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Dec 21, 2024
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FSLM 155 Fire Instructor I (4 credits)
Course Description
This course is an introduction to a fire instructor’s duties as written by the requirements of the National Fire Protection Agency (NFPA) 1041, Standard for Fire Service Instructor Qualifications. Students examine a basic study of elements that influence teaching and learning. Special attention is given to the Fire Service Training Instructor’s relationship to student safety as well as the legal liabilities involved. Instruction will include discussion of techniques for preparing effective lessons using the psychology of learning. Other topics include: training aids, copyright law, learning theories, purposes and principles of testing and evaluation.
Student Outcomes
1. Discuss the obligations facing fire service instructors as they pertain to students, the organization, professionally and to themselves.
2. Identify and analyze safety and the training function.
3. Recognize legal and ethical considerations as they apply to fire and emergency service organizations.
4. Examine and apply the principles and techniques of effective oral and written communications.
5. Examine requirements and factors that effect instructional facilities, training props and acquired structures that can be used to provide training required by the organization.
6. Recognize the general concepts of report writing and the process for record keeping within the training division and organization.
7. Summarize teaching methodology and the basic principles of learning.
8. Examine student characteristics as they apply to their learning needs and learning styles.
9. Examine the different aspects in instructional preparation to ensure that the learning experience is worthwhile, relevant and interesting.
10. Identify various instructional delivery methods and their effect on active learning.
11. Recognize the various benefits and types of audiovisual technology that is used for instructional delivery.
12. Interpret the use of the Application step in lesson planning as it pertains to structured exercises, demonstration and practical training evolutions.
13. Examine the evaluation process as it pertains to student progress.
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