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January 15, 2008 1
Bureau of Fire Services DLEG Office of Fire Fighter Training
EDUCATIONAL METHODOLOGY
STUDENT MANUAL
January 15, 2008 2
OFFICEOF
FIREFIGHTER TRAINING
ELEMENTSof
EDUCATIONAL METHODOLOGY
ED-METH - Ground Rules
• Exits - Fire Alarms• Refreshments - Bathrooms• Consideration for all• No Smoking - Classroom cleanup• Sign-In roster - Tent cards• Pagers Off - Lost Time
ED-METH - Ground Rules
• Professionalism• No Dumb Questions• Chance to Practice Different Techniques• 16 Hour Course
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January 15, 2008 3
Ed-Meth Course OutlineDay 1
• Introduction• Learning Process• Instructor & His/Her Job• Outlining• Setting Goals & Objectives• 4 Step Teaching Methods• Making and Using Visual Aids
Ed-Method Course OutlineDay 2
• Types of Learners• Drill Ground Exercise• OFFT Responsibilities
– Policies & Procedures• Class Presentations
– Evaluations and Critiques– Closing Comments
INTRODUCTIONS
• “Find a Friend”
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January 15, 2008 4
COMMUNICATIONS ????
EDUCATIONAL METHODOLOGYSeminar Goals
• To familiarize you, the Fire Service Instructor, with instructional material, methods, and teaching techniques
• To help you become strong and confident in your training duties
EDUCATIONAL METHODOLOGYCourse Objectives
• The Fire Service Instructor will present a short program, using his/her own outline, to include the 4 step method of instruction
• Using material presented in class, the Fire Service Instructor will identify 3 qualities of a good instructor and 4 traps to avoid.
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January 15, 2008 5
EDUCATIONAL METHODOLOGY
HOW WE LEARN
THE LEARNING PROCESS
l “WEBSTER” – “Learning is the acquisition of knowledge or skill”…..
“the change that takes place in an individual when knowledge or a skill is acquired”
l A person begins to learn when they begin to receive impressions which develop:– new ideas– new abilities
As Instructors We Need To Ask:
How does this process of gaining new knowledge begin?
How does this process of acquiring a skill take place?
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January 15, 2008 6
MASLOW’S MODEL“HIERARCHY OF HUMAN NEEDS”
Physiological
Security
Social
Self-Esteem
Self - Actualization
As Instructors We Need To Understand
How impressions can be conveyed to othersl Communicate with senses
How to create strong, memorable impressionsl Tie information directly to examples
How to convey the proper kind of impression
l Role models, personal examples
“War-Stories” have a limited but important role"
To Stimulate the Senses
l You must provide the appropriate stimulil To accomplish the appropriate resultsl Understand:
– the more senses are stimulated, the better the chance for learning
– the more vivid the stimuli, the greater the chance for learning
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January 15, 2008 7
Learning & the 5 Senses
l Tasting = 1%l Touching = 1.5 %l Smelling = 3.5 %l Hearing = 11%l Seeing = 83%
“One Picture is worth a 1,000 Words”
“No one has taught until someone has learned, no one has learned until change takes place”
LEFT BRAIN vs. RIGHT BRAIN
LEFT
RETENTION OF KNOWLEDGE
l 10 % Of What They READl 20% Of What They HEARl 30% Of What They SEEl 50% Of What They SEE AND HEARl 70% Of What They SAYl 90% Of What They SAY AND DO
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January 15, 2008 8
LOSS OF KNOWLEDGE
l Immediate Loss of 50% of what we HEAR
l 75% After 2 months
l 95% After 12 months
GROUP EXERCISE
Drawn Lines in the Sand
SUMMARY OF HOW WE LEARN
l We learn through the 5 senses
l Instructors must:– Channel our teaching through these 5 senses– Determine which combination of techniques
should be employed– Continuously evaluate to ensure learning
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January 15, 2008 9
EDUCATIONAL METHODOLOGY
THE INSTRUCTORAnd
THE JOB
Who is the best Instructor
that you have ever known?
