all sections. (Fire Service Instructor II)

6 Modifying a Lesson Plan (2 of 2) • Obtain approval for change – From authority with jurisdiction (curriculum committee, fire chief, etc. ) • Modify in compliance with agency policy and procedures. • Update references. • Keep copy of original (Fire Service Instructor II)

6 Using a Standard Lesson Plan Format (1 of 2) • • Incorporate four-step method Consistent, accurate information Others can use plan for similar outcome Can compare to incident action plan (Fire Service Instructor II)

6 Using a Standard Lesson Plan Format (2 of 2) • Modify existing plans – Reflect department procedures, practices – Use fire service references, NFPA to provide validity • Ensures that instructor covers legal and ethical concerns (Fire Service Instructor II)

6 Summary (1 of 2) • Quality instruction requires lesson plans with clearning objectives. – Have many components • The process most commonly used for delivering a lesson plan includes preparation, presentation, application, and evaluation steps.

6 Summary (2 of 2) • Fire Service Instructor I – Uses a lesson plan to teach a class – May adapt lesson plan to meet class needs • Fire Service Instructor II – Creates a new lesson plan – May modify existing lesson plan • Learning objectives are basis for rest of lesson plan