CSSRIW Lesson Plan

CSSR
CSSR
Instructor
Workshop
Miami-Dade instructor demonstrating equipment to course participants.
LESSON PLAN
Name:
OFFICE OF U.S. FOREIGN NATIONAL SOCIETY FOR

DISASTER ASSISTANCE EARTHQUAKE TECHNOLOGY
-NEPAL
CSSR Instructor Workshop
TABLE OF CONTENTS
Lesson 1 .....................................................................................................Introduction
Lesson 2 ..........................................................................Principles of Adult Learning
Lesson 3 ............................................... How to Prepare and Present a CSSR Lesson
Lesson 4 ......................................................................................CSSR Course Review
Lesson 5 ..................................................Managing Practical Stations and Exercises
Lesson 6 .................................................................. CSSR Course Evaluation System
Lesson 7 ............................................. Using the CSSR Course Coordinator’s Guide
Lesson 8 ........................................ Tool and Equipment Cleaning and Maintenance
Lesson 9…………………………Individual Presentation (Lecture and Practical)

_________________________________________________________________________CSSR Instructor Workshop
CSSR Instructors Workshop
Lesson Plan 1:
Workshop Introduction
Approximate Duration: 1 hour
Preparation
1. Information of the entire Workshop content, because though general, it covers all
Workshop material.
2. In this lesson, distribute all assignments to the participants
3. Discuss Individual Presentations and Evaluation System
a. 12-minute Lecture Presentation
b. 60-minute Lecture Presentation
c. Two Practical Presentations
4. Discuss the Individual functions in their groups
Materials Needed:
1. Lesson Transparencies
2. A set of Printed Materials
3. Overhead Projector and Screen
4. Flipchart Stand with Blank Papers
5. FC Papers and Markers
OBJECTIVES
Upon completing this lesson, you will become familiar with:
1. Names and background information of the course coordinator,

facilitator, assistants, support staff and the other instructors
(participants).
2. The following aspects of the Workshop: Purpose, Objectives and

Methodology; Participants’ Expectations, CSSR Pre-Work; Course
Format, Course Schedule and Basic Administrative Information.
_______________________________________________________________________________
June 2005 Lesson 1: Workshop Introduction LP1-1
Visual CONTENT Time

Aids and Elapsed
other
Materials
I. INTRODUCTION
1.) Introduce instructors and assistants.
TR-1 2.) Present the lesson
TR-2 3.) Present the lesson objectives. Ask participants to read.
II. DEVELOPMENT
1. Personal Introductions
NOTE Thank the participants and instructors for attendance to the course.
Recognize help and support from host organization and

participating agencies.
Invite instructors, monitors, and support staff to introduce

themselves by stating their name, organization, involvement in the
program, and roles in the course.
Introduction of Participants
Option 1: Each participant will introduce themselves by stating their

name, organizations, assignment, completion of IW requirements)
<Allow 1 minute per person>
Options 2: Participants to pair in two and introduce their partner

(name, organization, work assignment, completion of IW
requirements)
<Allow 5 minutes>
2. Participants’ Expectations
It is important to know at the outset what expectations the

participants have of the CSSR Course, so this information is
gathered during the first lesson.
• Divide the participants into four groups. Participants to turn
into two or three expectations per group.
• Provide sheets of flipchart paper and markers in each group
• Allow 10-15 minutes for group work
Group presentation. Each group will select their
Note representative to present their group’s expectations
_______________________________________________________________________________
3. Purpose
To provide participants, previously trained in interactive
method of instruction, the skills and materials necessary to
become instructors for the Collapsed Structure Search and
TR 1-3 Rescue (CSSR) Course.
………………………………………………………………………………….
………………………………………………………………………………….
4. Performance Objectives
To correctly utilize the lesson plan and other materials,
facilities and equipment to present one lecture-based lesson
(maximum 60 minutes) and two practical exercises (maximum
TR 1-4 20 minutes each) from the CSSR Course that will be assigned
to you. You will be required to follow the Lesson Plan, the
content of the Participant Workbook, applicable reference
materials, visual aids, and equipment, while applying the
interactive method of instruction combined with personal
knowledge of the subject matter.
Action: Each participant will present one lecture-based
lesson and two practical exercises from the CSSR Course that
will be assigned.
Conditions: The participant will have access to the CSSR

Instructor’s Guide, Participant Workbook, Reference
Materials, visual aids, equipment and facilities.
Standards: Lesson content must be presented following the

interactive method of instruction, utilizing the lesson plans,
materials and equipment supplied, observing the guidelines
established in the CSSR Course, and within the time frames
established by the Workshop facilitators.
………………………………………………………………………………….
………………………………………………………………………………….
5. Method
This Workshop employs the interactive method (I.M.) of
instruction, based on clearly-defined training objectives
established for the participating instructors. It is
supplemented with personal contributions and experiences
under the direction of a facilitator. The course uses
participatory techniques, a “File” to address questions,
teamwork, and other practices.
_______________________________________________________________________________
..………………………………………………………………………….
..………………………………………………………………………….
6. Workshop Content
Pre-Work
TR 1-5
The CSSR Workshop Pre-Work consists of the following:
a. Studying the participant workbooks, lesson plans and

reference materials for the CSSR Course.
b. Demonstrate the correct operation and maintenance of the

various types of equipment used in the Course, with
emphasis on the following equipment, tools and
accessories:
rotary rescue saw (K-12)
chainsaw
circular saw
reciprocating saw
rotary hammer drill
chipping hammer
portable generator
ratcheted puller (come-along)
c. List and explain the safety standards to be followed

throughout a CSSR Course.
d. Bring a list of questions or issued to bring to attention

regarding any aspect of the CSSR Course
.…………………………………..……………………………………………………
………………………………………………………………………………………..
Lesson Summaries
Discuss briefly the topics to be covered in each of the

lessons.
Lesson 1: Introduction to the Workshop
Introduction of personnel and staff. Expectations. Materials

and supplies to be used. Inspection of personal protective
equipment and supplies. Workshop purpose and performance
objective. Schedule. Evaluation forms. Registration forms.
_______________________________________________________________________________
Administrative and logistical matters. Emergency procedures.

“File”. Lesson assignments. Interactive methodology module.
Individual informational and training presentations before each
lesson.
Lesson 2: Principles of Adult Learning
Definition of learning. Types of learning. Maslow’s

Hierarchy of Needs. Factors that influence adult learning.
Individual differences in adult learning. Types of adult
learners.
Lesson 3: How to Prepare and Present a CSSR Lesson
Lesson plan components. Sequence criteria. How to use a

CSSR lesson plan. CSSR Instructor’s Guide.
Lesson 4: CSSR Course Review
General review of CSSR Course material, precautions and

main points for each lesson. Address questions and concerns
brought to the Workshop by the participants.
Lesson 5: Managing Practical Stations and Exercises
General guidelines for practical stations and exercises.

Specific instructions as needed for individual lessons.
Managing the Final Practical Exercise.
Lesson 6: CSSR Course Evaluation Method

TR 1-6 Administering written Post-Tests. Using handouts. Ongoing
evaluation during practical stations. Evaluating the Final
Practical Exercise. Scoring and recording scores on practical
exercises and evaluations.
Lesson 7: Using the CSSR Course Coordinator’s Guide

Coordinator’s Guide Layout. Timeline. Planning. Precautions
and problem-solving.
Lesson 8: Tool and Equipment Cleaning and Maintenance
General guidelines and procedures for maintaining, cleaning

and storing all equipment, tools, and accessories used in the
CSSR Course. Inventory of all equipment, tools, and
accessories. How to recondition the training field for the next
_______________________________________________________________________________
CSSR Course.
Lesson 9: Individual Presentations

Participants’ individual presentations: one lecture-based, and
one practical skills-based.
7. Individual Presentations
During the Workshop, you will be required to present a total of

four presentations. The first one will be for practice the remaining
three you will be graded on, as follows:
Practice presentation. 10-12 minute duration. The subject

matter will correspond to one objective from a CSSR lesson.
TR 1-7
In this presentation you will need to use the corresponding
Lesson Plan and visual aids. The facilitators will be there to
help you in preparing you presentation.
Lecture-based presentation of a CSSR lesson. 60 minutes

maximum duration. This presentation will be evaluated by
facilitators.
First practical presentation of a CSSR exercise. 20 minutes

maximum duration. To be assigned by the facilitator. This
presentation will be evaluated by facilitators, using the
Evaluation Form, included at the end of this lesson.
Second practical presentation of a CSSR exercise.

