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Center for Curriculum and Transfer Articulation
Fire Service Instructor- Level I
Course: FSC200

First Term: 2014 Spring
Lecture   3 Credit(s)   3 Period(s)   3 Load  
Subject Type: Occupational
Load Formula: S- Standard

Description: Designed to prepare students for Level I Training Officer as defined by the National Fire Protection Association (NFPA) 1041 standards. Includes methods of delivering instructional materials, preparation of lesson plans, instructional aids and evaluation instruments; techniques and strategies for organizing the learning environment and management of recordkeeping are also included.

MCCCD Official Course Competencies
1. Identify and define instructor roles and responsibilities. (I)
2. Identify and evaluate instructor credentials and qualifications. (I)
3. Determine ethical and cultural issues for instructors. (I)
4. Specify how laws and standards apply to fire service personnel. (I)
5. Assess and discuss the importance of proper recordkeeping. (I)
6. Describe the instructional preparedness process. (II)
7. Review and describe the principles of learning. (II)
8. Define and integrate learning styles and the effects in the classroom. (II)
9. Describe the four-step method of instruction. (II)
10. Assess and describe methods of instruction typically used for adult and fire service education. (II)
11. Identify and explain disruptive and unsafe behaviors in the classroom and how to manage them. (II)
12. Assess and demonstrate communication techniques used to improve presentations. (II)
13. Identify and differentiate the three types of learning domains. (II)
14. Review the elements of the communication process. (II)
15. Evaluate and describe the different types and styles of communication. (II)
16. Summarize the components of learning objectives. (II)
17. Identify and compare lesson plans. (II)
18. Describe and determine the safety procedures of students during training. (II)
19. Identify physical elements of the classroom conducive to learning. (II)
20. Describe and plan a learning environment that facilitates the learning process. (II-IV)
21. Identify the types of multimedia tools available. (II)
22. Identify and evaluate different types of evaluation methods and tools. (III)
23. Collect and review scheduling issues within the Fire Service environment. (IV)
24. Analyze and assess appropriate equipment maintenance management. (IV)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.
MCCCD Official Course Outline
I. Fire Service Instructor
   A. Levels
   B. Roles
   C. Responsibilities
   D. Qualifications
   E. Ethics
   F. Legal issues
   G. Documentation
   H. Culture of Fire Service
   I. Other
II. Instructional Delivery
   A. Methods and theories
      1. Motivation and learning
      2. Adult learning issues
      3. Disruptive behaviors
   B. Learning processes
      1. Principles of learning
      2. Adult learners
      3. Maslow`s Hierarchy
      4. Learning domains
      5. Learning styles
   C. Communication
      1. The communication process
      2. Non-verbal
      3. Report writing
D Lesson plans
      1. Purpose
      2. Components
      3. Objectives
      4. Instructional preparation
   E. Learning environment
      1. Fire Service culture
      2. Indoors vs. outdoors
      3. Training safely
      4. Back-up plans
   F. Technology
      1. Face-to-face vs. distance learning
      2. Multimedia use
   G. Other
III. Evaluation
   A. Types
      1. Demonstrations
      2. Exams
      3. Other
   B. Methods
      1. Paper
      2. Oral
      3. Applied
   C. Other
IV. Schedules
   A. Training
      1. Refresher
      2. Master
   B. Equipment management
   C. Other

MCCCD Governing Board Approval Date: December 10, 2013

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.