9780131245570

Written specifically for the fire service, this book features educational theory that is presented in a practical manner. Whether you're an aspiring instructor or have been teaching for years, it will provide you with the background, knowledge and tools you need to become an informed instructor. Ideas for developing your own curriculum. Case studies and real-life examples taken from the author's own experience as an instructor in the fire service. Easily accessible resources, including contact information for national and international fire associations, professional organizations, periodicals, and internet links.Fire Service professionals.

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Foreword

xi

Preface

xiii

Acknowledgments

xv

Reviewers

xvii

About the Author

xix

The Role of the Instructor

1

(28)

Introduction

2

(1)

Fire Instructor Standard

2

(1)

Choosing a Career Path as an Instructor

3

(16)

Administrator

4

(1)

Counselor/Adviser

5

(1)

Disciplinarian/Coach

6

(1)

Evaluator

6

(1)

Facilitator

6

(1)

Mentor

7

(1)

Presenter

7

(1)

Representative/Ambassador

8

(1)

Role Model

9

(1)

Supervisor

9

(1)

Getting Help

9

(1)

Instructor Qualities

9

(2)

Training Tales

11

(1)

Responsibilities and Actions

12

(1)

Ethical Issues

13

(1)

Ethics

13

(1)

Ethical Theories

14

(2)

Ethical Issues in Teaching

16

(1)

Dealing with Problem Students

17

(2)

Discipline

19

(7)

Classroom Discipline

19

(2)

Creating Positive Behavioral Changes

21

(2)

Steps to Take in the Classroom

23

(1)

Imposing Discipline

23

(2)

Feedback

25

(1)

Creating a Safe Training Environment

26

(2)

Student Injury

26

(2)

Review Questions

28

(1)

Methodologies of Instruction

29

(28)

Introduction

30

(1)

The Art and Science of Teaching

30

(25)

Adult Methodology of Learning

31

(5)

Motivating the Adult Learner

36

(1)

Presentation Skills

37

(3)

Presentation Strategies

40

(5)

Facilitation

45

(6)

Socratic Seminars

51

(4)

Review Questions

55

(2)

Learning Theories

57

(42)

Introduction

58

(1)

Learning

58

(1)

Learning Theories

59

(7)

Behaviorism

59

(2)

Social Learning Theory

61

(1)

Constructivist Theory

62

(1)

Cognitive Learning Theories of Dissonance and Cognitive Flexibility

63

(1)

Conditions of Learning

64

(2)

Identifying the Learning Domains

66

(11)

The Cognitive Domain

67

(1)

The Psychomotor Domain

68

(4)

The Affective Domain

72

(3)

Examples of Activities for Each Domain

75

(1)

Evaluation of the Domains of Learning

75

(1)

Evaluation Methods for Each Domain

76

(1)

Preferred Learning Domain

76

(1)

Learning Styles

77

(18)

History of Learning Styles

77

(2)

Assessing Your Personal Learning Style

79

(1)

Learning Preferences

79

(1)

Auditory-Visual-Kinesthetic Learners

79

(2)

Social and Independent Learning Styles

81

(1)

Analytic and Global Learning Theory

82

(2)

Theory of Multiple Intelligences

84

(1)

Learning Disabilities

84

(2)

Educating the Generations

86

(5)

Toward the Future

91

(4)

Review Questions

95

(4)

Learning Environments

99

(18)

Introduction

100

(1)

Designing a Classroom

100

(9)

Physical Elements

102

(1)

Temperature Regulation

102

(1)

Seating Layouts

102

(7)

Noise Distractions

109

(1)

Classroom Atmosphere

109

(6)

Student Behavior

110

(1)

Influence of the Instructor

111

(1)

Cultural Awareness

111

(2)

Understanding Ethnicity

113

(1)

Religion

114

(1)

Other Individual Factors

115

(1)

The Realities

115

(1)

Review Questions

115

(2)

Legal Issues in Instruction

117

(23)

Introduction

118

(1)

Fire Service Training Standards and Regulations

119

(4)

The NFPA

119

(1)

NFPA Code Development Process

120

(1)

NFPA Codes and Standards

120

(2)

Local, State, and Federal Regulations

122

(1)

