Competency-Based Learning in the Fire Service.pptm

Competency-Based Learning in
the Fire Service
Michael A. Wieder, MS, CFPS, MIFireE
Assistant Director, IFSTA/Fire Protection
Publications
Oklahoma State University

Our Objectives For Today
• Highlight the two approaches to
teaching
• Detail the concepts of competency-
based learning (CBL)
• Show how CBL is used in the fire
service
• Discuss approaches to student
assessment

Two Basic Approaches to
Teaching
• Traditional
• Mastery

The Traditional Approach
• Based on the
presentation of
information through
lectures, readings, and
audiovisuals
• Best used for theory or
concepts
• Not conducive to
psychomotor skills
training

Key Concepts of Traditional Teaching
• Concept-based
–
Set topics that the
student must know
• Time-based
– Time
is set, regardless of
learning speed
• Group-based
–
Teaching is based on
the average student
• Instructor-
dependent – The
primary resource for
the student
• General Goals
• Norm-referenced
referenced
assessments –
Success based on the
class average

The Mastery Approach
• Defined – A high-level
or nearly complete
degree of proficiency in
the execution of a skill.
• Formerly called
Competency-Based
Training (CBT)
• Now referred to as
Competency-Based
Learning (CBL)

Characteristics of CBL
• Competency-based
– Focused
on the accurate completion of
skills
• Performance-based
– Success
determined by student
performance
• Individual-based
– Can be
tailored to meet individual needs

Characteristics of CBL
• Immediate feedback – As
soon as the student performs
the skill
supported – The
instructor helps the student
learn the skill
Specific-objectives
– To
reach the final course goal
• Instructor-supported
– The
• Specific-objectives – To
• Criterion-referenced
referenced
assessments – Set at a
specific level, usually 70-100%

The Key to Effective CBL
• You must have properly constructed,
performance-based learning
objectives!
• They must be based on a standard of
expected performance.
• In the fire service we generally use
NFPA Professional Qualifications
standards (e.g. NFPA 1001 or 1021)

Not A Good Example of a Learning
Objective…
• 3-9.6
– Identify the
types of tools used
during ventilation.
(NFPA 1001, 1992 edition)
• Is this what we really
want them to
accomplish?
• How do we measure
this fairly?

Job Performance Requirements
• NFPA Pro Qual standards
have used these since 1993
• Standards are organized by
major duties
• Duties are broken down
into JPRs
• JPRs are broken down into
specific learning objectives

Components of a JPR
• Classic Terms
• Behavior
• Conditions
• Degree
• NFPA Terminology
• Tasks
• Tools (“givens”)
• Evaluation
parameters and/or
performance
outcomes (“so(
thats”)

Foundations of the JPR
• Requisite
knowledge and
requisite skills
• Knowledge and
skills one must
have prior to
being able to
perform the
task

A Corny Example
• Your spouse asks you to help with
dinner by cooking a can of corn
• A seemingly simple task…
• Cook a can of corn…

What do we need to accomplish
this?
• A can of corn
• A can opener
• One pot with lid
• A cooking appliance
• A serving spoon
• A serving dish
• A trivet or hot pad

How do we know we are done?
• The can has been opened and discarded
• The corn simmers in the pot for 10
minutes
• The corn is stirred at least twice
• The appliance is turned off
• The corn is transferred to the serving bowl
• The bowl is placed on the hot pad, on the
table, with a spoon

Foundations for this Task…
• Requisite Skills
• Operation of a can
opener
• Operation of the
cooking appliance
• Ability to stir
vegetables
• Requisite Knowledge
• Where the corn is
stored
• Characteristics of
simmering
• Manufacturer’s
operating
instructions for can
opener and stove

How it looks as a JPR…
Cook a can of corn, given a can of corn, a
can opener, a pot with lid, a cooking
appliance, a serving spoon, a serving dish,
and a trivet or hot pad, so that the can is
opened, the empty can is discarded, the corn
simmers in the pot for 10 minutes, the corn
is stirred twice during the simmer period,
the cooking appliance is turned off, the corn
is transferred to the serving bowl without
being spilled, and the serving bowl is placed
on a hot pad on the table.

How it looks as a JPR…
• Requisite Skills -
Operation of a can
opener; operation
of the cooking
appliance; ability
to stir vegetables
• Requisite
Knowledge -
Where the corn is
stored;
characteristics of
simmering;
manufacturer’s
operating
instructions for can
opener and stove

A Real Example
5.3.7* Attack a passenger vehicle fire
operating as a member of a team, given
personal protective equipment, attack line,
and hand tools, so that hazards are avoided,
leaking flammable liquids are identified and
controlled, protection from flash fires is
maintained, all vehicle compartments are
overhauled, and the fire is extinguished.
NFPA 1001, 2008 Edition

NFPA 1002 5.3.7 Requisite
Knowledge
Principles of fire streams as they relate to
fighting automobile fires; precautions to be
followed when advancing hose lines toward
an automobile; observable results that a fire
stream has been properly applied;
identifying alternative fuels and the hazards
associated with them; dangerous conditions
created during an automobile fire; common
types of accidents or injuries related to
fighting automobile fires and how to avoid
them; how to access locked passenger,
trunk, and engine compartments; and
methods for overhauling an automobile.

NFPA 1002 5.3.7 Requisite Skills
The ability to identify automobile fuel
type; assess and control fuel leaks;
open, close, and adjust the flow and
pattern on nozzles; apply water for
maximum effectiveness while
maintaining flash fire protection;
advance 1½-in. 1
(38-mm) or larger
diameter attack lines; and expose
hidden fires by opening all automobile
compartments.

Let’s s Write a JPR
You pick the skill

Advantages of CBL
• Students are
prepared to advance
to more complex
knowledge or skills.
• Knowledge that the
student possessed
before the course can
be used to gain
mastery more
quickly.

Advantages of CBL
• Instructors must perform task analyses to
ensure that they are prepared to teach the
unit or lesson.
• Instructors must state the learning
objectives before designating or designing
student activities and projects.
• The responsibility for learning is focused
on the student and increases the likelihood
of success.

Disadvantages of CBL
• Additional time must
be available to
ensure that all
students master the
subject.
• More effort is
required on the
instructor’s s part to
teach to the
individual learning
speed of all the
students in the class.

Disadvantages of CBL
• Faster students may feel
that the slower students
are holding them back.
• Several formative exams
must be written and
administered during the
course.
• A wide variety of training
materials must be
available to meet the
learning needs of all
students.

Two Methods of Assessment
• Norm-Referenced
• Used with traditional teaching
• Scores are translated into grades
• Grades are often based on class average
• Criterion-Referenced
• Refers to a standard on which a
judgment is based
• Criteria stated in course objectives
• Student is compared to the criteria, not
other students

Criterion-Referenced Assessment
• Student performance will vary, but
must meet the criteria
• Pass/Fail scoring most commonly
used
• Pass – Performance at or above the
criterion
• Fail – Performance below the criterion
• Agency sets minimum pass rate

Implementing CBL In Your
Department
• Be committed to the process
• Everyone follows the same rules
• Choose NFPA standards/JPRs you
wish to address
• Write your own JPRs based on local
needs
• Be realistic in setting your standards
• Be fair!

QUESTIONS? THANKS!!
Mike Wieder, Assistant Director
IFSTA/Fire Protection Publications
Oklahoma State University
930 North Willis Street
Stillwater, OK 74078-8045
8045
405-744-4255
4255
mwieder@osufpp.org