Learning Philosophylearning is a life-long undertaking as an adult and professional, firefighters are

responsible for their own learningfirefighters have an obligation to seek out

opportunities to enhanceprofessionalism

The HistoryIn 1988 a document called the Paradigm for

Progress was developedthe Professional Standards Setting Body

(PSSB) was created under Ontario Association of Fire Chiefs

Is responsible for developing Fire Service Standards and Fire Curriculum

The StandardThe standards are developed through a job

analysis conducted by a facilitatorCommittee may or may not be firefightersUnder each standard there are competenciesUnder each competency there are skills or

performance objectivesThe first set of standards developed was the

Firefighter Standards in 1989.Revised 2007Standards are performance based,

CurriculumThe curriculum development process is based

on the needs of the adult learner, the needs of the professional and the needs of society

The participants in the teaching/learning process share the responsibility for success

The Curriculum is Learner based. It is the learners responsibility to do the curriculum.

Curriculum was developed just like the Fire fighters standard

Outcomes for the LearnerThe goals of the curriculum design and format are

many:Encouragement of life-long learningEnhancement of professional growthFirefighter acceptance of own responsibility for growth

and developmentA change sensitive curriculum model and designA fit with the certification process and the needs in the

workplaceCollaboration between providers of training and

educationIncreased competence of trainers and educators

Role of the LearnerAs described in the learning philosophy, the

firefighter has a responsibility to work through the

curriculum and become competent at each task. Much of the learning will be self-directed and will require studying and practicing alone.

Fire Fighter CurriculumComponent 1 Fire Related ModulesComponent 2 Specialized ModulesComponent 3 Firefighter in the Community

Modules

ModulesComponent 1:Module 1 Introduction to the Fire ServiceModule 2 Fire SciencesModule 3 Fire Ground Operations and

Operate and Maintain Fire Apparatus

ModulesComponent 2:Module 1 Environmental HazardsModule 2 Specialized RescueModule 3 Firefighter Emergency Patient Care

1

ModulesComponent 3:Module 1 Public EducationModule 2 Public RelationsModule 3 Fire Inspections and Pre-Planning

ROLE OF THE TRAINER/FACILITATOR

Trainer Facilitators are identified by their Fire Chief as individuals who have the required knowledge, skill and experience

Sign off their final performance demonstrations in the curriculum

How we view new information1. Perception of New Informationa) concrete experience is the use of our

senses and feelings to receive theinformationorb) abstract conceptualization is receiving the

information through thinking about and

Processing new informationProcessing the New Informationa) reflective observation will involve watching

others who are involved in situationsand reflect upon your observations and feelings

in order to form your opinion.orb) active experimentation involves trying or doing

the task at hand.As stated earlier, how the firefighter

perceives or receives new informationand how it is processed will vary from

learning experience to learning experience

Types of learning stylesLearning Style #1 (Converger)Some of the traits demonstrated by this type

of learner are:• works well independently• problem solver in a step by step fashion• prefers problems that have only one correct

response• efficiency oriented• tends to ask questions like "how?"

DivergerLearning Style #2 (Diverger)Some of the traits demonstrated by this type

of learner are:• people oriented• likes participation and group work• needs feedback• vivid imagination• needs to have a sense of belonging• tends to ask questions like "why?"

AssimilatorLearning Style #3 (Assimilator)Some of the traits demonstrated by this type

of learner are:• enjoys theoretical work• prefers getting information from lectures

and research• a critical thinker• needs help in establishing priorities• tends to ask questions like "what?"

AccomodatorLearning Style #4 (Accommodator)Some of the traits demonstrated by this type

of learner are:• takes risks• broad range of interests• creative - can become bored with

routinelikes to develop his/her own way of doing things and likes to take action

• tends to ask questions like "what if?"