Negligence

123

(2)

Standard for Instruction

124

(1)

Liability

125

(1)

Harassment

125

(2)

Sexual Harassment

126

(1)

Grievance Procedures for Students

127

(1)

Academic Honesty Issues

127

(2)

Risk Management Considerations

129

(1)

Confidentiality

129

(3)

Photo Releases

131

(1)

Americans with Disabilities Act (ADA)

132

(2)

Copyright Issues

134

(5)

Copyright and Intellectual Property Issues

137

(1)

Sources for Additional Information on Fire Laws

138

(1)

Review Questions

139

(1)

Conducting Practical Training Exercises

140

(38)

Introduction

141

(1)

Legal Issues Involving Live Burns

142

(2)

Local and State Agencies

144

(1)

Designing and Planning a Live Burn

144

(17)

Documentation

144

(3)

Preburn Planning

147

(9)

Building Preparation

156

(5)

Other Training

161

(2)

Community and Participant Awareness

163

(2)

Post-Incident Analysis (PIA)

165

(6)

Types of Burn Buildings and Props

171

(6)

Review Questions

177

(1)

Testing and Evaluation Techniques

178

(33)

Introduction

179

(1)

Kirkpatrick's Four Levels of Evaluation

180

(4)

Level I: Reaction

180

(2)

Level II: Learning

182

(1)

Level III: Transfer

182

(1)

Level IV: Business Results

183

(1)

Instructors' Use of the Kirkpatrick Model

184

(1)

Evaluation

184

(2)

Purpose of Evaluation

184

(2)

Formal and Informal Evaluation

186

(1)

Formal Evaluation

186

(1)

Informal Evaluation

186

(1)

Types of Tests

187

(22)

Written Examinations

189

(1)

Source of Test Items

189

(1)

Test Construction Techniques

189

(1)

General Guidelines for Written Test Item Construction

190

(2)

Test Timing

192

(1)

Additional Items to Consider

192

(1)

Multiple Choice Tests

193

(1)

True/False Tests

194

(1)

Matching

195

(1)

Completion Test Questions

196

(1)

Essay Questions

196

(2)

Final Tests

198

(1)

Post-Written Examination Quality Review by Students

198

(1)

Post-Written Examination Quality Review by Faculty

199

(1)

Analysis of Test Questions

199

(1)

Item Analysis

199

(2)

Oral Examinations

201

(1)

Project Assignments

201

(2)

Observational Reports

203

(1)

Practical Examinations

203

(1)

Practical Skills Evaluation

203

(1)

Simple Skill Evaluations

204

(1)

Performance Evaluations

204

(1)

Reliability

205

(3)

Content Validity

208

(1)

Resources for Examinations

208

(1)

Review Questions

209

(2)

Instructional Media

211

(31)

Introduction

212

(1)

Audiovisual (AV) Equipment

212

(14)

Selecting the Appropriate Media

214

(1)

Purposes of Media

214

(1)

Overhead Projectors

215

(1)

Computer Projection Using PowerPoint

216

(3)

Slide Projectors

219

(1)

Videotapes

220

(2)

Visual Projectors

222

(1)

Digital Cameras

222

(2)

Scanners

224

(1)

Liquid Crystal Display Projectors

224

(2)

Handouts

226

(1)

Pads and Easels

227

(1)

Chalkboards or Erasable Boards

227

(1)

Virtual Reality

228

(1)

Simulations

229

(7)

Smoke and Fire Simulators

236

(1)

Satellite TV

236

(2)

Web-Based Learning

238

(1)

Audio

239

(1)

Audiocassette

239

(1)

Review of Selecting Media

239

(1)

Review Questions

240

(2)

Curriculum Development

242

(35)

Introduction

243

(1)

Curriculum Development

244

(26)

Analyze

244

(3)

Design

247

(1)

Terminal and Enabling Learning Objectives

248

(1)

Basic Principles

249

(1)

Common Characteristics of Goals

249

(1)

ABCD Elements

250

(2)

Common Characteristics of Objectives

252

(4)

Bloom's Taxonomy of Education

256

(1)

Cognitive Domain

257

(1)

Psychomotor Domain

257

(1)

