Chapter 6
Lesson Plans
Knowledge Objectives
Instructor I
• 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.
• Describe the lesson plan adaptation process
for the Fire Service Instructor I.
Skills Objectives
Instructor I
• Demonstrate the four-step method of
instruction.
• Review a lesson plan and identify the
adaptations needed.
• Adapt a lesson plan so that it both meets the
needs of the students and ensures that
learning objectives are met.
Knowledge Objectives
Instructor II
• Describe how a Fire Service Instructor II
creates a lesson plan.
• Describe how a Fire Service Instructor II
modifies a lesson plan.
Skills Objectives
Instructor II
• Create a lesson plan that includes learning
objectives, a lesson outline, instructional
materials, instructional aids, and an
evaluation plan.
• Modify a lesson plan so that it both meets the
needs of the students and ensures that all
learning objectives are met.
Introduction (1 of 2)
• Instructors spend hours planning and
preparing for a class.
• Many details to address:
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What are the expected outcomes?
How much time will the class take?
How many students will attend?
Are there student prerequisites?
Are training aids and equipment needed?
In what order will the material be presented?
Will the delivery schedule be affected by
availability of specific resources?
Introduction (2 of 2)
• All information is 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.
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 a lesson plan with
learning objectives, you
may not even know what
the destination is.
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.
Learning Objectives
(1 of 3)
• 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.
Learning Objectives
(2 of 3)
• A terminal objective is a broader outcome
that requires the learner to have a specific set
of skills or knowledge after a learning
process.
Learning Objectives
(3 of 3)
• An enabling objective is an intermediate
objective and is usually part of a series of
objectives that direct instructors on what they
need to instruct and what the learners will
learn to accomplish the terminal objective.
Components of
Learning Objectives
• Many methods exist for writing learning
objectives.
• ABCD method is common.
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Audience (Who?)
Behavior (What?)
Condition (How?)
Degree (How much?)
Audience
• Describes who the students are
• Fire service learning objectives often use
specific terms.
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Fire fighter trainee
Cadet
Fire officer
Students
Behavior (1 of 2)
• Must be observable, measurable action
• Don’t use words such as “know” or
“understand” for the behavior.
• Use words for actions you can see and
measure.
– State
– Describe
– Identify
Behavior (2 of 2)
• The terms cognitive or psychomotor
objectives are applied in a properly formatted
objective.
• Blend presentation styles to enhance the
learning environment whenever possible.
• Enhance learning by appealing to multiple
senses and allowing for many application
opportunities.
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
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 (70–80%).
– Can also use time limit
Using the ABCD Method (1 of 4)
• Objectives do not need to contain all ABCD
parts.
– Often shortened because one or more elements
are assumed to be known
• Audience/condition
– May be listed once, at the top of all the objectives,
or not listed at all
Using the ABCD Method (2 of 4)
• 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.
Using the ABCD Method (3 of 4)
• All four elements are essential in the
construction of a terminal objective.
– Components inform the students:
• What will be taught
• The method of evaluation
• The resources consulted for the information presented
Using the ABCD Method (4 of 4)
• Enabling objectives may assume certain
points previously stated in the main objective,
such as:
– Audience
– Degree
– References
• Each enabling objective allows the student to
meet the intent or goal of the terminal
objective.
Parts of a Lesson Plan
• Many different styles/formats
• Lesson plan should always include certain
components.
– Required for understanding and following the
lesson plan
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
• May be used to highlight or preview the
content of the lesson plan package
• May serve as a summary of contents and
prepare the instructor for the class
Sample Cover Sheet for A Lesson
Plan
Level of Instruction (1 of 2)
• Students must be able to understand
instructional material.
– Ensure plan is written at appropriate level for
students.
– Level often corresponds with NFPA standards.
– May be indicated by labels such as “beginner,”
“intermediate,” or “advanced”
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
Objectives and Outcomes
(1 of 2)
• 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.
Objectives and Outcomes
(2 of 2)
• The Fire Service Instructor II will use JPRs to
develop the learning objectives in the ABCD
format.
• The Instructor III will write course objectives.
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
Lesson Outline
• Main body of the lesson plan
• Four main elements:
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Preparation
Presentation
Application
Evaluation
• Each area fulfills a specific purpose in the
delivery of instruction.
