Creating A Lesson Plan For A Company Drill

Learn how training officers or company officers can create a lesson plan for company drills.


 

Instructor Guide

 

Creating a Lesson Plan for a Company Drill

Session Reference: 1

Level of Instruction 3

Time Required: 3 Hours

Materials:

•  Appropriate audiovisual supplies

 

References:

•  Fire and Emergency Services Instructor, 7th Edition, International Fire Service Training Association

•  Methods of Instruction, Instructor II Instructor Guide, Fall, 2007 Maryland Fire and Rescue Institute

==============================================================

Motivation: An on-going department training program is essential to maintain skills, reinforce knowledge and to present new materials to the membership. Developing a complete, specific course objective insures that the lesson plan will address the identified need. Creating a lesson plan insures that the training you deliver will be pertinent, current, consistent and easily documented. This drill will help you create course objectives and provides the information needed to create a lesson plan.

Student Performance Objective (SPO): 1-1

Given a completed needs analysis on a fire or EMS training topic, develop course objectives and a lesson plan, so that the lesson meets department Standard Operating Procedures/Standard Operating Guidelines and National Fire Protection Association, Department of Transportation or Occupational Safety and Health Administration standards.

Overview:

Creating a Lesson Plan for a Company Drill

Course Objectives

•  Lesson Plans

•  Lesson Plan Components

•  Lesson Plan Format

•  Developing a Lesson Plan

Session 1

Creating a Lesson Plan for a Company Drill

SPO 1-1 Given a completed needs analysis on a fire or EMS training topic, develop course objectives and a lesson plan, so that the lesson meets department Standard Operating Procedures/Standard Operating Guidelines and National Fire Protection Association, Department of Transportation or Occupational Safety and Health Administration standards.

EO 1-1 Describe the components of course objectives.

EO 1-2 Describe the importance of using a lesson plan.

EO 1-3 Describe the components of a lesson plan.

EO 1-4 Describe the lesson plan format.

EO 1-5 Describe the steps to develop a lesson plan.

 

 I. Components of Course Objectives (1-1)

   A. Area

    1. Lesson type

    a. psychomotor (skill performance) vs. cognitive (information)

    b. teach (cognitive or psychomotor) vs. manage (affective)

    2. Each objective addresses a domain

    a. cognitive

    b. psychomotor

    c. affective

  B. Audience

    1. Who is being taught

    a. rookie firefighter

    b. new officer

    2. Experience/education level of students

    3. Expected level of performance

  C. Behavior (Performance)

    1. Describes what the student must do

    2. Identifies who will do it

    3. Uses action verbs to describe observable results

    a. describe

    b. list

    c. demonstrate

    4. Can be measured

    5. Has an end point

    a. student knows when the task is finished

    6. Can be observed

  D. Condition

    1. Starts with "given"

    2. Lists performance conditions

    a. given a picture of a skeleton, the student will...

    b. given an SCBA, the student will...

    3. Placement in objective varies

    a. beginning of the objective

    b. after the behavior

    c. at the end of the objective

  E. Degree (Criteria)

    1. Describes the performance standard

    a. how well the student must perform

    2. States measurable outcome based on criteria/standards

    a. NFPA

    b. OSHA

    3. Uses standard measurement scales

    a. 70%

    b. within 1 minute

    4. Provides achievement guidelines

    a. so that a minimum score of 70% is received

    b. so that the SCBA is donned and operating within 1 minute

  F. Examples

    1. Given testing and evaluation guidelines and policies, explain the purpose of testing and evaluation and describe the steps to take and methods to consider when planning, developing, and assessing testing and evaluation instruments. The student will perform to a final written test accuracy of at least 70% and will meet job performance requirements for NFPA 1041 Standard, Instructor I.

This content continues onto the next page...