20 minutes maximum duration. To be assigned by the
facilitator. This presentation will be evaluated by
facilitators, using the Evaluation Form, included at the end
of this lesson.
Your four presentations will be:
<Inform the participants of their assigned lessons for the 2

lecture presentation>
Lecture Presentations
…………………………………………………………………
…………………………………………………………………
<Inform the participants of their assigned stations for the 2
_______________________________________________________________________________
practical presentation>
Practical Presentations
………………………………………………………………….
………………………………………………………………….
8. Participant Evaluations
Using the Lesson Presentation Evaluation Form, each
participant will be evaluated by the facilitators on individual
performance. During the presentations, the facilitators may
ask questions of the participants regarding the subject matter
and the course material as a whole.
The Workshop Coordinator and the facilitators will

determine who has successfully achieved the performance
objective and at the end of each day they will inform the
participants in either a group setting or individually, the
result of the evaluation.
The areas for evaluation for the lesson presentation are

TR 1-8 introduction, development, review, post-test, and closing
The area for evaluation for the practical presentation are

TR 1-9 introduction, development (management of exercises).,
review, and closing.
………………………………………………………………………………….
…………………………………………………………………………………
If you do not reach the minimum required score, you will

have a make-up opportunity to present the same lesson with
another facilitator. The make-up opportunity is limited to
one: either the lecture presentation or one of the practical
presentations. If you are unable to pass your make-up
presentation, you will receive only a Confirmation of
Attendance and will not be allowed to take the succeeding
evaluations.
………………………………………………………………………………….
…………………………………………………………………………………
9. Facilities and Ground Rules

_______________________________________________________________________________
9.1. Facilities
<Inform the participants of the locations of classrooms,

props area, breakout rooms, rest rooms, secretariat, store
room, etc.>
………………………………………………………………
9.2. Meals
<Inform the participants of the meal arrangement set for the

course>
……………………………………………………………………………………..
9.3. Housing/Transportation
Covered expenses, extras expenses, (phone calls, laundry,

drinks, other)
……………………………………………………………………………………..
7.4. Safety
For safety and emergency purposes, the following should be

identified and well known to all instructors, participants, and
support staff.
Emergency Procedures. Where to go – collection point of all

personnel in case of an emergency evacuation, location of fire
extinguisher, escape route, etc.
……………………………………………………………………………………..
……………………………………………………………………………………..
Local Fire/EMS/Police phone contact numbers and location.

……………………………………………………………………………………..
……………………………………………………………………………………..
First Aid Kit. Location and available medicines.

……………………………………………………………………………………..
……………………………………………………………………………………..
_______________________________________________________________________________
7.5. Rules for Participation in the Workshop
During the CSSR Instructors’ Workshop, the following rules

apply, without exception:
• Follow all rules in effect during the CSSR Course.
• Smoking is prohibited inside any building; you will be able
to smoke outside during breaks.
• Interruptions will only be permitted for emergencies. The
administrative staff will post messages, which you can
retrieve during breaks. Mobile phones and beepers must be
turned off or set to silent/vibrate mode.
• No weapons of any sort are allowed while participating in
any part of the Workshop.
• One-hundred percent attendance and punctuality are
required for all Workshop activities. One exception per
participant for tardiness (15 minutes maximum) will be
made for emergencies ONLY.
• Participate actively: ask questions, express opinions,
contribute, while respecting others’ ideas. This stimulates
participation among everyone. Listen so that you may earn
the right to be heard.
• When part of a group, contribute to the success of group
efforts.
• Complete a Lesson Evaluation Form at the end of every
lesson.
• To prevent gossip and slander, avoid using any names,
initials or other references to real people or institutions, past
or present, in exercises that require you to formulate
scenarios.
• No eating or drinking in the classroom (this may be
modified by the Workshop)
10. Course Evaluation
There will be three ways of evaluating the course: by lesson,

by daily activities and as a whole. These forms are almost
identical in nature and format to those you completed during
the CSSR Course.
Lesson Evaluation Form. The Lesson Evaluation Form is to

be completed at the end of every lesson. The purpose of
_______________________________________________________________________________
completing the form immediately after the lesson is to capture

any ideas you have regarding the lesson while they are still
fresh in your mind. You will find a copy of this form at the end
of every lesson in your Participant Workbook.
………………………………………………………………..
………………………………………………………………..
Daily Evaluation. The purpose of this activity is to gather

feedback from the participants on their experiences at the end
of every day’s coursework. Participants will be asked of what
they felt were the positive aspects of the Workshop that day,
and what could be of some improvement.
<Optional: Participants may facilitate the activity>

………………………………………………………………..
………………………………………………………………..
Workshop Evaluation. The Workshop Evaluation Form is to

be completed at the end of the Workshop, after the Final
Evaluation. Both forms will help monitor the quality of the
Workshop and allow for improvements in the future.
………………………………………………………………..
………………………………………………………………..
11. File
The File is a blank flipchart sheet posted on one of the classroom
walls and labeled as “File”. Its purpose is to capture all questions
and issues that arise during lessons that cannot be answered or
resolved immediately and will be reviewed at a later time or
during the review session.
………………………………………………………………………………………….
………………………………………………………………………………………….
III. Review
• Ask for any question, or clarification
• Review the lesson objectives
IV. Closing
• Stress the importance of their feedback about the course
_______________________________________________________________________________
and the need to use time for their presentation

preparation.
• Ask the participants to complete the participant’s
evaluation form
• Announce the next activity.
_______________________________________________________________________________
Lesson 2
Principles of Adult Learning
Lesson Overview
Duration • 1 hour
Main points • Learning

• Types of learning
• Maslow’s Hierarchy of Needs
• Factors that influence the adult learner
• Individual differences in adults
• Difficult learning types
Suggested • Review the portion of the Pre-Work titled “Basic Principles of Adult
Learning”
Preparation
• Review all the answers to the Participant Questionnaire
Tests / Evaluations • No test for this lesson
Materials and • Transparencies (7)

resources needed
Importance of this • This lesson represents part of the foundation of interactive

lesson methodology, upon which the CSSR Course and other OFDA
courses are based.
OBJECTIVES
Upon completion of this lesson, you will be able to:
1. Explain the basic principles of adult learning, based on

the workshop Pre-Work you completed.
June 2005 Lesson 2: Principles of Adult Learning LP 2-1

Visual Time
Aids and Elapsed
other CONTENT
materials
I. INTRODUCTION
2.) Present the lesson
TR 2-1 3.) Present the lesson objectives. Ask participants to read.
II. DEVELOPMENT
<Explain the purpose and importance of this lesson to the course>
PW 15 1. Learning
The learner has many personal characteristics, which the instructor can use to
his or her advantage in the classroom. The adult learner brings a great deal
of experience into the classroom. Many individual influences are involved
in adult learning including age, education, literacy, culture, and learning
disabilities.
TR 2-2 Learning is a relatively permanent change in behaviour that occurs as a

result of acquiring new information, skills or attitudes from or through an
experience.
……………………………………………………………………………….
……………………………………………………………………………….
……………………………………………………………………………….
TR 2-3 2. Types of Learning

PW 15 Cognitive (knowledge)
Learning in the cognitive domain deals with the development of
intellectual abilities, such as recall or recognition of knowledge. In the
CSSR course, for example, information is usually presented in the lecture
portion of the class, using the interactive method of instruction. Cognitive
learning is progressive in nature, each lesson building on the content of the
previous one. Instruction is designed to go from less difficult to more
difficult levels, allowing the instructor to break down large units of
instruction into smaller units so that they build upon one another until the
whole unit is learned.
<Ask for examples related to the CSSR Course> Structural damage
types

Visual Time
Aids and Elapsed
other CONTENT
materials
………………………………………………………………………
……………………………………………………………………….
……………………………………………………………………………
• Psychomotor (skills) — Psychomotor learning refers to the ability to
physically manipulate or move the body to accomplish a task.
Psychomotor skill involves using the senses, the brain as well as the
muscles of the body. This is the most commonly used type of learning
in courses involving the emergency services community. As in the
cognitive domain, learning is progressive. For example, learning may
progress from learning the steps and tools needed to perform a patient
assessment, to trying the skill with guidance from an instructor,
practicing them, and lastly performing the skill independently.
<Ask participants for examples applied during the CSSR Course:
Operating the rotary rescue saw ......................................................................................
• Affective (attitude) —
Unlike the cognitive or psychomotor domains, the affective or “attitude”
domain is rarely taught as a specific subject matter. Affective learning
relates to the awareness, interests, attitudes, and values of a participant.
Examples of this type of learning include listening attentively in class,
willingness to participate in class, and appreciating something enough to
make it part of one’s lifestyle. It is easy to see that this domain factors in
greatly when dealing with adult learners.
<use examples applied during the CSSR Course>:
Being a team player
.......................................................................................................
.......................................................................................................