References/Resources
• Lesson plans often contain only an outline of
information.
– Instructors may not be experts in topic.
– Instructors may need additional references or
resources.
• May contain names of books, Web sites, or
experts
• Allow validity of lesson plan to be verified
Lesson Summary
• Summarizes the lesson plan
– Reviews and reinforces main points
– Allows instructor to enhance application step by
asking summary questions on key points
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
Four-Step Method of Instruction
(1 of 2)
• Method of instruction most commonly used in
fire service
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Preparation
Presentation
Application
Evaluation
Four-Step Method of Instruction
(2 of 2)
Step 1: Preparation (1 of 3)
• Prepares or motivates students to learn
• Provides information that explains why
students will benefit from class
– The class may count toward required hours of
training.
– The class may provide a desired certification.
– The class may increase students’ knowledge of a
subject.
Step 1: Preparation (2 of 3)
Fire Service Instructor I
• Gains students’ attention
• Prepares students to learn
– Adult learners like to learn quickly how the class
material will affect them.
• Will it make them safer or more knowledgeable about
their job?
• Will it improve their efficiency on the fire ground or make
the students better leaders?
Step 1: Preparation (3 of 3)
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
Step 2: Presentation
• 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.
Step 3: Application (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.
Step 3: Application (2 of 2)
• Lesson plan lists activities or assignments
students perform.
– Fire service often requires skill sheets for
evaluation.
• Ensures that students progress along with
lesson plan
• Allows students to actively participate and
remain engaged
Step 4: Evaluation
• 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.
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.
Student Preparation
• Come to a class prepared and ready to learn
with textbooks, notebooks, and writing
supplies.
• Review classroom or drill ground rules.
• The instructor:
– Monitors the preparedness of the students
– May enhance their readiness to learn by providing
class information and objectives ahead of time
Organizational Skills (1 of 2)
• 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.
Organizational Skills (2 of 2)
• Obtain equipment or materials.
• Reserve classroom.
• Preview audiovisual aids.
The well-organized fire service instructor always creates a class planning timeline.
Procuring
Instructional 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.
• Make sure you understand how to use it and
how to troubleshoot any problems before
class begins.
Preparing to Instruct
(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.
Preparing to Instruct
(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.
Adapting Versus Modifying 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 are rarely implemented exactly
as written.
NFPA JPRs for a
Fire 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.
NFPA JPRs for a
Fire 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.
Fire Service Instructor I (1 of 2)
• Before class
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Evaluate conditions.
Evaluate facilities for appropriateness.
Meet SOPs.
Evaluate students’ limitations.
Fire Service Instructor I (2 of 2)
• Modifies method of instruction and course
materials to meet student needs
• Makes adaptations due to:
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Learning environment
Audience
Capability of facilities
Types of equipment available
NFPA JPR for a 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.
Adapt Versus Modify
• Modify
– To make basic or fundamental changes
• Adapt
– To make fit (as for a specific or new use or
situation)
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.
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 instructor’s style
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.
Reviewing Materials for
Adaptation (1 of 3)
• Instructor I can obtain lesson plan in many
ways.
– Must review and identify areas that need
adaptation
• Must even review plans developed within own
department
• Standards and procedures change.
Reviewing Materials for
Adaptation (2 of 3)
• Schedule adaptations before delivering plan
to class.
• Adaptations are necessary for many reasons.
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Learning environment
Audience
Capability of facilities
Types of equipment available
Reviewing Materials for
Adaptation (3 of 3)
• Lesson plan may be adapted due to:
– Last-minute classroom or equipment changes
– Situations where all members of the audience do
not come from one department
– Using a prepared lesson plan from a source
outside your department
• Audience factors, prerequisite knowledge, and abilities
may be unknown.
Evaluating Local Conditions
(1 of 2)
• Focus on minor adjustments to fit local
conditions and students’ needs.
• The Fire Instructor I should review the
following questions when adapting a lesson
plan to an 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?
Evaluating Local Conditions
(2 of 2)
• Know yourself.
– What is your experience level and ability?
• Can you improve your knowledge, background?
– How familiar are you with the topic that will be
taught?
• Unfamiliarity can pose safety and credibility issues.
– What is your teaching style?
