Chapter 6 Lesson Plans Knowledge Objectives Instructor I

Chapter 6 Lesson Plans

Knowledge Objectives Instructor I • 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. • Describe the lesson plan adaptation process for the Fire Service Instructor I.

Skills Objectives Instructor I • Demonstrate the four-step method of instruction. • Review a lesson plan and identify the adaptations needed. • Adapt a lesson plan so that it both meets the needs of the students and ensures that learning objectives are met.

Knowledge Objectives Instructor II • Describe how a Fire Service Instructor II creates a lesson plan. • Describe how a Fire Service Instructor II modifies a lesson plan.

Skills Objectives Instructor II • Create a lesson plan that includes learning objectives, a lesson outline, instructional materials, instructional aids, and an evaluation plan. • Modify a lesson plan so that it both meets the needs of the students and ensures that all learning objectives are met.

Introduction (1 of 2) • Instructors spend hours planning and preparing for a class. • Many details to address: – – – – What are the expected outcomes? How much time will the class take? How many students will attend? Are there student prerequisites? Are training aids and equipment needed? In what order will the material be presented? Will the delivery schedule be affected by availability of specific resources?

Introduction (2 of 2) • All information is 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.

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 a lesson plan with learning objectives, you may not even know what the destination is.

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.

Learning Objectives (1 of 3) • 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.

Learning Objectives (2 of 3) • A terminal objective is a broader outcome that requires the learner to have a specific set of skills or knowledge after a learning process.

Learning Objectives (3 of 3) • An enabling objective is an intermediate objective and is usually part of a series of objectives that direct instructors on what they need to instruct and what the learners will learn to accomplish the terminal objective.

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

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

Behavior (1 of 2) • 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

Behavior (2 of 2) • The terms cognitive or psychomotor objectives are applied in a properly formatted objective. • Blend presentation styles to enhance the learning environment whenever possible. • Enhance learning by appealing to multiple senses and allowing for many application opportunities.

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

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

Using the ABCD Method (1 of 4) • Objectives do not need to contain all ABCD parts. – Often shortened because one or more elements are assumed to be known • Audience/condition – May be listed once, at the top of all the objectives, or not listed at all

Using the ABCD Method (2 of 4) • 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.

Using the ABCD Method (3 of 4) • All four elements are essential in the construction of a terminal objective. – Components inform the students: • What will be taught • The method of evaluation • The resources consulted for the information presented

Using the ABCD Method (4 of 4) • Enabling objectives may assume certain points previously stated in the main objective, such as: – Audience – Degree – References • Each enabling objective allows the student to meet the intent or goal of the terminal objective.

Parts of a Lesson Plan • Many different styles/formats • Lesson plan should always include certain components. – Required for understanding and following the lesson plan

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 • May be used to highlight or preview the content of the lesson plan package • May serve as a summary of contents and prepare the instructor for the class

Sample Cover Sheet for A Lesson Plan

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

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

Objectives and Outcomes (1 of 2) • 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.

Objectives and Outcomes (2 of 2) • The Fire Service Instructor II will use JPRs to develop the learning objectives in the ABCD format. • The Instructor III will write course objectives.

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

Lesson Outline • Main body of the lesson plan • Four main elements: – – Preparation Presentation Application Evaluation • Each area fulfills a specific purpose in the delivery of instruction.

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

Lesson Summary • Summarizes the lesson plan – Reviews and reinforces main points – Allows instructor to enhance application step by asking summary questions on key points

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

Four-Step Method of Instruction (1 of 2) • Method of instruction most commonly used in fire service – – Preparation Presentation Application Evaluation

Four-Step Method of Instruction (2 of 2)

Step 1: Preparation (1 of 3) • Prepares or motivates students to learn • Provides information that explains why students will benefit from class – The class may count toward required hours of training. – The class may provide a desired certification. – The class may increase students’ knowledge of a subject.

Step 1: Preparation (2 of 3) Fire Service Instructor I • Gains students’ attention • Prepares students to learn – Adult learners like to learn quickly how the class material will affect them. • Will it make them safer or more knowledgeable about their job? • Will it improve their efficiency on the fire ground or make the students better leaders?

Step 1: Preparation (3 of 3) 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

Step 2: Presentation • 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.

Step 3: Application (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.

Step 3: Application (2 of 2) • Lesson plan lists activities or assignments students perform. – Fire service often requires skill sheets for evaluation. • Ensures that students progress along with lesson plan • Allows students to actively participate and remain engaged

Step 4: Evaluation • 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.