Visual Time
Aids and Elapsed
other CONTENT
materials
3. Maslow’s Hierarchy of Needs
TR 2-4
PW 18 Self-Actualisation
Esteem
Social
Safety
Physiological
Figure 1. Diagram of Maslow’s Hierarchy of Needs
Adults almost exclusively perform or seek achievement at the self-

actualisation level.
<Give examples of each level>
4. Factors that Influence the Adult Learner

TR 2-5 4.1 Positives
PW 19
• Preparation.
The participant needs to be prepared. Introduction to the subject
matter should include an overview of the material to be covered,
allowing the participant to better understand how and why the
course will be useful, thus mentally preparing the participant for
the course. Courses sponsored by USAID/OFDA prepare the
participant by sending each a package containing among several
documents, an outline of the course, the course schedule and
some pre-work to be turned in during the first day of the course,
during which final course preparations are made.
• Practice
The participant will best retain learned material through practice.

Visual Time
Aids and Elapsed
other CONTENT
materials
As the participant learns by watching and imitating, they will tend to behave as
they have seen the instructor behave. It is important for the instructor to
demonstrate performance correctly.
..............................................................................................................................
• Goals, objectives and standards
You may recall this quote from the TFI course: “If you’re not sure where
you’re going, you’re likely to end up somewhere else”. The participants
must enter the course with a sense of purpose and able to identify a
direction, which can serve the motivating force for the participant.
USAID/OFDA courses, such as the MFR course, provide the participant
with the objectives and performance standards they are to meet, providing
a sense of direction or purpose, information about what is to be achieved,
and benchmarks by which they will be able to judge their progress.
PW 20 ..............................................................................................................................
4.2 Negatives
• Fear or anxiety
Fear and anxiety can be classified as distress or uneasiness of the mind.
When associated with learning, the learner is likely to avoid the subject
being taught. Fear or anxiety may stem from one’s personal life, family
problems, health or financial issues.
……………………………………………………………………………….
............................................................................................................................................................................
• Discomfort
Physical discomfort or hardship can be great deterrent to learning. While
the participants are in class, there are a few things under the direct control
of the instructor. Having participants sitting or standing too long,
positioning them such that they not able to see, providing poor ventilation,
temperature extremes, poor acoustics, loud noise, can all affect a person’s
comfort and ability to learn. Unnecessarily dangerous training conditions
or poor training ground organization will also negatively affect learning.
……………………………………………………………………………….

Visual Time
Aids and Elapsed
other CONTENT
materials
• Frustration
Frustration occurs when purposeful or motivated activity is interfered with.

Practices which can generate frustration include:
Presenting information at a faster pace than the participant can

learn or assimilate.
Speaking too softly to be heard
Using vocabulary beyond the participants’ level
Not answering questions
Testing on skills other than those stated in the objectives
...........................................................................................................
...........................................................................................................
PW 21 5. Individual Differences Among Adults

Often the instructor will be faced with a diverse group of participants. It is
essential to understand some of the social and cultural interactions that may lead
us to mislabel a person as a “problem participant”. Some people grasp ideas and
training more quickly than others, the instructor must remember to pace the rate
of learning to the participants rate of understanding. Some characteristics the
adult learner will exhibit include:
• Age. The concept of adulthood is based on chronological, psychological,

social, cultural, educational and/or legal criteria adopted by a particular
society. For many years, countries such as those in Latin America have
legally defined an adult as a person of 21 years of age, legally independent
from their parents and acquiring certain rights such as those of matrimony
and voting. In more recent times, the age legally defining a person as an
adult has been lowered in many countries to 18 years of age.
Adults in the younger age bracket may be more apt to view authority with
suspicion or fear, more likely to challenge the instructor and ask the
question “why”, and demand more definite answers. Being prepared
enough to handle questions provides an effective means for instructors in
effectively handling and motivating participants.
………………………………………………………………………………….
………………………………………………………………………………….

Visual Time
Aids and Elapsed
other CONTENT
materials
• Previous experience. Participants will enter a course with varying levels of

knowledge and experience. As noted previously, they may or may not
initially agree with the materials presented or the instructor. The fact that
most of the participants attending one of our courses have some level of
experience in the disaster or emergency response will be of some value to
the instructor. A person with some experience in a given field will be more
receptive and find it easier to learn, associating new information to similar
information from past experiences. The instructor will help link new
information and experience with the old, permitting the participant to gain
insight and apply the new knowledge.
………………………………………………………………………………….
………………………………………………………………………………….
• Subcultures. Each group brings into the classroom its own behaviour,
attitude and values. Instructors need to maintain a non-judgmental attitude,
allowing each subculture its space while maintaining a positive learning
environment
………………………………………………………………………………….
………………………………………………………………………………….
6. Difficult Learning Behaviours

Participants vary from one another. You may find easy learners due to their
interest, but the challenge for instructors is to encounter difficult learners and
how you can motivate them, like the following:
How can we help each one?

• Daydreamer
Direct questions or more active involvement will usually bring this person
back into the present.
<Give specific samples>
.............................................................................................................................................................................

Visual Time
Aids and Elapsed
other CONTENT
materials
• Uninterested
It is important to make an effort to find an underlying cause, such as poor

health, nerves, or simply a lack of sufficient background for the level for
the course.
.............................................................................................................................................................................
• Slow learner
Extra individual or private instruction may help this person become

successful.
.............................................................................................................................................................................
• Disruptive
One form of action would be to meet with the person, have them evaluate
why they are in the class and explain that staying in the class will require a
change of behaviour on their behalf. Tell this individual that any disruption
of the class will not be tolerated. Continuance of the behaviour may
warrant expulsion from the class.
.............................................................................................................................................................................
• Timid
Consider not calling on this person at first; allow them to participate freely
during informal sessions. Visiting with the person during break may help
them feel more at ease. Allowing them a more active role by answering
simple questions or participating in discussion, their timidity will
eventually be overcome.
................................................................................................................
• Others
Problems of mutual concern can be discussed and some sort understanding

Visual Time
Aids and Elapsed
other CONTENT
materials
or agreement can be reached. Indicate to the participant that they are of

potential value to the class, and a potential colleague.
.............................................................................................................................................................................
REVIEW
Answer questions and ensure that lesson objectives have been met.
EVALUATION
Ask participants to complete Lesson Evaluation Form.
CLOSING
Thank the group for their participation and announce the next lesson.

