Implementation+Plan+and+Facilitation+Guide

=Implementation Plan and Facilitator Guide=

Unit Goals:
 * To teach learners the importance of developing a fire escape plan
 * To teach learners what must be included in a fire escape plan
 * To teach learners how to practice a fire escape plan

Instructional Objectives: 1. Learners can describe why fire safety and a fire evacuation plan is important 2. Learners can describe what should be included in a home fire escape plan 3. Learners can create a fire escape plan for their home 4. Learners can plan and assign roles and responsibilities to family members 5. Learners can teach young children about fire safety 6. Learners can teach young children to follow a fire escape plan 7. Learners can describe how to conduct a fire drill in their home 8. Learners can determine when it is appropriate to use a portable fire extinguisher 9. Learners can select the appropriate extinguisher for the type of fire 10. Learners can identify the different types of portable fire extinguishers 11. Learners can demonstrate how to properly use a portable fire extinguisher

According the Center for Disease Control and Prevention (CDC, 2010), the third leading cause of fatal home injuries are deaths from fires and burns. The mortality rate for the United States ranks number eight for fire related deaths. Statistics show cooking is known as the primary cause of residential fires with smoke inhalation is the leading cause of fire related deaths. On average in the United States in 2009, someone died in a fire every 175 minutes, and someone was injured every 31 minutes (Karter 2010). About 85% of all U.S. fire deaths in 2009 occurred in homes (Karter 2010). Based on these statistics, Group 4 will conduct analysis, design, develop, implement and evaluate an instructional design project that will focus on fire safety and provide learners with the information and skills they need to develop a home fire escape plan. The instructional design project team goal will focus on fire safety and providing learners with the information and skills they need to develop a home fire escape plan.
 * Background and Goals of Instructional Module**

The learner audience will consist of adults whom will take desired learning back home and incorporate family members into the plan.
 * Learner Audience**

This module will provide learners with knowledge and skills needed to properly develop a home fire escape plan. Facilitators will be provided with a pre-workshop planning guide that includes a personal checklist to make sure facilities are suitable, all course materials are accounted for, and presentation equipment is available. Learners should possess general map reading skills and basic understanding of home floor plans. Facilitator should send registration email to participants 30 days prior to course. Upon registering students will be:
 * Introduction to the Unit**
 * 1) Provided the opportunity to take an assessment questionnaire on the importance of fire safety
 * 2) Directed to have an awareness of their home floor plan including entrances and exits
 * 3) Made aware of the many advantages of having a solid fire safety knowledge base

Learners will display a complete understanding of how to develop an accurate home fire escape plan. Learners will complete a home floor plan with all necessary fire safety related items designated. Learners will accurately recall the MINDFUL mnemonic. Learners will identify how to properly operate a portable fire extinguisher Learners will identify and select the appropriate fire extinguisher required for the fire type Learners will follow the four steps (PASS) of operating a fire extinguisher
 * Instructional Module Learning Objectives**


 * Table of Contents**
 * 1) Facts of Residential Fire Safety
 * 2) Residential Fire Types
 * 3) Design A Blueprint of Your Home
 * 4) Identify Fire Safety Equiptment
 * 5) How to Operate A Portable Fire Extinguisher
 * 6) How to Test A Smoke Detector
 * 7) How to Identify Escape Routes
 * 8) Establish Plan Role and Responsibilities
 * 9) Preparing Children for Home Evacuation
 * 10) Identify Emergency Contact Officials
 * 11) Residential Home Fire Prevention

The purpose of the pre-workshop planning guide is to prepare the facilitator with a personal checklist to make sure facilities are suitable, all course materials are accounted for, and presentation equipment is available Upon registering for the fire safety course, students will be: 1. Provided the opportunity to take an assessment questionnaire on the importance of fire safety. 2. Directed to have an awareness of their home floor plan including entrances and exits 3. Made aware of the many advantages of having a solid fire safety knowledge base The only pre-requisite skill required for students engaging in the fire safety and fire evacuation plan course is at least a basic understanding of home floor plans and general map reading skills. During the fire escape planning portion of the instruction, students will work individually to understand the training presented. Students continue to work alone throughout the construction of the home layout and development of a personal home fire escape plan. During the instruction on the operation of portable fire extinguishers, learners will evaluate a demonstration provided by the facilitator on proper operation techniques. Following the demonstration, students will split up into small groups to practice the identification of different fire extinguishers and will subsequently practice following the four steps (PASS) of operating an extinguisher.
 * Pre-workshop Planning Guide**
 * Giving Participants Advance Information.**
 * Pre-requisite skills**
 * Student Grouping**

