NFPA Fire Instructor I/II study plan

Define the four domains and map each to the NFPA Fire Instructor I/II job performance requirements in your own words, noting where the two levels diverge.

List the components of a complete lesson plan (objectives, materials, instructor and student activities, time allocations, references, evaluation) and identify which components you currently omit.

Write three measurable learning objectives using action verbs and conditions/standards, then self-check each against Bloom's revised taxonomy level.

Inventory your own instructional setting: audience types, class sizes, props and live-fire or practical evolutions available, and constraints on scheduling.

Draft a 50-minute lesson plan for a single psychomotor skill, sequencing demonstration, guided practice, and independent practice with time blocks.

Select and justify the instructional method (lecture, demonstration, discussion, small-group, simulation) for three different objectives, citing learner and safety factors.

Build a materials and apparatus checklist tied to your lesson plan, including audiovisual backup and consumables.

Identify two ways to adapt the lesson for learners with limited literacy or English proficiency.

Write a practical-evaluation checklist for one hands-on skill with observable, binary pass/fail criteria and no ambiguous adjectives.

Rehearse delivering a 15-minute segment aloud, record it, and score yourself against a self-built delivery rubric covering clarity, pacing, questioning, and safety cues.

Draft a pre-evolution safety briefing that covers hazards, control zones, PPE, accountability, and emergency procedures.

List the instructor's supervisory responsibilities during a live-evolution drill, distinguishing instructor, safety officer, and student roles.

Differentiate formative and summative evaluation and assign at least one of each to every objective in your lesson plan.

Write ten multiple-choice items with plausible distractors and one correct answer, then have a peer attempt them to expose ambiguity.

Construct a test blueprint (table of specifications) mapping item counts to objectives and cognitive levels.

Outline a training records system covering attendance, skills sign-offs, certifications, and retention periods.

Score a peer's practical performance using your checklist and document inter-rater reliability issues you observe.

Design a remediation pathway for a learner who fails a skills evaluation, including documentation and re-test criteria.

Identify the record-keeping and confidentiality obligations that apply to your training files, and list what must be retained versus purged.

Draft a training-program budget line for one course, covering instructor hours, props, consumables, and facility use.

Deliver a full 30-minute lesson to at least two peers or colleagues and collect structured feedback forms.

Administer your ten-item quiz, calculate item difficulty and discrimination informally, and flag weak items.

Revise your lesson plan based on delivery feedback and item analysis results, documenting each change and its reason.

Practice three questioning techniques (direct, overhead, relay) and note which produced the best learner response.

Conduct a documented hazard review of one practical evolution using a job hazard analysis format.

Write an after-action review template and complete it for your week-6 delivery.

Draft a four-hour course outline that sequences two of your lesson plans with breaks, transitions, and evaluation points.

Identify instructor liability exposures and the documentation practices that mitigate each.

Assemble a portfolio containing your lesson plans, checklists, quiz, blueprint, records outline, and safety documents.

Take a timed 100-question practice set weighted to the four domains and review every missed item to its source concept.

Teach one 10-minute segment cold, without notes, to confirm retention of delivery fundamentals.

Write a personal gap list of the five weakest concepts and a 30-day plan to close them.