Lesson Plan 3:
How to Prepare and Present a CSSR Lesson
Approximate Duration: 2 hours
Main Points
1. Components of a Lesson Plan
2. Structure and use of a CSSR Course Instructor’s Guide
3. Guide to Preparing and Presenting a Lesson
Preparation
1. Be sure you know the complete structure and use of the CSSR Instructor’s Guide
2. Study the documents “Training the First Responder Using the Demonstration
and Practise Method” and “Guide to Preparing and Presenting a Lesson”
3. Review lesson 5 of TFI for more information about this lesson
Materials Needed:
1. Transparencies (1)
2. CSSR Instructor’s Guide
OBJECTIVES
Upon completing this lesson, you will able to:
1. Describe the five components of a Lesson Plan and three sequence

criteria.
2. Describe the structure and use of the CSSR Course Instructor’s

Guide.
3. Use the document titled “Guide to Preparing and Presenting a

Lesson”.
4. Use a CSSR Lesson Plan during a presentation.
_______________________________________________________________________________
June 2005 Lesson 3: How to Prepare and Present a CSSR Lesson 1
Visual Aids CONTENT Time

and other Elapsed
Materials
I. INTRODUCTION
II. DEVELOPMENT
Remember that the participants will not be designing lesson

plans.
NOTE
The aim of this lesson is to train them in the basic methodology
of the lesson plan, such that they are able to use it to proficiently
prepare and present a lesson and achieve the stated objectives.
The lesson is related and will review lesson 5 of TFI.
1. Components of a Lesson Plan

The lesson plan is a working guide for the preparation and
presentation of a lesson according to its stated objectives, the
characteristics of the participants, and the availability of
TR 3-3 resources. A lesson plan consists of the following components:
Introduction, Development, Review, Evaluation/Testing, and the
Closing.
1.1. Introduction
Use examples from the CSSR Course.
The Introduction sets the tone for the learning atmosphere and
the level of attention gained from the participant. Here the
instructor must begin to put into practice the basics on
presentation discussed in Training for Instructors (TFI)
Course, such as attitude, style, energy, eye contact, voice
projection, etc. The instructor must appear secure,
comfortable and confident in the success of his/her
presentation. The Introduction should never be skipped; use it
to capture the attention of the participants, inform them of
what the lesson will consist of, and motivate them to interact.
_______________________________________________________________________________
1.2. Development
The Development portion is the core of the lesson, where the

instructor puts into practice the knowledge and skills
expressed in the objectives that the participants will have
achieved upon completing the lesson.
Sequence Criteria
• Specificity – moving from the general toward the specific.

Beginning with the general provides an excellent
opportunity to generate interest in the participant.
<Ask participants to refer to CSSR IG L2 as example>
……………………………………………………………….
……………………………………………………………….
• Complexity or difficulty – moving from the more

complex or difficult toward the simpler and easier, or vice-
versa, as the lesson may require.
<Give example. Practicing tool operation, to start with

simple manual tools before electric-operated and heavy
tools>
……………………………………………………………….
……………………………………………………………….
• Correlation – it is important to provide some background

information first that help in understanding the concepts
that follow. It is important to ensure that the information
presented is truly needed, in order to avoid giving excess
information or creating confusion.
<Example: relation of lessons 3 and 9>
……………………………………………………………….
……………………………………………………………….
1.3. Review and Feedback
Briefly review the key points (as stated in the objectives),

generating interaction with the participants, ensuring they
have achieved the minimum requirements with regard to both
_______________________________________________________________________________
knowledge and skills. Correct and re-emphasize where

necessary.
……………………………………………………………….
……………………………………………………………….
1.4. Evaluation and Testing
During this portion of the lesson, the participant is required to

answer questions and/or perform practical skills in order to
demonstrate achievement of lesson objectives.
……………………………………………………………….
……………………………………………………………….
1.5. Closing
This brief portion of the lesson serves to bring it to clear

conclusion, and prepares the participants for the next lesson.
……………………………………………………………….
……………………………………………………………….
2. Structure and Use of the CSSR Instructor’s

Guide
<Take Lesson 7 as Example. Ask participants to open Lesson 7
IG and look for the following components>
2.1. Lesson Overview

• Duration. Time allotted for the lesson
• Main points. Gives instructors the main concept of
the lesson
• Suggested preparation. Gives instructors necessary
materials to read for better preparation.
• Evaluation/testing method. Methodology for testing
and evaluation
• Materials and resources needed. List of materials
needed for the lesson, both lecture and practical
components.
_______________________________________________________________________________
2.2. Lesson Plans

Lesson plan is divided into 5 major components:
<Explain the main points under each component>
• Introduction
- Lesson objectives
- Instructor Activity (right column)
• Development
• Review
• Evaluation
• Closing
2.3. Visual Aids (miniatures)
<Ask participants to open page for the lesson’s VA>
Miniatures, or thumbnails, of flipcharts and visual aids are

included in the Lesson Plan. These usually consist of six
thumbnails per page, large enough to read, and they provide
a quick and easy way to review visual aids without
requiring the instructor to work with large flipchart sheets
or the actual transparencies.
2.4. Exercise Guides (for practical stations)

<Explain that there is a separate manual for EG, newly
developed, which was part of the IG previously. Ask
participants to open EG Lesson 7, for example>
• General Instructions
• Purpose
• Objective
• Procedure
• Assigning responsibilities
• Equipment, tools and accessories needed
• Other required materials
• Instructors
• Time
_______________________________________________________________________________
2.5. Practical Evaluation
In this portion of the lesson, the participant is evaluated on

hands-on practical skills, to ensure that he or she has
achieved the lesson objectives in that area.
……………………………………………………………….
……………………………………………………………….
2.6. Handouts
Handouts are documents containing information relevant to

the lesson content that do not form an actual part of the
Participant Workbook or lesson material. Handouts are
distributed separately as the lesson is carried out.
<Give example>
……………………………………………………………….
……………………………………………………………….
2.7. Post-Test
The lesson Post-Test is a written test of the participant’s

conceptual grasp of lesson content. The Post-Test is based
strictly on the lesson objectives stated at the beginning of
the lesson, from among those that can be tested in written
form.
<Have participants compare objectives of Lesson 7 from

its post-test>
……………………………………………………………….
……………………………………………………………….
2.8. Lesson Evaluation Form
<Ask participants to open Lesson 7’s lesson evaluation

form>
The purpose of the Lesson Evaluation Form is to provide

the participants an immediate avenue to provide feedback
on the lesson with regard to its various components. The
Lesson Evaluation is always conducted immediately after
the lesson concludes, before going on break or continuing
to the next lesson. The intention is to capture ideas on
_______________________________________________________________________________
paper while they are still fresh in the participants’ minds.
……………………………………………………………….
……………………………………………………………….
2.9. Reference Material (RM)
<Ask participants to open the RM for Lesson 7>
The Reference Material provides more detailed information

on the subject of a particular lesson that would be too
extensive to include in the lesson itself. The RM provides
an excellent for comprehension of lesson material.
……………………………………………………………….
……………………………………………………………….
3. Guide to Preparing and Presenting a CSSR Lesson

Using Demonstration and Interactive Methodology
3.1. Preparing your lesson
HO 3 Follow along with the reference document.
………………………………………………………………………………….
………………………………………………………………………………….
3.2. Presenting your lesson

Highlight the key interactive points in HO.
Advise the participants to study this document to better
prepare their practical presentations.
• Lesson Introduction
• Lesson Development
• Practical Exercises
• Review
• Lesson Post-Test
• Closing
………………………………………………………………………………………….
………………………………………………………………………………………….
_______________________________________________________________________________
4. Review

5. Evaluation
• Ask participants to complete Lesson Evaluation Form.
6. Closing
• Thank the group for their participation and announce the
next lesson.
_______________________________________________________________________________
CSSR Instructors’ Workshop
Lesson Evaluation for Participants

Do not write your name on this form. Please complete a copy of this form at the end of every lesson.
Your evaluations are very valuable toward improving the course. For ratings, please use a scale system from 1 to 7, as follows:
1 2 3 4 5 6 7
Very poor Poor Below Average Average Good Very Good Excellent
Workshop Location: _________________________________ Date: ______________________
Please fill in the required Lesson Num ber Lesson Nam e

information.
Instructor’s Name
Use a scale from 1 to 7 as Lesson Rating (rate 1 to 7)

described above to rate
the various lesson Content ________ Instructor ___________
components.
Method _________ Workbook __________ Interaction __________
Mark your selection with Instruction Level (mark with an “X”)
an “X”
Appropriate ________ Too basic _________ Too advanced _________
Duration (mark with an “X”)
Appropriate ________ Too short _________ Too long _________
Usefulness
Was this lesson useful to you? Yes _______ No ________

