1740 Ch 4 PowerPoint

1. Fire and Emergency Services
Instructor
Ninth Edition
Chapter 4 — Instructional Materials and Equipment

2. ‣ Describe the purposes and benefits of
lesson plans.
Learning Objective 1

3. Purposes and Benefits of Lesson Plans
‣ Instructors should never walk into a classroom and
begin teaching without
‣ Some plan as to what they will do
‣ Where they will go with the information
‣ How they will get there

4. Purposes and Benefits of Lesson Plans
‣ Teaching without a plan gives no guarantee that course
objectives will be met or that students will actually learn
what is required by the course outcomes or NFPA job
performance requirements (JPRs)
‣ An instructor should know how to build a lesson plan,
and how to evaluate an existing lesson plan

5. Purposes and Benefits of Lesson Plans
‣ A well-developed lesson plan will guide the instructor
through the class session, and will indicate which
instructional methods and instructional materials have
been chosen to aid the process
‣ When using a third-party prepared lesson plan, ensure
that it will meet the needs and experience levels of the
instructors and students

6. Purposes and Benefits of Lesson Plans
‣ Standardizing instruction
‣ Giving a clear path to follow
‣ Helping create consistency when more than one instructor
must teach from the lesson plans
‣ Providing documentation
‣ Providing a document for developing test and evaluation
requirements

7. Lesson Plan Components

8. Lesson Plan Components

9. Lesson Outlines and Learning Objectives
‣ Level I Instructors are normally provided a prepared
lesson plan to guide instruction
‣ Instructors may have to create or adapt training
materials and/or exercises without the benefit of
previously developed materials or to fit their needs to
meet needs of students and objectives of the lesson
plan
‣ Whenever possible, the most experienced Instructor I
available should be responsible for creating lesson
outlines

10. Basics of Learning Objectives and Lesson
Outlines
‣ Learning Outcome — Determines both how to
introduce the lesson and the direction the lesson
will take
‣ Learning Objective — Steps to follow to reach the
learning outcome
‣ Objectives should contain an action verb to indicate
knowledge or skill

11. Basics of Learning Objectives and Lesson
Outlines
‣ A lesson outline is useful when training must
continue but may not be offered as part of a larger
course curriculum or at a formal training facility
‣ When creating the outline, the instructor should
begin with the learning objectives, then consider, in
sequence, what points or steps should be followed to
guide students toward meeting the objectives

12. Basics of Learning Objectives and Lesson
Outlines
‣ One of most widely-used learning outcome models,
developed by Robert F. Mager in early 1960s,
continues to help define role of learning objectives in
training
‣ According to Mager, learning objective statements
should contain three components
‣ Performance (behavior) statement
‣ Conditions description
‣ Standards criteria

13. Basics of Learning Objectives and Lesson
Outlines
‣ The performance (behavior) statement identifies
what the student is expected to do
‣ The behavior must be stated in observable terms
and include a clear action verb such as

14. Basics of Learning Objectives and Lesson
Outlines
‣ The conditions description describes the following
items required for a student to perform a specific
action or behavior

15. Basics of Learning Objectives and Lesson
Outlines
‣ The standards criteria state the acceptable level of
student performance
‣ Standards provide measurable criteria for evaluating
student performance and may include a statement
about the degree of required accuracy or a time limit
for completion

16. Basics of Learning Objectives and Lesson
Outlines
‣ Brief learning objectives
generally describe what
performance is required
‣ Instructors should follow
careful sequence of
information while
teaching from lesson
outline

17. NOTE
‣ Because NFPA standards are written in the JPR
format, this manual will frequently use the term
“JPR” when discussing learning objectives.
However, instructors and students should be
aware that not all emergency services, such as
emergency medical services (EMS) fields, utilize
the JPR format for their objectives.

18. ‣ Basic outlines may not provide enough information to
adequately teach a topic or course
‣ Well-prepared instructors often search for additional
resources to reinforce information provided in lesson
plans
‣ While lesson outlines provide theoretical concepts and
key points of a topic, outside resource materials can
provide practical real world examples
Lesson Outline Resources

19. ‣ National Fire Academy
‣ National Fallen Firefighters Foundation
‣ Firefighter Close Calls
‣ National Institute of Standards and Technology
(NIST)
Lesson Outline Resources

20. ‣ National Institute for Occupational Safety and
Health (NIOSH)
‣ User-generated video websites
‣ Supplementary texts
‣ Fire and emergency services related websites
Lesson Outline Resources

21. ‣ Discuss copyright laws and permissions
involved with instructional materials.
Learning Objective 2

