6
Lesson
Plans
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Knowledge Objectives (1 of 2)
• 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.
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Knowledge Objectives (2 of 2)
• Describe the lesson plan adaptation
process for the Fire Service Instructor I.
• Describe how a Fire Service Instructor II
creates a lesson plan.
• Describe how a Fire Service Instructor II
modifies a lesson plan.
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Skills Objectives (1 of 2)
• Utilize the four-step method of
instruction.
• Review a lesson plan and identify the
adaptations needed.
• Create a lesson plan that includes
learning objectives, a lesson outline,
instructional materials, instructional
aids, and an evaluation plan.
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Skills Objectives (2 of 2)
• Adapt a lesson plan so that it both
meets the needs of the students and
ensures that learning objectives are
met.
• Modify a lesson plan so that it both
meets the needs of the students and
ensures that all learning objectives are
met.
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Introduction (1 of 2)
• Instructors spend hours planning and
preparing for a class.
• Many details to address:
– How much time will the class take?
– How many students will attend?
– What must students know?
– What equipment will be needed?
– In what order will the material be
presented?
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Introduction (2 of 2)
• All information 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
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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 lesson plan with learning
objectives, you may not even know what
the destination is
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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.
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Learning Objectives
• 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
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Components of
Learning Objectives
• Many methods for writing learning
objectives
• ABCD method is common
– Audience (Who?)
– Behavior (What?)
– Condition (How?)
– Degree (How much?)
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Audience
• Describes who the students are
• Fire service learning objectives often
use specific terms
– Fire fighter trainee
– Cadet
– Fire officer
– Students
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Behavior
• 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
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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
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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
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Using the ABCD Method (1 of 2)
• Objectives do not need to contain all
ABCD parts.
– Often shortened because one or more
elements assumed to be known
• Audience/condition
– May be listed once, at the top of all the
objectives, or not listed at all
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Using the ABCD Method (2 of 2)
• 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
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Parts of a Lesson Plan
• Many different styles/formats
• Lesson plan should always include
certain components.
– Required for understanding
– Necessary to follow lesson plan
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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
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Level of Instruction (1 of 2)
• Students must be able to understand
instructional material.
– Ensure plan written at appropriate level for
students
– Level often corresponds with NFPA
standards
– May be indicated by labels such as
“beginner,” “intermediate,” or “advanced”
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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
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Objectives and Outcomes
• 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.
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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
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Lesson Outline
• Main body of the lesson plan
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References/Resources
• Lesson plans often contain only an
outline of information.
– Instructors may not be expert in topic
– Instructors may need additional references
or resources.
• May contain names of books, Web
sites, or experts
• Verify validity of lesson plan
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Lesson Summary
• Summarizes the lesson plan
– Reviews and reinforces main points
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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
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Four-Step Method of Instruction
• Method of instruction most commonly
used in fire service
– Preparation
– Presentation
– Application
– Evaluation
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Four-Step Method of Instruction
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Preparation Step (1 of 2)
• Also called motivation step
• Prepares or motivates students to learn
• Provides information that explains why
students will benefit from class
– Explain thoroughly.
– Lesson plan should contain rationale
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Preparation Step (2 of 2)
• Fire Service Instructor I
– Gains students’ attention
– Prepares students to learn
• 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
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Presentation Step
• 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
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Application Step (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.
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Application Step (2 of 2)
• Lesson plan lists activities or
assignments students perform
– Fire service often requires skill sheets for
evaluation
• Use step to make sure students
progress along with lesson plan
• Allows students to actively participate
and remain engaged
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Evaluation Step
• 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
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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.
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Organizational Skills
• 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.
• Obtain equipment or materials.
• Reserve classroom.
• Preview audiovisual aids.
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Procuring
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.
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Preparing for Instruction
Delivery (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.
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Preparing for Instruction
Delivery (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
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Adapting 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 rarely implemented
exactly as written.
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NFPA Job Performance
Requirements (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.
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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.
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Fire Service Instructor I (1 of 2)
• Before class
– Evaluate conditions.
– Evaluate facilities for appropriateness.
– Meet SOPs.
– Evaluate students’ limitations.
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Fire Service Instructor I (2 of 2)
• Modifies method of instruction and
course materials to meet student needs
• Makes adaptations due to:
– Learning environment
– Audience
– Capability of facilities
– Types of equipment available
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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.
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Adapt Vs. Modify
• Modify
– To make basic or fundamental changes
• Adapt
– To make fit (as for a specific or new use or
situation)
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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.
