EMERGENCY CAREAND SAFETY INSTITUTEINSTRUCTOR DEVELOPMENTCOURSE Jones and Bartlett PublishersInstructor Trainer Guideii EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE Jones and Bartlett PublishersINSTRUCTOR TRAINER GUIDETABLE OF CONTENTSSECTION 1: Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1About the Instructor Development Course ( IDC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1About the IT Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Instructor Qualications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Instructor Candidate Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3IDC Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4SECTION 2: Conducting the IDCLesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Course Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Module 1: Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Module 2: Instructor Attributes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Module 3: Learning Styles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Module 4: Managing the Challenging Participant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Module 5: Course Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Module 6: Teaching Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Module 7: Presentation Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Module 8: Closing Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35SECTION 3: AppendixChecklist of Classroom and Equipment Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Presentation Topics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Instructor Candidate Presentation Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42Instructor Monitoring Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43Instructions on Using the Instructor Monitoring Evaluation . . . . . . . . . . . . . . . . . . . . .44Instructor Candidate Course Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .451 INTRODUCTIONSECTION 1: ADMINISTRATIONINTRODUCTIONWelcome to the Instructor Development Course (IDC) of the Emergency Care and SafetyInstitute (ECSI). This program is designed to prepare new instructors who have little orno teaching background to teach the ECSI's programs, including frequently used cours-es such as First Aid, CPR, and AED.ECSIcoursesareprovidedthroughapartnershipbetweentheAmericanAcademyofOrthopaedicSurgeons(AAOS)andtheAmericanCollegeofEmergencyPhysicians(ACEP).The AAOS is a leader in the emergency care eld and is one of the most respected namesininjurypreventionandtraumacare.In1972,the AAOSpioneeredEMSeducationbypublishingEmergencyCareandTransportationoftheSickandInjured,therstEMTtraining program in America.ACEP hasjoinedthe AAOSinthisendeavortoprovidethehighestqualitytraininginemergencycaretobothlaypersonsandprofessionals.ACEP isamongthemostwell-known medical organizations specializing in prevention and emergency medical care foracute illness and injury. ACEP is providing additional medical review and approval forthe ECSI materials.ECSI is dedicated to providing the highest quality educational experience for future ECSIinstructors through its IDC.ABOUT THE INSTRUCTOR DEVELOPMENT COURSE (IDC) TheECSIIDCisdesignedtoteachinstructorcandidateshowtoteachECSIcourses.Instructor candidates will learn how to conduct ECSI courses, including how to use effec-tive teaching techniques, how to demonstrate skills, and how to evaluate participant per-formance.TheIDCprovidesastandardizedformatinwhichinstructorcandidatesaretrainedbyauthorized instructor-trainers (ITs) to offer ECSI programs. This manual provides a for-matforITstousewhenconductinganIDC.Instructorcandidatescanbetrainedasinstructors at the community rst aid, CPR, and AED level, as well as at the professionallevel. Thosedesiringtobecomeinstructorsat theprofessionallevelforcoursessuchasBloodbornePathogens,AdvancedFirstAid,WildernessFirstAid,orProfessionalRescuer CPR must possess additional expertise in these areas.ITs are crucial to the overall success of training new instructors. These ITs lead instructorcandidates through the process of teaching and start them on their way to bring qualityemergency care programs to work sites and communities worldwide. As the model fortheinstructorcandidates,ITssetthestandardsthatinstructorcandidateswillpractice Jones and Bartlett Publishers2 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSEwhen they enter their own classrooms. Thus, it is important that ITs set high standardsand provide a high-quality educational experience for instructor candidates.ABOUT THE IT GUIDEITs use this IT guide to teach the IDC. This guide has three primary sections: Administration Lesson plans AppendixADMINISTRATIONThis section provides guidelines for setting up and conducting the IDC.LESSON PLANSThissectionprovidesspecicinstructionsforteachingtheeightmodulesofthisIDC.Lesson plans standardize the information presented in the course so that an IDC will pro-vide the same quality regardless of who teaches it and where it is taught. The lesson plansincludeasummaryofthetopics,theassociatedaudiovisualmaterials,andrecommen-dations on how to present the information in the lesson.APPENDIXThissectioncontainstheformsandcheckliststhatareneededfortheIDC.Althoughthese materials are copyrighted, permission is granted to photocopy them as long as theyare used in conjunction with an IDC.INSTRUCTOR QUALIFICATIONSTo meet the rigorous demands found in quality educational programs, ECSI instructorsmust possess two specic requirements:A thoroughunderstandingofthecontentofthecoursethatheorshewill be teaching. The necessary experience to be an effective instructor.An individual can meet these ECSI instructor requirements in two ways: Reciprocity Completing an IDC Jones and Bartlett Publishers3 ADMINISTRATIONReciprocitycanbegrantedtothoseindividualswhopossessanyofthefollowingcre-dentials: Instructors credentialed by another national training organization such as the American Heart Association, the American Red Cross, the American Safety and Health Institute, Medic First Aid, or the National Safety Council. Instructors credentialed by regulatory authorities to teach First Responder, EMT, paramedic, re ghter, law enforcement, and nursing or medical programs.Professionaleducators(e.g.,collegedegreeintheeldofeducation)whoalso possess the basic knowledge of the medical content of the ECSI courses.IndividualswhodonotqualifyforreciprocitymustsuccessfullycompletetheIDCofferedbyanapprovedECSIeducationalcenterandconductedbyanauthorizedECSIIT. After completing this course, instructor candidates must teach their rst course withan authorized instructor or instructor trainer in order to complete their credentialing asan ECSI instructor.The instructor agreement and application are found online at www.ecsinstitute.org.INSTRUCTOR CANDIDATE MATERIALSEach instructor candidate must receive his or her own set of materials for the IDC. Thematerials needed are as follows: The Instructor Candidate Manual Instructor resource manuals (IRMs) for the appropriate course(s) The participant manual(s) for the appropriate course(s)Instructor Candidate ManualAll instructor candidates who are taking an IDC use this manual. It provides each candi-date with the information and materials needed to complete the IDC successfully. Asig-nicant portion of this manual involves activities and information pertinent to teachingthe specic course(s) that the instructor candidate wishes to become authorized to teach.Instructor Resource ManualsThe instructor candidate must receive the appropriate IRMs as part of the materials usedin the IDC. These manuals are three-hole punched with perforated pages that instructorcandidatescanputintothree-ringbindersforeaseofreferencewhileteachingclasses.IRMs provide the administrative guidelines, lesson plans, written exams, and forms forteaching ECSI courses.Participant ManualsThe participant manuals contain the content for the course being taught. These manualsare excellent resources for participants during, as well as after, the course because partic-ipants can refer to the manuals to refresh the information learned in class. Each instruc- Jones and Bartlett Publishers4 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE Jones and Bartlett Publisherstorcandidatewillreviewtheappropriateparticipantmanual(s)intheIDCinordertobecome thoroughly familiar with the content and design.IDC PREPARATIONThis section provides the information that is necessary for ITs to prepare to teach the IDC,beginning with the classroom arrangements.Before conducting the IDC, arrangements must be made to hold the course in a suitableenvironment. The IT needs to be involved in decisions about classroom arrangements. ITsshouldbefamiliarwiththeintricaciesinvolvedinarrangingforanadequatetrainingfacility. Some guidelines that are useful in making arrangements are listed here.Class SizeOneofthemoreimportantaspectsofarrangingforclassroomfacilitiesistodeterminethe class size before the rst day of class. An IDC should have one IT for every 10 instruc-torcandidates.Whenthatratioisexceeded,thequalityofinstructioncanbelessenedbecause individual attention and quality feedback may be restricted. Exceeding the ratiomay also prolong the course. Recruit additional ITs to assist if the class size becomes toolarge.Reserving a ClassroomIf a classroom is not already assigned, make sure to reserve the room before advertisingthe IDC. The classroom should be clean and uncluttered and have adequate lighting andventilation.Externaldistractionssuchasnoiseshouldbeminimal.Inconsideringtheinstructorcandidates,reserveaclassroomthathasadequateparkingaswellaseasyrestroomaccess.Ifrefreshmentsarebeingprovided,spacemustbeavailabletoaccom-modate