INSTRUCTOR COMPETENCIES
ä Experience in the fire serviceä A desire to teachä Mastery of teaching techniquesä Ingenuity and Creativityä Competence in the subjectä Ability to understand and communicateä Ability to self-evaluate
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January 15, 2008 10
A DESIRE TO TEACH
ä There are no born instructorsä Sincereä On the same plane with the studentsä Enthusiasmä Able to evaluate what the student is learning
“ONE BEST WAY TO LEARN MORE ABOUT A SUBJECT IS TO TEACH IT”
MASTERY OF TEACHING
ä Competent instructors are always learningä Willing to learn as well as teachä Continually study and upgradeä Improving approach and techniques
INVENTION, INGENUITY, CREATIVITY
ä Will evaluate your degree of success by learner feedback
ä Read the audienceä What works with one group fails with another
ä Use Invention, Ingenuity, Creativity to develop:ä Effective presentationsä Evaluationsä Measurement of class progress
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January 15, 2008 11
SUBJECT MATTER COMPETENCE
ä Must have expert knowledgeä Good instructors learn more than the studentsä Understand:
ä The latest lawsä The newest informationä The latest procedures
BE “CUTTING EDGE” BUT DON’T LOOSE SIGHT OF THE “BASICS”
ABILITY TO UNDERSTAND AND COMMUNICATE
ä This ability is critical to link the student and the program
ä Must be willing to work with “ALL” of the learners
ä Must be fair, tolerant, and temperate
NEVER LOSE YOUR“COOL”
SELF-EVALUATION
ä Emotion influences learningä Security and confidence INCREASES learningä Lack of confidence, fear, or anger, BLOCKS learning
ä To self-evaluate, use only the facts you know to be trueä Be gentle with yourselfä If confused – Ask others
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January 15, 2008 12
TRAPS THE INSTRUCTOR SHOULD AVOID
“THEY COULD COOK YOUR GOOSE”
BLUFFING
ä Do not pretend to know all of the answersä Information must be based on fact, not
guessä Promise to find out and do it ä If there is no exact answer, inform the
students
SARCASM
ä Avoid at all costä Emotion blocks communication and
learningä Focuses attention on resentment instead of
subject
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January 15, 2008 13
COMPLAINING
ä Few instructors work under ideal conditionsä Chronic complainers are not impressiveä NEGATIVISM IS CONTAGIOUSä Credibility will slipä Students are not interested in the
instructor’s problems
THE COMEDIAN
ä Use humor if it applies to the subjectä Use a joke only if you can “deliver it”ä Remember:
INSTRUCTORS ARE NOT COMEDIANS
“ONE OF THE BOYS”
ä Keep the instructor – student relationship in mind
ä Know your studentsä Be tolerant, temperate, and use good
judgmentä You are not one of them! That ended when
you agreed to teach!
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January 15, 2008 14
THE HARD GUY
ä It’s important to be a leader, not a dictatorä May be easier to accomplish learning when
you are a facilitator, not a pusher
It’s easier to pull a rope than to push a rope
Be a leader, not a pusher
THE READER
ä Don’t read your presentationä Be as prepared as possibleä Use your notes for reminders
ä It is acceptable to read:ä Quotationsä Passagesä Rules ä Precise statements
SHORTCUTS
ä Eliminate all shortcutsä Not effective or efficientä Damaging to:
ä The instructorä The departmentä The community
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January 15, 2008 15
ANGER-EXCUSES-NEGATIVES
ä There is no place for anger in the classroomä Excuses are irrelevantä Negatives destroy the program
LAST BUT NOT LEAST
ä There is NO PLACE in the fire service for jokes, comments, or documents, negatively referring to:ä Raceä Religionä Genderä Ethnicityä Personal issues that would be of a hurtful nature to an
individual
These should never be tolerated in the classroom by the instructor
GOOD INSTRUCTOR QUALITIES - 1
ä Introduce self to classä Remember namesä Set ground rules
ä Objectives and what is to be learnedä Starting and ending timesä Eliminate class disruptionsä Grading scales if appropriate
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January 15, 2008 16
GOOD INSTRUCTOR QUALITIES - 2
ä Professionalismä Appearance
ä Dressä Hygiene
ä Statureä Eliminate distracting mannerismsä Take the podium, alive and interested
ä Attitudeä Positive, Enthusiastic, Competent
GOOD INSTRUCTOR QUALITIES - 3
ä Deliveryä Eye contactä Do not talk to chalkboard, ceiling, etc.ä Modulate voice
ä Avoid monotonesä Avoid “fillers”ä Choose language for audienceä Explain unfamiliar / technical termsä Absolutely avoid profanity
GOOD INSTRUCTOR QUALITIES - 4
ä Judge your effectiveness by observing the students
ä Prepare and use your lesson plansä Create learning situations
ä Group discussions - presentationsä Ask questions & wait for answersä Employ problem solving
ä questions
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January 15, 2008 17
GOOD INSTRUCTOR QUALITIES- 5
TYPES OF QUESTIONSä Introductoryä Suggestiveä Follow-upä Evaluatingä Reason – Why / why notä Knowledgeä Informativeä Memory
When asking a question…..
