FIRST AID/CPR/AED INSTRUCTOR COURSE PRACTICE
Instructor Candidate: Assigned #:FIRST AID/CPR/AED INSTRUCTOR COURSE PRACTICE-TEACHING ASSIGNMENTS1. Identify your assignments using the number you have been assigned.2. You will teach one topic from each of the three tables below (Assignment I, II, III).3. Use the Instructor Candidate’s Practice-Teaching Workbook (Appendix C) to help you prepare for, conduct andevaluate your practice-teaching assignments.4. Make sure you follow the outline in the Instructors Manual and that you are familiar with the course materials,presentations and videos.Practice-Teaching Assignment I#Guided Discussion or Lecture (Facilitation)InstructorsManual1Scene Size-Up and Initial Impression Activity (presentation)Lesson 12Checking an Injured or Ill Person Who Appears to Be UnresponsiveLesson 13If the Chest Does Not Rise with BreathsLesson 24Heart AttackLesson 25AED BasicsLesson 36Introduction to Choking and Recognizing Choking (2 combined)Lesson 47Seizures and Fainting (2 combined)Lesson 58BurnsLesson 69PoisoningLesson 710Cold-Related EmergenciesLesson 7#Skill SessionInstructorsManual4Glove Removal (including practice)Lesson 13Giving CPR Skill Session—Adult/Child(Giving CPR video segment plus practice each component of the skill— bodyposition, giving compressions, opening the airway and giving rescue breaths)Lesson 21Giving CPR Skill Session—InfantLesson 2Practice-Teaching Assignment II672Using an AED—Adult(Guide participants through the steps of using an AED for one responder)Using an AED—Adult(Guide pairs through multiple responders with CPR in progress)Using an AED—Infant(Guide participants through the steps of using an AED for one responder)Lesson 3Lesson 3Lesson 35Caring for Choking—AdultLesson 48Caring for Choking—InfantLesson 49FAST Check ActivityLesson 510Using Direct PressureLesson 6
Practice-Teaching Assignment III#Putting It All Together Assessment ScenarioInstructorsManual6Checking a Responsive Person- AdultLesson 15Checking a Responsive- ChildLesson 12Giving CPR- AdultLesson 28Giving CPR- InfantLesson 24Using an AED- AdultLesson 39Using an AED- InfantLesson 31Caring for Choking- AdultLesson 47External BleedingLesson 610Giving CPR- AdultLesson 23Giving CPR- InfantLesson 2
APPENDIXCINSTRUCTOR CANDIDATE’S PRACTICETEACHING WORKBOOKEach instructor candidate will be expected to teach elements of the First Aid/CPR/AED programand successfully complete three practice-teaching assignments. Use the information below to helpyou prepare for, conduct and evaluate your practice-teaching assignments. This information will alsoassist you in providing feedback to your peers after their practice-teaching assignments.My Practice-Teaching AssignmentsPractice-Teaching Assignment IPractice-Teaching Assignment IIPractice-Teaching Assignment III 2011, 2016 The American National Red Cross. All rights reserved.The practice-teaching assignments provide you with the opportunity to gain experience in: Conducting lessons from the instructor’s manual. Giving directions. Completing course lesson discussions and activities within planned timeframes. Managing and conducting skills sessions in first aid, CPR and AED. Coaching and prompting participants. Evaluating skill performance, determining skill proficiency and providing positive and correctivefeedback to help candidates improve their skills. Ensuring the health and safety of participants during training. Receiving and incorporating feedback on your performance.The steps of the practice-teaching process are as follows: Each candidate prepares for the assigned lesson topics. Each candidate conducts his or her assigned topic following the appropriate lesson plan in theinstructor’s manual. The remaining instructor candidates act as course participants, closely following the directions ofthe instructor candidate teaching the lesson. At the conclusion of the practice-teaching assignment, the instructor trainer will facilitate afeedback session that includes a self-critique by the candidate, peer feedback and additionalfeedback and comments from the instructor trainer.Appendix C117