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.

Student Preparation • Come to a class prepared and ready to learn with textbooks, notebooks, and writing supplies. • Review classroom or drill ground rules. • The instructor: – Monitors the preparedness of the students – May enhance their readiness to learn by providing class information and objectives ahead of time

Organizational Skills (1 of 2) • 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.

Organizational Skills (2 of 2) • Obtain equipment or materials. • Reserve classroom. • Preview audiovisual aids. The well-organized fire service instructor always creates a class planning timeline.

Procuring Instructional 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. • Make sure you understand how to use it and how to troubleshoot any problems before class begins.

Preparing to Instruct (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.

Preparing to Instruct (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.

Adapting Versus Modifying 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 are rarely implemented exactly as written.

NFPA 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.

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.

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

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

NFPA JPR for a 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.

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

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.

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

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.

Reviewing Materials for Adaptation (1 of 3) • Instructor I can obtain lesson plan in many ways. – Must review and identify areas that need adaptation • Must even review plans developed within own department • Standards and procedures change.

Reviewing Materials for Adaptation (2 of 3) • Schedule adaptations before delivering plan to class. • Adaptations are necessary for many reasons. – – Learning environment Audience Capability of facilities Types of equipment available

Reviewing Materials for Adaptation (3 of 3) • Lesson plan may be adapted due to: – Last-minute classroom or equipment changes – Situations where all members of the audience do not come from one department – Using a prepared lesson plan from a source outside your department • Audience factors, prerequisite knowledge, and abilities may be unknown.

Evaluating Local Conditions (1 of 2) • Focus on minor adjustments to fit local conditions and students’ needs. • The Fire Instructor I should review the following questions when adapting a lesson plan to an 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?

Evaluating Local Conditions (2 of 2) • Know yourself. – What is your experience level and ability? • Can you improve your knowledge, background? – How familiar are you with the topic that will be taught? • Unfamiliarity can pose safety and credibility issues. – What is your teaching style? • Adapt lesson plan to your abilities.

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

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

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.

Evaluating Limitations of Students • Review lesson plan based on student limitations, and adapt, if possible. – Appropriate educational level – Verify prerequisite knowledge, skills.

Adapting 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

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

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.

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 or access to one provided by a publisher.

Achieving JPRs • First step of lesson plan development is determining learning objectives. – What are students expected to achieve? • Outcome may be obvious. – Teaching a certain job or skill • Outcome, learning objectives may be less clear. – Clarify outcome with person requesting class.

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

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. ”

Learning Objectives—Behavior (1 of 2) • 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.

Learning Objectives—Behavior (2 of 2)

Cognitive Domain Objectives (1 of 5) • 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.

Cognitive Domain Objectives (2 of 5) • Higher levels of application and understanding occur when the learning objectives are written at these levels: – Analysis – Synthesis – Evaluation

Cognitive Domain Objectives (3 of 5) • Dr. David Karthwohl and others modified Bloom’s Taxonomy to expand its scope. – – – Knowledge became Remembering. Comprehension became Understanding. Application became Applying. Analysis became Analyzing. Evaluation became a level 5 task. Synthesis was moved to the highest level and became Creating.

Cognitive Domain Objectives (4 of 5) Revised matrix for the new taxonomy.

Cognitive Domain Objectives (5 of 5) • A Fire Service Instructor II must determine which level within the cognitive domain is the appropriate level for the student to achieve for the lesson plan. – Knowledge – Comprehension – Application

Psychomotor Domain Objectives (1 of 2) • The most commonly used levels when developing psychomotor learning objectives are (from simplest to most difficult): – – – Imitation Manipulation Precision Articulation Naturalization

Psychomotor Domain Objectives (2 of 2) • Action verbs associated with the psychomotor domain include: – – – – Demonstrate Practice Apply Perform Display Show Assemble

Affective Domain Objectives (1 of 4) • The affective domain deals with an individual’s expressed interests, ambitions, and values.

Affective Domain Objectives (2 of 4) • The taxonomy of the affective domain identifies five levels of understanding: – Receiving—paying attention, willingness to learn – Responding—displaying an acknowledged behavior within the learning experience and participating when given an opportunity

Affective Domain Objectives (3 of 4) • Five levels of understanding (cont’d): – Valuing—showing active involvement, passion, or commitment toward a topic – Organization—accepting a new value as one’s own and setting a specific goal – Characterization—comparing and contrasting one’s own values to others and using the new value

Affective Domain Objectives (4 of 4) • Action verbs associated with affective domain objectives include the following examples: – – – Accept Participate Share Judge Attempt Challenge

Learning Objectives—Condition • The condition(s) should describe the situation in which the student will perform the behavior. • Specific equipment or resources must be listed in the objective; these are the “givens” necessary to demonstrate the skill or knowledge. • Be sure to check equipment and resources needed prior to class.