ä Ask the question firstä Then call on the student
ä Everyone must begin to think about an answerä Avoid throwing questions to the floor
ä Only a few will answerä Not everyone will be involved
GOOD INSTRUCTOR QUALITIES - 6
ä Assist learning by:ä Limiting lecturesä Use more practice and explainingä Use some repetition
ä Not too much…..creates boredom
ä Go Slowä For understandabilityä Especially in complex topics
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January 15, 2008 18
GOOD INSTRUCTOR QUALITIES - 7
ä Attitude - Deliveryä Change room positionsä Change room environmentä Question / Evaluate yourself
GOOD INSTRUCTOR QUALITIES - 8
ä Record Keepingä Attendanceä Tardinessä Examsä Counselingä Training recordsä Document problems
GOOD INSTRUCTORQUALITIES -9
ä Utilize good conclusion techniquesä Summarizes / Restatesä Highlight / Outline / Enumerateä Quotation ä Complimentä Personal reference - Prophesy
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January 15, 2008 19
EDUCATIONAL METHODOLOGY
OUTLINING:A GUIDE TO ORGANIZED AND
EFFECTIVE INSTRUCTION
THE ROAD MAPu FACTORS MANDATING OUTLINING
• Eliminate unnecessary material• Organize material• Logical sequence• Condenses material• Highlights essential facts• Students course guide
– better review– assists making tests
THE ROAD MAP CONTINUES
u THE PROCESS• Subject or Title• Headlines – preview of coverage • Supportive Topics – main ideas • Sub-Topics – important details• Details – to explain, stress, key points
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January 15, 2008 20
ROAD MAP(still going)
u Outlining is a personal process• Amount of detail is personal• Keep all old outlines• This is only one tool
u Keep in mind:OUTLINING IS AN ESSENTIAL
PERSONAL PROCESS
INDIVIDUAL EXERCISE
Student Workbook
EDUCATIONAL METHODOLOGY
COURSE GOALS&
LEARNING OBJECTIVES
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January 15, 2008 21
DEFINITIONS
n GOALS:u A general description of what the student is
expected to learnu Are broad and long term
n OBJECTIVESu Are precise statements of learning outcomes u Measurable and quantitative
EXAMPLES
n GOAL:u To be familiar with pesticide poisoning
n OBJECTIVE:u The student will identify 4 specific signs and
symptoms of a pesticide poisoning when shown pictures of patients, with 90% accuracy within 10 minutes.
EXAMPLE #2
n GOAL:u The student will become familiar with building
construction
n OBJECTIVE:u The student, within 5 minutes, given a set of
pictures, will identify 5 types of roof construction during the building stages with 100% accuracy
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January 15, 2008 22
TO WRITE A GOAL
n What do you want the student to learn?n Is the goal stated in broad, understandable
terms?n Is it “real world”and/or “relevant”?n Is it achievable within the time limits set? n Are the resources available?
TO WRITE AN OBJECTIVE
n AUDIENCEu Identify who will perform
n BEHAVIORu What are they expected to perform?
n CONDITIONSu How are they expected to perform (what parameters)
n DEGREEu How accurate to fulfill the requirement?
Identify the ABCD’s
The student will identify 4 specific signs and symptoms of a pesticide poisoning when shown pictures of patients, with 90% accuracy within 10 minutes
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January 15, 2008 23
Do it Again !!!!!!!