The delivery environment will be a classroom-type setting with tables and chairs to accommodate a class-size of approximately 20-30 adult students. Students will be provided with enough space to take notes and complete written projects, such as drawing a fire escape plan route map. For the fire extinguisher demonstration, students will move to a small outside area that contains a fire proof can to allow students to practice using a portable fire extinguisher. If an area (with fire-trained personnel support) is unavailable, students will simulate this skill in an area in the classroom. The following equipment and materials will be used for this module:
 * Considerations for the delivery environment**
 * Equipment and materials**
 * 1) Blank grid paper to allow students to create their own home fire escape route map.
 * 2) Computer with slide presentation software and web browser
 * 3) Multiple class A, B, C and K fully charged portable fire extinguishers
 * 4) All presentation materials on removable media (CD, thumb drive, etc.)
 * 5) Instructor notes
 * Handouts and media support**
 * 1) A sample floor plan including identification of all rooms, doors, windows, exits, smoke alarms and other fire safety equipment, as well as an exterior meeting place.
 * 2) MINDFUL handout
 * 3) Student personal checklist/participation guide
 * 4) Blank grid paper
 * 5) Internet access (for playing fire extinguisher instructional video)

Implementation training will help the knowledge of fire safety and how to design an effective fire escape plan. The course or solution system is provided for the facilitation or students are shown and if necessary trained on new technologies. According to Morrison, Ross, Kalman, & Kemp, (2011) An implementation plan includes the analysis of the configuration, linkages, environment, and resources and how these elements can be optimized to provide for effective communication between the instructional designer and the client. The CLER model provides a framework for developing the implementation plan (p.420-421). Three reasons to provide instructor training:
 * Improve the instructor’s teaching and presentation skills.
 * To train instructors on how to teach.
 * To ensure all instructors facilitate the course the same way.
 * Sequence of activities**

The fire safety course: 1. Provide the opportunity to take an assessment questionnaire on the importance of fire safety. 2. Direct to have an awareness of their home floor plan including entrances and exits 3. Make adults aware of the many advantages of having a solid fire safety knowledge base 4. How to develop an accurate home fire escape plan. 5. Complete a home floor plan with all necessary fire safety related items designated. 6. Accurately recall the MINDFUL mnemonic.
 * Step-by-step process **

The instructor will present the MINDFUL handout and go over each point of the mnemonic. The presentation will continue by providing learners with a sample floor plan which will detail all of the important points that need to be identified in an effective fire escape plan. Along with the sample plan, learners will be given grid paper that they may use to develop their own personal fire escape plan. Students will be provided assistance as needed throughout the development of their evacuation map.

1.Learners can describe why fire safety and a fire evacuation plan is important 2.Learners can describe what should be included in a home fire escape plan 3.Learners can create a fire escape plan for their home 4.Learners can plan and assign roles and responsibilities to family members 5.Learners can teach young children about fire safety 6.Learners can teach young children to follow a fire escape plan 7.Learners can describe how to conduct a fire drill in their home 8.Learners can determine when it is appropriate to use a portable fire extinguisher 9.Learners can select the appropriate extinguisher for the type of fire 10.Learners can identify the different types of portable fire extinguishers 11.Learners can demonstrate how to properly use a portable fire extinguisher

A majority of the assessment will be informal assessment, as the learners will not be required to turn in any finished product of a fire escape plan to be evaluated. Although along the way, micro-assessments will be taken that will evaluate the progress of the learners. These are important to prevent the learners from completing the entire module with no basic knowledge gained. It would be good for us to have the learners find out exactly what level of knowledge of fire safety and fires escape plans they have coming in to the learning. Handing out a pre-quiz for families to complete when they first arrive will be a great way for them to prime their minds for the topic and to give them an idea of what objectives we plan on covering in the instruction. With a large group it is hard to do very exacting assessments of the learning. This is why sampling and large group assessments would be best. Sampling would involve asking questions of the audience and letting individuals answer. To provide a good sample we would need to make sure we are getting a random pick of the learners, instead of letting individuals choose to answer. Large group assessments would also be effective and would let individuals remain anonymous with their answers. We could use a group audience-polling device that would be handed out to each family as they entered. Then, as we went through the instruction, questions would be asked of the group, with the results posting live. Topics and objectives could then be revisited if too many of the learners answered incorrectly. Learners would be asked to fill out an exit form, which would review key topics from the instruction. This would not be required for all leaving, but there would be a prize entry tied with turning them in to encourage high numbers. It would provide us with feedback on the quality of the instruction given. In extreme cases, submissions that were very incorrect would have us contact the learners to check on their learning.
 * Pre-assessment**
 * Formative assessment**
 * Summative assessment**

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.