SRJC Course Outlines

8/22/2019 6:23:45 AMFIRE 273.2 Course Outline as of Fall 2017

New Course (First Version)
CATALOG INFORMATION

Discipline and Nbr:  FIRE 273.2Title:  FIRE SERVICE INST II  
Full Title:  Fire Service Instructor 2 Instructional Development
Last Reviewed:11/28/2016

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum1.00Lecture Scheduled1.505 max.Lecture Scheduled7.50
Minimum1.00Lab Scheduled6.502 min.Lab Scheduled32.50
 Contact DHR0 Contact DHR0
 Contact Total8.00 Contact Total40.00
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  15.00Total Student Learning Hours: 55.00 

Title 5 Category:  AA Degree Applicable
Grading:  P/NP Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly: 

Catalog Description:
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This course provides the skills and knowledge necessary for the intermediate level professional instructor to perform his or her duties safely, effectively, and competently. The curriculum is based on the National Fire Protection Association (NFPA) 1041 Standard for Fire Service Instructor Professional Qualifications. At the end of this course, candidates for Fire Service Instructor II certification will be able to develop lesson plans and evaluation instruments, teach and deliver instruction, and evaluate and coach other instructors. The Fire Service Instructor II will also be able to analyze resources and formulate a program budget. Upon successful completion, the student will be awarded a completion certificate from the State Board of Fire Services.

Prerequisites/Corequisites:
Course Completion of FIRE 273.1


Recommended Preparation:
Eligibility for ENGL 100 or ESL 100

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This course provides the skills and knowledge necessary for the intermediate level professional instructor to perform his or her duties safely, effectively, and competently. The curriculum is based on the National Fire Protection Association (NFPA) 1041 Standard for Fire Service Instructor Professional Qualifications. At the end of this course, candidates for Fire Service Instructor II certification will be able to develop lesson plans and evaluation instruments, teach and deliver instruction, and evaluate and coach other instructors. The Fire Service Instructor II will also be able to analyze resources and formulate a program budget. Upon successful completion, the student will be awarded a completion certificate from the State Board of Fire Services.
(P/NP Only)

Prerequisites:Course Completion of FIRE 273.1
Recommended:Eligibility for ENGL 100 or ESL 100
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Inactive:
 Area:
 
CSU GE:Transfer Area Effective:Inactive:
 
IGETC:Transfer Area Effective:Inactive:
 
CSU Transfer:Effective:Inactive:
 
UC Transfer:Effective:Inactive:
 
C-ID:

Certificate/Major Applicable: Certificate Applicable Course



COURSE CONTENT

Outcomes and Objectives:
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Upon completion of the course, students will be able to:
1. Identify course objectives, requirements, assignments, activities, evaluation methods, facilities
    and participation requirements
2. Identify the different levels and courses required for certification in the Fire Instructor II track,
    the capstone task book and  certification testing process
3. Define the duties of a Fire Service Instructor II with regard to program management,
    instructional development, delivery and evaluation and testing
4. Develop lesson plans for a given audience that include learning objectives, an outline, course
    materials, instructional aids and an evaluation plan
5. Modify lesson plans for a given audience that include learning objectives, an outline, course
    materials, instructional aids and an evaluation plan
6. Demonstrate the ability to deliver a class or conference session using a lesson plan reflecting
    multiple teaching methods and techniques to achieve the objectives
7. Demonstrate the ability to supervise other instructors and students in training scenarios with
    increased hazards following applicable safety laws and best practices
8. Demonstrate the ability to develop evaluation instruments that determine if the student has
    achieved the learning objectives and evaluates performance in an objective, reliable and
    verifiable manner
9. Demonstrate the ability to develop student evaluation instruments that allow students to
    provide feedback on facilities, instructional methods, communication techniques, course
    content and student materials
10. Demonstrate the ability to schedule instructional sessions to ensure delivery of specific
    classes
11. Demonstrate the ability to formulate a training budget and identify and document the
    resources required to meet specific goals
12. Demonstrate the ability to acquire training resources within established timelines and budget
    constraints
13. Demonstrate the ability to coordinate record keeping in a manner that meets all agency and
    legal requirements
14. Demonstrate the ability to evaluate instructors to identify strengths, weaknesses and
    recommend changes in instructional style and communication methods