The student, within 5 minutes, given a set of pictures, will identify 5 types of roof construction during the building stages with 100% accuracy
Try this one !!!!!
Course Objectives
The Fire Service Instructor will present a short program, using his/her own outline to include the 4 steps method of instruction
EXERCISE:
n SET A FIREFIGHTING COURSE GOALn WRITE A TRAINING OBJECTIVES
When finished, ask yourself:a. Have I met my intended objective?b. Have I met my expected outcome?
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January 15, 2008 24
EDUCATIONAL METHODOLOGY
4 STEP METHOD OF INSTRUCTION
PRIMARY STEPS
u PREPARATIONu PRESENTATIONu APPLICATIONu TESTING
PREPARATION
u People learn when they are readyu Significant life-eventu 1st Step = Preparation of
the Instructoru Know the topic & Yourself
u STRENGTHS & WEAKNESSESu ENTHUSIASM - SHOWMANSHIPu AUDIENCE LEVEL
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January 15, 2008 25
PREP - INSTRUCTOR
u Determine best way to presentu Demonstration u Lectureu Illustration
u Divide the lesson into logical partsu Ensure equipment and materials are
there and in working orderu 1st Impressions in 30 seconds
PREP - STUDENTu Put students at easeu Help them be part of the classu Explain in clear detailu Motivate through praise and positive
reinforcementu Outline the dayu Identify the lesson to be learnedu State the goal and objectives
PREP - STUDENT #2
u Determine the knowledge level of the class
u Arouse personal interestu LIFE SAFETYu PROFESSIONALISMu REWARDS
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January 15, 2008 26
PRESENTATION
4 TEACHING PROCEDURES
u LECTUREu DEMONSTRATIONu ILLUSTRATIONu CONFERENCE
LECTURE
u Instructor talks, students listen and take notesu PROS
u fastu economicalu can contain many factsu complex issues
u CONSu Poor retentionu Boredomu No skill buildingu Difficult to assess learning
DEMONSTRATION
u Associated with skill buildingu Procedure:
1. Shown at normal speed2. Shown at slow speed3. Shown once again at normal speed4. Students try at slow speed5. Students try at normal speed
THIS IS THE MOST WIDELY USED IN THE FIRE SERVICE TODAY
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January 15, 2008 27
ILLUSTRATION
u Show methods using visual aidsu Will assist in clarifying hidden or
complicated detailsu Illustrations assist in:
“GETTING THE POINT ACROSS”
CONFERENCE
u Group discussions of a learning topicu Affords greater individual participationu Amplified by the use of interactive
television
USE A VARIETY
u Best instructors vary their teaching techniques
u Use what works best for YOUu Experiment with multimediau Don’t be negative about one techniqueu Be different and creative
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January 15, 2008 28
WHEN DESIGNING…..
u 2:1 ratio of preparation to presentationu Requires thorough planningu Rehearsal is necessaryu Don’t be rushedu Don’t confuse students with too many
factsu Check learning frequently
APPLICATION
u Used to develop student skillsu Each student must performu Ensure students understandu Give immediate feedback and evaluationu If a student deviates, determine why
u Physicalu Mentalu Attitude
CONTINUOUSLY STRESS SAFETY
TESTING
u Beyond immediate feedbacku Student is on his/her own
u Checking for long term retention u Determine if objectives of the lesson
have been achievedu Measures individual and class progress
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January 15, 2008 29
3 TESTING METHODSu WRITTEN
u ESSAY MULTIPLE CHOICEu FILL-IN TRUE/FALSE
u ORALu RARELY DONE AS FINAL TESTING
u PERFORMANCEu USED EXTENSIVELYu BEST WAY TO DETERMINE CAPABILITIES
EDUCATIONAL METHODOLOGY
VISUAL AIDS & EQUIPMENT
USING VISUAL AID EQUIP
u Become familiar with equipment before class
u Rehearse with all equipmentu Set up equipment before class beginsu Set distance and sound levelu Beware of incompatibles
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January 15, 2008 30
4 GENERAL STEPS
u Be familiar with equipmentu Check equipment for proper operation
before beginning of classu Determine and arrange seats and screenu Keep some light and ventilation
USING VISUAL AIDS
u Aids clarify and assist but DO NOTsubstitute for the instructor
u 4 Important selection stepsv Does the aid contribute to the lesson ?v Suitable to the experience level ?v Accurate - Current – Authentic ?v Does it warrant the time given ?
