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IFSTA Fire Officer I Study Guide, Study notes of Safety and Fire Engineering

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CH1!
Effective Instructor leadership qualities:!
•self confidence - self examination and clear self appraisal !
•Trustworthiness - earned with accurate and fair performance over time!
•Consistency - routinely makes and maintains appropriate actions, decisions and relationships!
•Responsibility - accepts consequences both good and bad!
•Acceptance - recognizes not all problems can be resolved to everyones satisfaction!
•Expertise - teaches only from developed skills and abilities based on knowledge and experience!
Obligations:!
•The student - safely and skillfully!
•The organization - mission, policies and procedures!
•The Profession - pos. Role model and effective leadership!
•Themselves - continue personal development!
Challenges:!
•familiarization with standards (NFPA, OSHA, DOT, state, jurisdictional)!
•Instructor priorities - adequate time preparing!
•Student priorities - time constraints and outside influences!
•Student diversity - treat everyone fair without showing preferences!
•Students with disabilities - reasonable accommodations!
•Organizational apathy - regardless of budget constraints strive to be instructional champion!
•Collaborative relationships !
•Organizational promotion - promote benefits, assets and training programs!
•Management directives - as subordinates, adhere to directives and mandates; advocate for change!
•Knowledge of instructional environment - seek out appropriate environment !
•Self training environments - familiar with local, state and fed regulations; safety is primary!
•Course schedule - plan, schedule, seek out other training formats to meet requirements!
•Funds and Resources - use effectively and efficiently; lack of funding not an excuse!
•Documentation system - find and utilize most effective method!
Laws
•Title VII Civil Rights Act - prohibits discrimination, protects from harassment!
•ADA - Prohibits discrimination against disabilities. Reasonable accommodation!
•Privacy Act - Code for fair information practices that govern collection, maintenance, use and discrimination
about individuals. Prohibits student record disclosure with written consent and provides individuals access to
their own records!
•Family Education Rights and Privacy Act (FERPA) - Federal Law that protects privacy of student education
reports!
Municipal corporations create laws called ORDINANCES (Local or municipal law)!
Regulations - rules or directives issued by Legislative Body i.e. OSHA!
•29 CFR 1910.120 - Hazardous Waste Operations and Emergency Response!
•29 CFR 1926.651 - Specific Excavation Requirements!
Standards - set of principles, procedures or guidelines that explain how to do something
•NFPA 1001 Standard for Fire Fighter Professional Qualifications!
•NFPA 1041 Standard for Fire Service Instructor Professional Qualifications!
•NFPA 1403 Standard on Live Fire Training Evolutions!
•NFPA 1402 Standard on Facilities for Fire Service Training and Associated Props,!
•NFPA 1500 Standard of Fire Department Occupational Safety and Health Program!
•NFPA 1584 Standard for Rehabilitation during training!
Codes and Standards (Not Laws until adopted by AHJ)!
Standards(Best Practices, guidelines, recommendations) Not Legally Enforceable (case law created when violations occur)
Regulations (Codes, Statutes, Ordinances) Legally Enforceable (can be used to create case law)
Code of Ethics - Statement of Behavior that is right and proper conduct!
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CH

Effective Instructor leadership qualities:

  • self confidence - self examination and clear self appraisal
  • Trustworthiness - earned with accurate and fair performance over time
  • Consistency - routinely makes and maintains appropriate actions, decisions and relationships
  • Responsibility - accepts consequences both good and bad
  • Acceptance - recognizes not all problems can be resolved to everyones satisfaction
  • Expertise - teaches only from developed skills and abilities based on knowledge and experience Obligations:
  • The student - safely and skillfully
  • The organization - mission, policies and procedures
  • The Profession - pos. Role model and effective leadership
  • Themselves - continue personal development Challenges:
  • familiarization with standards (NFPA, OSHA, DOT, state, jurisdictional)
  • Instructor priorities - adequate time preparing
  • Student priorities - time constraints and outside influences
  • Student diversity - treat everyone fair without showing preferences
  • Students with disabilities - reasonable accommodations
  • Organizational apathy - regardless of budget constraints strive to be instructional champion
  • Collaborative relationships
  • Organizational promotion - promote benefits, assets and training programs
  • Management directives - as subordinates, adhere to directives and mandates; advocate for change
  • Knowledge of instructional environment - seek out appropriate environment
  • Self training environments - familiar with local, state and fed regulations; safety is primary
  • Course schedule - plan, schedule, seek out other training formats to meet requirements
  • Funds and Resources - use effectively and efficiently; lack of funding not an excuse
  • Documentation system -^ find and utilize most effective method Laws
  • Title VII Civil Rights Act - prohibits discrimination, protects from harassment
  • ADA - Prohibits discrimination against disabilities. Reasonable accommodation
  • Privacy Act - Code for fair information practices that govern collection, maintenance, use and discrimination about individuals. Prohibits student record disclosure with written consent and provides individuals access to their own records
  • Family Education Rights and Privacy Act (FERPA) - Federal Law that protects privacy of student education reports Municipal corporations create laws called ORDINANCES (Local or municipal law) Regulations - rules or directives issued by Legislative Body i.e. OSHA
  • 29 CFR 1910.120 - Hazardous Waste Operations and Emergency Response
  • 29 CFR 1926.651 - Specific Excavation Requirements Standards - set of principles, procedures or guidelines that explain how to do something
  • NFPA 1001 Standard for Fire Fighter Professional Qualifications
  • NFPA 1041^ Standard for^ Fire Service Instructor Professional Qualifications
  • NFPA 1403 Standard on Live Fire Training Evolutions
  • NFPA 1402 Standard on Facilities for Fire Service Training and Associated Props,
  • NFPA 1500 Standard of Fire Department Occupational Safety and Health Program
  • NFPA 1584 Standard for Rehabilitation during training Codes and Standards (Not Laws until adopted by AHJ) Standards(Best Practices, guidelines, recommendations) Not Legally Enforceable (case law created when violations occur) Regulations (Codes, Statutes, Ordinances) Legally Enforceable (can be used to create case law) Code of Ethics - Statement of Behavior that is right and proper conduct