22. ‣ When an instructor uses and distributes additional
training materials, he or she must consider what is
and is not permissible
‣ Copyright laws provide legal guidelines for the use of
published materials
Copyright Laws and Permissions

23. ‣ Copyright laws protect the work of artists,
photographers, and authors, including but not limited
to their literary, musical, graphic, audiovisual, and
sound recording creations
‣ They also give authors or developers the exclusive
rights to publish their own works and/or to determine
who else may publish or reproduce them
Copyright Laws and Permissions

24. ‣ Since the Copyright Act of 1976 was passed, the
majority of U.S. copyright laws are federal statute and
include the following provisions
‣ All works published in the U.S. before 1923 are
considered public domain (may be freely used by
anyone)
‣ Works published between 1923 and 1977 are
protected for 95 years from the date of publication
Copyright Laws and Permissions

25. ‣ When the work was created (but not published)
before 1978, the copyright lasts for the life of the
artist, photographer, or author plus 70 years
‣ For works published after 1977, the copyright lasts for
the life of the artist, photographer, or author plus 70
years
Copyright Laws and Permissions

26. NOTE
‣ A copyright holder can renew the
copyright on material that he or she
owns. Always check the status of the
material in question’s copyright, even
if its age is old enough for public
‣ domain.

27. Copyright Laws and Permissions
‣ Unauthorized use of
copyrighted materials is
considered infringement of
the rights of artists,
photographers, or authors
‣ Infringement gives them a
right to recover damages
or gain profits from the use
of their works

28. Copyright Laws and Permissions
‣ Copyright laws may even apply to different parts of a
single work; instructors need to be aware that there may
be copyrighted sections, which they do not have
permission to reproduce, within public domain materials
‣ Instructors and students often copy materials from texts,
journals, periodicals, and the Internet for use in class
‣ Whether this replication counts as copyright infringement
depends on how the material is used

29. Copyright Laws and Permissions
‣ Section 107 of the Copyright Act statutory structure for
fair use and lists limitations on exclusive rights
‣ Instructors may make single copies of the following for
scholarly research or when preparing to teach a class
‣ Chapter from a book
‣ Article from a periodical, newspaper, or the Internet

30. Copyright Laws and Permissions
‣ Short story, essay, or poem
‣ Chart, graph, diagram, drawing, cartoon, or picture
from a book, periodical, or newspaper
‣ Video recordings of a television broadcast

31. Copyright Laws and Permissions
‣ Teachers may make multiple copies of items to use in
class provided the copied material is brief; copying must
be for the particular class being taught at the time and
not cumulative or copied repeatedly for subsequent
classes
‣ Copying is not a substitute for purchase of books,
publisher’s reprints, or periodicals
‣ Students purchasing copies for class cannot be charged
more than actual cost of the photocopying

32. Copyright Laws and Permissions
‣ Instructors must properly cite any sources they use
and familiarize themselves with the applicable
copyright laws regarding copying print, audio, video,
or electronic materials they plan to use in class
‣ Copyright laws that apply to the Internet or to
digitally-reproduced material are constantly evolving,
and instructors must monitor those changes

33. Copyright Laws and Permissions
‣ Many instructors are tempted to search the Internet for
supplementary material and reproduce that material for
classroom use and may assume that all materials on the
Internet are public domain (free for anyone to use,
regardless of copyright)
‣ Materials on the Internet may be copyrighted even
without notice
‣ The rules of fair use apply to such materials, as do the
copyright laws governing printed materials

34. Copyright Laws and Permissions
‣ Instructors may use photographs and video recordings
taken at emergency incidents to add relevance and
impact to a class session; however, when selecting
materials for this use, instructors must be careful to
guard the privacy of the individuals or victims involved
in the incident
‣ Invasion of privacy is the wrongful intrusion into a
person’s private activities by the government or other
individuals

35. Copyright Laws and Permissions
‣ Individuals have the right to control use of pictures
of themselves and their property and may sue for
invasion of privacy or libel
‣ The legality and success of lawsuits to protect the
right of privacy depend on several factors
‣ Location(s) and subject(s)
‣ Permissions
‣ Restrictions
‣ Rights of individuals

36. NOTE
‣ Additional limitations are placed on the
length of time that a copy of an on-air
broadcast can be retained and used.
The producer of the material grants
permission to record a broadcast and
determines how long it may be used.