these items.Classroom SetupClassroomsetupcanvaryfromaconferencetabletoatraditionalclassroomstylewithtables and chairs in a U-shaped format. Choose the setup that best ts the room size, withconsideration given to providing adequate room for any manikins and other skill demon-strations.Equipment and Training MaterialsBe sure to reserve the appropriate equipment to meet the needs of the instructor candi-dates. For skills demonstrations, the ratio of equipment to instructor candidates shouldnot be greater than one item (e.g., manikin) for every two instructor candidates. Reviewthe equipment checklist in the Appendix as a quick reference before setting up an IDC.Downloadandcopytheinstructorcandidatemanualseveralweeksinadvanceofthecourse.TheInstructorCandidateManualandPowerPointslidesfortheIDCcanbedownloaded at the ECSI website (www.ECSInstitute.org).5 ADMINISTRATION Jones and Bartlett PublishersCreate an AgendaPrepareasimpleone-pageagendaofthecoursedetailingtopics,times,breaks,andassignments. Setup on the Days of the CourseArriveearlywhenconductingtheIDC.Arrivingearlyensurestimetosetupandtestaudiovisual equipment and make any last-minute adjustments to the classroom arrange-ment. Greet the instructor candidates as they arrive and have them sign the course rosterto verify attendance.Course TrackingInstructor candidates need feedback as they progress through the course. Acourse track-ingformcanbefoundintheAppendix.Itisusedtotracktheinstructorcandidate'sprogressthroughtheIDC.Thisformcanbeusedtoevaluateandremediateinstructorcandidates objectively.6 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE Jones and Bartlett PublishersSECTION 2: CONDUCTING THE IDCLESSON PLANSTheInstructorDevelopmentCoursebeginswithInstructorCandidatespracticinganddemonstratingprociencyinthecourseskillsthattheywillbeauthorizedtoteach. AnInstructorCandidatewhodoesnotpossessthisabilitywillnotbeabletoadequatelydemonstrate the skills and provide corrective feedback to participants in his/her futurecourses.Withtheskillevaluationcomplete,theremainderoftheIDCpreparestheInstructorCandidates to teach ECSI programs. This includes understanding learning styles, utiliz-ingvariousteachingmethodologies,structuringacourse,conductingevaluations,andproviding corrective feedback.The following eight modules include the lesson plans for the IDC. The PowerPoint slidessupport each of these modules.Module 1: Introduction This module consists of an overview of the IDC and includes skills prociency testing inthe areas the instructor candidates will be teaching.Module 2: Instructor AttributesThismodulediscussesproventechniquesthatmakeaneffectiveinstructor.Itincludesdiscussionabouthowtobeginaclasswithintroductiontechniquesandprovenice-breakers. Module 3: Learning StylesThis module focuses on the importance of knowing who you are teaching. The makeupof the participants such as who they are, where they are from, and their backgrounds isimportant as instructors try to meet the needs of the participants. The section discussestheadultlearner,learningstyles,andhowtomotivatetheadultlearner. Module 4: Managing the Challenging ParticipantThismodulefocusesontheimportanceofidentifyingthechallengingparticipants-those who can be disruptive-and how to manage them effectively in the classroom.Module 5: Course PreparationThis module focuses on course planning. Several steps are important in planning an ECSIcourse. Instructor candidates review lesson plans and begin the discussion about teach-7 CONDUCTING THE IDCing methods that will best present the information to the participants. Instructor candi-dates prepare and review their presentation using the sample lesson plans presented inthis module and the lesson plans in the IRMs.Module 6: Teaching StrategiesThis module gets to the heart of teaching-the presentation. Teaching is more than follow-ing a lesson plan and talking about a subject. Teaching is as much an art as it is a science.Thissectiondiscussescoursepreparationandhowtodealwithbeingnervous.Theimportanceofeyecontactisdiscussed,aswellashowtoavoidllerwords.Information is also provided about how to get participants involved and participating inthe class. Teaching techniques are examined from both the positive and negative aspects.Module 7: Presentation SkillsThismoduleenablesinstructorcandidatestoprovidetheirpreparedpresentationsandreceivefeedbackfromtheirpeersandtheITregardingtheirteachingperformance.Constructive criticism is encouraged.Module 8: Closing ActivitiesThissectionpresentsinformationonhowtoconcludeacourse.Italsodiscussestheinstructor's responsibilities at the end of each course, such as course rosters and the issu-ing of course completion cards. It also prepares the instructor candidate for the tasks ofdisassembling, cleaning, and storing any equipment used during a course. Instructor can-didates are also given information about the next steps in their instructor authorizationprocess. Course evaluations are distributed and collected at this time.Course Outline Jones and Bartlett PublishersModule Name Approx. Time PowerPoint SlidesModule 1 Introduction 120-180 Minutes Slides 1-11Module 2 Instructor Attributes 45 Minutes Slides 12-18Module 3 Learning Styles 60 Minutes Slides 19-24Module 4 Managing ChallengingParticipants45 Minutes Slides 25-27Module 5 Course Preparation 90 Minutes Slides 28-36Module 6 Teaching Strategies 120 Minutes Slides 37-56Module 7 Presentation Skills 240 Minutes Slides 57-58Module 8 Course Conclusion 60 Minutes Slides 59-63Total Time 13-14 Hours8 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE Jones and Bartlett PublishersMODULE 1: INTRODUCTIONPreparatoryModule Objectives: Welcome instructor candidates. Ensure that instructor candidates have properly registered. Demonstrate effective introductions/icebreakers through participant introductions. Provide an overview of the IDC. Conduct skill prociency testing.Approximatetime: 120-180minutes(dependingonskillsprociencyassessmentsandthe number of ITs assisting with the assessment)Materials needed: Course roster IRMs for the course(s) for which instructor candidates are being authorized to teach Aparticipant manual for the course(s) for which instructor candidates are being authorized to teach Instructor cards Participant course completion cards Dry erase board and markers Manikins, equipment, and supplies for any skills prociency assessments Computer and LCD projector (for the IDC PowerPoint slides and/or any ECSI Instructor Toolkit CDs)DeliveryCourse IntroductionWelcome participants to the course.Have participants open their instructor candidate manuals to Module 1 and read the briefintroduction to the IDC. Reinforce that the purpose of the course is to prepare candidatesto be effective instructors in the course(s) desired (e.g., First Aid, CPR, and AED).Review the objectives for the IDC found in Module 1 of the Instructor Candidate Manual.Provide brief background information about yourself and about your local ECSI educa-tional center hosting this IDC.Invite participants to share information about themselves by participating in an activity.Pair participants and have them use the information page in Module 1 of their InstructorCandidate Manuals to interview their partner to learn the following information: His or her name Where he or she works Why he or she wants to become an instructor Expectations for this IDC Any concerns or fears about teaching Afew facts about himself of herselfAfter about 10 minutes, instruct each participant to introduce his or her partner to the restof the class.When the introductions are completed, thank the candidates for enrolling in the courseand mention that you look forward to working with them as colleagues.Explain to participants that an icebreaker was just completed. Ask participants about theimportance of an icebreaker. Look for responses such as overcomes tensions, gets peo-ple familiar with each other, and reduces shyness. Explain that Module 2 will coverinformation on the use of icebreakers as part of class introductions.IDC OverviewBriey examine all of the IDC materials distributed to instructor candidates. Make surethat each candidate has the appropriate materials and review the purpose of each item: Instructor candidate manual IRMs Display the instructor ancillaries that accompany courses: videos, DVD, CDs Participant manual(s)Highlight aspects about the AAOS, ACEP, and the ECSI: The AAOS provides education and practice management services for orthopaedic surgeons and allied health professionals. The AAOS name is well recognized among those teaching EMS-related programs such as First Responder and EMT. TheAAOS is the world's largest medical association of musculoskeletal specialists.ACEP provideseducationandpracticemanagementservicesforemergency physicians. The ACEP name is well known for its involvement in the medical oversightofnationaltrainingcurriculaandformedicaldirectiontopracticingEMS personnel.TheECSIisaneducationalorganizationthatwascreatedtodeliverthehighest quality training to laypersons and professionals in the areas of First Aid, CPR, AED,bloodbornepathogens,andrelatedsafetyandhealthareas.Thecontentofthe training materials used by the ECSI is approved by the AAOS and ACEP-two of themost respected names in injury, illness, and emergency medical care.9 MODULE 1: INTRODUCTION Jones and Bartlett Publishers10 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE Jones and Bartlett PublishersMentionthatclassroomlearningcanbefunordismal.Theinstructormakesthediffer-ence between a class that is