Chapter 11 Flashcards
NFPA 1041, lesson plan development is a basic duty of Level II instructors.
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When developing lesson plans, instructors should reacquaint themselves with the laws of learning and how they relate to developing effective lesson plans as follows:
Readiness, Exercise, Effect, Disuse, Association, Recency, Primacy, Intensity
Readiness means a person is emotionally, mentally, and physically prepared to learn new knowledge or skills.
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Adults learn best when they are allowed to exercise skills’ the more an act is practiced, the faster and surer the learning becomes.
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Adult learners need to see the positive effect of what they are learning.
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Among adult learners it can be assumed that habits and memories used repeatedly are strengthened, and habits not reinforced are weakened through disuse.
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Instructors can assume that adult learners tend to try to associate new information with information they have already learned.
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Skills and information practiced or learned most recently are also the best remembered.
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If a lesson requires that students recall information from an earlier stage of the course, the lesson plan should include time for review.
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Primacy assumes that the first of a series of learned acts will be remembered better than others.
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In lesson plan development, especially skills training, the first portion of a process will be best remembered.
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The principle of intensity states that if a stimulus is vivid and real, it will more likely change or have an effect on the behavior.
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When instructors create a lesson plan, determining the learning outcomes is the first step, which leads to the writing of the learning objectives.
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JPRs in standards can be a source for developing learning objectives.
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Matching outcomes, objectives, tasks and steps to the appropriate standard involves abstract thinking, which can be difficult and confusing.
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Following a step-by-step process is an excellent way to create effective lesson plans.
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Develop lesson activities that reinforce objectives and provide students the opportunity to apply what they have learned.
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The best way to avoid bias when creating instructional materials is to adhere very closely to the source material that is being taught.
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In addition to terminology, instructors creating instructional materials should be very careful in the wording they use.
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Written learning objectives represent the learning outcomes and, therefore, learning objectives and learning outcomes are directly related.
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The learning objective statement may also be student-centered so that the learning objective focuses on the student as the person displaying the observable behavior.
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Learning objectives focus on the specific, measurable results of instruction.
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Learning objectives must contain an action verb and a specific description of the lesson content.
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Performance statement - Identify what the student is expected to do in clearly observable terms using clear action verbs.
Performance statement
Conditions description - Describe the situation, tools, or materials required for a student to perform a single specific action or behavior.
Conditions description
Standards criteria - State the acceptable level of student performance which may be based upon measurable criteria from an existing standard.
Standards criteria
One model for writing learning objectives that has become popular is the SMART model.
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The levels of learning in the cognitive domain follow an ordered progression or hierarchy of instructional outcomes.
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The levels of learning begin with the foundational and build toward the more complex.
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Because effective learning objectives depend on the use of action verbs, instructors should find or create a list of appropriate verbs to help them develop learning objectives in a variety of learning levels.
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Like the cognitive domain, the levels of learning in the psychomotor domain progress through a series of steps, with each one more complex than the previous.
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Desired changes in attitude must be determined in advance and planned into the lesson.
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When phrasing learning objectives, use of words in the affective domain such as confident or satisfied can help to emphasize correct attitude or emotional state.
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Affective changes in attitude likely develop alongside cognitive and psychomotor learning.
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A good example can be used to create an informal standard or goal that an organization is attempting to attain.
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An organization can determine how well it has done in reaching or surpassing the standard by using the example situation as a benchmark.
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Source material written by someone with direct knowledge of the event or topic. The material is original and considered to be the most credible type of literature to use.
Primary literature
Source material that is based on primary literature but was written or compiled by someone without direct knowledge of the event or topic.
Secondary literature
Literature that has been twice removed from the original source.
Tertiary literature
The internet is a common place to find primary source material, because it contains so much readily available information.
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A level II instructor may be required to adhere to a certain citation style, depending on how the material is used.
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Two popular citation styles frequently used in the fire and emergency services include the American Psychological Association and Chicago styles.
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Writing a basic lesson outline is a skill that all level I instructors should be able to perform.
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After establishing learning objectives, the development of an outline is the next step in the lesson planning process.
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A good way to create an outline is to organize the learning objectives into the order that the instructor should teach them.
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When developing a course for other instructors, remember that a lesson outline is not enough.
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When a lesson requires students to successfully complete a skill, the practice is considered a mandatory lesson activity that the instructor must include.
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Establish rules that govern interpersonal relations, because discussions are social as well as educational.
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Small group discussions are different from whole group discussions because the instructor is not part of the group.
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Small group discussions allow students to practice leadership skills.
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An outline provides students with all the facts in the story and ties the details and visual aids to the timeline of the story.
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Role-playing is particularly effective for teaching or reinforcing concepts in the affective domain or basic interpersonal communication.
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Ancillary components are any supplementary materials, such as informational handouts, study guides, skill sheets, work or activity sheets, and assignment sheets.
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The overall purpose of ancillary materials is to enable students to apply, study, and practice the lesson content.
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A handout may be something that addresses a topic not in the course textbook or other course materials.
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Skill sheets are appropriate for tasks that require both psychomotor skills and cognitive knowledge.
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A worksheet or activity sheet provides students opportunities to apply rules, analyze and evaluate objects and situations, or use multiple skills while completing activities.
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Worksheets that require students to exercise abilities in the affective domain may support more than one learning objective.
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Recall that the affective domain has students change or adjust, develop, practice, and adapt attitudes, values, and beliefs.
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An assignment sheet contains information about a specific activity or project that the student is expected to complete without supervision.
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Generally, an assignment sheet contains the three components of the Mager Model and some of the same material listed for the lesson plan.
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Level II instructors should be able to teach from a newly developed lesson plan while at the same time evaluating their work in a real world situation.
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Supplemental written materials that help students meet the learning objectives, may include information sheets, study guides, skills sheets, work or activity sheets, and assignment sheets.
Ancillary components
Step or steps on a practical skills test that must be completed accurately in order for the student to pass the test.
Critical Criteria
Important cognitive information on a skill sheet that students need to know in order to perform a task or operational step, generally appears on right-hand side of a skills sheet.
Key point
The smallest aspect of performing a task, to complete the task, students perform a series of operational steps in sequential order.
Operational step
Desired learning level that students will reach by the end of the lesson.
Level of Instruction
Descriptions of the minimum acceptable knowledge and behaviors that students must display by the end of the lesson.
Level of objectives
When developing a course for other instructors, remember that a lesson outline is not enough.
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When writing lesson plans, instructors should consider which instructional methods best match the learning objectives in the lesson.
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Handouts should be designed to encourage students to learn.
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Skill sheets give instructors the information they need to teach the task successfully.
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Worksheets can be used to generate discussions on a topic and generally contain optional activities.
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