37. ‣ Describe the variety of teaching aids
and instructional technology tools
that an instructor may use in the
learning environment.
Learning Objective 3

38. ‣ Illustrate a single concept or idea in each teaching aid,
in order to avoid “overload” of too many concepts in a
single aid
‣ Introduce audiovisual teaching aids just before
presenting them
‣ Display individual steps in the sequence of an
operation — Displaying them all at once can be
confusing
Teaching Aids: Guidelines for Variety

39. ‣ Avoid using multiple teaching aids simultaneously,
except when their use has been carefully considered and
strategically integrated into the lesson plan
‣ Apply teaching aids in ways that emphasize the
message, not the equipment
‣ Maintain eye contact with students when using a visual
aid
Teaching Aids: Guidelines for Variety

40. ‣ Ensure that all students can see the visual teaching
aids
‣ Ensure that all students in the presentation room can
hear audio teaching aid devices clearly
‣ Display projected or nonprojected visual teaching aids
above the eye level of seated students
Teaching Aids: Guidelines for Variety

41. ‣ Marker boards and easel pads
‣ Illustration or diagram displays
‣ Duplicated materials
‣ Models
‣ Audio recordings
‣ Casualty simulations
Nonprojected Teaching Aids

42. ADVANTAGES
‣Easiest
‣Most frequently used
‣Most versatile
‣Fixed
‣Mounted
‣Portable
Marker Boards and Easel Pads
LIMITATIONS
‣ Require
consumable
writing utensils
‣ Emit an odor
‣ Present visual
difficulty for some
‣ Require continued
cleaning
‣ Easel pads my be
difficult to write on

43. Illustration or Diagram Displays
‣ Support visual learners and can help clarify,
organize, emphasize key points of written or verbal
instruction

44. Duplicated Materials
‣ Include any printed matter instructors distribute
before, during, or at end of a class

45. CAUTION
‣ Consult the copyright laws explained
earlier in this chapter and apply them
appropriately.

46. Models
‣ Tabletop
miniatures
‣ Cutaway
models
‣ Anatomical
models
‣ Replicas or
miniatures
‣ Actual tools
and equipment

47. ‣ To add level of authenticity and practicality to
lessons, instructors include sounds that relate to
the lesson
‣ Engine and pump sounds
‣ Dispatch radio traffic
‣ Heart, breathing, or blood-pressure sounds (for
EMS training)
Recordings

48. Projected Teaching Aids
‣ Using is standard practice of today
‣ Electronically displayed on a screen
‣ Offer vivid, multicolored images visible to a large
audience
‣ Most educational materials provided to Level I
Instructors come with projected teaching aids

49. ‣ Dim only the lights in the front of the room, if at all
possible
‣ Have a backup plan in case projection equipment fails
Using Projected Teaching Aids

50. ‣ Keep a supply of spare projector bulbs, batteries for
remote controls, extension cords, and anything else
that may be needed in the event of equipment
problems
‣ Make sure that the computer equipment (including
interface cords) is compatible with the projection
device
Using Projected Teaching Aids

51. ‣ Cost
‣ Upkeep
‣ Technological updates
‣ Immobility
‣ Necessity of a clean environment
Projected Teaching Aids:
Disadvantages

52. NOTE
‣ When developing projected teaching
aids, the instructor should take into
account the visual learning issues of
their students (for example, some
students have contrast or color issues
when looking at a PowerPoint slide or
website).

53. ‣ Video
‣ Television
‣ Computer Images
Multimedia Projectors/Large-Screen
Images

54. NOTE
‣ If no screen is available, a light-
colored wall — with no decoration,
minimal texture, and few architectural
elements — will provide the best
viewing surface possible.

55. Multimedia Projectors/Large-Screen Images

56. Interactive Display Systems
‣ System that projects
images from a
computer, allowing
students and
instructors to interact
with the images
‣ Becomes a giant
touch-screen with
interactive display
system tools

57. NOTE
‣ There are non-projected interactive
board types that are similar to
interactive display systems. Instructors
are encouraged to consult their
supervisors or the AHJ for the most
suitable or available equipment for
their course.

58. ‣ Objects, such as tools or
material samples
‣ Paper copies of
documents
‣ Original photographs or
illustrations
‣ Images or text in books
or magazines
‣ Transparencies
Visual Presenters: Display Use

59. ‣ Always preview a video privately before showing it
publicly
‣ Emphasize key learning points/objectives before
showing a video
‣ When showing only a portion of a recording, cue the
video to the desired location in advance
Video Presentations

60. ‣ Do not attempt to talk over the soundtrack
‣ To discuss a particular point, pause the video
‣ If the video must continue in order to illustrate the
point, mute the sound
Video Presentations

61. ‣ Remain in the classroom while students watch a video,
as you may need to address technical problems,
classroom disruptions, or other issues
‣ Break up a long video presentation with instructor-class
interaction or practical evolutions; a video presentation
should not take more than half of the class time
‣ Review key learning points/objectives after viewing a
video
Video Presentations

62. ‣ Allows two or more individuals or groups to
communicate with each other at a distance through
live, simultaneous video or audio connections
‣ Similar to traditional instruction because instructors
teach a group of students in a regular on-site
classroom but the classroom contains audio and video
equipment to enable students from remote locations to
interact with the group
Video Conferencing

63. CAUTION
‣ Use of video conferencing must include
careful class session preparation and
attention to detail in interactions
between students and instructors, or
the experience may be negative for all
parties.