enjoyable and one that is boring. This IDC is designed to helpnew instructors prepare and deliver ECSI courses in a manner that will be both enjoyableand enlightening for the participants.Mentionthatbeforebeginningthecourse,somecourselogisticsneedtobecovered.These are found in Module 1 of the Instructor Candidate Manual (page 4). Review theseitems and respond to any questions. Hand out your course agenda.ExplainthatduringtheIDC,eachcandidatewillbemakingtwopresentations.InformationaboutthesepresentationscanbefoundinModule1oftheInstructorCandidateManual(page5).Reviewthepracticepresentationguidelines,andexplainthat this will be covered in more detail later in the course. Hand out presentation assign-ments. Respond to any questions.Skill Prociency AssessmentThe nal portion of this module involves skill practice and prociency assessment of theinstructorcandidatesforcoursessuchasCPR, AED,andrstaid.Workinginteamsoftwo,participantspracticeanddemonstratetheskillsrequiredforthecourse(s)tobetaught. All CPR instructor candidates must be procient in adult, child, and infant CPR.ProfessionalrescuerCPRinstructorsmustbeprocientintheskillsusedbyhealthcareproviders and the differences between layperson CPR and CPR performed by healthcareproviders. Refer to the skills information in the IRMs and skill scans in the course partic-ipant manuals.Instruct the teams to regroup in the classroom at the end of the skills prociency assess-ment.SummaryBriey summarize Module 1 by reminding instructor candidates of these points: ECSI is supported by two well-known medical organizations. Icebreakers can help set the tone of a course. Instructors must be procient in the skills of a course so that they can properly demonstrate, evaluate, and remediate participant performance.11 MODULE 2: INSTRUCTOR ATTRIBUTES Jones and Bartlett PublishersMODULE 2: INSTRUCTOR ATTRIBUTESPreparatoryModule Objectives: Explain the importance of making a good rst impression. Explain the importance of properly introducing a course to new participants. Identify the characteristics of good instructors.Approximate time: 45 minutesMaterials needed: Dry erase board and markers Computer and LCD projector (for the IDC PowerPoint slides) DeliveryCourse Introductions/IcebreakersEmphasizethatoneofthemostimportantpartsofanewcourseistheintroductionbecause it establishes the participant's rst impression. Abad rst impression can set thestage for a course that participants do not enjoy. A good rst impression can result in apositive atmosphere that helps to motivate the participants and generates enthusiasm forthe class.Instruct participants to open their Instructor Candidate Manual to Module 2 and answerthe questions about their rst impressions of this IDC. After completion, invite the par-ticipants to share their observations.Ask,WhatdidyouseeandexperiencewhenyourstarrivedattheInstructorDevelopment Course? Look for responses such as Signs to help locate the classroom Clean room/area Room arrangement Agreeting by the instructor An opportunity to interact with other participantsAsk, What do you remember about the ice-breaker introductions when the course rststarted?Look for responses such as Participation was encouraged. The ability to get to know other participants was provided. Introducing another participant is less/more stressful than introducing self.12 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE Jones and Bartlett PublishersAsk, What were your rst impressions of the IDC?Look for responses such as Feeling at ease Becoming comfortable with what is expected Being organizedDiscuss how introductions at the beginning of the course can be used to Relax participants Invite immediate participation Provide early opportunities to know other participants Provide participants essential course details Provide an overview of the course Encourage participants to learn Provide an understanding of the requirements to complete the course successfullyDirect participants to Module 2 of the Instructor Candidate Manual.Discuss several tips for creating effective introductions that instructors can use: Arrive early and get the room ready. This frees the instructor to meet and greet arriving participants in a relaxed, unhurried mode. Be sure to start the course on time. Many people dislike delaying the start of the event and can get a negative impression if the course starts late. Provide brief and appropriate information about yourself, including your background. Focus on what you have in common with the participants.Provideinformationoncourserequirementssuchaswrittenexamsandthe minimum score needed to pass. Listen to the comments that the participants make. Build on them as appropriate.Mentionthatthepreviousitemsaddressonlyintroductionsbutarenotwhatmakesagood instructor. Ask participants to think about the instructors that they have had in thepast, both good and bad, and to list the qualities (attributes) that they felt made this per-son a good or bad instructor. Record the participant responses for later reference.Explain that good instructors have a large number of attributes. These attributes are list-ed in Module 2 of the Instructor Candidate Manual and include the following: Enthusiasm and passion: Be passionate about the course and the material being taught. Expertise: Show a high degree of expertise, but do not hesitate to admit if there is something that is not known. Clarity: Communicate clearly. Empathy: Understand the needs and learning styles of the participants. Freedom from biases: Have no prejudices toward anyone. Organization: This is critical to keeping a course running smoothly and meeting participant objectives. Caring about the participants: Listen to and assist participants in need of assistance.13 MODULE 2: INSTRUCTOR ATTRIBUTES Sense of humor: Be able to laugh, especially at yourself. Flexibility: Be able to alter the schedule to meet the needs of the participants.SummaryBriey summarize Module 2 by reminding instructor candidates of these points: Certain qualities comprise a good instructor. Agood instructor can make or break a class. Instructor candidates should emulate the qualities of those instructors who may have had a major impact on the instructor candidates' education and training. Jones and Bartlett Publishers14 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE Jones and Bartlett PublishersMODULE 3: LEARNING STYLESPreparatoryModule Objectives: Explain the importance of knowing the class participants. Describe the three common styles of learning. Discuss factors that motivate adult learning. Describe the principles of adult learning.IdentifywaystoapplytheprinciplesofadultlearningtoteachingECSI courses.Approximate time: 60 minutesMaterials needed: Dry erase board and markers Computer and LCD projector (for the IDC PowerPoint slides)DeliveryParticipant CharacteristicsMention that although it is important to know the characteristics of the good instructor,itisalsoimportanttoknowthecharacteristicsofthoseattendingthecourse.Knowingthese characteristics can enable an instructor to tailor the course to the specic needs ofthe group.Remind the instructor candidates about the icebreaker exercise. Ask about what the infor-mation provided. Responses may include Gain information about the group's expectations Learn about the group's motivation Gain an understanding about each participant's basic presentation ability.Direct participants to Module 3 of the Instructor Candidate Manual and look at the ques-tions that help identify the group's needs.Review each question:Whyaretheindividualsattendingthecourse?Aretheyrequiredtoattend?Isit voluntary? What is the overall attitude about attending the class? What is their level of training? Is this a refresher course? Does anyone have other medical training? What is the education level (reading and understanding)? Will some have trouble reading and comprehending the material? Is the group a mixture of a variety of people from different backgrounds, or are the15 MODULE 3: LEARNING STYLESindividuals all from the same organization? Are the participants enthusiastic, supporting, passive, or resistant to the training? Do they have any specic training needs? What content must be covered? Is the training part of their job? Does anyone have any specic physical challenges that may pose an obstacle to their learning?HighlighttheanswerstoQuestion1onthepreviouspage(Whyaretheindividualsattending the course?). Mention that people have various reasons for attending a trainingprogram, including It is part of their job function as an employee in a corporation. They are required to have the knowledge and skills to get a job. Family or friends may be at risk of illness or injury. They are parents, instructors, or baby sitters who may be required or asked to helpin an emergency.Somepeoplesimplywanttohavetheinformationjustincase,ortheyare learning just for fun. They want social relationships-to meet other people. Personal advancement is important.Three Key Learning StylesMentionthatadultslearnusingapreferredstyle.Threeofthemorecommonstylesoflearning are visual, auditory, and kinesthetic (physical). ECSI courses incorporate activi-ties that involve all three of these learning styles.Visual learners learn best by seeing the information. They prefer pictures, images, graph-ics, video, and watching the instructor or others. For example, when learning a skill suchas CPR, the visual learner prefers to watch it rst before trying the skill.Auditorylearnerslearntheinformationbestbyhearingit.Theypreferlisteningtotheinstructor or an audiotape of the information. Reading has been classied as both visualand