Candidates will evaluate themselves based on the criteria for evaluation, such as organizationalability, knowledge of the subject matter, presentation and communication skills, observation andskill evaluation, and providing the appropriate corrective feedback.The guided discussion or lecture practice-teaching assignment will last about 10 minutes followedwith 5 minutes of evaluation.The skill session will last about 15 minutes and the scenario assessment will last about 10 minutesfollowed by 5 minutes of evaluation. You will be expected to: Set up the session with appropriate supplies and materials. Effectively and efficiently conduct the skill session and scenario as directed in the instructor’smanual. Prompt and coach participants. Observe and evaluate participants’ skills. Provide positive and corrective feedback on participants’ skill performance.How to Prepare to Teach the Assignments During your practice-teaching assignments, you should follow the outlines and lesson plansin the instructor’s manual for your assigned teaching topic. Be sure you are familiar with theinformation in the video segments and in the participant’s materials that relate to your topics andbe prepared to answer participant’s questions. When using course presentations, ensure you are familiar with how they work and which slidesyou will use. When teaching, ensure participants use the appropriate supporting materials as directed inthe instructor’s manual. Your instructor trainer will provide copies of any handouts participantswill need. 2011, 2016 The American National Red Cross. All rights reserved.118First Aid/CPR/AED Instructor Trainer’s Guide
PRACTICE-TEACHING ASSIGNMENT PREPARATION TEMPLATETo assist you in preparing to teach your lesson, use the template below to organize your resourcesto review and use when teaching the topic.Assigned Topic:Length:minutesLesson ObjectivesLesson Plan TeachingStrategies inLessonNumber of Participants:If the lesson includes an activity, what are the students supposedto learn from this activity? eview teaching strategy descriptionR(Chapter 4, instructor’s manual) 2011, 2016 The American National Red Cross. All rights reserved.Key Points, Phrases orCue Words (e.g., pushhard, push fast for CPR)Class OrganizationHow will you organize participants?How will the participants follow along with the activity or skillpractice?Potential Questionsfrom ParticipantsAppendix C119
LOCATION(e.g., page orslide numbers)RESOURCESDETAILSInstructorInstructor’s ManualLesson planInstructor Support MaterialsPutting It All Together Assessment ScenariochecklistsSkills assessment criteriaCourse PresentationAdultAdult and PediatricVideo Segment/TopicLength:minutesKey points covered by the video segmentParticipantSupport MaterialsSkill sheetsParticipant’s ManualChapters:Ready Reference CardsAdultPediatricEquipment,Materials andSupplies120First Aid/CPR/AED Instructor Trainer’s Guide 2011, 2016 The American National Red Cross. All rights reserved.Putting It All Together Assessment Scenariochecklists
PRACTICE-TEACHING ASSIGNMENT PREPARATION TEMPLATETo assist you in preparing to teach your lesson, use the template below to organize your resourcesto review and use when teaching the topic.Assigned Topic:Length:minutesLesson ObjectivesLesson Plan TeachingStrategies inLessonNumber of Participants:If the lesson includes an activity, what are the students supposedto learn from this activity? eview teaching strategy descriptionR(Chapter 4, instructor’s manual) 2011, 2016 The American National Red Cross. All rights reserved.Key Points, Phrases orCue Words (e.g., pushhard, push fast for CPR)Class OrganizationHow will you organize participants?How will the participants follow along with the activity or skillpractice?Potential Questionsfrom ParticipantsAppendix C119
LOCATION(e.g., page orslide numbers)RESOURCESDETAILSInstructorInstructor’s ManualLesson planInstructor Support MaterialsPutting It All Together Assessment ScenariochecklistsSkills assessment criteriaCourse PresentationAdultAdult and PediatricVideo Segment/TopicLength:minutesKey points covered by the video segmentParticipantSupport MaterialsSkill sheetsParticipant’s ManualChapters:Ready Reference CardsAdultPediatricEquipment,Materials andSupplies120First Aid/CPR/AED Instructor Trainer’s Guide 2011, 2016 The American National Red Cross. All rights reserved.Putting It All Together Assessment Scenariochecklists
PRACTICE-TEACHING ASSIGNMENT PREPARATION TEMPLATETo assist you in preparing to teach your lesson, use the template below to organize your resourcesto review and use when teaching the topic.Assigned Topic:Length:minutesLesson ObjectivesLesson Plan TeachingStrategies inLessonNumber of Participants:If the lesson includes an activity, what are the students supposedto learn from this activity? eview teaching strategy descriptionR(Chapter 4, instructor’s manual) 2011, 2016 The American National Red Cross. All rights reserved.Key Points, Phrases orCue Words (e.g., pushhard, push fast for CPR)Class OrganizationHow will you organize participants?How will the participants follow along with the activity or skillpractice?Potential Questionsfrom ParticipantsAppendix C119
