Lesson Plans

1
Chapter 6

• Lesson Plans

2
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.

3
Skills ObjectivesInstructor 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.

4
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.

5
Skills ObjectivesInstructor 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.

6
Introduction (1 of 2)

• Instructors spend hours planning and preparing
  for a class.
• Many details to address
• 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?

7
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.

8
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.

9
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.

10
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.

11
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.

12
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.

13
Components of Learning Objectives

• Many methods exist for writing learning
  objectives.
• ABCD method is common.
• Audience (Who?)
• Behavior (What?)
• Condition (How?)
• Degree (How much?)

14
Audience

• Describes who the students are
• Fire service learning objectives often use
  specific terms.
• Fire fighter trainee
• Cadet
• Fire officer
• Students

15
Behavior (1 of 2)

• Must be observable, measurable action
• Dont use words such as know or understand
  for the behavior.
• Use words for actions you can see and measure.
• State
• Describe
• Identify

16
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.

17
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

18
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 (7080).
• Can also use time limit

19
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

20
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.

21
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

22
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.

23
Parts of a Lesson Plan

• Many different styles/formats
• Lesson plan should always include certain
  components.
• Required for understanding and following the
  lesson plan

24
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

25
Sample Cover Sheet for A Lesson Plan
26
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

27
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

28
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.

29
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.

30
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

31
Lesson Outline

• Main body of the lesson plan
• Four main elements
• Preparation
• Presentation
• Application
• Evaluation
• Each area fulfills a specific purpose in the
  delivery of instruction.

32
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

33
Lesson Summary

• Summarizes the lesson plan
• Reviews and reinforces main points
• Allows instructor to enhance application step by
  asking summary questions on key points

34
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

35
Four-Step Method of Instruction (1 of 2)

• Method of instruction most commonly used in fire
  service
• Preparation
• Presentation
• Application
• Evaluation

36
Four-Step Method of Instruction (2 of 2)
37
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.

38
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?

39
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

40
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.

41
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.

42
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

43
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.

44
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.

45
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

46
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.

47
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.
48
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.

49
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.

50
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.

51
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.

52
NFPA JPRs for aFire 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.

53
NFPA JPRs for aFire 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.

54
Fire Service Instructor I (1 of 2)

• Before class
• Evaluate conditions.
• Evaluate facilities for appropriateness.
• Meet SOPs.
• Evaluate students limitations.

55
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

56
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.

57
Adapt Versus Modify

• Modify
• To make basic or fundamental changes
• Adapt
• To make fit (as for a specific or new use or
  situation)

58
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.

59
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 instructors style

60
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.

61
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.

62
Reviewing Materials for Adaptation (2 of 3)

• Schedule adaptations before delivering plan to
  class.
• Adaptations are necessary for many reasons.
• Learning environment
• Audience
• Capability of facilities
• Types of equipment available

63
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.

64
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?

65
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.

66
Evaluating Facilities

• Review and adapt lesson plan based on facilities
  that will be used.
• Equipment available
• Student seating
• Classroom size
• Lighting
• Environmental noise

67
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

68
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.

69
Evaluating Limitations of Students

• Review lesson plan based on student limitations,
  and adapt, if possible.
• Appropriate educational level
• Verify prerequisite knowledge, skills.

70
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

71
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
  planespecially the presentation sectionfits
  your style.

72
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.

73
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.

74
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.

75
Learning Objectives

• Once Instructor II has clear outcome for class,
  he or she should develop learning objectives.
• Can write objectives with ABCD method

76
Learning ObjectivesAudience

• 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.

77
Learning ObjectivesBehavior (1 of 2)

• Specified using a clearly measurable action word
• Allows evaluation of students achievement of
  learning objective
• Consider level to which a student will achieve
  learning objective.

78
Learning ObjectivesBehavior (2 of 2)
79
Cognitive Domain Objectives(1 of 5)

• Fire service uses three lowest levels of Blooms
  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.

80
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

81
Cognitive Domain Objectives(3 of 5)

• Dr. David Karthwohl and others modified Blooms
  Taxonomy to expand its scope.
• 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.

82
Cognitive Domain Objectives(4 of 5)
Revised matrix for the new taxonomy.
83
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

84
Psychomotor Domain Objectives (1 of 2)

• The most commonly used levels when developing
  psychomotor learning objectives are (from
  simplest to most difficult)
• Imitation
• Manipulation
• Precision
• Articulation
• Naturalization

85
Psychomotor Domain Objectives (2 of 2)

• Action verbs associated with the psychomotor
  domain include
• Demonstrate
• Practice
• Apply
• Perform
• Display
• Show
• Assemble

86
Affective Domain Objectives (1 of 4)

• The affective domain deals with an individuals
  expressed interests, ambitions, and values.

87
Affective Domain Objectives (2 of 4)

• The taxonomy of the affective domain identifies
  five levels of understanding
• Receivingpaying attention, willingness to learn
• Respondingdisplaying an acknowledged behavior
  within the learning experience and participating
  when given an opportunity

88
Affective Domain Objectives (3 of 4)

• Five levels of understanding (contd)
• Valuingshowing active involvement, passion, or
  commitment toward a topic
• Organizationaccepting a new value as ones own
  and setting a specific goal
• Characterizationcomparing and contrasting ones
  own values to others and using the new value

89
Affective Domain Objectives (4 of 4)

• Action verbs associated with affective domain
  objectives include the following examples
• Accept
• Participate
• Share
• Judge
• Attempt
• Challenge

90
Learning ObjectivesCondition

• 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.

91
Learning ObjectivesDegree(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.

92
Learning ObjectivesDegree(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.

93
Learning ObjectivesDegree(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.

94
Learning ObjectivesDegree(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
  domainaffective objectivesare often listed with
  the psychomotor objectives and identify when to
  perform the task.

95
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

96
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.

97
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.

98
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.

99
Converting JPRs into Learning Objectives (5 of 5)
Converting job performance requirements into
instructional objectives.
100
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

101
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

102
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

103
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.

104
Evaluation Plan

• Final part of lesson plan
• Each part of evaluation plan should be directly
  tied to learning objectives.
• Describe evaluation plando not provide actual
  evaluation.
• Include skills performance tests with
  instructional materials and hand out to students
  to prepare for testing.

105
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.

106
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.

107
Using a Standard Lesson Plan Format (1 of 2)

• Incorporates four-step method
• Uses consistent, accurate information
• Allows others to use plan for similar outcome
• Can be compared to incident action plan

108
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.

109
Summary (1 of 8)

• A fire service instructor who uses a
  well-prepared 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.

110
Summary (2 of 8)

• In the ABCD method of writing learning
  objectives, ABCD stands for
• Audience (Who?)
• Behavior (What?)
• Condition (How or using what?)
• Degree (How well?)

111
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

112
Summary (4 of 8)

• Four-step method of instruction is
• Preparation
• Presentation
• Application
• Evaluation

113
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.

114
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.

115
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

116
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.