Rate from 1 to 7 Overall Lesson Rating
Taking all the above into consideration, I rate this lesson: ______________
If you need additional Comments and Observations
space, please use the
back of the sheet.
Thank you for your help. Your input is valuable. Please turn in this completed form to the instructor.
_______________________________________________________________________________
Lesson Plan 4:
CSSR Course Review
Approximate Duration : 1 ½ hours (plus 2 hours preparation for participants a day prior
to lesson)
Preparation
As facilitator for each group, you need to guide the review discussion for each assigned
lesson and resolve all issues that are brought up by participants. If an issue comes up that
you feel should be shared during the full session, make sure the group presents it to the
rest of the class at that time. Ensure that each group leader should complete review of
each lesson within 5 min.
CSSR lessons have to be divided to instructors for issues that will be raised and will
require clarification in the plenary presentation.
Main Points:
Group review of assigned CSSR Course lessons
Material Needed:
CSSR Course Instructor’s Guide
Importance of this Lesson:
Ensures that all participants have a clear understanding of the content of the CSSR
Course in preparation for presenting lessons.
OBJECTIVES
Upon completing this lesson, you will:
In a group session, review questions and issues regarding the key points of
each lesson in the CSSR Course, using the corresponding lesson plans in the
Instructor’s Guide.
_______________________________________________________________________________
June 2005 Lesson 4: CSSR Course Review 4-1
Visual CONTENT Instructor

Aids and Notes
other
Materials
I. INTRODUCTION
TR-1 3.) Present the lesson objective. Ask participants to read.
II. DEVELOPMENT
<Explain the importance of this lesson to the participants>
Setup
<Give the following instructions to facilitate the review session>
1. Divide the participants into 4 groups with 6 members

each.
2. Working in groups and with the assistance of a facilitator,
each group will review and answer all questions and
issues for three CSSR lessons, as assigned below.
3. Each group was given two hours and 30 minutes to
prepare their presentation on the preceding day.
4. Presentations will be made in full session in the class and
will cover all key points for each lesson, following an
established format after 30 minutes. A form is provided
on the following pages for this purpose. A group
representative has to be identified to present issues and
questions raised within the group.
<Instructors must be present to clarify points>
……………………………………………………………………..
……………………………………………………………………..
……………………………………………………………………..
……………………………………………………………………..
Lesson assignments are as follows:

• Group 1: Lessons 1, 4 and 8.
Facilitator assigned: ………………………………………..

• Group 2: Lessons 2, 7, and 11.
Facilitator assigned: ……………………………………….
_______________________________________________________________________________
• Group 3: Lessons 5, 9 and 10.

• Group 4: Lessons 3, 6, and 13.
Suggested Format for reviewing a lesson

Using the CSSR Course Instructor’s Guide, review each lesson
assigned and make sure everyone in your group are clear and
confident with the content of each lesson.
Follow the items listed below for each part of the lesson. Use the
Review
forms included on the following pages to write down any
Form
questions or issues you would like to discuss. The facilitator
assigned to your group will assist you.
• Lesson description
• Lesson introduction, generating initial interest
• Concepts, specific steps or skills, or other technical content
• Reference Material
• Conducting practical exercises
• Proper use of visual aids and props
• Conducting evaluations/tests
• Lesson review and closing
<Distribute the form to all 4 groups>

………………………………………………………………………………………….
………………………………………………………………………………………….
PRESENTATION
Ask each group to present the issues and questions per lesson as
assigned.
III. Review

_______________________________________________________________________________
IV. Closing

evaluation form
• Thanks the participants and announce the next lesson
or activity
_______________________________________________________________________________
CSSR Instructor Workshop
Lesson Plan 5:
Managing Practical Stations and Exercises
Approximate Duration: 2 hours
Main Points
1. General standards for all practical stations and exercises

2. Standards and specific instructions for assigned practical exercises and stations
Preparation
1. Have the Instructor’s Guide available to describe in detail the key points of every
practical exercise
2. It is recommended to have a small demonstration prepared on how to use one of
the pieces of equipment in order for participants to observe how a practical station
is prepared in the field
3. Demonstrate in the practice field what is required for preparation for the Final
Practical Exercise, especially Phase III.
Importance of this Lesson: Demonstrates in detail the key points of each practical
exercise, the rotations and preparation for the Final Practical Evaluation
Materials Needed:
1. Plastic sheeting (tarps) to cover the modules

2. Rubble to dump into modules
3. CSSR Course Instructors’ Guide
4. One practical station on the use of equipment
OBJECTIVES
•
1. Describe the general guidelines to follow in practical stations and
exercises that are part of various CSSR Course lessons.
2. Follow the specific instructions indicated for each practical station

or exercise, as noted in each corresponding lesson assigned.
3. Demonstrate the standards and instructions to follow during the

presentation of practical exercises.
_______________________________________________________________________________
June 2005 Lesson 5: Managing Practical Stations and Exercises 5-1

and other Elapsed
Materials
I. INTRODUCTION
TR-2
II. DEVELOPMENT
Give the importance of this lesson as a start.
1. General Guidelines for all Practical Stations and

Exercises
a. Lead Instructor. When working in four practical stations,

the instructor that presented the lecture portion of the
lesson becomes the lead for the four instructors and their
assistants, who are working directly with the participants
in the four stations. The lead instructor ensures
consistency among stations and with the lecture material.
……………………………………………………………….
……………………………………………………………….
b. Instructor Assignment. An Instructor Responsibilities and

Assignments sheet needs to be prepared before the
Course, covering all lessons, practical stations and
exercises, and evaluations
……………………………………………………………….
……………………………………………………………….
c. Participants’ Groupings. Before beginning the practical

sessions, the groups need to be formed and group numbers
assigned (Group 1, Group 2, etc.). Each group must elect
one person to be their representative.
……………………………………………………………….
_______________________________________________________________________________
……………………………………………………………….
d. Buddy System. If time allows, switch off partners within

groups to form different working pairs at each station and
continue practicing.
……………………………………………………………….
……………………………………………………………….
e. Station Management. The instructors for each station will

give a quick explanation and demonstration of what they
will be expected to do before allowing participants to
begin their practice. Then they will assign participants
their tasks and allow them to proceed.
……………………………………………………………….
……………………………………………………………….
f. Time Management. The instructor will use the time

allotted to increase manual skills but also to reinforce what
was discussed during the lecture portion of the lesson(s).
He or she will also need to correct and evaluate each
participant’s performance and keeping a record using the
appropriate form. Forms will be provided to record all
information required. A participant who is unable to
demonstrate an adequate skill level in a particular station
will need to practice on his/her own time until he or she is
able to do so.
……………………………………………………………….
……………………………………………………………….
g. Station Objective. Practical stations are intended strictly

for hands-on skills development. Do not use station time
to conduct a review or mini-lecture. Practice, practice,
practice.
……………………………………………………………….
……………………………………………………………….
h. Individual Practice. While assigned to a station,

participants who are waiting for their turn to practice
should take the opportunity to observe their fellow group
_______________________________________________________________________________
members practice, that they may learn from others. They

are not to be permitted to act as “instructors” by making
comments and correcting their fellow group members, nor
can they mingle with others stations.
……………………………………………………………….
……………………………………………………………….
i. Practical Stations. Normally the distribution of stations is

simple, numbered 1 to 4. When practice begins, groups
are assigned to the station matching their group number
(Group 1 goes to Station 1, etc.). After completing
stations, groups must rotate, usually in the following
order:
• Group 1 moves to Station 2

All groups must complete all stations. Subsequent

rotations always follow the order initially established.
……………………………………………………………….
……………………………………………………………….
CSSR Course Practice Field

<Refer the participants to the illustration of the CSSR Course
Practice Field>
<Explain the illustration>
• Marking of Props. L-7/8/12. The props surface to be used

for specific lessons’ practical exercises.
• Legend. Each cube of the props has four difference surfaces:

concrete, cinder block, brick, and sheet metal/ wood. <Refer
participants to legend indicated in the WB>
• Direction. Each group has a different direction to go through

in the final practical exercise.
• Size of props area and props itself. <Refer to CG 19>
• Concrete slabs. Used for horizontal use of some tools and as
_______________________________________________________________________________
a load for victims for the final exercise. The slabs are located
at the end of each group’s props area (finals) and 2 in the
midst of the props.
• Size of cutting table <Refer to CG 20>
• Materials specs to be used for building the props. It is

important to note that the materials to be used for building the
props are those available and used in the area.
……………………………………………………………….
……………………………………………………………….
2. Standards and Specific Instructions for Assigned