• Adapt lesson plan to your abilities.
Evaluating Facilities
• Review and adapt lesson plan based on
facilities that will be used.
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Equipment available
Student seating
Classroom size
Lighting
Environmental noise
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
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.
Evaluating Limitations of Students
• Review lesson plan based on student
limitations, and adapt, if possible.
– Appropriate educational level
– Verify prerequisite knowledge, skills.
Adapting 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
Accommodating Instructor Style
• Lesson plans may be adapted to
accommodate your style.
– Often reflect style of instructor who wrote it
– During review, consider whether lesson plan—
especially the presentation section—fits your style.
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.
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 or access
to one provided by a publisher.
Achieving JPRs
• First step of lesson plan development is
determining learning objectives.
– What are students expected to achieve?
• Outcome may be obvious.
– Teaching a certain job or skill
• Outcome, learning objectives may be less
clear.
– Clarify outcome with person requesting class.
Learning Objectives
• Once Instructor II has clear outcome for
class, he or she should develop learning
objectives.
• Can write objectives with ABCD method
Learning Objectives—Audience
• 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.”
Learning Objectives—Behavior
(1 of 2)
• Specified using a clearly measurable action
word
– Allows evaluation of student’s achievement of
learning objective
• Consider level to which a student will achieve
learning objective.
Learning Objectives—Behavior
(2 of 2)
Cognitive Domain Objectives
(1 of 5)
• Fire service uses three lowest levels of
Bloom’s 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.
Cognitive Domain Objectives
(2 of 5)
• Higher levels of application and
understanding occur when the learning
objectives are written at these levels:
– Analysis
– Synthesis
– Evaluation
Cognitive Domain Objectives
(3 of 5)
• Dr. David Karthwohl and others modified
Bloom’s Taxonomy to expand its scope.
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Knowledge became Remembering.
Comprehension became Understanding.
Application became Applying.
Analysis became Analyzing.
Evaluation became a level 5 task.
Synthesis was moved to the highest level and
became Creating.
Cognitive Domain Objectives
(4 of 5)
Revised matrix for the new taxonomy.
Cognitive Domain Objectives
(5 of 5)
• A Fire Service Instructor II must determine
which level within the cognitive domain is the
appropriate level for the student to achieve
for the lesson plan.
– Knowledge
– Comprehension
– Application
Psychomotor Domain
Objectives (1 of 2)
• The most commonly used levels when
developing psychomotor learning objectives
are (from simplest to most difficult):
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Imitation
Manipulation
Precision
Articulation
Naturalization
Psychomotor Domain
Objectives (2 of 2)
• Action verbs associated with the psychomotor
domain include:
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Demonstrate
Practice
Apply
Perform
Display
Show
Assemble
Affective Domain Objectives
(1 of 4)
• The affective domain deals with an
individual’s expressed interests, ambitions,
and values.
Affective Domain Objectives
(2 of 4)
• The taxonomy of the affective domain
identifies five levels of understanding:
– Receiving—paying attention, willingness to learn
– Responding—displaying an acknowledged
behavior within the learning experience and
participating when given an opportunity
Affective Domain Objectives
(3 of 4)
• Five levels of understanding (cont’d):
– Valuing—showing active involvement, passion, or
commitment toward a topic
– Organization—accepting a new value as one’s
own and setting a specific goal
– Characterization—comparing and contrasting
one’s own values to others and using the new
value
Affective Domain Objectives
(4 of 4)
• Action verbs associated with affective domain
objectives include the following examples:
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Accept
Participate
Share
Judge
Attempt
Challenge
Learning Objectives—Condition
• The condition(s) should describe the situation
in which the student will perform the behavior.
• Specific equipment or resources must be
listed in the objective; these are the “givens”
necessary to demonstrate the skill or
knowledge.
• Be sure to check equipment and resources
needed prior to class.
Learning Objectives—Degree
(1 of 4)
• The degree or standard describes how well the
behavior must be performed.
• Everyone needs to know the criteria against which
the student is being measured.
• Percentage scores, “without errors,” and “within a
designated time” are all examples of the degree of
performance that objectives should contain.
• A reference to a skill sheet can guide both the
student and instructor in how to approach proper
completion and evaluation of the skill.