auditory. If it is more auditory in nature, then writing notes for later review will helpthe person who prefers this style.Kinesthetic or physical learners prefer to jump in and get their hands dirty. They learnby getting a sense of position and movement, and thus, they tend to excel at skills.Learners often utilize all three styles of learning, but each person has his or her own pre-ferredlearningstyle.Thegoodinstructorwillmodifythepresentationbasedontheneedsandpreferencesoftheparticipants,oftenenablingparticipantstouseallthreestyles.Motivating the Adult LearnerMention that after there is an understanding of the type of group being taught, this infor-mation can be used to aid in setting the proper environment to help motivate the adultlearner.RefertoModule3oftheInstructorCandidateManualforsomekeyconceptsregarding adult motivation. Jones and Bartlett Publishers16 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSEDiscuss each motivating factor: Attitude: Adults need to have a positive attitude about the learning experience. Forexample, they should not have to worry about hurting someone when performingCPR. They should also not have to worry about being exact with the counting or other numbers. Perfection is not necessary in an emergency. Need: Adults will participate in a class as long as they feel the information is llinganeedtheyhave.Aslongastheyaregettingsomethingusefultothem,the participant will remain in class. Stimulation: People, from children to adults, need a stimulating environment. The presentations need to be interesting and invite attention and participation from thegroup. Nothing tunes out a group more than a boring speaker. Stimulation can come in the form of lecture, demonstration, discussion, and hands-on skill practice.In some cases, allowing the participants to role-play an emergency scenario may provide additional stimulation and enhance learning.Competence:Adultsmustbelievethattheycanmasterasetofskillsorbe competent in the knowledge that they gain from the course. Knowing that they willhave to complete a written examination and skills assessment successfully can be intimidating.Reassureparticipantsthattheknowledgeandskillsareeasyto master. Reinforcement: Everyone needs to know that he or she is doing a good job. Reinforcement can be as simple as building on an incorrect or incomplete answer. Praising the participant on each success is an important way to motivate him or hertoachieveoverallsuccess.Forexample,ifaparticipantishavingtrouble performing a skill, coach him or her through each step, providing encouragement when the performance is correct.Characteristics of Adult LearnersHighlight that adults learn differently than children. Refer to Module 3 of the InstructorCandidate Manual to review the information below:Adult learners See learning as relevant to the present as well as to the future Will participate as long as they feel that they are not wasting time Tend to be goal-oriented Must see the relevance of what is being taught in solving a personal dilemma or meeting a personal need Have many life experiences and will incorporate them into the learning process Need to be respectedInstructors can use the traits of the adult learner to help participants learn better: Look for and use life experiences Help make these experiences relevant to the course being taught Jones and Bartlett Publishers17 MODULE 3: LEARNING STYLES Reinforce the goal of the course and how the participants can meet that goal Show each participant respectSummaryBriey summarize Module 3 by reminding instructor candidates of these points: The importance of knowing the characteristics of the people attending the class. Beingfamiliarwiththethereasonstheyaretakingtheclassis importantbecausethiswillbetterorienttheinstructortothegroup'sneeds. Adult learners are different from child learners and have motivating factors that willkeepthemtunedintotheclassaslongastheenvironmentisconduciveto learning. Jones and Bartlett Publishers18 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSEMODULE 4: MANAGING THE CHALLENGING PARTICIPANTPreparatoryModule Objectives: Describe the types of participants who may present a challenge for instructors. Discuss effective methods for managing challenging participants.Approximate time: 45 minutesMaterials needed: Dry erase board and markers Computer and LCD projector (for the IDC PowerPoint slides)DeliveryThe Challenging ParticipantMention that in spite of best efforts, there will be challenging participants that will testeven the most seasoned instructor. Refer to Module 4 of the Instructor Candidate Manual.Discuss the following challenging types of participants: Know-it-all Sidetracker Whiner Challenger Class Clown Worrier Chatterbox DropoutHaveparticipantsgetwithapartner.Workingtogether,havethemreadeachofthedescriptions of the challenging participant and the suggested ways of handling theseparticipants.Askthemtodetermineatleastoneadditionalmethodofhandlingeachchallenging situation. Give the teams approximately 20 minutes for the activity and thenhave them provide their answers to the rest of the class. As the teams report, record theirsuggestions. Reiterate and reinforce the suggestions after each team reports.The purpose of the exercise is to share effective class management techniques to enableall instructor candidates to handle difcult situations. Jones and Bartlett Publishers19 MODULE 4: MANAGING THE CHALLENGING PARTICIPANTSummaryBriey summarize Module 4 by reminding instructor candidates of these points: Not all classes have well-behaved participants. Some challenges will always exist in the classroom. There are some well-known types of challenging participants.Remainingcalmandndingtherightmethodtodealwiththechallenging participant will enable instructors to manage their classroom effectively. Jones and Bartlett Publishers20 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSEMODULE 5: COURSE PREPARATIONPreparatoryModule Objectives: Become familiar with the steps needed to plan an ECSI course. Conduct a detailed review of the Instructor Resource Manuals (IRMs). Discuss things that an instructor needs to know about the makeup of a class. Discuss things that can go wrong during a presentation and preparing for presentation disasters.Approximate time: 90 minutesMaterials needed: Dry erase board and markers Computer and LCD projector (for the IDC PowerPoint slides) Instructor's resource manuals for respective coursesDeliveryPlanning and Advertising CoursesMentionthatformostcourses,therewillbeminimaladvanceplanningotherthantochoose a location set a date and time and advertise the course in the community.Mention that after a course date is set for an open course, it is important to advertise thecourse at least 60 days in advance. Advertising can be accomplished through Flyers Newspaper ads Posters Bulletin board postings Websites Phone calls/word of mouthMentionthattherewillbeanumberofoccasionswherecoursesaretaughttospecicgroupsofindividualssuchascorporaterstaidresponseteams.Inamarketingeffort,companies or other specic groups of people will contract with the instructor to provideone or more classes. In such instances, the instructor will need to determine the class tobe taught and specic needs for that class.Customer InterviewDirectparticipantstoModule5oftheInstructorCandidateManual.Highlightthat therststepistointerviewthecustomertoassesstrainingneeds.Emphasizethat Jones and Bartlett Publishers21 MODULE 5: COURSE PREPARATIONtheinterviewisessentialtoensureasuccessfulpresentation.Interviewthecustomer to determine: The type of class: initial training or refresherCPRtrainingneeds:adultonly,pediatriconly,acombinationofboth,or professional level Bloodborne pathogens needs: Do participants have higher risk of exposure to bloodborne pathogens? If so, additional time may be needed to cover the topic in more detail. AED needs: the type of product in place or being purchased; medical direction andspecic protocols Specic illnesses/injuries: any unique conditions that have been seen over the pastyears; helps tailor the course to meet their experiences OSHAlog 200: Any specic items that have been identied in the company's OSHA200 log Any state or local licensing regulations, such as child care regulations for home child care providers versus child care centersReviewing the Instructor Manual(s)HaveparticipantsopentheirIRM(s)forthecourse(s)thattheyareplanningtoteach.Review all of the administrative items in Section 2.Mention that after the training needs have been identied, the next step is to identify spe-cic topics and time frames for the course appropriate for the customer. For example, ifthe employees that are being trained in CPR also desire AED and bloodborne pathogen(BBP) training, then the time of the course must be increased accordingly.Explain that adequate time must always be given for demonstrations and skill practice.Depending on the number of participants, equipment available, and assisting instructors,times may be modied. If a class is large, it is possible for one instructor to lead the class,butitisnecessarytosecureadditionalinstructorsandequipmenttoconducttheskillsportions of a course.Tokeepthegroupactivelyparticipatinginthecourse,theinstructorwillneedtouseavariety of teaching methods. Some classes require the extensive use of audiovisuals andminimal lecture/discussion, whereas others will make less use of the audiovisual com-ponents and focus on instructor-led discussions.Have participants open their IRM to Section 3 for a brief discussion of teaching strategies.Mention that a signicant step in planning a course must also include