CH.

Sensory Stimulus Theory - lifelong reliance on the five senses (Evolved to the cone of learning)

  • Seeing 75%
  • Hearing 13%
  • All others combined 12% Sensory memory - mental storage system Andragogy (Dr Knowles) - art of teaching adults
  • Self concept - self-directed while still relying on instructor or training
  • Experience - accumulated experiences that serve as resources
  • Readiness to learn
  • Learning orientation - problem centered b/c of specific purpose for learning
  • Motivation - internal incentives or motivators (increased self esteem) Thorndike’s Laws of Learning - laws of adult learners used to effectively instruct - Readiness - Exercise - learn best when allowed to exercise skills - Effect - need to see positive effect of what they are learning - Disuse - habits and memories used repeatedly are strengthened - Association - associate new info w/ info already learned - Recency - skill/info practiced/learned most recently are best remembered (review/summarize) - Primacy - 1st learned act better than others; Begin with strong overview - Intensity - if experience is vivid/real, more likely have effect of learning. (Demonstrations) Maslows Hierarchy of learning - 5 stage hierarchy of human motivation 1. Physiological/Biological - air, water, food, shelter, sex 2. Safety - security, order, stability, law, freedom from fear 3. Social - need to belong to social group, accepted, loved, valued 4. Esteem - achieve/master self respect, prestige, respect, status, dominance 5. Self Actualization - self fulfillment, personal growth, peak performance

Domains of Learning - interconnected areas where learning occurs

- Cognitive (Knowledge) -^ WHAT^ a student should learn (understanding) - Refers to all forms of knowledge; Presentations, Lectures, and demonstrations - Psychomotor (Skills) -^ HOW^ a student should apply knowledge - Hand on training, continued practice - Affective (Attitude) -^ WHY^ the information is useful (gain willingness to perform) - How individuals deal with issues emotionally (attitude, interest, motivation etc) Diversity: life experience and job responsibility, motivation, self confidence in learning material Boomers : 1946 - 1964 ( Idealistic) - Value fairness, equality, hard work, competition - Question authority - Value education, family, leisure time - Workaholics - Team players - Want to be valued/needed Gen X: 1965 - 1980 - Flexibility - Thrive on feedback - Work independently - Balance work/leisure time - Accustomed to change - ā€œBaby Bustyā€ - Some traits of Boomers and Millennials Millennials/Gen Y: 1980 - 1995 - Technology apart daily life - Social networks - Optimistic & appreciate diversity - Instant gratification - High expectations - Goal oriented/Multitask - Require Detailed explanations - Work means to an end GEN Z: 1995 - 2012 (have always known and used the internet) Move from PC to Mobile computing resources 5 Elements of Interpersonal Communication:

  • Sender (instructor) - Message (the lesson) - Receiver (student) - Feedback (Communication) - Interference

Section 107 of Copyright Act: instructed may make single copies for scholars research when preparing to teach

• Chapter from a book

• Article from periodical, newspaper, or internet

• Short story essay or poem

• Chart, graph, diagram etc

• Video recording of television broadcast

Model Release - written permission to legally use/publish photos or film from a public event Marker boards are easiest, most frequently used, and most versatile non-projection type equipment Distribute duplicated material strategically:

