When arriving at “The Lost Outpost 11” as a newly promoted Lieutenant four years ago, Eager added a skill drill to Engine 11’s daily routine. The skill drill knocked the rust off fire suppression muscle memory and techniques that were rarely used at a company that ran few structure fires. Eager got some pushback on the first day in “Oldtown” as Engine 2’s boss. This week we look at how Eager can get a daily skill drill into Engine 2’s work day using the concepts of “authentic learning” and the 120-day evaluation of a new attack line and nozzle configuration.
AUTHENTIC LEARNING
“Authentic learning” describes learning by applying knowledge in real-life context and situations. There are four elements:
- An activity that involves real-world problems
- Learning through inquiry and thinking skills
- Learning through discourse among a community of learners
- Learners are empowered through authentic learning.
Hands-On-Training (HOT) seminars are a great example of authentic learning. They provide an opportunity to improve skill performance from experienced fire service warrior/ teachers within a learning group of like-minded firefighters. Eager can use the authentic learning concepts in developing the daily skill drill for Engine 2.
1st FDIC Hands-On-Training: Cinncinatti 1992
International Society of Fire Service Instructors (ISFSI) President Ed McCormack and Training and Education Director Beth Nevel introduced Hands-On Training at the 1992 Fire Department Instructor’s Conference. Three training trailers: CanCode, Drager and Maryland Fire and Rescue Institute, were on site. Twenty vendors participated in the outdoor demonstrations. About 60 FDIC attendees had an opportunity to participate in live fire training, search and rescue drills or SCBA operations in the parking lot adjacent to the Cincinnati convention center.
There were 9,855 attendees at the 1992 FDIC. The 2019 conference will see over 34,000. Bobby Halton mentioned that the number of attendees taking the Hands-On Training on Monday and Tuesday almost matches the number of attendees taking in the classroom sessions on Wednesday through Friday.
Real-world problems
As an experienced firefighting team, Engine 2 may have no performance issues with the department-issued standard evolutions. But there may be situations in Engine 2’s first alarm district that challenge engine company operations.
Eager should ask the crew to show the evolutions they developed to overcome a tactical fireground situation. If appropriate, consider if there is any difference when performing that evolution using the new attack line/nozzle set-up.
Have the crew identify situations where the new attack line/nozzle would do worse than the existing equipment. Are there issues with the design, materials used or the quality of the attack line/nozzle components.
Learning through inquiry and thinking skills
Have the firefighters determine what factors would make the new attack line/nozzle a better choice than the existing equipment:
- Gallons-per-minute delivered
- Nozzle pressure
- Quality of hose stream
- Reach of the hose stream
- Maneuverability
If the department has a standard process of evaluating new equipment, assist the firefighters in getting the needed information. If not, encourage the firefighters to identify what makes the attack line/nozzle “better” or “worse.”
Learning through discourse among a community of learners
Who else is trialing this new hose/nozzle configuration? What is the experience of the early adopters? Support the firefighters reaching out to others using or trialing this equipment.
Working with the command chiefs, arrange for other companies to try out the new attack line/nozzle system. Perhaps conduct some “head-to-head” competition to see if the new configuration is better than the current set-up.
Empowered through authentic learning
Having the Engine 2 firefighters drive the evaluation of the attack line/nozzle trail may provide a new experience and make it easier to establish a skill drill as part of Engine 2’s daily routine.
While wrapping up this column, I read this tweet from Anthony Kelleher. How a busy fire department that is known for “walking its talk” makes Unconscious Competent firefighters.
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Rule, Audrey C. (2006 August) “Editorial: The Components of Authentic Learning” Journal of Authentic Learning. (3) 1, pages 1-10. Accessed March 9, 2019, from https://dspace.sunyconnect.suny.edu/bitstream/handle/1951/35263/editorial_rule.pdf?sequence=1
Feature image comes from Elkhart Brass Brass Tacks & Hard Facts YouTube series. “Episode 23: How to Measure Nozzle Pressure” (2017 April 23) accessed March 9, 2019, from https://youtu.be/Q1-_R0vsaXI