GPC Common Course Outlines
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|This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.|
|Course Title||Instructional Techniques|
This course examines a variety of learning concepts emphasizing the psychology of learning and instructor roles and responsibilities. Special practical considerations are addressed in the areas of training, goal assessment and development, lesson plan development, course delivery techniques, evaluation procedures, and record and reporting systems utilized in producing and maintaining training programs.
|Expected Educational Results|
Students should be able to:
o Describe the instructor's roles and responsibilities as they relate to the organization and students being served.
o Describe and demonstrate effective communication techniques in lesson instruction.
o Describe the laws and principles of learning and how various human factors may influence the teaching/learning process.
o Define and describe procedures for performing task and job analysis.
o Develop observable and measurable behavioral objectives
o Develop a comprehensive lesson plan for a given subject utilizing the preparation, application, and evaluation step process.
o Demonstrate the proper use of instructional materials generally employed in training programs.
o Describe how to organize a learning environment in both indoor and outdoor settings.
o Describe the conference, discussion, demonstration, illustration, and lecture methods of instruction.
§ Describe the benefits of evaluating student and instructor performance and construct written, oral, and performance tests.
§ Describe the legalities and processes involved in developing and maintaining training records and reports.
Fire Service Instructor Fifth Edition (or most current) Fire Protection Publications
|General Education Outcomes|
I. This course addresses the general education outcome relating to communication through listening, reading, writing and speaking.
1. Students develop their reading comprehension skills by reading the text and handout materials. Students are required to collect and summarize articles on instructional techniques from current periodical sources.
2. Students develop their listening skills through lecture and small group problem solving. Lecture material is presented that is not included in the text or handout material and is included as part of the exams or tests.
3. Students develop their reading and writing skills through the use of problems and activities developed specifically to enhance their understanding of certain instruction principles. Students provide written or oral solutions to these problems in both individual and group format. They must also deal with short-answer type questions on course exams.
II. This course addresses the general education outcomes of mathematical concept usage and applies the scientific method as follows:
1. Students must apply mathematical concepts in the solution of problems designed to illustrate figuring square footage, travel distance and temperature conversions while teaching. Analysis of graphically presented material also test their mathematical skills as well as their ability to interpret and communicate quantitative data.
2. Students apply the scientific method in the set-up and solution of problems designed to illustrate the procedure for administering emergency care when confronted with a variety of symptoms in a simulated setting
III. This course addresses the general education outcome relating to identifying and evaluating patient assessment techniques.
I. Instructor Challenges
A. Role of the instructor
B. Characteristics of good instructors
E. Speaking Techniques
F. Instructor Development
G. Importance of Instruction
II. Safety and the Fire Service Instructor
A. Human Factors and Accidents
B. Accident Investigation
C. Accident Analysis
D. Structural Fire Training
III. Legal Considerations
A. Definitions and Concepts
B. Conditions for Liability
E. Standard of Care
H. Equal Employment Opportunity and Affirmative Action
IV. Psychology of Learning
A. Types of Learning
B. Student Motivation
C. Learning Influences
D. Negative Influences on Learning
E. Learning Through the Senses
F. Laws of Learning
G. Transfer of Learning
H. Competency-Based Learning
I. Individual Differences
J. Instructor Strategies
V. Planning Instruction
1. Training Needs
2. Occupational Analysis
3. Learner Characteristics
4. Levels of Learning
1. Behavioral Objectives
2. Course Description
3. Course Outline Development
C. Developing the Lesson Plan
D. Application Tools, Instructional Aids and Testing Instruments
VI. Presenting the Instruction
A. Policies and Discipline
B. Maintain Continuity of Instruction
C. Physical Setting and Attitudinal Setting
D. Attitudinal Setting
E. Principles of Instruction
1. Start at the level of student's understanding
2. Emphasize and support teaching points
3. Create and Maintain student interest
4. Provide a sense of success in student's mind
5. Provide meaningful participation
6. Reinforce Learning
F. Methods of Instruction
1. Lecture Methods
2. Illustrative Method
3. Demonstration Method
4. Discussion Method
5. Conference Method
6. Individualized Instruction
G. Questioning Techniques
VII. Training Aids
A. The Need for Training Aids
B. How to select the appropriate media
C. How to use these training aids
D. Design Characteristics
E. Projected Training Aids
F. Nonprojected Training Aids
VIII. Evaluation and Testing
A. Purpose of Evaluation and Testing
B. Classifications of Tests
C. Test Planning
D. Common Considerations for Tests
E. Test Item Analysis
F. Evaluation of Course and Instructional Design
IX. Records and Reports
A. Legal Issues
B. Requirements -- Local, State and Federal
|Assessment of Outcome Objectives|
The course grade will be determined by the individual instructor (under the guidelines of the division) using a variety of methods such as quizzes, homework, group projects and exams. Graded activities are designed to measure students' abilities to use higher order thinking skills in their understanding and applying of Life Safety and Inspection concepts. A comprehensive final exam is required. This exam must count for no more than 25% of the course grade.
FIRE 1908 will be assessed every 5 years in the fall. The committee will develop a time-line to monitor the assessment process during the five-year cycle to ensure that assessment activities are occurring in order to have sufficient data to undertake a formal assessment at the end of the cycle. Assessment will consist of:
a. An attitudinal survey addressing students' career and professional goals and perceptions of the quality and usefulness of the course.
b. A set of objective test items keyed to expect learning outcomes. These items will be balanced with respect to content and level of cognitive demand.
c. A pilot administration for the objective assessment instrument. The results of the pilot assessment will be used to determine how well the test items are functioning in terms of discrimination, difficulty, and test reliability. The information obtained from item analysis will be used to eliminate or rewrite test items not functioning properly.
d. The revised assessment instrument will be administered during the assessment cycle at a time established by the committee.
USE OF ASSESSMENT FINDINGS
The FIRE 1908 Assessment Committee will analyze the results of both the pilot testing and the formal assessment data as well as the attitudinal survey. The committee will use assessment results to determine the effectiveness of the course by seeking answers to the following questions:
a. Are students performing at a pre-determined minimal level of performance on:
1. The course as a whole
2. On individual learning outcomes
b. Which learning outcomes are students' performance acceptable or above average?
c. Which learning outcomes are students' performance below minimal level?
d. What factors are contributing to student performance on those learning outcomes below minimal level of performance?
e. What changes or modifications in course content or instructional strategies are needed to help improve student performance on learning outcomes below minimal level of performance?
Last Revised: Aug. 08, 2011Return to all courses