IMPORTANT POINTS
u Brief introduction to contentu Emphasize important pointsu Show aid at the proper timeu May need to show twice for complex
materialu Hold students accountable for material
on visual aid
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January 15, 2008 31
Needed Teaching Tools
u Make sure you have all the little things..v Extension cordv 2x3 plug adapterv Laser pointerv Dry erase markers / Chalk / Eraserv Tapev Spare bulbs / batteriesv Basic tools: pliers / screw driver
MAKING YOUR OWN AIDS
u Transparenciesu Computer programsu Easel Pads - Handoutsu Slides - Equipment
– How– Types– Where– Samples
FROM THE OFFT
u Policiesv In writing on Video Schedule
u Time factorsv 6 weeks in advance
u Visual aid listu Checkingu Ordering from other sources
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January 15, 2008 32
Day 2 - Assignment
u Read the learning assignments in your handbook
u Select a topic you are familiar withu Prepare a lesson plan for a 10 minute
presentation (2 copies).u At least one visual aidu Review observer checklist in your handbooku Relax and enjoy yourself….This is fun
EDUCATIONAL METHODOLOGY
TYPESOF
LEARNERS
TYPES OF LEARNERS
• Slow Learner• Superior Learner• Day Dreamer / Time
Waster• Trouble Maker• Wise Guy• Staller / Sidetracker• Talkative / Aggressive• Do Nothing
• Chronic Objector / Faultfinder
• Know it All• Tardy Student• Apple Polisher• Timid Soul• Class Clown• Drinker / Drunk• Clock watcher• Handicapped /
Challenged
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January 15, 2008 33
SLOW LEARNER
• Found in most classes• Slow to comprehend
– Inherited tendencies– Inability to understand instructor– Incapable of grasping information
• Assist through conferences, special assignments, work
SUPERIOR LEARNER
• Learns without assistance• Avoid boredom / dropout by:
– Making use of their ability• Place in a position of responsibility• Assist class in teaching• Coach and assist slow learners
DAYDREAMERS
• May be the instructor’s fault• Assist student in developing :
– Personal discipline– Setting time schedules– Sticking to the job until finished
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January 15, 2008 34
TROUBLE MAKERS
• If a student is causing continuous problems:– It cannot be tolerated– Talk directly to troublemakers– Insist on a change in conduct– Ask for the troublemaker’s attention and
cooperation in front of the entire class
WISE GUY
• Finds that the class is a place to showboat– Eliminate the problem immediately
• Let them know that this will not be tolerated• The quickness of your ultimatum determines
effectiveness
WISE GUY
• Finds that the class is a place to showboat– Eliminate the problem immediately
• Let them know that this will not be tolerated• The quickness of your ultimatum determines
effectiveness
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January 15, 2008 35
TALKATIVE / AGGRESSIVE
• Tries to monopolize class– Use this person to summarize the work of the
class– If discussion is of value, present it to the entire
class– Use the direct approach by saying that other
students must have the opportunity to participate
DO NOTHING STUDENTS
• Lack obvious energy / interest– Determine cause
• Ill health• Nervousness• Too much work • Inadequate background• Previous training / experience• Distaste for this type of work
– Privately talk with student• Make-up assignment – change behavior
CHRONIC OBJECTORS
• Negative to everyone / everything• Always ready to fault
– Instructor must try to curb this destructive behavior
– A personal talk– Keeping them busy
• Never allow this person to infect the entire class
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January 15, 2008 36
KNOW IT ALL
• Annoying to instructor and class• The instructor may try:
– A personal chat– May allow them to make errors– May give them difficult assignements
TARDY STUDENTS
• Interrupts work of others• Retards progress of class• Requires repetition of information missed
– Demand promptness– Determine reasons for tardiness– Do not tolerate it
APPLE POLISHER
• May look for special favors• Flatters ego of instructor• Reduces effectiveness of teaching• Deal with this tactfully to prevent
misunderstanding and hurt feelings
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January 15, 2008 37
TIMID SOULS
• Shy and hesitant– Win their confidence– Win their trust– Assign them to topics you know they can
handle well– Assist them to overcome their shyness
CLASS CLOWN
• Disrupts class• Uses classroom to showboat
– Do not tolerate this– Speak directly to them– Possibly use them as a positive element if they
are not disrupting the class
SUBSTANCE ABUSER
• Causes many problems• Disrupts class• Do not tolerate
– If they are under the influence, remove from class immediately – but ensure their safety
• Consider dropping from class if the problem continues
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January 15, 2008 38
CLOCKWATCHERS
• Remove clocks• Position seats away from clocks• Draw attention back to class• Ask directed questions• Speak with student
CHALLENGED
• Determine if some form of accommodation is needed
• Speak privately with the student• Assist with reasonable accommodation• Refer to OFFT ADA policy
SUMMARY
• Be flexible in dealing with different individuals
• Avoid embarrassment and put-downs• Study and speak with individual students
– Analyze each– Provide personal attention as needed
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January 15, 2008 39
INTRODUCTION TO DRILL
The drill ground is different from the classroom activities.