LOCATION(e.g., page orslide numbers)RESOURCESDETAILSInstructorInstructor’s ManualLesson planInstructor Support MaterialsPutting It All Together Assessment ScenariochecklistsSkills assessment criteriaCourse PresentationAdultAdult and PediatricVideo Segment/TopicLength:minutesKey points covered by the video segmentParticipantSupport MaterialsSkill sheetsParticipant’s ManualChapters:Ready Reference CardsAdultPediatricEquipment,Materials andSupplies120First Aid/CPR/AED Instructor Trainer’s Guide 2011, 2016 The American National Red Cross. All rights reserved.Putting It All Together Assessment Scenariochecklists
Feedback and Evaluation SessionThe following guidelines and form provide a framework for giving and receiving feedback onpractice-teaching assignments. You will be giving and receiving feedback on other candidates’assignments as well as your own.Effectively giving and receiving appropriate feedback can be learned, with practice. The feedbackthat you receive from other instructor candidates will help you to develop new and improvedteaching skills and become a better instructor. Practicing giving feedback makes you more aware ofyour own and others’ teaching styles.You will have an opportunity to assess your own teaching skills. When receiving feedback, listencarefully. If you do not understand the point being made, ask the person to explain more specifically.The feedback session will begin with the instructor trainer asking you to give a brief assessment ofyour performance teaching the lesson. Review the Practice-Teaching Self-Evaluation Form to helpprepare you to assess your own teaching performance.The Practice-Teaching Feedback and Evaluation Form will be used by the instructor trainer toassess your teaching performance. Use the criteria on the form as a guide for giving feedback toyour peers.When giving feedback on your own or another candidate’s teaching session, the feedback sessionshould focus on: Aspects of the presentation that went well. Aspects that could be improved, with an example of how to make it better. Considerations for situations that instructors may encounter when teaching courses in the future,such as larger or smaller classes, different types of equipment such as manikins or AED trainingunits, or participants with physical challenges. 2011, 2016 The American National Red Cross. All rights reserved.Remember that useful feedback: Is evaluative rather than negative or judgmental. Reinforces positive aspects of the teaching session. Focuses on helping the candidates improve teaching skills. Provides direction for alternate options of delivery or practice. Is specific and concise. Is well timed. Ensures critical points are covered.At the conclusion of the lesson, the feedback session will begin with the instructor trainer askingyou to give a brief assessment of your performance teaching the lesson. Other candidates give theirfeedback and then the instructor trainer gives feedback and summarizes.Appendix C121
PRACTICE-TEACHING SELF-EVALUATION FORMName:CRITERIA Assignment:YES/NO COMMENTSCHANGES FOR NEXT TIMEDid I follow the lessonplan?Was my deliveryorganized and clear?Were the participantsengaged and activelyinvolved?Were participants ableto answer any questionsI asked the class?Did participants havesufficient time topractice?Did I organize andefficiently conduct theskill session, scenario oractivity?Were the participantsable to follow along withthe lesson? 2011, 2016 The American National Red Cross. All rights reserved.Was I able to observeand evaluate the actions/skills of the participants?Did I give theappropriate correctivefeedback?Were there things thatdid not go as planned?If things did not go asplanned, did I adjustwell and meet theobjectives?What things do I need to consider when planning and conducting lessons in the future?What questions do I have as a new instructor about this lesson, the content or instructormaterials?Appendix C123
PRACTICE-TEACHING SELF-EVALUATION FORMName:CRITERIA Assignment:YES/NO COMMENTSCHANGES FOR NEXT TIMEDid I follow the lessonplan?Was my deliveryorganized and clear?Were the participantsengaged and activelyinvolved?Were participants ableto answer any questionsI asked the class?Did participants havesufficient time topractice?Did I organize andefficiently conduct theskill session, scenario oractivity?Were the participantsable to follow along withthe lesson? 2011, 2016 The American National Red Cross. All rights reserved.Was I able to observeand evaluate the actions/skills of the participants?Did I give theappropriate correctivefeedback?Were there things thatdid not go as planned?If things did not go asplanned, did I adjustwell and meet theobjectives?What things do I need to consider when planning and conducting lessons in the future?What questions do I have as a new instructor about this lesson, the content or instructormaterials?Appendix C123
