Fire and Emergency Services

Instructor
Ninth Edition
Chapter 11 — Lesson Plan
Development

Replace with manual graphic on slide master

Learning Objective 1

Discuss effects the laws of learning

have on developing a lesson plan.

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Laws of Learning Applicable to
Lesson Plan Development

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REVIEW QUESTION

What effect do the laws of learning have

on the development of a lesson plan?

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DISCUSSION QUESTION

What are Thorndike’s Laws of Learning

and how do they relate to developing
effective lesson plans?

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Learning Objective 2

Identify components and steps used

to create a lesson plan.

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Lesson Plan Creation

 A lesson may vary in length from a few minutes to

several hours, depending on factors such as

 Required learning objectives

 Number of students

 Complexity of topic to be covered

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Lesson Plan Creation

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Lesson Plan Creation

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Lesson Plan Creation

 Analyze the job to be performed and identify all of the

expected job skills and tasks that a person would
perform when doing the job

 Consult the appropriate standards or subject matter

experts to assist you in organizing and sequencing tasks

 Divide the tasks into the basic knowledge and skills steps
required to perform them — Use this list to identify the
essential knowledge and skills required to perform the
task

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Lesson Plan Creation

 Generate learning objectives from the knowledge and

skills needed to complete each task — JPRs in
standards can be a source for developing learning
objectives

 Develop test items or practical assessments for

lesson objectives

 Make sure that these match the requirements

from the relevant standard and reflect the skills
that the student will have to perform on the job
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Lesson Plan Creation

 Determine the order in which knowledge and skills

will be taught

 Identify the prerequisite knowledge and skills

students need to learn the new material

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Lesson Plan Creation: Resources

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Lesson Plan Creation

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Lesson Plan Creation

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Lesson Plan Creation

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Lesson Plan Creation

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Lesson Plan Creation

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Eliminating Bias in Instructional
Materials

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Eliminating Bias in Instructional
Materials

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Eliminating Bias in Instructional
Materials

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Eliminating Bias in Instructional
Materials

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Learning Objective Development

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Learning Objective Development

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Learning Objective Development

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Learning Objective Development

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Learning Objective Development:
Key Purposes

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Learning Objective Development:
Key Purposes

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Learning Objective Development

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Learning Objective Development

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Learning Objective Development

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Learning Objective Development

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Cognitive Levels of Learning

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Cognitive Levels of Learning

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Cognitive Levels of Learning

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Cognitive Levels of Learning

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Cognitive Levels of Learning

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Psychomotor Levels of Learning

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Psychomotor Levels of Learning

Action verbs are usually included to define the activity

in a psychomotor learning objective

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Psychomotor Levels of Learning

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Psychomotor Levels of Learning

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Affective Domain

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Affective Domain

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Conducting Basic Research

 Develop lesson plans and

training courses

 Perform administrative
duties such as

 Purchasing equipment
 Developing budgets
and programs
 Evaluating personnel
 Supporting training
content
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Conducting Basic Research: Five Steps

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Conducting Basic Research: Five Steps

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Conducting Basic Research

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Data Collection

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Information Sources

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Information Sources

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Reference Material Citations

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Reference Material Citations

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Reference Material Citations

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Reference Material Citations: For a
book with an editor but no author

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Reference Material Citations: For a
book with a single author

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Lesson Outline Development

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Lesson Outline Development

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Lesson Outline Development

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Instructional Method Selection

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Instructional Method Selection

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Lesson Activity Development

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NOTE

Skills practice is one variety of lesson

activity. When a lesson requires
students to successfully complete a skill,
the practice is considered a mandatory
lesson activity that the instructor must
include.

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Whole Group Discussion
Development

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Small Group Discussion Development

 Small group
discussions are
different from whole
group discussions
because the
instructor is not part
of the group

 A student is selected
to facilitate or lead
the discussion in each
of the small groups
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Small Group Discussion Development

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Small Group Discussion Development

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Case Study Development

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Case Study Development Steps

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Case Study Development: Where do
they come from?

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Role Play Development

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Role Play Development: Steps for
Instructors

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Ancillary Components

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Ancillary Components

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NOTE

Ancillary components may be presented

under a variety of names in different
lesson plans. They may be referred to
under the broader term learning
activities, for example.

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Handout

 May be something that addresses a topic not

covered in the course textbook or other course
materials
 Might be an outline summarizing key ideas, or a
reproduction of computer-generated slides used
during a lecture
 Might also provide a reference list or include
suggestions for further research
 May be something that would emphasize what is
being covered in a different way
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Handout

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Skill Sheet

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Skill Sheet

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Skill Sheet

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Skill Sheet

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Skill Sheet

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Worksheet

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Worksheet

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Worksheet

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Worksheet

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Worksheet

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Study Sheet

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Assignment Sheet

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Technology Tools

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Technology Tools: Purposes

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Technology Tools: Purposes

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Technology Tools

 New instructors often

have difficulty making
effective computer-
generated slides

 To create effective
computer-generated
slides, instructors
should apply some
generally accepted
presentation guidelines

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Technology Tools

 Keep visual aids simple and easy to understand

 Take the time to ensure that all slides look
professional and convey their messages effectively
 Use typeface or fonts that are consistent, easy to
read, and large enough to read at a distance
 Make text concise, emphasizing phrases and lists
when possible

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Technology Tools

 Create one heading for each slide or image

 Keep the backgrounds simple so they do not conflict
with the text or graphics
 Use a background color that contrasts with the color
of the text or graphic, but does not clash with it;
never use colors that will distract the audience’s
attention
 Use transition effects sparingly because they can
overpower the message that a slide or image is
attempting to convey
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Technology Tools

 Use graphs, charts, photographs, and clipart to

create interest
 Use parallel structure on each slide or image —
starting phrases with nouns and bullets with verbs
make points easier to link together
 Use one style of transition effect for the major topics
and a different one for the subtopics
 Provide handouts of some slides or images

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REVIEW QUESTION

When creating a lesson plan, what

steps should a Level II Instructor take
and what components should be
included?

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DISCUSSION QUESTION

Why is it important for a Level II

Instructor to develop a lesson plan?

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Learning Objective 3

Identify instruction a Level II

Instructor should use when teaching from
a newly developed lesson plan.

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Lesson Plan First Use

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Lesson Plan First Use

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Lesson Plan First Use

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Lesson Plan First Use

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Lesson Plan First Use

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Lesson Plan First Use

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REVIEW QUESTION

What might a Level II Instructor

anticipate when teaching a newly
developed lesson plan for the first time?

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DISCUSSION QUESTION

What experiences have you had as

an instructor with lesson plan first use?

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Learning Objective 4

Discuss lesson plan evaluation and

revision.

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Lesson Plan Evaluation and Revision

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Lesson Plan Evaluation and Revision

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Lesson Plan Evaluation: Steps

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Lesson Plan Evaluation

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Lesson Plan Revision

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Lesson Plan Revision

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Lesson Plan Revision

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REVIEW QUESTION

How does a Level II Instructor

evaluate and revise a lesson plan?

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DISCUSSION QUESTION

What are some reasons you have

had to evaluate and revise a lesson plan?

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QUESTIONS

Are there any questions about this content?

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