identifying teach-ingmethodstobeusedinthecourse.Brieymentionthefollowingteachingmethodsand explain that these are covered in detail in the next module of this IDC: Lecture Discussion Group activities Demonstration Skills practice Jones and Bartlett Publishers22 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE Case studies Role playingHaveparticipantsopentheirIRMtoSections4and5,whichcoverthecourseoutlinesand lesson plans. Highlight that the IRM provides lesson plans for each course. Highlightthe course outline and the various components of the lesson plans, including Objectives: what is to be achieved in a lesson Scenarios: can be used for case studies or role playing Teaching points: key points to reinforce from the lesson Video/DVD: notes on the audiovisual resources available Activities/skill practice Assessing progress: how to assess performance DirectparticipantstoSection6oftheIRM(s)andbrieyreviewthewrittenexamsandanswer keys for the course(s).Preparing a PresentationAs part of the training to become an ECSI instructor, candidates must prepare two lessonplans and deliver two short lessons (approximately 10 minutes each) to their peers. If thecourse the candidates will be teaching involves skills (e.g., CPR or rst aid), then one ofthese presentations must involve demonstrating, evaluating, and remediating participantskill performance. Refer to the IRM and choose a specic lesson plan. Mention that thelesson plan in the IRM is a formal lesson plan for an entire unit. When developing a mod-ied lesson plan for the upcoming presentation, candidates can use this template, but cre-ate a shorter lesson. Emphasize that an instructor has a wealth of knowledge and information to share. Theinstructor needs a strategy to present the material in a logical and organized manner sothattheparticipantscanbestlearntheinformation.Thelessonplanisaguideforpre-senting the information from beginning to end.Instruct the participants to use their IRM to locate the lesson plan for the topic that theyhave previously been assigned. Using the IRM lesson as a guide, develop a brief lessonplan, including The objective(s) that will be addressed The equipment needed Key points to present The teaching method likely to be used. (Note - the next module focuses in-depth onteaching methods.) During this time, walk around the room and offer assistance to anyone who needs it. Atthe end of the allotted time, ask whether anyone has any questions about the lesson planor course planning. Answer as appropriate. Jones and Bartlett Publishers23 MODULE 5: COURSE PREPARATIONSummaryBriey summarize Module 5 by reminding instructor candidates of these points: Course planning is essential to running a smooth course. Lesson plans guide the progress of the course to a successful outcome. Lesson plans need to be reviewed before the start of any class and adjusted as thecourse progresses according to the need of participants. Jones and Bartlett Publishers24 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE Jones and Bartlett PublishersMODULE 6: TEACHING STRATEGIESPreparatoryModule Objectives: Examine the positive and negative aspects of the various teaching methods, including lecture, demonstration, discussion, activities, and role-play. Discuss how to facilitate discussions effectively in the courses being taught. Handle questions and answers from participants. Develop and use good listening techniques. Develop skills to provide excellent demonstrations. Discuss how to manage nervousness. Discuss and practice good presentation skills. Discuss how to avoid presentation/class disasters.Approximate time: 120 minutesMaterials needed: Dry erase board and markers Computer and LCD projector (for the IDC PowerPoint slides) IRM(s) and personal lesson plans developed for respective course topicsDeliveryTeaching MethodsMention that this module will discuss information on presentation techniques, and high-light the positive and negative aspects of various teaching techniques used in classrooms.It will also cover information on avoiding and handling presentation disasters and howto handle questions.Askaboutthedifferentteachingtechniquesthatpeopleuse.Responsesshouldincludelecture,demonstration,discussion,activities,androle-play.Mentionthateachofthesetechniques has its strong and weak points. Have participants open their IRM to Section 3to review the various teaching methods used in courses.Ask about the strong points or positive reasons for lecture.Responses may include: The instructor can control the information. The content is organized. The instructor can interject life experiences. Handout materials covering the lecture can be used. It is easier to take notes. Time is not wasted.25 MODULE 6: TEACHING STRATEGIES Jones and Bartlett PublishersAsk about the weak points or negative aspects of lecture.Responses may include There is a low amount of interaction with class. There is a possibility of being boring, especially if given in monotone voice. Few ways exist to assess whether the class has learned the material.Unlesstimeisavailable,participantscannotaskquestionstoclarifypointof information. Group participation is not possible.Ask about the strong points or positive reasons for discussion.Responses may include It actively involves participants. The instructor can prepare a list of questions in advance. The instructor can gauge how much, if any, learning has been achieved. It makes use of ideas and experiences from the entire class. It can get examples of real-life experiences from participants.Ask about the weak points or negative aspects of discussion.Responses may include Not everyone in the class gets involved. One or a few people may dominate the conversation. It can become unfocused.Pointsofinformationmaybemissedbecauseoftheconversationalnatureor discussion.Askwhetheranyonehasbeenadiscussionleaderinaclass.RefertoModule6oftheInstructorCandidateManualforinformationonleadingadiscussion.Instructthepar-ticipants to review these tips. After a few minutes, invite questions concerning the infor-mation.Ask about the strong points or positive reasons for group activities/case studies.Responses may include Participants share information/experiences and learn from each other. Participants are expected to join in by other team members. Course information takes on real-life application.Ask about the weak points or negative aspects of group activities/case studies. Responses may include Not everyone in the group gets involved. One or a few people may dominate the activity. It can become unfocused. Participants may not be clear on the activity or what is expected of them. They can consume a lot of time.Ask about the strong points or positive reasons for demonstration.Responses may include It is great for skills. Participants can see what is expected of them for specic skills. Participants can become engaged in the skill performance.26 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE Jones and Bartlett PublishersAsk about the weak points or negative aspects of demonstration. Responses may include: Some people (e.g., auditory learners) may not understand information. Visual access of the demonstration can be hindered. There is no group participation.Several tips are available for an effective demonstration. Direct participants to Module 6of their Instructor Candidate Manuals to review these tips: Telling the participants about the skill and why that skill is important Talking through the skill as it is being demonstrated Demonstrating the skill with minimal discussion Demonstrating the skill how it is expected to be performed Instructing the participants to perform the skill while being coached Encouraging good performance and, if necessary, referring to the owchart or sequencing of the skill Instructing the participant to perform the skill without instruction or assistance; providing feedback at the end of the skill Encouraging additional practice to retain skill prociencyAsk about the strong points or positive reasons for role-play. Responses may include: Participants share information/experiences and learn from each other. Other team members expect participants to join. The course information takes on real-life application.Ask about the weak points or negative aspects of role-play. Responses may include: Not everyone in the group gets involved. Those who are shy may refrain from participating. Participants may be afraid of being embarrassed in front of their peers.Ask about the strong points or positive reasons for skill practice. Responses may include: Participants share information/experiences and learn from each other. Participants master skills they have come to class with an expectation to learn. Practice enables participants to apply content discussed or viewed.Ask about the weak points or negative aspects of skill practice. Responses may include: Without proper equipment there is too much down time. Practice without proper remediation can result in reinforcement of incorrect steps. Participants may be reluctant if they are weak when it comes to psychomotor skills. Ask about some of the effective ways to divide a group into small teams for activities.Responses may include: Have the group count out (e.g., 1, 2, 3) to create the needed number of groups. Assign the people sitting at the same table into the same group. Merge two tables into a small group. Create men-only or women-only teams. Ask the participants to pick a partner. Assign partners.Mention that when dividing a class into teams, be sure to diversify the teams and havethe participants be a part of different teams during the course.27 MODULE 6: TEACHING