Chapter 6

1. Chapter 6 Lesson Plans

2. 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.

3. Skills ObjectivesInstructor 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.

4. 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.

5. Skills ObjectivesInstructor 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.

6. 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?

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

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

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

15. 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

16. 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.

17. 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

18. 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

19. 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

20. 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.

21. 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

22. 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.

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

24. 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

25. Sample Cover Sheet for A Lesson Plan

26. 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”

27. 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

28. 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.

29. 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.

30. 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

31. 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.

32. 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

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

34. 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

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

36. Four-Step Method of Instruction (2 of 2)

37. 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.

38. 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 studentsbetter leaders?

39. 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

40. 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.

41. 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.

42. 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

43. 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.

44. 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.

45. 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

46. 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.

47. 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.

48. 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.

49. 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.

50. 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.