Exercises and Stations
Lesson 6: Search and Location Techniques

Exercises 6-1 and 6-2
<Refer to EG 6-1>
• Identify the location for the exercise, area should be wide

enough to accommodate the participants
• Instructor to clearly describe the steps of the practical

station
• Instructor should emphasize PPE for both inst and

participants
• Safety Officer should give a briefing before start of the

course/skill practice
• Prepare the station before start of the station including the

tools to be used i.e. functioning, oil, power, etc.
• Assign one assistant instructor to be inside the structure

for response
• Clean the TEA after the skill practice
……………………………………………………………….
……………………………………………………………….
_______________________________________________________________________________
Lesson 7: Tools, Equipment and Accessories

Exercises 7-1, 7-2, 7-3 and 7-4
• Instructor to clearly describe the steps of the practical

station
• Instructor should emphasize PPE for both inst and

participants
• Safety Officer should give a briefing before start of the

course/skill practice
• Prepare the station before start of the station including the

tools to be used i.e. functioning, oil, power, etc.
• Clean the TEA after the skill practice
……………………………………………………………….
……………………………………………………………….
Station 7-1. TEA for concrete, cinder block and brick

• Props area and required TEA should be ready (IG 7-3)
Station 7-2. TEA for wood

• TEA should be ready and available (IG 7-6)
_______________________________________________________________________________
• Prepare spare blades for backup
Station 7-3. TEA for metal

• Required TEA is indicated in IG 7-9.
……………………………………………………………………
……………………………………………………………………
Station 7-4. Support TEA

<Refer to EG 7-10>
Lesson 8: Rescue Strategies and Techniques

Exercises 8-1, 8-2, 8-3, and 8-4
<Refer to EG 8>
Identify the approach area
Making the inspection area
Measure and paint the selected area
Begin cutting the marked area.
Removing rubble
List of TEA required for the station
……………………………………………………………………
……………………………………………………………………
_______________________________________________________________________________
Lesson 9: Shoring Methods

<Refer to EG 9>
Assigning responsibilities
Location of the shore and measurements
Wood cutting
Shoring assembly
Shoring adjustments
Securing the shore
TEA required
……………………………………………………………………
……………………………………………………………………
Lesson 10: Lifting and Stabilising Loads

<Refer to EG 10>
Lifting
Cribbing
Moving the load
TEA required
……………………………………………………………………
……………………………………………………………………
Lesson 11: Pre-hospital Treatment

Exercise 11-1, 11-2
<Refer to EG 11>
Station set-up
Objective of the station
_______________________________________________________________________________
Materials needed/required for the station

Evaluation procedure
Lesson 13 : Final Practical Evaluation

Three Phases
Preparation
Set-up
Materials required to set–up props
<show a slide illustrating the tarp covering the props>
<Refer to EG 13>
Phase 1 – Organizing and starting a CSSR Operation

Usually starts at night time
Assistant instructors give scenario to participants at 12
MN, 2AM and 5AM.
Phase 2 – Search
Group division
Second group will start the search method 30 minutes
after the first has completed their search method.
Phase 3 – Rubble removal, Penetrating
Scenario information
Starting the operation
TEA preparation
………………………………………………………………………………………….
………………………………………………………………………………………….
1. Review

2. Evaluation
_______________________________________________________________________________
3. Closing
next lesson.
_______________________________________________________________________________
CSSR Instructors’ Workshop
Lesson Evaluation for Participants

Do not write your name on this form. Please complete a copy of this form at the end of every lesson.
Your evaluations are very valuable toward improving the course. For ratings, please use a scale system from 1 to 7, as follows:
1 2 3 4 5 6 7
Very poor Poor Below Average Average Good Very Good Excellent
Workshop Location: _________________________________ Date: ______________________
Please fill in the required Lesson Num ber Lesson Nam e

information.
Instructor’s Name
Use a scale from 1 to 7 as Lesson Rating (rate 1 to 7)

described above to rate
the various lesson Content ________ Instructor ___________
components.
Method _________ Workbook __________ Interaction __________
Mark your selection with Instruction Level (mark with an “X”)
an “X”
Appropriate ________ Too basic _________ Too advanced _________
Duration (mark with an “X”)
Appropriate ________ Too short _________ Too long _________
Usefulness
Was this lesson useful to you? Yes _______ No ________

Rate from 1 to 7 Overall Lesson Rating
Taking all the above into consideration, I rate this lesson: ______________
If you need additional Comments and Observations
space, please use the
back of the sheet.
Thank you for your help. Your input is valuable. Please turn in this completed form to the instructor.
_______________________________________________________________________________
Lesson Plan 6:
Course Evaluation System
Approximate Duration: 1 hour
Main Points
1. Explain the use and administration of the post tests.
2. Explain the use and administration of the practical evaluation.
3. Explain the use and administration of the final practical evaluation.
4. Explain how to maintain the scores of all participants and how to determine the
final score of each participant.
Preparation
1. Review and become familiar with all testing and evaluation types of the CSSR
course
Materials Needed:
1. Transparencies
2. A transparency of each evaluation form used should be made
1. All participants must be evaluated and tested uniformly and fairly.

2. All instructors must understand and use evaluation and testing methods in the CSSR
course.
OBJECTIVES
1. Explain the elements of the CSSR Course evaluation/ testing

system.
2. Describe how the various evaluations and tests are administered in

the CSSR Course.
3. Describe how to properly maintain a record of all participant scores

and how to determine the final score for each participant.
_______________________________________________________________________________
June 2005 Lesson 6: Course Evaluation System 1
Visual CONTENT Time

Aids and Elapsed
other
Materials
I. INTRODUCTION
II. DEVELOPMENT
1. Elements of the CSSR Course Evaluation System

1.1. Individual evaluations throughout the Course
<Refer the participants to CSSR Course Evaluation

System form while discussing this section>
o Lesson Post-Tests: Every lesson is followed by a

written post-test, scored and important to prepare the
participants for the practical sessions. Minimum
score of 70% is required. Participants are allowed
one make-up test in the event they do not receive a
passing score on one.
o Practical Evaluations: Lessons 6, 7, 8, 9, 10 and

11 have practical stations which requires a
satisfactory evaluation. Participants who are unable
to achieve a satisfactory evaluation will be required
to repeat the evaluation after hours with another
instructor until they pass.
……………………………………………………………….
……………………………………………………………….
1.2. Final Practical Evaluation (Group Evaluation)

This final exercise is based on a simulation of a disaster
situation that might be considered typical in the region.
This is divided into 3 phases:
Phase I: Organising and Starting a CSSR Operation
_______________________________________________________________________________
Phase II: Search
Phase III: Removal, Shoring, Lifting, Penetration and

Rescue
……………………………………………………………….
……………………………………………………………….
<Review and discuss the evaluation form for the final practical
exercises>
2. Administering Evaluations and Tests