STRATEGIES Jones and Bartlett PublishersResponding to QuestionsHighlight that participants will often have questions for the instructor during the course.Questionsshouldbeansweredtoprovideclaricationofimportantinformation.Thereare two times that questions can be answered: during the presentation or after the pre-sentation has been nished. Refer to Module 6 of the Instructor Candidate Manual.Askabouttheadvantagesofallowingquestionstobeaskedandansweredduringthepresentation. Responses may include: Questions are asked when they occur. Questions are relevant to the material being covered at that time. Questions allow for immediate clarication of the subject. Questions provide feedback to the instructor regarding whether the participants understand the topic.Ask about the drawbacks to allowing questions to be asked during the presentation.Responses may include: The discussion can get off topic. The presentation may lack continuity. Questions may be asked about topics not covered. Handling questions during the presentation takes a lot of time.Ask about the advantages of waiting until the end of the presentation to allow questions.Responses may include: The presentation schedule can be maintained. The question may be answered during another section of the presentation.Ask about the disadvantages of waiting until the end of the presentation to allow ques-tions. Responses may include: The participant may forget the question. If the participant focuses on the question, he or she may not be listening to the otherinformation. Failing to understand a key point may hinder comprehension of the remainder of the topic. People refuse to ask questions at the end because they want a break or want to leave.Direct participants to Module 6 of their Instructor Candidate Manual to review tips forhandlingquestionandanswerperiods.Whentheinstructorstartsthequestionandanswer session, introductory questions might be in order. If the instructor asks the ques-tions Avoid questions that can be answered yes or no. Start with general questions and then get more specic. Keep the questions to a specic topic. Do not interrupt when someone is answering the question.If the participants ask the questions Listen to the entire question, and do not jump in prematurely. Make sure that the others in the group have heard the question. If not, repeat it. If the question is not understood, repeat it and ask for clarication.28 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE After answering the question, ask whether the information was sufcient. Avoid going into an off-topic discussion. Stick to the question, and do not provide an excessive answer.Answerthequestioninvolvingtheentiregroup,notjustthepersonaskingthe question. Do not debate the question. If more information is needed or the participant wantsto debate the issue, delay further discussion until a break or the session has ended. If the answer is unknown, admit it, but look it up and get back to the participants as soon as possible.Effective Communication SkillsHighlight that one of the essentials aspects of good teaching is effective communications.Itinvolvesquiteanumberofskills.Demonstratingtheseskillsisimportanttounder-standing their importance.Activity 1: Invite two participants to the front of the class. Keep them close in height. Have the pairstand back to back. Instruct one of the pair to be the speaker and describe the qualities ofa good friend for 1 minute without interruption. At the end of the minute, ask each per-son for his or her feedback.Responses may include: Unable to hear the speaker Unable to determine whether the information was understood No feedback from listener Felt like talking to a wall No eye contact Ask the rest of the group for feedback.Activity 2: Invitetwootherparticipantstothefrontoftheclass.Instructoneofthepairtobethespeaker.Takethelisteneraside,andinstructthelistenertoprovideeyecontactbutnootherfeedbacksuchasfacialexpressionsorbodymovement.Instructthespeakertodescribe a favorite pet for 1 minute, including the type and how long the pet has been inthe family. At the end of the minute, ask each person for his or her feedback.Responses may include: Minimal feedback Unable to determine whether information was understood No feedback from listener Felt like talking to a wall Not giving feedback was difcult Ask the rest of the group for feedback.Activity 3: Invite two other participants to the front of the class. Assign one to be the speaker andone to be the listener. Take each person aside and give each the following instructions: Jones and Bartlett Publishers29 MODULE 6: TEACHING STRATEGIESSpeaker: You are to describe the best vacation that you have ever experienced or tell ofplans for an upcoming vacation.Listener:Thespeakerwillbedescribingagreatvacationorplansforoneinthefuture.You are to interrupt the speaker with stories of your best vacation or disagree with thespeaker when appropriate and whenever possible.Introduce the speaker, stating that he or she will be talking about a great vacation or plansfor a vacation. Give the speaker 3 minutes for the topic.Monitor the discussion and stop if and when appropriate.Ask the speaker for feedback.Responses may include: No respect was given. He or she felt angry because of the argument with listener. The listener was not really listening, but was rather trying to steal the show.Ask the rest of the group for feedback.Debrief the group by asking what conclusions can be drawn from these activities involv-ing communication.Look for: The environment needs to be quiet. Communication means good listening as well as speaking skills. Everyone needs to be involved in the communications. Body language (nonverbal communications) is important. Eye contact is important.Improving Listening SkillsRemind participants that listening is important. Refer to the Instructor Candidate Manualto review tips on listening.Conduct a listening skills activity. Instruct participants to take out a sheet of paper or usea page in the instructor candidate manual. After each question, quickly write the answerto the question.Question 1: A boat is sitting in the water with a rope ladder over the side. There are sixrungs showing, and the rungs are exactly 1 foot apart. The tide comes in and raises thewater level 3 feet. How many rungs of the ladder are above the water?Question 2: An airplane crashes on the Florida-Georgia state lines. Where do they burythe survivors?Question 3: Is there a 4th of July in Canada?Question 4: Michael's mother has three children. The rst one's name is Penny. The sec- Jones and Bartlett Publishers30 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE Jones and Bartlett Publishersond one's name is Nick. What is the third child's name?Question 5: Aperson is building a house. Each side of the house has a southern exposure.Abear wanders by. What color is the bear?After the last question has been asked and the participants have stopped writing, rereadthe questions one at a time and ask for the answers to each:Question 1: Six. The boat oats.Question 2: They do not bury survivors.Question 3: Canada has a 4th of July, but it is not celebrated as it is in the United States.Question 4: The third child's name is Michael.Question 5: The bear is white (polar bear) because the home is being built at the NorthPole.Remind the instructor candidates that listening is important and that what is heard mayor may not be interpreted correctly.Providing Clear DirectionsMention that directions must be clear, especially when dealing with skills. To highlightthis, divide the participants into four groups. Instruct the groups that they will need todevelop clear instructions on a skill that will be tested. After completing the directions onthe assigned skill, another team will follow the directions.Assign one of the following skills to each team: Opening, going through, and closing a door Tying shoelaces Making a call on a cellular phone Doing another task determined by the instructor Allowtheteams5minutestocompletethedirections. Attheendoftheallottedtime,instruct each team to list the steps while another team or member of a team follows theinstructions.Characteristics of Excellent PresentersMention that the course will now focus on presentation techniques that will help makeyourclassesagreatlearningexperiencefortheparticipants.Mostexcellentpresentershave several characteristics in common, including: Putting their nervousness to work for them Framing their self-image in a positive light Managing the way they look and sound Adding audiovisuals to their presentations31 MODULE 6: TEACHING STRATEGIESAsk if anyone gets nervous before speaking to a group of people. Remind the participantsthat being nervous is normal and that instructors channel their nervousness into positiveenergy that makes their program a success. Refer to Module 6 of the Instructor CandidateManual for helpful tips on how to manage nervousness.Ask whether anyone has some additional suggestions on how to reduce or overcome ner-vousness.Highlight that effectively communicating the information requires essential presentationskills,includinghowthesoundsandlooks.Additionaleffectivecommunicationsrequires eye contact. There are three key ingredients in an effective presentation: what issaid, how it is said, and what the instructor looks like when saying it. Of these three ele-ments, how something is said makes the biggest impact on the audience.RefertoModule6oftheInstructorCandidateManualforwaystomanageeffectivelyhow the instructor sounds and ways of managing how the instructor looks.Wrap up the discussions about teaching methods and communication skills