Affective Domain

257

(1)

Domains of Learning: Planning Lessons and Evaluating Instructional Techniques

258

(2)

Develop

260

(5)

Implement

265

(3)

Evaluate

268

(2)

Creating Lesson Plans

270

(5)

Lesson Plans

270

(4)

Formative Evaluation

274

(1)

Summative Evaluation

274

(1)

Review Questions

275

(2)

Organizing and Running a Training Program

277

(19)

Introduction

279

(1)

Planning and Conducting Courses

279

(3)

Writing a Training Proposal

282

(3)

Budgeting Expenses

285

(4)

Record-Keeping

289

(1)

Course Planning and Scheduling

290

(2)

Recruitment

292

(1)

Facilities

292

(3)

Review Questions

295

(1)

Professional Development and Resources

296

(13)

Introduction

297

(1)

Professional Development

297

(12)

Mentors

297

(1)

Continuing Professional Development Opportunities

298

(1)

The Library

298

(1)

Research

299

(1)

Professional Groups and Organizations

300

(3)

Model Fire-Related Associate Degree Curriculum

303

(1)

Baccalaureate Curriculum

304

(1)

A National System for Fire-Related Higher Education

305

(1)

A Call for Collaboration

305

(4)

Appendix A

309

(12)

Appendix B

321

(4)

Index

325

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

It has amazed me how we thrust firefighters into a teaching role just because they are good at fighting fire or extricating individuals from vehicles. Just because an individual is good at performing a skill or is extremely knowledgeable on the subject does not make them a teacher. In many cases the opposite may be true. As I have progressed through my career, I have had a real desire to teach. There were many times that I felt personally responsible for the failure of my students. In many cases this may have been true, but I did not want to settle for being just an okay instructor and wondering if I could have done something better or different. There are a number of instructor courses that teach you to instruct their program but fail to give you some of the essential components of adult education and techniques for teaching in a truly educational realm. My desire to be a better instructor took me back to the educational setting to earn a master's degree and then a doctoral degree. I by no means advocate that every instructor has to earn a graduate degree; therefore, it is my intent to share with fire service instructors a solid foundation in education theory and experience. It is my sincere hope and desire that those instructors who read this book do not make the same mistakes that I have made. This text includes information that I wish I had known before I began teaching. Chapter 1 begins by discussing the role of the instructor. An instructor wears many hats and this chapter discusses many of these hats. Additionally, it is essential that instructors are ethical in their dealings in the classroom and with their students. This chapter also discusses discipline, and safety during training. Chapter 2 gets into the methodologies of instruction. This chapter deals with the art of teaching and the characteristics of learners. Chapter 3 continues with learning theories. Many instructors will want to skim this chapter, but it gives the foundation of how students learn and enables instructors to be better prepared to teach the variety of students in their classrooms. The classroom environment is critical to create the best situation for the student to learn. Chapter 4 covers classroom layout And design and how to create a conducive learning environment. Chapter 5 gives the basics in regards to legal aspects. Instructors are not lawyers; however, there are some basic fundamental areas that are essential for the instructor to understand in the legal arena. This chapter gives a good overview, but it is important to always consult your legal department with any concerns. Live fire training is becoming more difficult every year. Chapter 6 gives instructors the information they need to conduct a live fire burn. In addition, simulation is discussed for creating a live training session. Testing and evaluation is many times a difficult subject. Chapter 7 gives the instructor a good foundation and an in-depth look at creating a reliable and valid test. Chapter 8 provides the instructor with an overview of instructional media. Technology continues to evolve and it is important for instructors to stay current in the latest technology. There are times when instructors may want to develop their own curriculum. Chapter 9 provides a solid foundation in the curriculum development process. Depending on its size, instructors may have to not only instruct but run their training program. An entire text could be devoted to this subject.; however, Chapter 10 includes only the basics of organizing and running a training program. An instructor needs to continually develop professionally. Chapter 11 gives an overview of some of the opportunities for professional growth along with the resources for these opportunities. I sincerely hope you gain knowledge and insight from this text. With luck, it will help you avoid some common mistakes. To me, there is nothing more rewarding tha

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Fire Service Instructor

Fire Service Instructor

0131245570

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