64. Simulators
‣ Teaching aids that
represent systems,
processes, or
environments in which
actual training would be
unsafe, impractical, or
prohibitively expensive

65. Types of Simulators
‣ Computer simulations
‣ Virtual reality simulations
‣ Casualty simulations
‣ Anatomical/physiological manikins

66. ‣ Permanent structures and
portable devices to simulate
specific situations and assist
in teaching subjects
‣ Technical rescue
‣ Vehicle extrication
‣ Spill and fire control of
flammable/combustible
liquids
‣ Transportation incident
response and control
Training Props

67. ‣ Trenches or collapsed
structures
‣ Motor vehicles
‣ Railcars
‣ Ships
‣ Aircraft
‣ Processing and storage
facilities for flammable
liquids
Training Props

68. ‣ Describe the cleaning, care, and
maintenance of teaching aids.
Learning Objective 4

69. Cleaning, Care, and Maintenance of
Teaching Aids
‣ Proper care and cleaning of teaching aids can prevent
damage and extend their useful life
‣ Instructors should regularly inspect all teaching aids
before using them in class
‣ Most manufacturers provide cleaning, care, and
maintenance instructions when an item is delivered;
file these instructions for reference and, if possible,
attach a copy to the teaching aid or device

70. Cleaning, Care, and Maintenance of
Teaching Aids
‣ Keeping teaching aids and instructional technology
tools (devices, models, and equipment) clean is a fairly
simple process
‣ It is also an opportunity to periodically inspect the item
and determine its maintenance needs

71. Cleaning, Care, and Maintenance of
Teaching Aids
‣ Cleaning suggestions include
‣ Follow manufacturer-recommended procedures
‣ Do not use abrasive cleaning agents on glass surfaces
‣ Use a soft dust cloth to remove dust and fingerprints

72. Cleaning, Care, and Maintenance of
Teaching Aids
‣ Use a soft-bristled brush to dust hard-to-reach areas
inside equipment
‣ Do not use solvents
‣ Clean dry erase boards completely after using them
‣ Clean video and audio heads with an appropriate
cleaning device at recommended intervals

73. Cleaning, Care, and Maintenance of
Teaching Aids
‣ Suggested care guidelines for teaching aids and devices
include
‣ Follow manufacturer’s recommendations for use and
storage
‣ Place dust covers over equipment when not in use
‣ Store manikins properly in carrying cases or closed
cabinets

74. Cleaning, Care, and Maintenance of
Teaching Aids
‣ Wrap power cords around carts, or remove and store
them separately
‣ Use lens caps on all optical lenses (cameras and
projectors)
‣ Store class handouts in file folders

75. Cleaning, Care, and Maintenance of
Teaching Aids
‣ Allow projectors sufficient cool-down time after turning
off the lamp
‣ Many projectors have both soft and hard power buttons

76. Cleaning, Care, and Maintenance of
Teaching Aids
‣ Follow manufacturer’s guidelines carefully to prevent the
cooling fan from disengaging prematurely and reducing
the life span of the bulb
‣ Do not leave electronic equipment in vehicles in direct
sunlight, or when temperature extremes are expected

77. ‣ Only qualified repair
personnel should
perform specialized
maintenance of
teaching aid devices
Cleaning, Care, and Maintenance of
Teaching Aids

78. ‣ Instructors who are familiar with the equipment may
perform routine maintenance, such as
‣ Inspecting teaching props
‣ Periodically cleaning air filters in multimedia
projectors
‣ Replacing projector bulbs
Cleaning, Care, and Maintenance of
Teaching Aids

79. ‣ Summarize the benefits of using
teaching aids and props in the
learning environment.
Learning Objective 5

80. ‣ Teaching aids and props can improve the classroom
experience for both students and instructors
‣ Teaching aids help to
‣ Enhance student understanding
‣ Add interest to a lecture
Benefits of Teaching Aids and Props

81. ‣ Clarify, prove, or emphasize a key point
‣ Enhance memory
‣ Help students organize ideas
Benefits of Teaching Aids and Props

82. ‣ Gain and maintain students’ attention
‣ Illustrate a sequence of events or steps in a process
‣ Save lecture time
Benefits of Teaching Aids and Props