by empha-sizing a few additional hints: Avoiding walking directly in front of the projector Using the ve Cs of presenting: Condent, Credible, Competent, Convincing, and ComfortableUsing Audiovisual AidsMany instructors use audiovisual aids to enhance their programs. These tools of the tradeare important to understand and are as simple as a chalkboard or as complex as a com-puter and multimedia projector. Describe and discuss each tool of the trade.The chalkboard/dry erase board is simple and easy to use. It communicates message bywriting the information for participants to read.Hints: Make sure that chalk is available. Use dry erase markers only-not permanent markers.Writelargeenoughsothattheinformationcanbeseeneasilyinthebackofthe room. Avoid light colors. When erasing the chalkboard or dry erase board, use varying strokes, side to side and up and down.Easel and pad is simple and easy to use. It communicates message by writing the infor-mation for participants to read.Hints: It cannot be erased. It can hang on wall using masking tape (other tape may mark wall). Jones and Bartlett Publishers32 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSEThecomputer/LCDprojector/VCR-forVideo/DVD-canbeusedtopresentkeycourseaspects, including skills.Hints: Be sure that the device is working well with the television. Cue the video or DVD to the point that you wish to present. Be sure to have the remote control to start and stop the section at any point desired.Emphasizethataudiovisualaidsservetoenhancetheinstructor'spresentation,notreplace it. Remind the instructor candidates that whenever using electronic equipment,an extension cord should be handy. Mention other helpful hints in dealing with audiovi-sual aids, including: Make sure that the audiovisual aids are well organized and easily accessible duringthe course. Practice using the audiovisual aids similar to rehearsing the presentation. Make sure that the equipment is working before the start of the course. Test all devices to make sure that they are set up correctly. Do not read the slides. Talk to the participants, not to the screen. Do not stand in front of the audiovisual aid, such as the screen, chalkboard, and dryerase board. Pause in the presentation when you are changing slides, overhead transparencies, etc.Presentation DisastersIn spite of best efforts, presentations disasters do occur. Some of the disasters can be eas-ily avoided, but others may try the patience of the most seasoned instructor. Presentationdisasters include: Aloss of power Equipment failure (computer, projector, VCR, microphone, etc.) An extension cord that does not match the power cordBeing aware of these potential problems will reduce the chance of their happening.Mention that it is nearly time for the instructor candidates to present their assigned top-ics.Takesometimetoallowparticipantstorenetheirpresentations(preparedinModule 5) based on what they have learned in this module.SummaryBriey summarize Module 6 by reminding instructor candidates of these points:Goodinstructorsmakeaconscientiousefforttodevelopinggoodlisteningand presentation skills. Nervousness is normal. Rechannel the nervous feelings into positive feelings. Eye contact is an important part of maintaining participant involvement. Proper use of audiovisual aids begins with preparation and making sure that everything is working properly. Jones and Bartlett Publishers33 MODULE 7: PRESENTATION SKILLS Jones and Bartlett PublishersMODULE 7: PRESENTATION SKILLSPreparatoryModule Objectives: Present assigned topics. Provide an effective critique of one's own presentations. Provide an effective critique of other participants' presentations.Approximate time: 240 minutesMaterials needed: Dry erase board and markers Computer and LCD projector Personal lesson plans developed for respective course topics Equipment/supplies appropriate for individual lessons Evaluation forms from the AppendixDeliveryInstructor Candidate PresentationsIt is time for the instructor candidates to present their assigned topics. Depending on thesize of the class, it may be necessary to break the group into smaller teams to work withanother Instructor Trainer.Determinewhowillpresenttheirtopicrst.Thiscandonebyaskingforavolunteer,drawing a number, or any other way. Each participant will present his or her topic andbe evaluated using the assessment sheet found in the Appendix.At the end of the prepared topic, ask the presenter What teaching methods did you use? As the participants list the methods used, record responses. After each response, ask for an example of when it was used. What went well in the presentation? What would you change if you were presenting this topic again?Ask for feedback from the rest of the participants. Remember the sandwich technique forcritiquingthepresentations:Sandwichanynegativecommentbetweentwopositivecomments.Aftertherstpreparedpresentationshavebeendelivered,allowparticipantstimetoexamineandmodifytheirsecondpresentation.Critiquethesecondpresentationinthesame manner as the rst.34 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSEThank all of the instructor candidates for their presentations.SummaryBriey summarize Module 7 by reminding instructor candidates of these points: Teaching is not as easy as it seems. Use the techniques that have been discussed to improve teaching performance. Lesson plans sometimes need to be modied on-the-y to adjust to the needs of the audience. Jones and Bartlett Publishers35 MODULE 8: CLOSING ACTIVITIES Jones and Bartlett PublishersMODULE 8: CLOSING ACTIVITIESPreparatoryModule Objectives: Discuss tasks that need to be completed at the end of a course. Review the written exams in the back of the IRM(s). Discuss the nal steps in awarding course completion cards. Disassemble and clean any equipment used in the course. Discuss the nal steps in the instructor credentialing process.Approximate time: 60 minutesMaterials needed: Dry erase board and markers Computer and LCD projector (for the IDC PowerPoint slides) Instructor's resource manuals for the respective course(s) Participant course completion card sheets Instructor cards Course evaluations Manikins and cleaning supplies (if teaching CPR)DELIVERYFinal TasksHighlightthattheprecedingsectionsofthiscoursehavebeenorientedtowardcourseplanning,teachingstrategies,communication,andthedevelopmentofpresentationskills. However, after the course is over, some nal things must be completed. These naltasks are equally important to the other components of the course and include the writ-tentest,issuingcoursecompletioncards,invitingtheparticipantstosubmitacourseevaluation form, and cleaning and storing equipment used in the course.Refer to Module 8 of the Instructor Candidate Manual and the IRM(s) for informationonwhat needs to be done toward the end of an ECSI course and after the class has been com-pleted.TestingEach participant must successfully complete all required course skills as well as score atleast 80% on the written examination. Participants scoring less than 80% are to be giventime to review the materials and correct the errors. After a reasonable time, the partici-pant is to be given the second examination. Not all participants test well. Some have testanxieties that prevent them from doing well on a written or skills assessment. It is impor-36 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSEtant to be sensitive to this and encourage the participant as much as possible. Review thewritten exams in the IRM(s) and make sure there are no additional questions. Course Completion CardsMost participants want to receive their course completion card as soon as possible, as itmayhaveanimpactontheirjobs.Beforeclosingthecourse,besuretoreadtherosterclosely and make sure that each name is legible. If course completion cards are preparedin advance, hand them out, and congratulate each person on his or her success. Refer topage 32 in the instructor candidate manual for information on what must be done afterthe participants have left the classroom. Cover each one of these topics to ensure under-standing of the information.Course EvaluationsInviteeachparticipanttocompleteacourseevaluationformtogivefeedbackonhis or her perceptions of the course. Allow time for the participants to complete the evalua-tion.Instructtheparticipantstoputthecompletedevaluationsinapiletoensure anonymity.Equipment and SuppliesEmphasize that one of the tasks that must be completed after everyone leaves is cleaningand disinfecting the manikins if used. Have the IDC participants get into small groups.Instruct each group to choose one manikin and disassemble and disinfect it thoroughlywith your guidance. Once this task has been completed, reassemble the group for yourclosing comments.IDC Wrap UpExplain to the Instructor Candidates that even though they have completed the InstituteInstructor Development Course, their training is not yet complete. To become an autho-rized ECSI instructor, they need to teach one Institute course while being monitored byan Institute Instructor or Instructor-Trainer. This should be done as soon as possible, andcan be done by simply co-teaching a course already scheduled by another instructor.Once authorized, the Educational Center will issue an Instructor's card. The card is validfor one calendar year, expiring each December 31st. If the instructor approval date is afterAugust 1st, however, the Instructor card will be valid until the December 31st of the fol-lowing year. In order to renew instructor credentials, instructors must teach at least oneECSI course per