1. Fire and Emergency Services
Instructor
Ninth Edition
Chapter 3 — Instructional Planning
2. ‣ Explain the importance of organization,
session preparation, and session
logistics when planning to teach.
Learning Objective 1
3. Planning to Teach
‣ While planning to teach, instructors must
‣ Organize the learning materials
‣ Prepare for the class session
‣ Ensure all logistical needs are met
4. Organization
‣ Results in a variety of benefits
‣ Increased credibility
‣ Improved efficiency of learning environment
presentation
‣ Effective use of time, talent, and materials
‣ Reduced stress
‣ Meeting legal requirements for record-keeping
5. Session Preparation
‣ Instructors
‣ Are often required to teach topics they have not
taught before
‣ Must gain thorough knowledge of the topic to
ensure can perform skills and answer questions
6. NOTE
‣ Even with adequate time to prepare, if
the instructor is not competent with the
topic, it would be prudent that another
instructor be assigned well in advance to
instruct the class. An unqualified
instructor not only risks the safety of the
students but also runs the risk of legal
liability for providing incorrect or
inaccurate information.
7. Session Preparation
Instructors should complete ahead of every class session
‣ Read the lesson
objectives
‣ Review the lesson
plan
‣ Check what
equipment is needed
‣ Locate required
equipment
8. Session Preparation
‣ Determine what
skills must be
taught
‣ Review required
lesson audiovisuals
‣ Check
documentation
requirements
‣ Arrive early
10. Session Logistics
‣ The organization of type of lesson plan may require
students perform some of these duties
‣ Cleaning a spill
‣ Returning the learning environment to its pre-
training arrangement
‣ Parking vehicles in designated locations
‣ Cleaning manikins
‣ Refilling SCBA cylinders
11. Session Logistics
‣ Reloading fire hose
‣ Restocking kits with
supplies
‣ Recharging battery-
operated equipment
‣ Cleaning fire hose
‣ Inspecting, cleaning, and
replacing tools
12. Session Logistics
‣ Arriving early give you the opportunity to perform the
following steps
‣ Step 1: Check for missing items
‣ Step 2: Review operations
‣ Step 3: Arrange room layout
‣ Step 4: Find replacements or make repairs
‣ Step 5: Revert to a contingency plan (also known
as Plan B)
14. ‣ Describe factors to consider when
selecting training aids for a lesson plan.
Learning Objective 2
15. Training Aid Selection
‣ Procure aid or adapt/select
alternative
‣ Select most appropriate
‣ Consider how a student’s
knowledge will be evaluated
‣ Familiar to student/used
throughout class
‣ Lack of funding/time
16. Training Aid Selection
‣ Learning objectives and
lesson content
‣ Class size and interaction
‣ Pace of learning and other
learner characteristics
‣ Practice factors
17. Learning Objectives and Lesson
Content
‣ Any training aids used must reinforce desired learning
objectives and lesson content
‣ May need to alter training aid or use only relevant
portion of it
‣ May be necessary to create training aid using
technology that is available
20. Practice Factors
‣ Give students an opportunity to apply new
knowledge and skills with practice time and training
aids or props needed in the lesson plan
‣ Apply nonphysical concepts to skills
‣ Investigation skills
21. ‣ Identify potential events that can impact
learning environment continuity.
Learning Objective 3
23. Instructor Changes
‣ If an instructor is not available to teach a scheduled
class, the lead instructor can plan to maintain
continuity
‣ Know fellow instructors
‣ Prepare the students
‣ Meet with substitute instructors or assistants to
prepare for the class
25. NOTE
‣ In some jurisdictions and situations, there
might be specific policies or
labor/management contract provisions
regarding weather conditions and training.
For instance, some labor/management
contracts have heat-index provisions that limit
training to days that have a heat index less
than 100°F (38°C), or cold index provisions
that relate to temperature and wind-chill to
prevent injuries.
26. SAFETY ALERT
‣ Instructors should understand that there are conditions,
such as ice or snow, where some evolutions cannot be
safely performed. Even though the skills being taught in
the evolution might have to be performed during the
implementation of job duties under similarly adverse
conditions, they do not have to be performed under
those conditions while in training mode. If the instructor
requires that the students perform such evolutions under
unsafe conditions while in training mode, it could create
liability issues for the instructor if a student gets injured.
Sometimes it is best to postpone the class in the interest
of safety.
27. Instructional Resource Variations
‣ Use same type of equipment in learning sessions that
is used in testing and on the job
‣ Resources to meet lesson plan requirements
‣ Information
‣ Product data
‣ Skill sheets
‣ References
28. Differences in Learner Characteristics
‣ To maintain continuity, an instructor should
‣ Be flexible
‣ Be adaptable
‣ Use a variety of teaching methodologies
‣ Add visual teaching aids to lectures
‣ Provide demonstrations/skills practice
‣ Assess students’ abilities and experiences
‣ Adjust course materials accordingly
30. ‣ Describe aspects of instruction that help
achieve course consistency.
Learning Objective 4
31. Course Consistency
‣ Safety factors
‣ Training and resource
materials
Aspects of instruction that should remain consistent
throughout a course and between courses
32. Safety Factors
‣ Safety is primary responsibility of instructors and
students engaged in training exercises
‣ Consistent adherence to safety policies and
procedures
‣ Consistent use of safety equipment and
procedures
‣ Recognize and teach any safety issues appropriate
to lesson
‣ Plan skills and activities around safest way to
perform them
‣ Ensure lessons comply with jurisdiction
procedures/guideline parameters
33. Training and Resource Materials
‣ Consistency in types of materials used in training and
for everyday and emergency activities is necessary to
give students the knowledge of how the product or
material
‣ Works
‣ How it is packaged
‣ How it looks
‣ Where it is stored on the apparatus
‣ Supports the course’s learning objectives