2.1. Post-Test
The instructors will hand out the Post-Test at the end of

every lesson. Participants will be asked to complete them on
their own time at the end of the day, using their workbooks
and the Reference Material to find the answers. When they
come to class the next day there will be time set aside in the
schedule to collect the completed post-tests and score them.
Any of the following methods can be used in the scoring
process:
o Participants exchange post-tests among themselves

and read the answers out loud. They score each
others’ tests.
o The instructor collects all post-tests then discusses the

answers with the participants. The post-tests will be
scored after-hours outside of class.
o Ask participants to answer orally the questions

selected at random. Later they can exchange post-
tests among themselves and score each other’s post-
tests.
NOTE: Remember the purpose of the post-tests is to

compel the participant to study the workbook and Reference
Material, which is designed to happen outside of class.
_______________________________________________________________________________
2.2. Practical Evaluation
Every lesson that contains practical (hands-on) skills

development will be followed by a practical evaluation to
ensure the participant has acquired the proper level of
manual mastery. Every Practical Evaluation is accompanied
by an Evaluation Form in which all essential activities are
detailed. Required activities are highlighted in bold type. In
most cases the instructor will be required to place check
marks in boxes during the evaluation process.
<Explain how to evaluate the participants using the skills

checklist form, as an example>
……………………………………………………………
……………………………………………………………
2.3. Final Practical Evaluation
The Final Practical Evaluation consists of three phases and

is preceded by a series of messages given to participants to
pre-frame the situation for them.
Telephone Messages to Participants. This is usually

transmitted at night time to prepare the participants/groups
for the next day’s activity.
…………………………………………………………….
…………………………………………………………….
Phase I – Organizing and Starting a CSSR Operation
At the start of phase 1, each group is provided with a group

grade sheet, a questionnaire and a site sketch sheet. All these
documents should be fill-up by the participants and submit
to assigned instructors.
Scenario. Instruction team will simulate a collapsed

structure incident.
Image Selection. A picture of a collapsed structure

incident occurred in the past may be used as an image
of the simulated incident.
<Show a sample picture which can be used for this

phase>
_______________________________________________________________________________
Questionnaire. Based on the image and scenario

provided by the instructor, participants will answer the
questionnaire and be submitted to instructor before
going on to phase II of the activity.
<Ask participants to open IG 13 for questionnaire>
……………………………………………………………..
……………………………………………………………..
Phase II - Search
Forms. The site sketch form should be marked

accordingly after the procedure.
<Ask participants to open EG for the forms>
Interference, pretending to be a relative or building

employee. An instructor or any of the support staff
will simulate as witness to the scene and provide the
necessary information to rescue groups.
Importance of clear instructions during Phase II.

Information provided in phase II will be vital data to
be used for phase III.
……………………………………………………………..
……………………………………………………………..
Phase III – Removal, Shoring, Lifting, Penetrating and

Rescue.
Assigning and handing out tools and equipment.

There should be an assigned logistics officer per group
to manage the distribution of TEA to their members. It
should be systematic and organized system of
implementing this task.
<Remind participants that form for TEA should be

utilized in this phase>
Rotating group leaders. Each group is divided into
_______________________________________________________________________________
several small groups with different functions: cutting

area, penetrating, TEA, etc. Leaders in each small
groups may be rotated to test their knowledge on other
areas.
Importance of safety and continuing vigilance by

instructors. Instructor rotations. A safety officer
among the instructors should always be assigned to
ensure safety of the activity in general.
TR 6-3 Areas permitted and prohibited to participants.

Participants should not be allowed to see and observe
the instructors in their preparation time for the final
evaluation.
Final Practical Evaluation format. Explain the

demonstration and practice checklist form used for the
final evaluation exercise: criteria for evaluation,
observations, and area to indicate whether the group
pass or fail.
…………………………………………………………
…………………………………………………………
3. Grading Participants
Participants are graded according to the following ways:
Pass / No-Pass. Participants have to get a satisfactory rating in all

practical exercises.
…………………………………………………………………….
…………………………………………………………………….
Conducting the oral review of Post-Tests. Every start of each

day, there is an instructor assigned to review answers of the post
test for the lessons discussed the previous day. Participants will be
asked to answer each question aloud and answer sheets will be
submitted to the instructor for checking and record.
…………………………………………………………………….
…………………………………………………………………….
Calculating the participant’s total score /Using the Grade

Sheet.
_______________________________________________________________________________
<Refer to CG 44>
<Show sample grade sheet from previous course. Instructor has

to remember to delete the names in the sheet>
…………………………………………………………………….
…………………………………………………………………….
Certificate of Completion vs. Letter of Attendance. As

discussed in lesson 1 of CSSR, requirements for completing the
course must be met to be eligible to get the certificate of
completion. Those who will not meet the requirements will be
receiving a letter of attendance. Participants who violate safety
regulations will also be ground for ineligibility for certificate of
completion.
………………………………………………………………………………………….
………………………………………………………………………………………….
2. Review
• Answer questions and ensure that lesson objectives have been

met.
3. Evaluation
4. Closing
next lesson.
_______________________________________________________________________________
Lesson Plan 7:
Using the CSSR Course Coordinator’s Guide
Approximate Duration : 1 ½ hours
Main Point: General description of the Coordinator’s Guide
Preparation
1. Must have in-depth knowledge of the content of the Coordinator’s Guide
2. The facilitator presenting this lesson should have prior experience as CSSR
Course Coordinator
Material Needed: CSSR Course Coordinator’s Guide
Importance of the Lesson : Explain the organization and use of the CSSR Course
Coordinator’s Guide
OBJECTIVES
Upon completing this lesson, you will have received detailed information
regarding:
1. The steps to follow for selecting participants and sending the Pre-
Work out to participants in the CSSR Course.
2. The content of CSSR Course Coordinator’s Guide and a general

orientation on how its information is organized and how it should be
used.
_______________________________________________________________________________
June 2005 Lesson 1: Workshop Introduction 1
Visual CONTENT Time

Aids and Elapsed
other
Materials
I. INTRODUCTION
TR 7-2
II. DEVELOPMENT
The CSSR Course Coordinator is responsible for all preparations
NOTE before and during the course. After the completion of the course,
there are also some responsibilities he has to undertake.
1. Selecting CSSR Course Participants

• Participant must satisfy the requirements for participation.
Participants are selected based on the criteria set forth by the
organizer/s.
Requirements for participation

• Good physical condition, exclusive of physical handicaps
that would prevent rescue work
• Belong to a first response organization
• Does not suffer from claustrophobia
• Minimum education: completed grade school
• Immediate or near-future responsibilities in a CSSR Team
• Completed the OFDA Medical First Responder (MFR)
Course
• At least 18 years of age
• Sponsored by a first response organization
• Other local requirements
• Notification or invitation to the Course through a
registration packet and/or welcome letter.
<show a sample letter and registration packet given to
participants weeks prior to the start of the course >
<discuss the contents of the letter>
It is recommended that the number of participants in the

Course be limited to 24, in order to divide them into four
_______________________________________________________________________________
groups of six each.
2. Participant Registration Packet and Pre-Work

One month before the Course the participant must receive a
Registration Packet that includes the following:
<show the content of the pre work packet>
• Letter of acceptance to the Course that outlines:
‫ ـ‬Date and location of the Course

‫ ـ‬Instructions for the Pre-Work and corresponding
questionnaire
‫ ـ‬Course mode (on-campus or off-campus housing)
‫ ـ‬Materials and equipment the participant must bring
‫ ـ‬Weather conditions at the Course location
‫ ـ‬Course Coordinator’s name and contact information
• Course Registration Form with Health and Liability

Release
• Course Content (Lesson Summaries)
• Sample Course schedule
• Course purpose and objectives
• Pre-Work and Questionnaire
The purpose of the Pre-Work is: to standardise terms and

names, and introduce the basic knowledge required for this
course.
• Reference Material. To answer the pre-work questionnaire

accurately, a reference material is attached on the pre-work
packet.
.……………………………………………………………………………
...………………………………………………………………………….
.……………………………………………………………………………
...………………………………………………………………………….
_______________________________________________________________________________
3. Elements of the Coordinator’s Guide
<Bring a copy of the CG in front while discussing this part and

be ready to show pages as discussed>
The Basics
<Refer to CG Section 1>
• Countdown Checklist for Course Preparation (CG-2)
• Personnel Needs (CG-3)
• Coordinator Meetings with Personnel (CG-4)
• Instructor Assignments and Responsibilities (CG-5)
• Organizing and Copying Course Materials (CG-6/7)
• After-Action Report (CG-8)
<Show the Coordinator’s Report Template>

……………………………………………………………………………………………
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
Facilities and Physical Set-up

• Basic Requirements for Facilities (CG-10/11)
• Sample Facilities Diagram (CG-12)
• Practice Field Layout (CG-13)
• Structure Simulator Construction Details (CG-14/20)
• Sample Classroom Layout (CG-21)
• Additional Sample Room Layouts (CG-22)
• Equipment, Materials, and Supplies Master List (CG-23/28)
….…………………………………..……………………………………………………
….………………………………………………………………………………………..
….…………………………………..……………………………………………………
….………………………………………………………………………………………..
Participant Registration Packet

