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Intro to the Fire Curriculum

Intro to the Fire Curriculum. Learning Philosophy. learning is a life-long undertaking as an adult and professional, firefighters are responsible for their own learning firefighters have an obligation to seek out opportunities to enhance professionalism. The History.

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Intro to the Fire Curriculum

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  1. Intro to the Fire Curriculum

  2. Learning Philosophy • learning is a life-long undertaking • as an adult and professional, firefighters are responsible for their own learning • firefighters have an obligation to seek out opportunities to enhance • professionalism

  3. The History • In 1988 a document called the Paradigm for Progress was developed • the Professional Standards Setting Body (PSSB) was created under Ontario Association of Fire Chiefs • Is responsible for developing Fire Service Standards and Fire Curriculum

  4. The Standard • The standards are developed through a job analysis conducted by a facilitator • Committee may or may not be firefighters • Under each standard there are competencies • Under each competency there are skills or performance objectives • The first set of standards developed was the Firefighter Standards in 1989. • Revised 2007 • Standards are performance based,

  5. Curriculum • The curriculum development process is based on the needs of the adult learner, the needs of the professional and the needs of society • The participants in the teaching/learning process share the responsibility for success • The Curriculum is Learner based. It is the learners responsibility to do the curriculum. • Curriculum was developed just like the Fire fighters standard

  6. Outcomes for the Learner • The goals of the curriculum design and format are many: • Encouragement of life-long learning • Enhancement of professional growth • Firefighter acceptance of own responsibility for growth and development • A change sensitive curriculum model and design • A fit with the certification process and the needs in the workplace • Collaboration between providers of training and education • Increased competence of trainers and educators

  7. Role of the Learner • As described in the learning philosophy, the firefighter has a responsibility to work through the • curriculum and become competent at each task. Much of the learning will be self-directed and will require studying and practicing alone.

  8. Fire Fighter Curriculum • Component 1 Fire Related Modules • Component 2 Specialized Modules • Component 3 Firefighter in the Community Modules

  9. Modules • Component 1: • Module 1 Introduction to the Fire Service • Module 2 Fire Sciences • Module 3 Fire Ground Operations and Operate and Maintain Fire Apparatus

  10. Modules • Component 2: • Module 1 Environmental Hazards • Module 2 Specialized Rescue • Module 3 Firefighter Emergency Patient Care 1

  11. Modules • Component 3: • Module 1 Public Education • Module 2 Public Relations • Module 3 Fire Inspections and Pre-Planning

  12. ROLE OF THE TRAINER/FACILITATOR • Trainer Facilitators are identified by their Fire Chief as individuals who have the required knowledge, skill and experience • Sign off their final performance demonstrations in the curriculum

  13. How we view new information • 1. Perception of New Information • a) concrete experience is the use of our senses and feelings to receive the • information • or • b) abstract conceptualization is receiving the information through thinking about and

  14. Processing new information • Processing the New Information • a) reflective observation will involve watching others who are involved in situations • and reflect upon your observations and feelings in order to form your opinion. • or • b) active experimentation involves trying or doing the task at hand. • As stated earlier, how the firefighter perceives or receives new information • and how it is processed will vary from learning experience to learning experience

  15. Types of learning styles • Learning Style #1 (Converger) • Some of the traits demonstrated by this type of learner are: • • works well independently • • problem solver in a step by step fashion • • prefers problems that have only one correct response • • efficiency oriented • • tends to ask questions like "how?"

  16. Diverger • Learning Style #2 (Diverger) • Some of the traits demonstrated by this type of learner are: • • people oriented • • likes participation and group work • • needs feedback • • vivid imagination • • needs to have a sense of belonging • • tends to ask questions like "why?"

  17. Assimilator • Learning Style #3 (Assimilator) • Some of the traits demonstrated by this type of learner are: • • enjoys theoretical work • • prefers getting information from lectures and research • • a critical thinker • • needs help in establishing priorities • • tends to ask questions like "what?"

  18. Accomodator • Learning Style #4 (Accommodator) • Some of the traits demonstrated by this type of learner are: • • takes risks • • broad range of interests • • creative - can become bored with routinelikes to develop his/her own way of doing things and likes to take action • • tends to ask questions like "what if?"

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