Lesson Plans

1
6

• Lesson Plans

2
Knowledge Objectives (1 of 2)

• 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.

3
Knowledge Objectives (2 of 2)

• Describe the lesson plan adaptation process for
  the Fire Service Instructor I.
• Describe how a Fire Service Instructor II creates
  a lesson plan.
• Describe how a Fire Service Instructor II
  modifies a lesson plan.

4
Skills Objectives (1 of 2)

• Utilize the four-step method of instruction.
• Review a lesson plan and identify the adaptations
  needed.
• Create a lesson plan that includes learning
  objectives, a lesson outline, instructional
  materials, instructional aids, and an evaluation
  plan.

5
Skills Objectives (2 of 2)

• Adapt a lesson plan so that it both meets the
  needs of the students and ensures that learning
  objectives are met.
• Modify a lesson plan so that it both meets the
  needs of the students and ensures that all
  learning objectives are met.

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Introduction (1 of 2)

• Instructors spend hours planning and preparing
  for a class.
• Many details to address
• How much time will the class take?
• How many students will attend?
• What must students know?
• What equipment will be needed?
• In what order will the material be presented?

7
Introduction (2 of 2)

• All information 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

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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 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.

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Learning Objectives

• 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

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Components of Learning Objectives

• Many methods for writing learning objectives
• ABCD method is common
• Audience (Who?)
• Behavior (What?)
• Condition (How?)
• Degree (How much?)

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Audience

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

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Behavior

• Must be observable, measurable action
• Dont use words such as know or understand
  for the behavior.
• Use words for actions you can see and measure
• State
• Describe
• Identify

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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

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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 (7080).
• Can also use time limit

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Using the ABCD Method (1 of 2)

• Objectives do not need to contain all ABCD parts.
• Often shortened because one or more elements
  assumed to be known
• Audience/condition
• May be listed once, at the top of all the
  objectives, or not listed at all

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Using the ABCD Method (2 of 2)

• 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

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Parts of a Lesson Plan

• Many different styles/formats
• Lesson plan should always include certain
  components.
• Required for understanding
• Necessary to follow lesson plan

19
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

20
Level of Instruction (1 of 2)

• Students must be able to understand instructional
  material.
• Ensure plan written at appropriate level for
  students
• Level often corresponds with NFPA standards
• May be indicated by labels such as beginner,
  intermediate, or advanced

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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

22
Objectives and Outcomes

• 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.

23
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

24
Lesson Outline

• Main body of the lesson plan

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References/Resources

• Lesson plans often contain only an outline of
  information.
• Instructors may not be expert in topic
• Instructors may need additional references or
  resources.
• May contain names of books, Web sites, or experts
• Verify validity of lesson plan

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Lesson Summary

• Summarizes the lesson plan
• Reviews and reinforces main points

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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

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Four-Step Method of Instruction

• Method of instruction most commonly used in fire
  service
• Preparation
• Presentation
• Application
• Evaluation

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Four-Step Method of Instruction
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Preparation Step (1 of 2)

• Also called motivation step
• Prepares or motivates students to learn
• Provides information that explains why students
  will benefit from class
• Explain thoroughly.
• Lesson plan should contain rationale

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Preparation Step (2 of 2)

• Fire Service Instructor I
• Gains students attention
• Prepares students to learn
• 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

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Presentation Step

• 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

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Application Step (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.

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Application Step (2 of 2)

• Lesson plan lists activities or assignments
  students perform
• Fire service often requires skill sheets for
  evaluation
• Use step to make sure students progress along
  with lesson plan
• Allows students to actively participate and
  remain engaged

35
Evaluation Step

• 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

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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.

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Organizational Skills

• 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.
• Obtain equipment or materials.
• Reserve classroom.
• Preview audiovisual aids.

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Procuring 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.

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Preparing for Instruction Delivery (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.

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Preparing for Instruction Delivery (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

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Adapting a Lesson Plan

• Important distinction between a Fire Service
  Instructor I and a Fire Service Instructor II
• Fire Service Instructor II can modify a lesson
  plan
• Lesson plans rarely implemented exactly as
  written.

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NFPA Job Performance Requirements (JPRs) for
aFire Service Instructor I (1 of 2)

• 4.3.2 Review instructional materials, given the
  materials for a specific topic, target audience
  and learning environment, so that elements of the
  lesson plan, learning environment, and resources
  that need adaptation are identified.

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NFPA JPRs for aFire Service Instructor I (2 of 2)

• 4.3.3 Adapt a prepared lesson plan, given course
  materials and an assignment, so that the needs of
  the student and the objectives of the lesson plan
  are achieved.

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Fire Service Instructor I (1 of 2)

• Before class
• Evaluate conditions.
• Evaluate facilities for appropriateness.
• Meet SOPs.
• Evaluate students limitations.