Learning Objectives—Degree
(2 of 4)
• There is no one correct format for
determining which level or how many learning
objectives should be written for a lesson plan.
Learning Objectives—Degree
(3 of 4)
• Knowledge-based (cognitive) learning
objectives can ensure that students learn all
of the facts and definitions within the class.
• Comprehension or cognitive objectives are
used to ensure that students can summarize
or clarify the material.
Learning Objectives—Degree
(4 of 4)
• Psychomotor objectives ensure that the
student can actually perform a task identified
in the objective and presented in the lesson
plan.
• Objectives pertaining to the third domain—
affective objectives—are often listed with the
psychomotor objectives and identify “when” to
perform the task.
Converting JPRs into
Learning Objectives (1 of 5)
• 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
Converting JPRs into
Learning Objectives (2 of 5)
• 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.
Converting JPRs into
Learning Objectives (3 of 5)
• Process includes breaking down a JPR into a
terminal objective and several enabling
objectives, including cognitive and
psychomotor objectives.
• Cognitive objectives are written into a lesson
plan and include evaluation tools such as test
questions.
Converting JPRs into
Learning Objectives (4 of 5)
• Psychomotor objectives are broken down into
task steps and made into skill sheets.
• An Instructor III will use the JPRs to help write
course objectives for larger curricula.
Converting JPRs into
Learning Objectives (5 of 5)
Converting job performance requirements into instructional objectives.
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
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
– Lists topics requiring student to apply information
• Usually activities or skills practice
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
Instructional Materials
• Identify and list in lesson plan.
– Be specific.
• Often including one instructional aid creates a
need for more.
– Example: Using a DVD will require player and
projection system.
Evaluation Plan
• Final part of lesson plan
• Each part of evaluation plan should be
directly tied to learning objectives.
• Describe evaluation plan—do not provide
actual evaluation.
• Include skills performance tests with
instructional materials and hand out to
students to prepare for testing.
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.
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.
Using a Standard Lesson Plan
Format (1 of 2)
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Incorporates four-step method
Uses consistent, accurate information
Allows others to use plan for similar outcome
Can be compared to incident action plan
Using a Standard Lesson Plan
Format (2 of 2)
• Existing plans can be modified.
– To reflect department procedures, practices
– Use fire service references, NFPA to provide
validity.
• Standard plans ensure that instructor covers
legal and ethical concerns.
Summary (1 of 8)
• A fire service instructor who uses a wellprepared and thorough lesson plan to
organize and prepare for class greatly
increases the odds of ensuring quality
student learning.
• All instructional planning begins by identifying
the desired outcomes, called objectives.
Summary (2 of 8)
• In the ABCD method of writing learning
objectives, ABCD stands for:
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Audience (Who?)
Behavior (What?)
Condition (How or using what?)
Degree (How well?)
Summary (3 of 8)
• A lesson plan includes:
– Lesson title or topic
– Level of instruction
– Behavioral objectives, performance objectives,
and learning outcomes
– Instructional materials needed
– Lesson outline
– References/resources
– Lesson summary
– Assignment
Summary (4 of 8)
• Four-step method of instruction is:
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Preparation
Presentation
Application
Evaluation
Summary (5 of 8)
• A Fire Service Instructor I can use a lesson
plan to teach a class and may adapt the
lesson plan to the local needs of the class.
• A Fire Service Instructor II can create a new
lesson plan to teach a class and may modify
an existing lesson plan.
• A lesson plan must be reviewed to ensure
that it meets local SOPs.
Summary (6 of 8)
• The method of instruction is the one area that
a Fire Service Instructor I may readily alter.
• When creating a lesson plan, a Fire Service
Instructor II should ensure that the lesson
plan is complete and clearly understandable
so that any other fire service instructor can
use it.
Summary (7 of 8)
• Developing lesson plans includes the
following steps:
– Achievement of job performance requirements
– Learning objectives
– Conversion of job performance requirements into
learning objectives
– Lesson outline
– Evaluation plan
Summary (8 of 8)
• When modifying a lesson plan, always obtain
necessary approval from the authority having
jurisdiction.
• Even though a Fire Service Instructor II has
the training to modify learning objectives, the
change typically must be approved by a
curriculum committee, a training officer, or the
fire chief.