Learning Objectives—Degree (1 of 4) • The degree or standard describes how well the behavior must be performed. • Everyone needs to know the criteria against which the student is being measured. • Percentage scores, “without errors, ” and “within a designated time” are all examples of the degree of performance that objectives should contain. • A reference to a skill sheet can guide both the student and instructor in how to approach proper completion and evaluation of the skill.

Learning Objectives—Degree (2 of 4) • There is no one correct format for determining which level or how many learning objectives should be written for a lesson plan.

Learning Objectives—Degree (3 of 4) • Knowledge-based (cognitive) learning objectives can ensure that students learn all of the facts and definitions within the class. • Comprehension or cognitive objectives are used to ensure that students can summarize or clarify the material.

Learning Objectives—Degree (4 of 4) • Psychomotor objectives ensure that the student can actually perform a task identified in the objective and presented in the lesson plan. • Objectives pertaining to the third domain— affective objectives—are often listed with the psychomotor objectives and identify “when” to perform the task.

Converting JPRs into Learning Objectives (1 of 5) • 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

Converting JPRs into Learning Objectives (2 of 5) • 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.

Converting JPRs into Learning Objectives (3 of 5) • Process includes breaking down a JPR into a terminal objective and several enabling objectives, including cognitive and psychomotor objectives. • Cognitive objectives are written into a lesson plan and include evaluation tools such as test questions.

Converting JPRs into Learning Objectives (4 of 5) • Psychomotor objectives are broken down into task steps and made into skill sheets. • An Instructor III will use the JPRs to help write course objectives for larger curricula.

Converting JPRs into Learning Objectives (5 of 5) Converting job performance requirements into instructional objectives.

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

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 – Lists topics requiring student to apply information • Usually activities or skills practice

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

Instructional Materials • Identify and list in lesson plan. – Be specific. • Often including one instructional aid creates a need for more. – Example: Using a DVD will require player and projection system.

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.

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.

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.

Using a Standard Lesson Plan Format (1 of 2) • • Incorporates four-step method Uses consistent, accurate information Allows others to use plan for similar outcome Can be compared to incident action plan

Using a Standard Lesson Plan Format (2 of 2) • Existing plans can be modified. – To reflect department procedures, practices – Use fire service references, NFPA to provide validity. • Standard plans ensure that instructor covers legal and ethical concerns.

Summary (1 of 8) • A fire service instructor who uses a wellprepared and thorough lesson plan to organize and prepare for class greatly increases the odds of ensuring quality student learning. • All instructional planning begins by identifying the desired outcomes, called objectives.

Summary (2 of 8) • In the ABCD method of writing learning objectives, ABCD stands for: – – Audience (Who? ) Behavior (What? ) Condition (How or using what? ) Degree (How well? )

Summary (3 of 8) • A lesson plan includes: – Lesson title or topic – Level of instruction – Behavioral objectives, performance objectives, and learning outcomes – Instructional materials needed – Lesson outline – References/resources – Lesson summary – Assignment

Summary (4 of 8) • Four-step method of instruction is: – – Preparation Presentation Application Evaluation

Summary (5 of 8) • A Fire Service Instructor I can use a lesson plan to teach a class and may adapt the lesson plan to the local needs of the class. • A Fire Service Instructor II can create a new lesson plan to teach a class and may modify an existing lesson plan. • A lesson plan must be reviewed to ensure that it meets local SOPs.

Summary (6 of 8) • The method of instruction is the one area that a Fire Service Instructor I may readily alter. • When creating a lesson plan, a Fire Service Instructor II should ensure that the lesson plan is complete and clearly understandable so that any other fire service instructor can use it.

Summary (7 of 8) • Developing lesson plans includes the following steps: – Achievement of job performance requirements – Learning objectives – Conversion of job performance requirements into learning objectives – Lesson outline – Evaluation plan

Summary (8 of 8) • When modifying a lesson plan, always obtain necessary approval from the authority having jurisdiction. • Even though a Fire Service Instructor II has the training to modify learning objectives, the change typically must be approved by a curriculum committee, a training officer, or the fire chief.