The available courses are normally prepared by good instructors and have been delivered and tested successfully. Occasionally, some of the things listed come up and it is up to YOU to develop a training course to meet the needs of your department.
Listed web site is an excellent reference for the ISD process. There will be numerous references to that site during this chapter.
The next several slides will build on each other.
This particular example will build on itself as the slides go by. Start: engine sets brake in front of structure fire End: water on fire Time: within two minutes You can easily observe the stopping and break setting, pulling, advancing, and charging the hose line, and applying water to the fire. Think about it. Each of the items in last sentence are specific actions.
For position of driver/engineer in applying water to a fire. a. D/E in a safe manner arrives at fire scene, properly places apparatus, and sets brakes b. As hose line is being pulled and advanced, D/E places truck in pump c. Once hose line is in place and crew calls for it, charge the line
Components: arrive safely – properly position – apply braking system Activities: be sure all have seat belts fastened Sequence: prior to pulling out – turn and look at each position – etc. Conditions: dark and a blinding rain storm or what ever conditions you desire to train for Performance standards: Apply water to a fire within a given period of time.
The local newspaper reported “it took 20 minutes for them to get there and do anything”. Incident commander observed poor technique in advancing the hose lines. A discussion was held with the crew.
If we are going to be involved in training, it is a good idea to know what it is. A reasonable point of discussion would be when is it training as opposed to just a drill? Then again, is a drill training?
How often is training done strictly because it is mandated? Sadly, way too often.
Observation: See the task at a fire scene and record time for each step Simulated: Like observation; but simulated. Should be as close to actual conditions as possible Content: Analyze technical models to determine steps and standards. Hey, someone has probably done it. Interview: Consultation with subject matter experts Unless you have content analysis information available, it is most likely that you will develop performance measures based on simulated task analysis.
Instructors: You will likely want to do this in groups; however, if you wish, individual projects will work. Assign a task to your groups or individuals. They should do the Analyze phase of the ISD process. You should probably be the one to give the assigned topics. The minimum standard curriculum is full of possibilities; however, you are not limited to that at all. Use your imagination. Just remember, the other 4 steps of the ISD process will follow with the same topic.
Each to be discussed.
Click on view – master – slide master will bring you to a similar slide. You create your program using this master and all slides within that program will follow the same format.
Certainly, our D/E in the Analyze phase should have been required to have had driver training and probably and EVOC course. The firefighters, required FF I & II.
Goals are very broad. The expected learning outcome. Then objectives come into play as statements of expected behavior, conditions they are performed under, and what determines successful completion. Remember our goal is to apply water to the fire. The statement might read, the student shall apply water to a fire. The objective is more specific. It may read, under simulated fire conditions, the students will be able to apply water to a fire using safe and appropriate methods.
Terminal – Remember back in analyze: The student will safely apply water to the fire. Then we broke it down to the individual positions on the apparatus. The D/E position was first. Enabling – Then we further broke it down to arriving safely, positioning, etc.
This information needs to be clearly communicated to the instructor and the student so the goal or objective can be met. As with any class offered, evaluate to be sure you met the goals and objectives and if necessary, adjust your program as needed. Be sure they understand this. If there is doubt in your mind, go to page 249 and, if necessary, read the two paragraphs of Basic Principles.
Audience – Engine company crew Behavior – apply water to a fire in safe and timely manner (define timely) Condition – under simulated conditions at the training ground drill tower Degree – within two and one half minutes from setting engine parking break
In groups or individually, have the students write the terminal and enabling objectives for the driver/engineer position with the goal of applying water to a fire.
Taxonomy - Originally the term taxonomy referred to the science of classifying living organisms (now known as alpha taxonomy ); however, the term is now applied in a wider, more general sense and now may refer to a classification of things, as well as to the principles underlying such a classification. (Wikipedia)
Specific objective might include, the student (remember the D/E) will name and describe the method of putting the engine into pump mode.
From the department SOGs, the student (D/E) will describe the proper position of the engine.
Abstract - 1 a : disassociated from any specific instance <an abstract entity> b : difficult to understand : ABSTRUSE < abstract problems> c : insufficiently factual : FORMAL <possessed only an abstract right> 2 : expressing a quality apart from an object <the word poem is concrete, poetry is abstract > Merriam-Webster on line dictionary. The student (D/E) will demonstrate safe driving habits on the city streets. This is abstract because there are so many variables to safe driving habits and obviously so also with city streets.
The participant (D/E) will discuss the advantages and disadvantages of forward vs. reverse hose lays. Do you notice each of the levels becomes harder?
Participant (D/E) will be able to write the procedures for placing the engine into pump mode.
Participant (D/E) will be able to evaluate a firefighter “riding up” in the D/E position and doing their portion of applying water to a fire.
Cognitive deals with knowledge and facts. Level 1 – have the knowledge, understand it, and be able to apply it. Level 2 – will the department SOG and the law match Level 3 – synthesis and evaluation All six levels of the educational process are involved and go from the easiest to the hardest.
