Fire Instructor I cheat sheet

A performance objective has three parts: the performance (what the student does), the condition (tools, references, or environment allowed), and the standard (accuracy, time, or quality required).

The three learning domains are cognitive (knowledge and thinking), affective (attitudes and values), and psychomotor (physical skills); every objective is classified into one of them.

Bloom's revised cognitive taxonomy ascends through remember, understand, apply, analyze, evaluate, and create; the verb used in an objective signals the intended level.

Minimum lesson plan components: title, objectives tied to job performance requirements, target audience and prerequisites, references, materials and equipment, time allocation, content outline, application activities, evaluation method, and assignment.

The four-step instructional method is preparation, presentation, application, and evaluation.

Content is sequenced from simple to complex, known to unknown, and general to specific, so each block builds on previously mastered material.

Job performance requirements drawn from standards such as NFPA 1001 and NFPA 1021 are the source for task analysis and objective writing; NFPA 1041 governs the instructor's own qualifications.

Time allocation is driven by the number of objectives and the practice time needed for psychomotor mastery, not by the volume of content alone.

Reproduced material must be original, public domain, or used within fair use or an existing license, and all sources are listed in the references section of the plan.

Lecture delivers cognitive content efficiently to large groups but is weak on its own for developing psychomotor skill.

Demonstration follows a fixed pattern: explain the skill, show it at normal speed, show it slowed with key points emphasized, then have students practice with correction.

Psychomotor teaching sequence: explain, demonstrate, guided practice with feedback, then independent practice until performance is correct and consistent.

A wait time of roughly three to five seconds after posing a question increases response length, accuracy, and overall participation.

Questions are posed to the whole class before a student is named, are distributed across the group, and are balanced between recall and higher-order levels.

Feedback is most effective when it is immediate, specific to the observed behavior, corrective rather than personal, and paired with recognition of what was done correctly.

A speaking rate near 100 to 150 words per minute with varied pitch, volume, and consistent eye contact sustains attention and clarity.

Discussion and case study methods raise retention and application but require the instructor to guide, redirect, and summarize the exchange.

The lesson plan is the delivery guide; an instructor may deviate in method only if every stated objective is still met.

Formative evaluation occurs during instruction to monitor progress and adjust teaching; summative evaluation occurs at the end to judge whether objectives were achieved.

Criterion-referenced tests measure performance against a defined standard; norm-referenced tests compare each student's score to the scores of other students.

Validity is the degree to which a test measures what it is intended to measure; reliability is the consistency of scores across repeated administrations.

Item difficulty index is the proportion of students answering an item correctly; most items should fall roughly between 0.3 and 0.8.

Item discrimination index compares correct responses of high scorers with those of low scorers; positive values are desirable, and negative values flag a flawed item.

A table of specifications (test blueprint) maps items to objectives and cognitive levels, which supports content validity and proportional sampling.

Performance tests use a checklist that identifies critical items which must be performed correctly for a passing score.

Test items avoid double negatives, ambiguous stems, 'all of the above' options, and grammatical clues that reveal the correct answer.

Remediation follows a documented cycle: identify the deficiency, retrain to the objective, retest, and record the result.

NFPA 1401 is the recommended practice covering fire service training reports and records.

Core training records include the course outline or lesson plan, roster and attendance with hours, test scores, skills checklists, certificates, and instructor qualifications.

Attendance hours recorded must match the hours claimed for certification or continuing education credit.

NFPA 1041 defines three instructor levels: Instructor I delivers instruction from prepared materials, Instructor II develops programs, and Instructor III administers training programs.

Training records support certification, insurance and ISO rating, grant reporting, and defense of claims in litigation.

Retention periods are set by the authority having jurisdiction, accrediting bodies, and legal counsel; records are not destroyed before the required period expires.

Student training and test records are confidential and are released only to authorized persons or as required by law or department policy.

Administrative duties include scheduling, facility and equipment requests, budget input, instructor selection and evaluation, and course critique.

NFPA 1403 governs live fire training evolutions and requires qualified instructors, an assigned safety officer, participants trained to the appropriate level, and approved structures and fuels.

Negligence requires four elements: duty, breach of that duty, causation, and damages; instructors owe students a duty of reasonable care and supervision.

The assigned safety officer monitors the training site and holds stop-work authority over any activity judged unsafe.

NFPA 1500 establishes the fire department occupational safety, health, and wellness program, which includes training safety requirements and injury reporting.

Injuries and near-misses during training are reported and documented immediately in accordance with department policy.

Grading and pass/fail decisions must rest on stated criteria applied consistently to every student, without favoritism or bias.

Harassment, discrimination, and retaliation in the training environment are prohibited and are reportable through established channels.

Copyright rules: limited excerpts may qualify as fair use for instruction, but full reproduction of a protected work requires permission or a license.

Instructor professionalism includes preparation, punctuality, role modeling, current subject-matter knowledge, and documented continuing education.