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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
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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
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Reviewing Materials for
Adaptation (1 of 2)
• Instructor I can obtain lesson plan in
many ways
– Must review
– Identify areas that need adaptation
• Must even review plans developed
within own department
– Standards and procedures change
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Reviewing Materials for
Adaptation (2 of 2)
• Schedule adaptations before delivering
plan to class
• Adaptations necessary for many
reasons
– Learning environment
– Audience
– Capability of facilities
– Types of equipment available
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Evaluating Local Conditions
(1 of 2)
• Focus on minor adjustments to fit local
conditions and students’ needs.
• Know your 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?
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Evaluating Local Conditions
(2 of 2)
• Know yourself.
– What is your experience level and ability?
– How familiar are you with the topic that will
be taught?
– What is your teaching style?
• Adapt lesson plan so that you deliver
lesson in the most effective way given
your own abilities
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Evaluating Facilities
• Review and adapt lesson plan based on
facilities that will be used.
– Equipment available
– Student seating
– Classroom size
– Lighting
– Environmental noise
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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
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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.
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Evaluating Limitations of
Students
• Review lesson plan based on student
limitations, and adapt, if possible
– Appropriate educational level
– Verify prerequisite knowledge, skills
• If cannot adapt to students’ limitations,
consider using different lesson plan.
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Adapting a
Prepared Lesson Plan
• Should be a formal process
– Document adaptations in writing
– Instructor I may need to obtain approval for
adaptations
• Ensure that adaptations are not really
modifications.
– Adjustments should not significantly
change the class or alter learning
objectives.
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Modifying 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
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Accommodating Instructor Style
• Lesson plans may be adapted to
accommodate your style.
– Often reflects style of instructor who wrote
it
– During review, consider whether lesson
plan—and especially the presentation
section—fits your style.
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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
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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.
(Fire Service Instructor II)
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Achieving JPRs
• First step of lesson plan development is
determining learning objectives
– What are students expected to achieve?
• Outcome may be obvious
– Teach a certain job or skill
• Outcome, learning objectives less clear
– Clarify outcome with person requesting
class
(Fire Service Instructor II)
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Learning Objectives
• Once Instructor II has clear outcome for
class, he or she should develop learning
objectives.
• Can write objectives with ABCD method
(Fire Service Instructor II)
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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”
(Fire Service Instructor II)
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Learning Objectives—Behavior
(1 of 3)
• 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
– Bloom’s Taxonomy
(Fire Service Instructor II)
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Learning Objectives—Behavior
(2 of 3)
• 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.
(Fire Service Instructor II)
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Learning Objectives—Behavior
(3 of 3)
• No single correct format for determining
which level or how many learning
objectives
– Knowledge-based objectives ensure
students learn facts and definitions.
– Comprehension objectives ensure students
can summarize or clarify material.
– Application objectives ensure student can
use information learned in lesson.
(Fire Service Instructor II)
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Converting JPRs into
Learning Objectives (1 of 2)
• 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
(Fire Service Instructor II)
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Converting JPRs into
Learning Objectives (2 of 2)
• 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
(Fire Service Instructor II)
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Creating the 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
(Fire Service Instructor II)
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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
– Topics require student to apply information
– Activities or skills practice
(Fire Service Instructor II)
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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
(Fire Service Instructor II)
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Instructional Materials
• Identify and list in lesson plan
– Be specific.
• Often including one instructional aid
creates a need for more
– Example: If using a DVD, will need player
and projection system.
(Fire Service Instructor II)
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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
(Fire Service Instructor II)
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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.
(Fire Service Instructor II)
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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
(Fire Service Instructor II)
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Using a Standard Lesson Plan
Format (1 of 2)
•
•
•
•
Incorporate four-step method
Consistent, accurate information
Others can use plan for similar outcome
Can compare to incident action plan
(Fire Service Instructor II)
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Using a Standard Lesson Plan
Format (2 of 2)
• Modify existing plans
– Reflect department procedures, practices
– Use fire service references, NFPA to
provide validity
• Ensures that instructor covers legal and
ethical concerns
(Fire Service Instructor II)
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Summary (1 of 2)
• Quality instruction requires lesson plans
with clear learning objectives.
– Have many components
• The process most commonly used for
delivering a lesson plan includes
preparation, presentation, application,
and evaluation steps.
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Summary (2 of 2)
• Fire Service Instructor I
– Uses a lesson plan to teach a class
– May adapt lesson plan to meet class needs
• Fire Service Instructor II
– Creates a new lesson plan
– May modify existing lesson plan
• Learning objectives are basis for rest of
lesson plan