Level 1 – see and then do. Remember Tactics i? Unconsciously incompetent and then with practice, consciously competent. Level 2 – Consciously competent, think about it and do. Still needs some coaching. Level 3 – Unconsciously competent, can basically do it without a lot or any thought
Level 1 – get the knowledge and be able to appreciate and defend it. Be willing to actively participate in the learning process Level 2 – the perception that the new behavior is worth the effort. Level 3 – integrate different beliefs and reconcile the differences. Then develop own values system that will govern your behavior. (Chapter 3)
You completed the Analyze section earlier. Time to look at Design. Develop terminal and enabling objectives for your class. Identify the learning steps that will be required for a student. Develop any tests you need to show mastery of the tasks you are training for. Any prerequisites? Be sure to sequence and structure the learning objectives.
Summary slide. Each topic discussed individually.
Preparing a class for a driver/engineer’s role in applying water to a fire might include all. They must have cognitive knowledge that might come from reading and understanding the driving laws. Psychomotor obviously could include the driving skills. Information on safe procedures might be your affective learning. A D/E reads the laws governing driving an emergency vehicle. In a lecture style format, allow them to read along as you explain the law. Then have them drive and explain each aspect of the law as they precede. Instructors: have your students list activities for the D/E in learning steps necessary for their position in applying water to a fire.
Have students discuss the best methods of delivery for the D/E. While there will likely be a variety of thoughts, I would believe that leaning towards some sort of practical exercises would work best.
You may be surprised that there are so many programs already in place. Ask the class where they might start looking. Obviously, the first place is their individual department Ask other departments Check with training facilities. On-line is a tremendous resource. Just remember that some items are copyrighted so be careful how you use them.
http://www.e-learningguru.com/articles/art3_5.htm - Good Article on John Keller’s ARCS. Keller is from Florida State University. Only two pages and may be worth printing for a hand-out.
This is Ocala FD. By the way. You can use virtually any pictures from the web site www.firefighterclosecalls.com without any special permission as long as you give them credit.
Apply to D/E position we have been talking about. If you are not familiar with Maslow, there is plenty on the web and there is a section in Company Officer text.
This slide presents some interesting challenges for the instructor. Just what is your perception of letting the learner succeed. Does everyone pass? Feedback and information overload are not in question. What about learners feeling in control? Both of these pose interesting topics for discussion.
Extrinsic –”not forming part of or belonging to a thing” Merriam-Webster Intrinsic – “ belonging to the essential nature or constitution of a thing” Merriam-Webster
Synthesis – “to combine or produce” Merriam-Webster Timing is one of the most difficult things to master. This is especially true if there is student participation because class sizes and make up will vary. If you are doing strictly lecture, it is usually fairly easy to gauge time. The time for this class is very dependent on numbers. Do you have a single group for activities or multiple groups? Practice is your best bet. A test or pilot class is very helpful.
Continue to add the development stage in your group for your assigned topic. This will likely take the longest of your five steps.
This course description can be used for advertising or announcement purposes. Not every course is for everyone. Decide and list who your target will be. This can include a lot of things. What comes to mind is location, costs, books etc. Don’t forget you need to measure results so be sure tests are administered consistently. Much of this will be set by the training institution you are working for. Does this sound like objectives?
Students need to know how things will flow and some idea of timing. Is it to be all lecture or a combination of teaching styles? Where it is possible, try to keep electronic copies of materials as well as hard copies. Remember how easy it can be to misplace hard copies. Instructor I, II, III or maybe Live Fire Training Instructor Any material not covered in 1-10 that may pertain to the class. My first thought was rosters but those should be taken care of in which step? Obviously administration directions.
TTT classes will be available for this new presentation and should potential instructors should take advantage of them. While they may be used to teaching this program, the materials are basically new.
Lets look at Evaluation before we move on.
Continuing your topic, use the implement and evaluation phases of the ISD process.
Guide is underlined because, lesson plans are not carved in stone. You must have flexibility for those unknowns. There may well be prepared lesson plans from publishers, Federal agencies, and even your training facility. You don’t always have to start from square 1. Just make sure they meet your requirements.
Everything from easel charts and markers to fire apparatus that you will need should be on the list and ready to go.
Considerations: Instructor/student ratios Physical location of the class Environmental factors in the classroom Several suggestions in your text but one thing for sure is #4. Don’t plan breaks that interrupt momentum.
Reviewing the final exam is not saying that you should “teach the test”; however, it is a good mark in your lesson plan to be sure that everything you felt was important is covered. Look back at Bloom – Knowledge is the basic followed by; understanding, application, analysis, syntheses, and evaluation.
Edit File Print – brings you this drop down Handouts – can include 1 to 6 slides per page – preview will appear based on number Color – grayscale will do the print job in black and white. You can print all slides or very specific ones depending on you need. Not sure what you are getting, click on preview to see. From my experience, it is cheaper and faster to make one copy and then use a copy machine for larger numbers. Many copy machines will allow printing on both sides of a sheet cutting the usage in half.
Two of several variations of printing power point programs.
You have gone through the Analyze, Design, Develop, Implement, and Evaluate processes. Now, develop a lesson plan for your group project using the slide information and the text.
Course Design Curriculum Development Chapter Nine