Procedures are precise with numerous details
Leadership and Discipline are critical
THE INSTRUCTORS WILL EXPEND TWICE THE EFFORT ON THE DRILL GROUND
SAFETY FIRST
l Use ICS, accountability, and assign a Safety Officerl Use full protective gear (+SCBA)l Use back-up personnel and back-up linesl Move quickly but do not runl Ensure safe handling of flammablesl Watch for protruding objectsl Don’t use high water / pump pressuresl Keep track of wind direction, exposuresl Use good communications / equipment
ENGAGE EVERYONE
l Have different operations going on simultaneously
l Have individual operations at different times
l Have same operations simultaneouslyl Alternate groups – there is a lot to gain from
watching
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January 15, 2008 40
PRE-PLAN FOR THE DRILLGROUND
l Develop 2 units– Planning– Exercise
l Work on 3 elements– Type of evolution– Type of equipment– Type of students
ADDITIONAL INFORMATION
l Each group decides amount and type of apparatus needed
l Must have CP & ISO (not trainees)l Use NFPA 1403 / 1406l Set up:
– SEARCH & RESCUE– VENTILATION DRILL– PRACTICE ATTACK– WATER SHUTTLE OR WATER RELAY
Department of Labor & Economic Growth
Bureau of Fire ServicesState Fire Marshal
Office of Fire Fighter Training
Michigan Fire Fighters Training Council
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January 15, 2008 41
Michigan Fire Fighters Training CouncilMembers
State Fire Marshal,Ex-Officio
Michigan Association of Fire
Chiefs
Mich. Townships Associationand
Mich. Municipal League(Rotates every 3 years)
Michigan Professional Fire Fighters Union
Michigan Association of Fire
Chiefs
Michigan State Firemen’s
Association
Michigan State Fire Instructors Association
MFFTC ResponsibilitiesMFFTC Responsibilities
• Prepares and publishes training standards• Establishes courses of study• Certifies Instructors• Establishes Regional Training Centers• Cooperates with state, federal and local fire
agencies to facilitate training of fire fighters
Office of Fire Fighter TrainingOffice of Fire Fighter TrainingDirector
Administrative Secretary
Curriculum Services Technician
Training & Certification Technician
Curriculum Services
Region 1 SupervisorMarquette
Region 2 SupervisorGrand Rapids
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January 15, 2008 42
Mason
9 Lake
9 Osceola
10 Clare
10
Oceana
9 Newaygo
9
Mecosta
10 Isabella
10
Berrien Cass St. Joseph Branch
Van Buren Kalamazoo Calhoun Jackson
Allegan Barry Eaton Ingham
Ottawa Kent
15 Ionia Clinton
Muskegon
Hillsdale
Montcalm Gratiot
Gladwin
7 Arenac
Midland
13 Bay
Huron
Tuscola Saginaw
Shiawassee
Sanilac
Livingston
Washtenaw
Lenawee Monroe
Genesee
Wayne
St. Clair
Oakland Macomb
Lapeer
Emmet
5 Cheboygan
6 Presque Isle
6 Charlevoix
5 Antrim
5 Leelanau
Benzie
5
Manistee
8
Grand Traverse
5 Wexford
8
Kalkaska
8
Missaukee
8
Alpena
6
Alcona
7
Iosco
7 Roscommon
7 Ogemaw
7
Crawford
8 Oscoda
7
Otsego 6
Montmorency
6
Menominee
2
Chippewa
5 Mackinac
Luce
2
Schoolcraft
2
Alger
2 Delta
2
Gogebic
1
Ontonagon
1
Keweenaw
Houghton
3
Baraga
3 Marquette
3
Dickinson
2
Iron
1
1. Dick Caudill 906.358.4735 [email protected] 2. Dan Hammerberg 906.497.5094 [email protected] 3. Bill Rinkinen 906.353.6039 [email protected] 5. Dick Barnett 231.536.2957 [email protected] 6. Lou Schomberger 231.539.8225 [email protected] 7. Ed Diem 989.354.3946
8. Connie Daniels 231.825.0001 9. Bruce Pelletier 231.773.5998 x-239