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Fire Service Instructor I (2 of 2)

• Modifies method of instruction and course
  materials to meet student needs
• Makes adaptations due to
• Learning environment
• Audience
• Capability of facilities
• Types of equipment available

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Fire Service Instructor II

• 5.3.3 Modify an existing lesson plan, given a
  topic, audience characteristics, and a lesson
  plan, so that the JPRs for the topic are
  achieved, and the plan includes learning
  objectives, a lesson outline, course materials,
  instructional aids, and an evaluation plan.

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Adapt Vs. Modify

• Modify
• To make basic or fundamental changes
• Adapt
• To make fit (as for a specific or new use or
  situation)

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Making Basic Changes to a Lesson Plan

• Fire Service Instructor II can make basic,
  fundamental changes.
• Changing performance outcomes
• Rewriting learning objectives
• Modifying lesson content
• Fire Service Instructor I cannot make these
  changes.

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What Can an Instructor I Do?

• Make lesson plan fit situation and conditions
• NFPA states that an Instructor I may modify
  method of instruction and course materials
• To meet the needs of the student
• To accommodate the instructors style

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Level of Training

• Instructor must only perform actions within level
  of training
• Instructor I must recognize what can and cannot
  do
• Acting outside training may lead to liability.
• Check with superiors if unsure

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Reviewing Materials for Adaptation (1 of 2)

• Instructor I can obtain lesson plan in many ways
• Must review
• Identify areas that need adaptation
• Must even review plans developed within own
  department
• Standards and procedures change

52
Reviewing Materials for Adaptation (2 of 2)

• Schedule adaptations before delivering plan to
  class
• Adaptations necessary for many reasons
• Learning environment
• Audience
• Capability of facilities
• Types of equipment available

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Evaluating Local Conditions (1 of 2)

• Focus on minor adjustments to fit local
  conditions and students needs.
• Know your audience.
• Which policies and procedures apply?
• What is the current level of knowledge and
  ability of your students?
• Which tools and equipment will your students use
  to perform skills?

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Evaluating Local Conditions (2 of 2)

• Know yourself.
• What is your experience level and ability?
• How familiar are you with the topic that will be
  taught?
• What is your teaching style?
• Adapt lesson plan so that you deliver lesson in
  the most effective way given your own abilities

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Evaluating Facilities

• Review and adapt lesson plan based on facilities
  that will be used.
• Equipment available
• Student seating
• Classroom size
• Lighting
• Environmental noise

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Meeting Local SOPs (1 of 2)

• Lesson plan must be reviewed to ensure that it
  meets and follows local SOPs
• Never teach information that contradicts a SOP.
• Confusing for students
• Creates liability for instructor

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Meeting Local SOPs (2 of 2)

• When reviewing lesson plan, make note of SOPs
  that may cover this topic
• After reviewing lesson plan, research SOPs and
  ensure no conflicts exist
• If conflicts exist, adapt lesson plan to meet
  local SOPs.
• If you are not familiar with local SOPs, find
  someone to assist you.

58
Evaluating Limitations of Students

• Review lesson plan based on student limitations,
  and adapt, if possible
• Appropriate educational level
• Verify prerequisite knowledge, skills
• If cannot adapt to students limitations,
  consider using different lesson plan.

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Adapting a Prepared Lesson Plan

• Should be a formal process
• Document adaptations in writing
• Instructor I may need to obtain approval for
  adaptations
• Ensure that adaptations are not really
  modifications.
• Adjustments should not significantly change the
  class or alter learning objectives.

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Modifying the Method of Instruction

• One area that an Instructor I may readily modify
• May be needed to allow you to effectively deliver
  lesson plan
• Should not change learning objectives
• Same information taught, just in a different
  format

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Accommodating Instructor Style

• Lesson plans may be adapted to accommodate your
  style.
• Often reflects style of instructor who wrote it
• During review, consider whether lesson planand
  especially the presentation sectionfits your
  style.

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Meeting the Needs of the Students

• All adaptations have one purpose.
• Meeting needs of students
• Main goal is to provide instruction that allows
  students to obtain knowledge or skills
• Verify goal after you review and adapt a lesson
  plan

63
Creating a Lesson Plan

• Responsibility of Instructor II
• Can take hours or weeks
• Goal
• Create document that any instructor can use to
  teach subject
• Ensure that students achieve the learning
  objectives.
• Many departments have templates.