- Lecture review notes at END of presentation unless needed for note taking

- When same as presentation, consider using as pre-course material

- Self study guides to help guide through text books at own pace

Keystoning (when a projector is not properly lined up; exact 90 angle) Moulage Kits: EMS wound and stage makeup

CH. 5

SEATING

• Fan^ or^ Chevron^ - efficiently work in^ small groups

• Traditional^ - see, hear and interact with instructor (limited and difficult)

• Auditorium^ or^ Theater^ -^ Medium to Large^ sized audience

• Horseshoe^ or^ U^ - small to medium sized audience;^ clear view of instructor

• Conference^ - best with^ ONE table; total group discussion; limited to no^ small group^ activity

• Hollow^ Square^ - small to medium sized group;^ tables in squares

• Circled^ chairs^ - small to medium groups; open forum to^ encourage group participation;^ discussion is

primary method of teaching Primary light source is usually fluorescent because of less eye strain, no glare, more energy efficient LED Light source - trend is moving toward; increased energy efficiency, long life, easy to dim Incandescent lighting - usually dimmer, good for projections/monitors If noise levels get above 90 decibels use hearing protection CH. 6 Characteristics of Effective Speakers: Audience Centered Good Development of Ideas Good Organization of Ideas Best Choice of words Good Delivery Skills Good vocal characteristics Conversational Tone Positive attitude Appropriate use of Humor Presentation Planning Methods of sequencing Known to Unknown (effective bc students recognize) Simple to Complex (basic to more complex) Whole-Part-Whole (overview first) Step-byStep (correct order) Verbal Transitions Summary, Statement & Preview: ā€œNow that you understandā€¦ā€ Review of Lesson: ā€œToday we saw/learnedā€¦ā€ Change of Media: ā€œIn order to illustrateā€¦ā€ Four-Step Method of Instruction:

1. Preparation - Introduce the lesson and show how material is relevant (Motivate) 2. Presentation - Follow orderly sequential outline 3. Application - learn through activities; exercises, discussions, work groups, skill practice & evolutions 4. Evaluation - Written, oral, or practical exam

Instructional Methods:

• Illustrated Lecture

- explains topic w/ help of audiovisual aids

- Effective for providing facts, rules, regulations, clarifications, examples, and definitions

- Computer generated is the most widely accepted

- Break lessons into 12-18 minute sections

- Give students 3 minutes to write what they remember at the end of class

• Providing Demonstration

- Effective way to teach manipulative skills, physical principals, safe steps & mechanical functions

- Psychomotor

Illustrated Lecture

• Discussion Method

- Allows for interaction between instructors and students

- Small groups or large groups

- Lesson plans include directions for structured discussion and topics

- Students can: exchange views/ideas, ask questions, arrive at conclusions / consensus

- Students MUST have basic knowledge of subject; NOT GOOD FOR INTRODUCING NEW MATERIAL

2 types of whole group discussion : GUIDED and CONFERENCE Small group discussion : Instructors don’t actively participate; student leads per group Director - keeps discussion moving forward Gatekeeper - everyone has equal opportunity and no 1 person dominates Timekeeper - reminds of time left Discussion Techniques: Brainstorming - many ideas as possible Nominal group process - imitates organizational process; pros/cons agenda-based process - provided agenda of topics or key points

Wait time after question: 3-5 Sec

Development of Psychomotor skills

  1. Cognitive phase - primary stage: learner acquires general understanding of skill to be learned.

- Step by Step skills sheet

  1. Associative phase - learner develops and strengthens connections between steps in skill

- Instructor is evaluator and coach

  1. Autonomous phase - final stage; learner demonstrates a mostly automatic progression w/o heavy cognitive application -Role Playing takes a long time to set up; case studies can be used to speed that up -Competency based learning (mastery learning) [testing competency 70-100 %]
    1. Identify and describe learning outcome
    2. Define important conditions
    3. Define criterion of acceptable performance -ILT (Instructor Led Training) MOST prevalent approach to teaching in the fire service Blended/Hybrid learning - face to face and online Student Centered learning - instructor is facilitator: provide learning activities; answering questions, prob solving Flipping the classroom - students read and study at home before then come to class to ask questions Computer Based learning - (distance learning) minimizes student teacher interaction Self Directed learning - independent learning; students sole responsible Individualized Learning - adapts teaching method to address needs of each student CH. 7 U.S. Workforce investment act of 1998 - Adults should be 8th grade reading level to enter workforce ADA Act 1990 3 Categories:
    4. Speech and language disorders
    5. Academic skills disorder
    6. Miscellaneous learning disabilities 3 Laws protecting Disabilities: Individuals with Disability Education Act (IDEA); Rehabilitation Act; ADA