PRACTICE-TEACHING SELF-EVALUATION FORMName:CRITERIA Assignment:YES/NO COMMENTSCHANGES FOR NEXT TIMEDid I follow the lessonplan?Was my deliveryorganized and clear?Were the participantsengaged and activelyinvolved?Were participants ableto answer any questionsI asked the class?Did participants havesufficient time topractice?Did I organize andefficiently conduct theskill session, scenario oractivity?Were the participantsable to follow along withthe lesson? 2011, 2016 The American National Red Cross. All rights reserved.Was I able to observeand evaluate the actions/skills of the participants?Did I give theappropriate correctivefeedback?Were there things thatdid not go as planned?If things did not go asplanned, did I adjustwell and meet theobjectives?What things do I need to consider when planning and conducting lessons in the future?What questions do I have as a new instructor about this lesson, the content or instructormaterials?Appendix C123
MARS ACTIVITY WORKSHEETConcepts of Learning (MARS) ActivityWork with your partner to identify ways the concepts of learning (MARS) are used when teachingthe program.Concepts of LearningExamples of how these are used in the programMotivationParticipants learn moreeffectively when they findvalue in the subject and/orare goal-directed.AssociationParticipants learn morereadily when they canassociate the informationwith previous experiences orlearning.Review, summary andpractice provide repetitionthat helps participants learn.SensesParticipants learn morerapidly when they areengaged and activelyinvolved in the learningprocess through the use ofas many senses as possible.132First Aid/CPR/AED Instructor Trainer’s Guide 2011, 2016 The American National Red Cross. All rights reserved.Repetition
FINAL WRITTEN EXAM ANSWER SHEETFirst Aid and CPR/AED Instructor CourseName: Date:// 2011, 2016 The American National Red Cross. All rights reserved.Directions: Beside the number of each question, fill in with a pencil, the circle containing the letterfor your answer. Return the exam and answer sheet to your instructor trainer when you are abcd12.abcd25.abcd13.abcdAppendix F133
120 First Aid/CPR/AED Instructor Trainer’s Guide RESOURCES DETAILS LOCATION (e.g., page or slide numbers) Instructor Instructor’s Manual Lesson plan Instructor Support Materials Putting It All Together Assessment Scenario checklists Skills assessment criteria Course Presentation Adul
Heartsaver FA CPR AED Student manual 2020 21.75 The Heartsaver First Aid CPR AED Student Workbook contains all the information a student needs to successfully complete the Heartsaver First Aid CPR AED Course for both the Heartsaver and Heartsaver Total course paths Heartsaver First Aid CPR AED DVD set or
CPR AED FIRST-AID CERTIFICATION CLASS TAKE TEST ONLINE TAKE TEST ONLINE CPR AED FIRST-AID CERTIFICATION CLASS Infant CPR: 2 rescuers - in the event of infant rescue with 2 prepared rescuers one of the rescuers will use a one-way valve to initiate breathing while the other rescuer performs the chest compressions.
First Aid/CPR/AED 2 Ready Reference (Pediatric) First Aid/CPR/AED 3 Ready Reference (Pediatric) e Aerican atina Red Crss A rits resered 1 Shout, tap and shout again while checking for normal breathing. Gasping is not normal breathing. Check for no more than 5 to 10 seconds. If the child or infant responds but is not fully awake: Send someone to ca
CPR / AED CERTIICATION CLASS CPR / AED CERTIFICATION CLASS TAKE TEST ONLINE Adult & Adolescent - CPR Activation of Emergency Response System Send someone else, if possible, to activate the Emergency Response System by calling 911 and begin CPR immediately. If th
Non-Member (non-commercial hire) 1–4 hrs: AED 472.5 5–10 hrs: AED 787.5 11–13 hrs: AED 1,050 Non-Member (commercial purposes) 1–4 hrs: AED 945 5–10 hrs: AED 1,575 11–13 hrs: AED 2,100 Additional personnel (excluding models) subject to a daily access charge of AED 52.50 per person
CPR and AED Training Options Q&A Segment. First Aid Basics. Deciding to Provide First Aid Some people may be required to perform First Aid while working If they are off-duty, they can choose whether or not to provide First Aid . 2/16/2015 12:14:55 PM .
PHONE FIRST for adults and get the AED. Return to start CPR and use the AED for all ages. CARE FIRST for children and infants by providing about 5 cycles or 2 minutes of CPR before activating the emergency response number. CARE FIRST for all age patients of hypoxic (asphyxial) arrest (ei., drowning, injury, drug overdose). CHECK THE .
Grade 2 collected 25 books. Grade 3 collected 15 books. Grade 4 collected 10 books. The school had a book drive to support the local shelter. Grades 1, 2, 3, and 4 collected books. Organize the book data into the pictograph above. 1. Who collected the most books? _ 2. What was the total amount of books collected? _ 3. Which grade .