Topics and Scope
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I. Orientation and administration
    A. Review of facilities
    B. Review of classroom requirements
    C. Review of syllabus, participation, assignments and evaluation methods
II. Fire Service Instructor II Certification track course requirements
    A. Course requirements
    B. Task Book process
    C. Certification testing process
III. Definitions of Duty
    A. Program management
    B. Instructional development
    C. Instructional delivery
    D. Evaluation and testing
IV. Creating Lesson Plans
    A. Elements of lesson plans
    B. Learning objectives
    C. Methods and techniques of instruction and those that best fit the content
    D. Principles of adult learning and strategies to meet the audience's learning style
    E. Techniques for eliminating bias in instructional materials
         1. Elements of instructional materials that can bias the success of students over others
         2. Elements of potential bias inherent in specific agency equipment
    F. Types and the application of instructional media
         1. Forms of media to be utilized during instructional delivery
         2. How instructional media supports learning objectives
    G. Evaluation Techniques
    H. Sources of references and materials
    I. Research of materials to support the learning objectives
    J. Use of Job Performance Requirements (JPRs) to develop learning objectives
    K. Assessing student needs
         1. Use of pre-tests
         2. Audience characteristics
         3. Assessing student's prior knowledge of equipment, procedures and equipment
         4. Providing reasonable accommodation
    L. Developing instructional media
         1. Use of instructional media to support learning objectives
         2. Copyright and intellectual property laws
    M. Outlining techniques
    N. Evaluation techniques
    O. Resource needs
         1. Determining the number of handouts, equipment and software licenses needed
         2. Matching instructional delivery times and number of students to determine needed
         resources
V. Modifying Lesson Plans
    A. Elements of a lesson plan
    B. Components of learning objectives
    C. Methods and techniques of instruction
    D. Principles of adult learning
    E. Techniques for eliminating bias in instructional materials
    F. Types and applications of instructional materials
     G. Evaluation techniques
    H.  Sources of references and materials
     I. Basic research
         1. Reasons for lesson modification
         2. Materials to support the modified learning objective
    J. Assessing student needs
    K. Modifying instructional materials
    L. Applying outlining techniques
    M. Applying evaluation techniques
    N. Analyzing resource needs
VI. Conducting Classes and Conference Sessions
    A. Use and limitations of teaching lessons and techniques
    B. Transitioning between teaching methods
    C. Conducting small group discussions
         1. Problem solving
         2. Facilitating consensus
VII. Conducting Classes and Conference Sessions
    A. Use and limitations of teaching methods and techniques
    B. Transitioning between different teaching methods
    C. Conducting small group discussions
         1. Problem solving
         2. Facilitating consensus
VIII. Supervising Training Activities
    A. Safety rules, regulations and practices for training scenarios with increased hazard
      Exposure
         1. Limitations of safety equipment such as age and condition
         2. Applicable safety codes and regulations
              a. California Occupational Safety and Health Administration (CAL-OSHA)
              b. NFPA
              c. Manufacturers guidelines
              d. State Fire Training (SFT) instructor guidelines, instructor to student ratios and site
              approval requirements
    B. The Incident Command System (ICS)
    C. Leadership techniques
         1. Planning and coordinating training activities
         2. Monitoring activities to ensure safe practices
         3. Inspecting training structure integrity prior to use
         4. Assigning instructors to specific functions and teaching tasks
         5. Briefing instructors on their responsibilities
         6. Ensuring adherence to safety practices by persons in the training area
    D. Implementing ICS
IX Developing Student Evaluation Instruments
    A. Effective instructional methods and techniques
    B. Determining what evaluation methods are the best measure of the desired learning
      Outcome
    C. Principles of test validity
    D. Components of evaluation forms
    E. Developing test planning sheets
    F. Constructing evaluation items
    G. Assembling evaluation instruments
         1. Use of test banks
         2. Verifying the validity of test banks
         3. Field testing new items according to policy
X . Developing a Class Evaluation Instrument
    A. Determining which evaluation methods are the best measure of student feedback to the
      instructor
    B. Developing valid evaluation forms
         1. Wording questions clearly
         2. Developing questions that cover all course elements
         3. Feedback on facilities, training grounds or learning environment
         4. Providing actionable feedback for the instructor and materials
XI. Scheduling Instructional Sessions
    A. Department policy as it relates to course scheduling
    B. The department scheduling process
    C. The level of supervision for scheduling training
         1. Supervision techniques related to the training being scheduled
         2. Active vs passive supervision
          3. Evaluating level of instructor's expertise with instructor-student ratio need to deliver
         Courses
    D. Resource management for scheduling courses
XII. Formulating Budget Needs
    A. Agency training budget policies
    B. Resource management for analyzing needs and resources
    C. Analyzing needs
    D. Sources of instructional materials and equipment
    E. Cost resource analysis
         1. Costs for outside resources
         2. Scheduling internal resources
    F. Completing required agency forms
XIII. Acquired Training Resources
    A. Agency policies for acquiring training resources
    B. Purchasing procedures
    C. Training resource budget management principles
     D. Completing required agency forms
XIV. Coordinating Record Keeping
    A. Record keeping processes
    B. Departmental policies for record keeping
    C. Laws affecting records and disclosure of training information
    D. Professional standards applicable to training records
    E. Data used for training records
    F. Training record auditing procedures
         1. Daily procedures
         2. Checks required to apply for funding
         3. Checks to duplicate records
         4. Accuracy of training codes
         5. Make-up training
         6. New equipment training
XV. Evaluating Instructors
    A. Personnel evaluation methods
    B. Supervision techniques
    C. Agency policies for evaluating instructors
    D. Effective instructional methods and techniques
    E. Observation techniques
    F. Coaching techniques to improve instruction
    G. Completing evaluation forms
All topics are covered in both the lecture and lab parts of the course.

Assignments:
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1. Pre-course reading and writing assignments
2. 2-4 quizzes
3. Summative exam
 
Lab Assignments:
1. Conduct 1-3 teaching demonstration(s)
2. Develop 1-3 lesson plans
3. Modify 1-3 lesson plans
4. 2-3 group activities
5. 2-3 individual exercises
6. Develop and construct a test planning sheet
7.  Conduct 1-2 role-playing coaching scenario(s)
8. Evaluate 2-3 teaching demonstrations

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
5 - 20%
Lesson plans, test planning sheets, teaching demonstration evaluations
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
5 - 15%
Teaching demonstrations and coaching scenarios
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
5 - 15%
Teaching demonstration, coaching scenarios, teaching demonstration evaluations
Exams: All forms of formal testing, other than skill performance exams.Exams
70 - 85%
Quizzes and summative exam
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
0 - 0%
None


Representative Textbooks and Materials:
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Fire and Emergency Services Instructor. 8th ed. IFSTA. 2012 (classic)
Fire Service Instructor: Principles and Practice. 2nd ed. Jones and Bartlett. 2014

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