Development+Guide

=Group 4 - Development Guide =

//Instructional materials// Sample instructional materials that will be used during this course include how to develop a fire escape plan, how to use a fire extinguisher and a participation guide. These materials will be used as a part of a group presentation. The materials support the overall objectives of the training.

The fire escape plan training module will include instruction on how to develop a home fire escape plan, which includes a mnemonic for remembering what should be included in the plan. Instruction will direct students to create an evacuation map that will provide a visual layout of their home identifying each room and showing all exit routes, to include windows. This map will also indicate the location of any safety equipment (such as smoke alarms, fire extinguishers, escape ladders, etc.) staged throughout the home. A designated meeting place will be posted on the map.

The fire extinguisher training module will include instruction on how to properly operate a portable fire extinguisher. Instruction will include how to identify and select a fire extinguisher by the fire type. At the end of the instruction, students will given a demonstration on how to use a portable fire extinguisher (which also includes a mnemonic for remembering the steps) and then asked to demonstrate (or simulate) how to use a portable fire extinguisher.

Each student will also be given a participant guide that will be used as a tool to help facilitate learning during the training which can be used as a resource after training completion. Based on the design and timing, the guide will provide key points to support learning that aligns with established objectives. (ex. how to operate a fire extinguisher, how to create a fire escape plan, etc. )

//Developing sample instructional materials (draft form)//

Sample Instruction (D1): How to Create a Fire Escape Plan

[|Sample D1 - Escape Plan.docx]

Sample Instruction (D2): How to Properly Operate a Portable Fire Extinguisher

[|Sample D2 - Fire Extinguisher.docx]

//Delivery methodology// The chosen delivery method is a group presentation as this fits both our objectives and topic. Creating a home fire escape plan is well designed for a group presentation because the setting is mostly likely going to be with a large group of adults or possibly families, which would be more effective than small group formats (Morrison, 230). Many of the learners attending will have been out of formal education for a while, so the traditional lecture will be more acceptable to them. And while there is potential for the learning environment to be passive, an enthusiastic presenter that works to engage the learners can make up for the group setting (Morrison, 221-222). The topic is too important to rely on self-paced learning for completion. Learners could become discouraged or procrastinate and possibly fail to complete the fire escape plan. It also would not allow for an opportunity for their questions to be answered promptly. With the need for flexibility in materials used with the different types of environments people would be creating fire escape plans, a self paced learning plan would become for elaborate and difficult to create (Morrison, 228). Small groups are very effective for discussion and active learning, which is not essential when covering fire escape plans (Morrison, 232). While there is sometimes multiple ways to have a fire escape plan route, there are definite right and wrongs when creating a plan.

The objectives also align with a group presentation, as they use concrete terminology that is able to bridge text with mental images and illustrations (Morrison, 206-207). Such as “learners create action plans about smoke free buildings”. Concrete terminology fits with a group presentation because it does not require the learner to leave their learning comfort zone to grasp the material (Morrison, 221). Our objectives also build upon each other and individual objectives could be adapted to fit the needs of the different groups being presented to (Morrison, 221). For example, a group that was in an urban environment would need different material to meet the objective “learners list what a safe house would like”, than a rural group. And while group presentations are not effective for psychomotor objectives, we do not have objectives that would require practice (Morrison, 222).

//Instructional Plan// [|Instructional_Plan_Table.docx]

**//References: //**

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc

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