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Intro to the Fire Curriculum. 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.

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learning philosophy
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
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 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 1989.
  • Revised 2007
  • Standards are performance based,
curriculum
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
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
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
Fire Fighter Curriculum
  • Component 1 Fire Related Modules
  • Component 2 Specialized Modules
  • Component 3 Firefighter in the Community Modules
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
modules1
Modules
  • Component 2:
  • Module 1 Environmental Hazards
  • Module 2 Specialized Rescue
  • Module 3 Firefighter Emergency Patient Care 1
modules2
Modules
  • Component 3:
  • Module 1 Public Education
  • Module 2 Public Relations
  • Module 3 Fire Inspections and Pre-Planning
role of the trainer facilitator
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
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 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
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
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
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
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?"