[email protected] or 231.843.8291 10. Warren Hansen 231.796.3842 [email protected] 11. Ray Wlosinski 734 765 5309 [email protected] 12. Bob Hill 248.693.9288 [email protected] 13. Roger Davis 810/636/2593 [email protected] 14. Roger Caris 269.945.0603 [email protected] 15. Rick VanHorn 616.299-3060 [email protected] 16. Kevin Gentry 734.449.9999 [email protected] 17. Pete Zamora 517.589.0324 [email protected] 19. Craig Lear 616.684.2974 [email protected] 20. Keith Weisgerber 586.716.9516 [email protected] 21. Ricky Kleinow 734.777.3608 [email protected]
Region #1 - Marquette VACANT , Region Supervisor Office of Fire Fighter Training 1504 W. Washington St, Suite B Marquette MI 49855 Phone: 906.226.4170 Fax 906 228 2453
Region #2 – Grand Rapids Gary Crum, Region Supervisor Office of Fire Fighter Training 2922 Fuller Ave NE Suite 114 Grand Rapids MI 49505 Phone 616.447.2689 Fax 616.447.2668 [email protected]
Office of Fire Fighter Training
Bureau of Fire Services P.O. Box 30700, Lansing MI 48909
Telephone 517-241-8847 Fax 517-336-4061 www.michigan.gov/bfs
1/14/08
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5
5
7
13
15
15
15
10 10
14
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14 14 19
19 19 19 17 17
17
17
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13
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12 20
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Training Coordinators
BFS/OFFTBFS/OFFT
• Bureau of Fire Services staff members assigned to OFFT training-testing:– Administer certification testing– Assist in class set-up– Administer instructor certification process– Maintain fire service video library– Maintain individual records of OFFT classes– Provide annual fire department training report
OFFT TRAININGOFFT TRAININGOver 40 course topics availableOver 40 course topics available
• Firefighter-I and Firefighter-II• Company Officer I, II, III• Other
– Vehicle extrication– Driver training– Clandestine drug lab awareness
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January 15, 2008 43
INSTRUCTOR LEVELSINSTRUCTOR LEVELS• Fire Department Training Officer
– Required by law to be registered with OFFT– Duties are determined by fire chief of department
• Probationary– Minimum 3 years in fire service– Trained at the level that you are teaching– Apply to OFFT using properly completed form
• Certified– Minimum 5 years in fire service– Two positive, consecutive evaluations– Requires MFFTC approval
INSTRUCTOR LIABILITYINSTRUCTOR LIABILITY• Misfeasance
– Improper performance of duty including false information
• Malfeasance– Lacking authority to teach or not properly
qualified• Nonfeasance
– Failure to cover proper information
COMMON SENSECOMMON SENSE• Do the best you can within your ability• Understand the required standards to be
taught• Prudently perform your duty as directed• Realize your responsibility to others• Test your students skills and knowledge• Check laws and liability• Keep good – accurate – precise records
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January 15, 2008 44
Visit us on the web:Visit us on the web:
– Left column (light green), choose MFFTC for Council information
– Click OFFT for coverage maps, course information & scheduled training
– Click on Forms & Publications for all of our forms
NOTE: Add the address for this location to your web “favorites” to facilitate future access
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