year.ItisimportanttoregisterasanInstructorwiththeInstituteaswellaswiththeEducationalCenter.Thisisdoneonlineatwww.ECSInstitute.org.Explainthatnewlyauthorized instructors receive a password to log into the Educator Login site to get addi-tionalinformation,instructortools,andregisteryourcourseswiththeInstitute.Ifyou Jones and Bartlett Publishers37 MODULE 8: CLOSING ACTIVITIEShave internet access during the IDC, take the Instructor Candidates to the ECSI websiteto view the administration section and the tools available for instructors.Thank each participant for attending and express hope they enjoyed the class and learnedalotofvaluableinformation.Inviteclosingquestionsandcommentsfromthegroup.HaveparticipantscompletetheIDCEvaluationFormbeforeleavingtheclass.Returnthese completed evaluations to the local Educational Center. Jones and Bartlett Publishers38 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE Jones and Bartlett PublishersAPPENDIXChecklist of Classroom and Equipment NeedsDetermine the course starting dateAt least 30 days in advance of the course starting dateReserve classroom space that is large enough to meet anticipated needsOrder sufcient instructor training materials____ Instructor resource manuals____ Instructor candidate materials____ Teaching packages____ Other (specify)Reserve a sufcient number of manikins depending on the type of courseReserve the appropriate audiovisual equipment____ Overhead projector____ Slide projector____ LDC/multimedia projector____ Screen____ Easel and pad with markersAt least 14 days in advance of course starting dateConrm attendance in the classSend a registration conrmation letter with presentation assignmentsDetermine and arrange for break refreshmentsAt least 7 days in advance of course starting dateCopy forms and handout materialsGather the materials that are needed for the course____ IT manual for the appropriate course____ Instructor candidate materials____ The teaching package that is appropriate for the course being taught____ Overhead transparencies, slides, or PowerPoint presentation____ Course completion cards for instructor candidates____ All needed forms39 APPENDIX Jones and Bartlett PublishersOn the day of the courseArrive 30 to 60 minutes earlyCheck the room and setup-rearrange as neededSet up the supplies on the registration tableBecome familiar with the facility, including____ Fire exits____ Restrooms____ Break rooms, etc.____ Telephones____ Room controls-heating/cooling, lightingTest all audiovisual equipment40 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE Jones and Bartlett PublishersPresentation TopicsInstructor candidates will present two prepared topics and handle extemporaneous ques-tions about the topics that they have been assigned. Here is a list of topics for rst aid,CPR, and AED. Each instructor candidate is to demonstrate at least one skill in his or herassigned presentations.First AidLegal considerations that pertain to providing rst aidHow to call EMSHow to protect yourself against diseases when providing rst aidHow to perform a physical examinationThe components of the SAMPLE examinationThe three types of external bleeding and how to control themRecognizing the signs and symptoms of shock and how to treat itHow to apply a roller bandageHow to apply a triangular bandageThe three degrees of burnsCare for a thermal burnThe signs and symptoms of a head injuryCare of a patient with a suspected spinal injuryHow to splint an armThe signs, symptoms, and care of a diabetic patient with low blood sugarThe signs, symptoms, and care for a patient who has been poisonedThe signs, symptoms, and care for a patient with frostbiteThe signs, symptoms, and care for a patient with hypothermiaThe signs, symptoms, and care for a patient with heat exhaustionThe signs, symptoms, and care for a patient with heat stroke41 APPENDIXCPRLegal considerations that pertain to providing rst aidHow to call EMSHow to protect yourself against diseases when providing CPRThe signs, symptoms, and care for an adult patient who is chokingThe care for a child and infant who is chokingThe steps taken when performing CPR on an adult patientOpening the airway and giving initial rescue breaths to an adult patientOpening the airway and giving initial rescue breaths to a child patientHow to determine whether CPR has been successfulRisk factors for heart diseaseCare for a conscious adult who is having a heart attackThe signs, symptoms, and care for a patient with a strokeThe steps taken when performing CPR on a childThe steps taken when performing CPR on an infantThe skills of either adult, child, or infant CPRAEDExplain the need for early debrillation.Discuss the role of the medical director in AED or public access debrillation.Demonstrate the use of an AED in a cardiac arrest.Discuss daily maintenance of the AED. Jones and Bartlett Publishers42 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSE Jones and Bartlett PublishersInstructor Candidate Presentation AssessmentInstructor Candidate Name___________________________________Date:______________Subject:_______________________________________________________________________Scores: 5-Excellent 4-Good 3-Average 2-Needs work 1-Unacceptable5 4 3 2 1Used an appropriate introduction at the start of presentationSpoke at a proper level of understanding for the groupWas condent and minimized nervousnessWas enthusiasticMade eye contactMinimal use of ller words such as uh, um, and, you knowNatural movement in room-not forced or unnaturalAdequate speaking volume so that all could hearDemonstrated mastery of subject matterOrganized presentationStuck to the key points and objectives of the presentationWas available to assist participantsUsed effective teaching techniques (i.e., lecture, demonstration, discussion)Effectively used audiovisualsEffectively handled question and answer sessionsOtherStrengths:_____________________________________________________________________Areas to Improve:______________________________________________________________ 43 APPENDIX Jones and Bartlett PublishersInstructor Monitoring EvaluationCourseTaught:____________________________Date:_______________________________Location:_________________________________Instructor Name: ____________________Scoring: 5-Excellent 4-Good 3-Average 2-Needs work 1-Unacceptable5 4 3 2 1Participants made to feel welcome-greeted at the doorProfessionally dressed and appropriate for the situationUsed an appropriate icebreaker at the start of the courseSpoke at a proper level of understanding for the groupWas condent and minimized nervousnessWas enthusiasticMade eye contactMinimal use of ller words such as uh, um, and, you knowNatural movement in room Adequate speaking volume so that all could hearDemonstrated mastery of subject matterOrganized presentationStuck to key points and objectives of presentationWas available to assist participantsUsed effective teaching techniques (i.e., lecture, demonstration, discussion)Effectively used audiovisualsEffectively handled question and answer sessionsMaintained good rapportOtherAverage Score: 44 EMERGENCY CARE AND SAFETY INSTITUTE INSTRUCTOR DEVELOPMENT COURSEInstructions on Using the Instructor Monitoring EvaluationRecommendations/Comments:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evaluator'sSignature_____________________________________________________Evaluator's Printed Name_________________________________________________ EducationalCenter_______________________________________________________ Jones and Bartlett PublishersThis form is to be used by EducationalcenterITswhenmonitoringtheperformanceofinstructor candidates Educational center staff when monitoring the performance of instructors or ITs ECSI administrative staff when monitoring instructors and ITs.Thecontentsofthisformisconsideredcondentialandshouldnotbediscussedorviewed by unauthorized personnel.Instructors or instructor candidates receiving a score of 2 or 1 in any area must showimprovementinthatareabythetimetheircredentialsarerenewed.Instructorsorinstructor candidates receiving a general score of 2 or 1 must not be recommended forfull credentialing until improvement has been demonstrated.45 APPENDIX Jones and Bartlett PublishersInstructor Candidate Course EvaluationYour feedback is important. Please take a few moments to complete this evaluation of theIDCthatyouhavejustcompleted.Helpustoimproveourprogramsanddevelop quality training for others. Thank you!Date:________________________Location of course: _______________________________Name (optional):______________Instructor:______________________________________What is your overall satisfaction with the course? (circle one)Excellent Very good Good Fair PoorThis program prepared me to teach rst aid, CPR, AED (circle one).Strongly agree Agree Neutral Disagree Strongly disagreeComment on disagree or strongly disagree: _____________________________________________________________________________________________________________________The instructor (check appropriate box)Strongly Agree Neutral Disagree Strongly Agree DisagreeWas organized and kept program on track Encouraged interaction and participation Was credible and competent in the topics Promoted positive learning environment The course was (check appropriate box)Strongly Agree Neutral Disagree Strongly Agree DisagreeWell planned and organized Provided realistic examples Provided handouts that were helpful Prepared me to teach To improve the course, I would:______________________________________________________________________________________________________________________________________________________________________________________________________________