FRP 277 NFPA Fire Instructor 1

1. 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. (2-3.2) 
2. 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. (2-3.3) 
3. Organize the classroom, laboratory or outdoor learning environment, given a facility and an assignment, so that lighting, distractions, climate control or weather, noise control, seating, audiovisual equipment, teaching aids, and safety, are considered. (2-4.2) 
4. Present prepared lessons, given a prepared lesson plan that specifies the presentation method(s), so that the method(s) indicated in the plan are used and the stated objectives or learning outcomes are achieved. (2-4.3) 
5. Adjust presentation, given a lesson plan and changing circumstances in the class environment, so that class continuity and the objectives or learning outcomes are achieved. (2-4.4*) 
6. Adjust to differences in learning styles, abilities and behaviors, given the instructional environment, so that lesson objectives are accomplished, disruptive behavior is addressed, and a safe learning environment is maintained. (2-4.5) 
7. Operate audiovisual equipment, and demonstration devices, given a learning environment and equipment, so that the equipment functions properly. (2-4.6) 
8. Utilize audiovisual materials, given prepared topical media and equipment, so that the intended objectives are clearly presented, transitions between media and other parts of the presentation are smooth, and media is returned to storage. (2-4.7) 
9. Administer oral, written, and performance tests, given the lesson plan, evaluation instruments, and the evaluation procedures of the agency, so that the testing is conducted according to procedures and the security of the materials is maintained. (2-5.2) 
10. Grade student oral, written, or performance tests, given class answer sheets or skills checklists and appropriate answer keys, so the examinations are accurately graded and properly secured. (2-5.3) 
11. Report test results, given a set of test answer sheets or skills checklists, a report form and policies and procedures for reporting, so that the results are accurately recorded, the forms are forwarded according to procedure, and unusual circumstances are reported. (2-5.4) 
12. Provide evaluation feedback to students, given evaluation data, so that the feedback is timely, specific enough for the student to make efforts to modify behavior, objective, clear, and relevant; include suggestions based on the data. (2-5.5) 

• Challenges of Fire and Emergency Services Instruction 
  • The Roles of the Instructor 
    • The instructor job 
  • Characteristics of Effective Instructors 
    • Instructor attributes 
    • Qualities to emphasize 
  • Communication 
    • The communications model 
    • The instructional medium 
    • Listening 
  • Challenges for Instructors 
    • Work with diverse learners 
    • Meet management directives 
    • Provide for safety 
    • Manage funding and resources 
  • Professional Development 
    • Networking 
  • Importance of Instruction to the Organization 
• Speaking Before a Group 
  • Presentation Guidelines 
  • Delivering a Presentation 
  • Behaviors and Mannerisms 
  • Critiques 
• Safety: The Instructor’s Role 
  • The Safety Concept - The instructor’s Role in Safety 
  • Preventing and Managing Accidents 
    • Prevention 
  • Resources for Safety Guides and Regulations 
    • Government agencies 
    • Safety resources and references 
• Legal Considerations 
  • Overview of the Law 
    • Origin of laws 
    • Types of laws 
  • Laws and Policies 
    • U.S. federal, regional laws 
    • Learner’s rights 
  • Torts 
  • Liability 
  • Legal Protections 
  • Obligations Regarding Substance Abuse 
  • Copyright Laws 
  • Permission for Photographs 
  • Records and Reports 
• The Psychology of Learning 
  • Learning Processes 
  • Learning Domains 
    • Cognitive domain 
    • Psychomotor domain 
    • Affective domain 
  • Learning Styles 
  • Influencing Learning 
    • Meet goals, objectives and standards 
    • Provide feedback and reinforcement 
  • Motivation 
    • Theories of Herzberg & Maslow 
    • Techniques to motivate adult learners 
    • Motivation - relationship to learning 
  • Learning and Remembering 
  • Memory 
    • Sensory memory 
    • Short-term or working memory 
    • Long-term memory 
  • Factors that Affect Learning 
    • Laws of learning 
  • Laws of Learning 
  • Approaches to Learning 
  • Learner Characteristics 
  • Learners as Individuals 
  • Managing Individual Learners 
• Instructional Delivery 
  • Behavior Management 
    • Establish learning attitude 
    • Use coaching techniques 
    • Managing disruptive behavior 
  • Preparing to teach 
    • Session scheduling, preparation and logistics 
  • Maintaining continuity 
  • Physical setting 
  • Presentation techniques 
  • Concepts of instruction 
    • Presenting new material 
    • Applying sequencing methods 
    • Generating interest 
    • Encouraging success 
    • Foster participation 
    • Reinforcing learning 
    • Applying questioning techniques 
  • Methods of Instructional Delivery 
    • Lecture 
    • Discussion 
    • Illustration 
    • Demonstration 
    • Team teaching 
  • High-Hazard Training 
    • Risk management factors 
• Practical Training Evolutions 
  • Training Settings 
  • Planning Practical Evolutions 
  • Safety Issues 
  • Incident Management Systems 
  • Live Fire Training Evolutions 
  • Nonstructural and Technical Training Evolutions 
  • Power Tool/Equipment Training 
• Testing and Evaluation 
  • Purpose of Testing 
  • Classification of Tests 
    • Interpretation method 
    • Purpose method 
    • Administration method 
  • Test Planning 
    • Identify and define behavioral objectives 
    • Determine purpose and type of test 
    • Prepare test specifications 
    • Construct test items 
  • Common Considerations for All Tests 
  • Tools for Testing Learning 
    • Test formats - performance tests, oral tests and written tests 
  • Testing in the Affective Domain 
  • Scoring Methods and Interpreting Test Data 
    • Scoring methods 
    • Test item analysis 
    • Test result analysis 
    • Corrective techniques 
  • Purpose of Evaluation 
• Instructional Media and Technology 
  • The Need for Instructional Media 
  • How to Select Appropriate Media 
  • Integration of Instructional Medial into the Learning Environment 
  • Nonprojected Instructional Media 
  • Types of Instructional Media 
  • Troubleshooting and Maintaining Equipment