• Sample Participant Acceptance Letter (CG-30/31)
• Course Purpose and Objectives (Course Brochure) (CG-
_______________________________________________________________________________
32/33)
• Lesson Summaries (CG-34/35)
• Course Schedule (CG-36/37)
• Evaluation System (CG-38)
• Course Registration, Health and Nutrition and Liability
Release Form (CG-39/41)
• Pre-Work (CG-42)
• Pre-Work Questionnaire
….…………………………………..……………………………………………………
….………………………………………………………………………………………..
Course Certificates, Forms and Labels

• Grade Sheet (CG-44/46)
• Attendance Roster (CG-47)
• Course Directory (CG-48/51)
• Certificate of Completion (sample) (CG-52)
• Letter of Attendance (sample) (CG-53)
• Tabletop Name Tent (CG-54)
• Name Tags (CG-55/56)
• Binder Covers and Spines (CG-57/70)
...………………………………………………………………….
…………………………………………………………………….
…………………………………………………………………….
…………………………………………………………………….
4. Problem Solving
Regardless of how extensive and detailed planning is, there is
always a possibility of complications and unforeseen
circumstances arising. If a problem presents itself, it should be
used as a teaching tool with the participants. It is very helpful to
involve the participants in the problem-solving process. Cite
some examples:
...………………………………………………………………….
…………………………………………………………………….
…………………………………………………………………….
…………………………………………………………………….
III. Review

_______________________________________________________________________________
IV. Closing

evaluation form
• Thank the participants and announce the next
lesson/activity
TR 1-8
_______________________________________________________________________________
Lesson Plan 8:
Tool and Equipment Cleaning and Maintenance
Approximate Duration : 45 minutes
Main Point:
Maintaining all tools, equipment and accessories to increase safety and prolong their
useful life
Preparation :
It is recommended that the facilitator presenting this lesson have prior experience in
preventive maintenance and storage of CSSR tools, equipment and accessories
Materials Needed:
CSSR Course Coordinator’s Guide

Provides the future CSSR instructor the needed knowledge on how to properly clean,
maintain and store the various CSSR tools, equipment and accessories
OBJECTIVES
Upon completing this lesson, you will have received detailed information
regarding:
1. The proper procedures for the cleaning and maintenance of the

various tools, equipment, and accessories of the CSSR Course.
2. The basic rules on storage to maintain the tools, equipment, and

accessories of the CSSR Course in the best possible working order.
_______________________________________________________________________________
June 2005 Lesson 8: Too and Equipment Cleaning and Maintenance 1

and other Elapsed
Materials
I. INTRODUCTION
TR 8-2
II. DEVELOPMENT
Start this lesson with the importance of cleaning the TEA prior to
NOTE storage.
Cleaning products and materials

1.Rags
2.Mobil Oil
3. Brush
4. Blower
5. Sand Paper
6. Liquid Soap for plastic parts
……………………………………………………………….
……………………………………………………………….
When and how to clean throughout the CSSR

Course
During the course:
Dust off
Wipe it
Clean it
……………………………………………………………….
……………………………………………………………….
_______________________________________________________________________________
After the course:
Dust off
Wipe it
Remove Accessories
Drain out gasoline
……………………………………………………………….
……………………………………………………………….
NOTE
The props should be kept clean everyday and also at the end
of the course. Clean it thoroughly by making the extended
line.
……………………………………………………………….
……………………………………………………………….
1. Maintenance and Cleaning
Tools
Wipe, clean and apply oil
……………………………………………………………….
……………………………………………………………….
_______________________________________________________________________________
Electrical Equipment
Brush, apply oil on metal parts
……………………………………………………………….
……………………………………………………………….
Air-Powered Equipment
Clean, brush and apply oil on metal parts
……………………………………………………………….
……………………………………………………………….
_______________________________________________________________________________
Internal-Combustion Equipment
Drain gasoline out, start the equipment and exhaust all the
gasoline. Fill oil up to the top, wipe and clean
……………………………………………………………
……………………………………………………………
NOTE
<Always go through the leaflet of the equipment and keep it
secure>.
Hydraulic Equipment
…………………………………………………………….
…………………………………………………………….
……………………………………………………………..
……………………………………………………………..
_______________________________________________________________________________
Other TEA
Lubricate on wheel and cable, check cable for cranks and

any other failure
…………………………………………………………………….
…………………………………………………………………….
Other Course materials

Examples: tarps, wood, exercise modules
Wash, wipe and dry before storage

…………………………………………………………………….
…………………………………………………………………….
Remove batteries from radio and megaphone

…………………………………………………………………….
…………………………………………………………………….
Clean the area of props by extended line procedure and make

sure no foreign object should be there and roll extension
wire/cord properly
…………………………………………………………………….
…………………………………………………………………….
Storage and General Inventory

Take care of the leaflets (better to store together in one place)
Take Care of Accessories
_______________________________________________________________________________
Storing place- Location, lighting, ventilation, fresheners
Separate storage for oil and fuel. Put fire extinguisher in the
same location.
........................................................................................................
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
III. Review
• Answer questions and ensure that lesson objectives have

been met.
IV. Evaluation
V. Closing
next activity.
_______________________________________________________________________________

CSSRIW Lesson Plan

Uploaded by

Copyright:

Available Formats

You might also like

CSSRIW Lesson Plan

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CSSRIW Lesson Plan

Uploaded by

Copyright:

Available Formats

CSSR

Miami-Dade instructor demonstrating equipment to course participants.

OFFICE OF U.S. FOREIGN NATIONAL SOCIETY FOR

Lesson 2 ..........................................................................Principles of Adult Learning

Lesson 3 ............................................... How to Prepare and Present a CSSR Lesson

Lesson 4 ......................................................................................CSSR Course Review

Lesson 5 ..................................................Managing Practical Stations and Exercises

Lesson 6 .................................................................. CSSR Course Evaluation System

Lesson 7 ............................................. Using the CSSR Course Coordinator’s Guide

Lesson 8 ........................................ Tool and Equipment Cleaning and Maintenance

Lesson 9…………………………Individual Presentation (Lecture and Practical)

CSSR Instructors Workshop

Approximate Duration: 1 hour

Upon completing this lesson, you will become familiar with:

1. Names and background information of the course coordinator,

2. The following aspects of the Workshop: Purpose, Objectives and

Visual CONTENT Time

Recognize help and support from host organization and

Invite instructors, monitors, and support staff to introduce

Option 1: Each participant will introduce themselves by stating their

Options 2: Participants to pair in two and introduce their partner

It is important to know at the outset what expectations the

Conditions: The participant will have access to the CSSR

Standards: Lesson content must be presented following the

a. Studying the participant workbooks, lesson plans and

b. Demonstrate the correct operation and maintenance of the

c. List and explain the safety standards to be followed

d. Bring a list of questions or issued to bring to attention

Discuss briefly the topics to be covered in each of the

Lesson 1: Introduction to the Workshop

Introduction of personnel and staff. Expectations. Materials

Administrative and logistical matters. Emergency procedures.

Lesson 2: Principles of Adult Learning

Definition of learning. Types of learning. Maslow’s

Lesson 3: How to Prepare and Present a CSSR Lesson

Lesson plan components. Sequence criteria. How to use a

Lesson 4: CSSR Course Review

General review of CSSR Course material, precautions and

Lesson 5: Managing Practical Stations and Exercises

General guidelines for practical stations and exercises.

Lesson 6: CSSR Course Evaluation Method

Lesson 7: Using the CSSR Course Coordinator’s Guide

Lesson 8: Tool and Equipment Cleaning and Maintenance

General guidelines and procedures for maintaining, cleaning

Lesson 9: Individual Presentations

During the Workshop, you will be required to present a total of

Practice presentation. 10-12 minute duration. The subject

Lecture-based presentation of a CSSR lesson. 60 minutes

First practical presentation of a CSSR exercise. 20 minutes

Second practical presentation of a CSSR exercise.

Your four presentations will be:

<Inform the participants of their assigned lessons for the 2

<Inform the participants of their assigned stations for the 2

The Workshop Coordinator and the facilitators will

The areas for evaluation for the lesson presentation are

The area for evaluation for the practical presentation are

If you do not reach the minimum required score, you will

9. Facilities and Ground Rules

<Inform the participants of the locations of classrooms,