Types of Presentations And How Do You Learn?
As a secondary science teacher and fire instructor one of the characteristics that all educators have in common is that we are all “lifelong learners”. We all have the desire to learn, apply what we have learned and pass those lessons onto others. That circumstance reflects not only content but how to present that content. Although every fire instructor has their own style, their own swagger they still may be locked into a certain method such as lecture, an interactive lecture, skills instruction and/or demonstration. It is therefore imperative that the instructor know the difference between each one for the purposes of finding the best way to reach the firefighters in a particular class. Conversely, firefighters may prepare differently depending on the presentation type.
After over twenty years of teaching experience one consistent gripe, I have with colleagues would be when an instructor (including a company officer) indicates the format of the class/drill but in reality, the setup or execution of said drill was completely different. It makes a difference as to how you are perceived in that it gives the appearance the instructor did not know the basic and foundational teacher education concepts i.e. the difference in the types of presentations. It also indicates lack of preparation on the part of the instructor. Its kind of like raising a glass of what you think is a cup of milk and having it turn out to be orange juice.
To further this point, when an instructor claims the class will be interactive for example the students may mentally prepare to engage with the instructor only to be lectured for hours on end not being able to get a word in - even to ask a question. In addition to reflecting poorly on the instructor, it also confuses the class in that sense where it can alienate the firefighters in your class, create discipline issues and ultimately drastically reduce learning opportunities.
Let’s define four types of presentations that are common in the fire service. Keep in mind that there may be some overlap in the definitions.
Lecture:
This type of presentation involves the instructor literally talking the entire time with very little student engagement. The class may not even get any eye contact. Obviously, this can involve a visual/digital aid such as a PowerPoint or even a prop from an apparatus. The advantage of a lecture is that an instructor can disseminate a large amount of material in a short period of time to a relatively large class, although class size is usually limited in the fire service. The disadvantage is that very little “learning” actually occurs, just information transfer.
Interactive Lecture:
Break the word down – Inter means between (the instructor and student) and active meaning constant involvement. In an interactive lecture there may be some game or a consistent back and forth between the instructor and the students. In fact, the instructor may be reduced to a game facilitator.
Often, this is a review of already stated material.
Demonstration:
These presentations involve a prop where the correct use of that prop is shown. Since the fire service teaching model has students repeating learned skills until mastery this may involve skills instruction on the back end. An advantage of this is being able to compare new and old equipment.
Skills Instruction:
This type involves showing a particular fire service skill such as knot tying or ladder raising. This can also be considered interactive since the instructor may be grading the student on how well they know and can perform the skill.
How do you learn?
Whereas it is important for instructors to know how firefighters learn best it is also equally imperative that firefighters need to know which kind of presentation they learn best from. Of course, a lot of that depends on prior knowledge, complexity of the material etc.. but it also depends on a firefighters own personal learning skill set i.e. auditory, visual or kinesthetic learner. If you’re an auditory learner then a lecture is going to suit you best but a visual learner may benefit more from a demonstration.
Knowing how you learn also ventures into more subtle behaviors. For example, when you study do you need absolute quiet or is having background music acceptable? Do you study in groups or individually?
Using myself as an example, I learn best when I write down (not type – although I may do that later on) required information. I even have to take it a step further because not only do I have to write down information but I have to do it using my own format. Using the presentation types a lecture or interactive lecture would be my stronger suit but I would have to take extensive notes – even if I record the lecture and write notes later on.
I learn fairly well with demonstrations and skills instruction is also my forte but again in most cases in order for me to perform a given skill to mastery such as pump operator initially I had to write out the steps and then keep referring to those notes while performing the skill in order for me to learn and have command of the skill. A more practical application would be the location of tools on an apparatus. I can’t just mark boxes on company truck check sheets. I have to actually create/write my own truck check sheet in order to commit that information to memory.
While advising an instructor I would make sure they know how the firefighters in their classes learn best and try and modify their class to suit those strengths. That starts with knowing how to present information which means knowing types of presentations and not confusing firefighters right off the rip because you didn’t know what a lecture is defined as. All instructors, as mentioned are still students at heart. I know how I learn best but mostly because I have been on both sides of the desk but the bottom line is it’s important for instructors and firefighters alike to figure out for themselves how they learn best.
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