(Fire Service Instructor II)
64
Achieving JPRs

• First step of lesson plan development is
  determining learning objectives
• What are students expected to achieve?
• Outcome may be obvious
• Teach a certain job or skill
• Outcome, learning objectives less clear
• Clarify outcome with person requesting class

(Fire Service Instructor II)
65
Learning Objectives

• Once Instructor II has clear outcome for class,
  he or she should develop learning objectives.
• Can write objectives with ABCD method

(Fire Service Instructor II)
66
Learning ObjectivesAudience

• Describe the students who will take the class.
• Write objectives to identify specific audience,
  if applicable.
• For unknown or mixed audience, use the fire
  fighter or the student

(Fire Service Instructor II)
67
Learning ObjectivesBehavior(1 of 3)

• Specified using a clearly measurable action word
• Allows evaluation of students achievement of
  learning objective
• Consider level to which a student will achieve
  learning objective
• Blooms Taxonomy

(Fire Service Instructor II)
68
Learning ObjectivesBehavior(2 of 3)

• Fire service uses three lowest levels of Blooms
  Taxonomy
• Knowledge is remembering facts, definitions,
  numbers, and other items.
• Comprehension is displayed when students clarify
  or summarize important points.
• Application is the ability to solve problems or
  apply information learned in situations.

(Fire Service Instructor II)
69
Learning ObjectivesBehavior(3 of 3)

• No single correct format for determining which
  level or how many learning objectives
• Knowledge-based objectives ensure students learn
  facts and definitions.
• Comprehension objectives ensure students can
  summarize or clarify material.
• Application objectives ensure student can use
  information learned in lesson.

(Fire Service Instructor II)
70
Converting JPRs into Learning Objectives (1 of 2)

• Instructor II needs to develop learning
  objectives to meet JPRs listed in NFPA.
• JPR
• Describes a specific job task
• Lists items necessary to complete task
• Defines measurable, observable outcomes and
  evaluation areas for specific task

(Fire Service Instructor II)
71
Converting JPRs into Learning Objectives (2 of 2)

• Match learning objectives to JPRs when developing
  lesson plan
• JPRs in NFPA are not learning objectives, but can
  be used to create them
• NFPA annex section explains process of converting
  JPR to learning objective

(Fire Service Instructor II)
72
Creating the Lesson Outline

• Create after
• Determining performance outcomes
• Writing learning objectives for lesson plan
• Should contain
• Main body of lesson plan
• Is main component of the presentation step

(Fire Service Instructor II)
73
Brainstorming Method for the Lesson Outline

• List information that needs to be taught to
  achieve learning objectives.
• Presentation section
• Start basic and move to complex
• Topics should flow together.
• Application section
• Topics require student to apply information
• Activities or skills practice

(Fire Service Instructor II)
74
Two-Column Method for the Lesson Outline

• First column contains outline of material to be
  taught
• Simple for experienced instructors
• Detailed for less experienced instructors
• Second column contains comments or suggestions to
  help instructor understand outline
• Can include learning objectives

(Fire Service Instructor II)
75
Instructional Materials

• Identify and list in lesson plan
• Be specific.
• Often including one instructional aid creates a
  need for more
• Example If using a DVD, will need player and
  projection system.

(Fire Service Instructor II)
76
Evaluation Plan

• Final part of lesson plan
• Each part of evaluation plan should be directly
  tied to learning objectives
• Describe evaluation plando not provide actual
  evaluation
• Include skills performance tests with
  instructional materials and hand out to students
  to prepare for testing

(Fire Service Instructor II)
77
Modifying a Lesson Plan (1 of 2)

• Done by Fire Service Instructor II
• Makes fundamental changes
• When making substantial changes, completely
  revise lesson plan
• Use process used to develop original lesson plan
• Make necessary changes in all sections.

(Fire Service Instructor II)
78
Modifying a Lesson Plan (2 of 2)

• Obtain approval for change
• From authority with jurisdiction (curriculum
  committee, fire chief, etc.)
• Modify in compliance with agency policy and
  procedures.
• Update references.
• Keep copy of original

(Fire Service Instructor II)
79
Using a Standard Lesson Plan Format (1 of 2)

• Incorporate four-step method
• Consistent, accurate information
• Others can use plan for similar outcome
• Can compare to incident action plan

(Fire Service Instructor II)
80
Using a Standard Lesson Plan Format (2 of 2)

• Modify existing plans
• Reflect department procedures, practices
• Use fire service references, NFPA to provide
  validity
• Ensures that instructor covers legal and ethical
  concerns

(Fire Service Instructor II)
81
Summary (1 of 2)

• Quality instruction requires lesson plans with
  clear learning objectives.
• Have many components
• The process most commonly used for delivering a
  lesson plan includes preparation, presentation,
  application, and evaluation steps.

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Summary (2 of 2)

• Fire Service Instructor I
• Uses a lesson plan to teach a class
• May adapt lesson plan to meet class needs
• Fire Service Instructor II
• Creates a new lesson plan
• May modify existing lesson plan
• Learning objectives are basis for rest of lesson
  plan