Advanced Instructor
Course
Course #1017
Texas Commission on Law Enforcement
Officer Standards and Education
40 Hours
October 2010
10/2010
Advanced Instructor Course
ABSTRACT
The TCLEOSE Advanced Instructor Certification Course is designed to advance instructor
knowledge and understanding of student motivations and generational values as well as
advance the development of instructor skills in preparation, presentation, and overall
competency in training. This course has been developed by a committee of subject matter
experts and delivered for presentation by TCLEOSE for certification as an Advanced Instructor
as provide by TCLEOSE rule §221.28.
Pre-Requisites: Instructors who have been certified by the Commission as a Basic
Instructor for a minimum of three years.
Certification Requirements: Successful demonstration of the skills outlined in the course.
Length of Course: 40 hours
Facility Requirements: Standard classroom environment
Evaluation Process and Procedures: Successful demonstration of various electronic multimedia techniques in the training process. Create a positive learning environment utilizing the
newly acquired skills.
Acknowledgments: TCLEOSE would like to recognize the dedication of the committee
members who volunteered their valuable time and shared their knowledge and skills in the
development of this course curriculum. Their contribution will serve to advance the
instructional skills of law enforcement trainers and improve the quality of training that will be
delivered to law enforcement officers throughout the state.
Committee Members:
Gay Lynn Stone – Committee Chair
Chris Bratton
Charlie Derrick
Ray Garner
Ken Mobley
Richard Mosher
Kim Vickers
Rex White
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ADVANCED INSTRUCTOR COURSE
Unit One: Understanding Generational Gaps……………………………………..…….pg. 04
Unit Two: Perception……………………………………………………………………….pg. 14
Unit Three: Task Analysis………………………………………………………………….pg. 20
Unit Four: Need Assessment……………………………………………..……………….pg. 26
Unit Five: Stage Fright………………………………………………………………..…….pg. 32
Unit Six: Student Behaviors…………………………………………….………………….pg. 36
Unit Seven: Perspectives on Learning, Teaching, and Technology………..………….pg. 42
Unit Eight: Multimedia Development and Delivery……………………………………….pg. 47
Unit Eight: Student Presentation ……………………………………………….………….pg. 50
Resource Material: See last pages of lesson outline…………………………………...pg. 51
Sample Task Analysis
Sample Task Analysis Worksheet
Blank Task Analysis Worksheet
Mager & Pipes Needs Assessment Flow Chart
Sample Needs Assessment
Need Assessment Worksheet
Cow/Satellite
Old Woman/Young Woman
Two People/One Man
Woman at Dressing Table/Skull
Packman
Star/Five Packmen
How Many Legs on the Elephant
Bibliography…………………………………………………………………………………..…pg. 65
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UNIT ONE
1.0
UNDERSTANDING GENERATIONAL GAPS
FUNCTIONAL AREA: During this unit of instruction the student will learn
characteristics common to the four generational stages and how they can be used in
the training process.
1.1
LEARNING OBJECTIVE: Name the characteristics common to each of the four
generational stages.
1.1.1
Generational Gaps provide many characteristics
A. Diversity
B. Generational Mixing
C. Merit
D. Difficulties working side by side
E. Understanding different mindsets
F. Education and Training
Note: Have students bring or discuss an item that defines their generation or who they
are.
1.1.2
Overview of generational characteristics
A. Veteran or Silent Generation
B. Baby Boomer or Boomer Generation
C. Generation X, or Xers
D. Generation Y, or Nexters
1.1.3
Veteran or Silent Generation
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A. 1922-1942
B. Value communication
C. Loyal
D. Wants acknowledgement of experience
E. Driven to get the job done whatever it takes
F. Keeps family and work lives separate
G. 5% of today’s workforce
H. Viewed by other generations as:
1. Boomers say…inflexible, can’t keep up with technology, work as a team to keep
focused
2. Xers say…lack of technical skill but fun to teach and work with until the job is
done
3. Nexters say…they are reliable and know how to lead. All positive
I.
Major life experiences of Veterans or Silent Generation
1.
2.
3.
4.
5.
1.1.4
World War II
Depression
Standing in line for cigarettes, stockings
Coupons for stamps, meat, butter, shoes, gas
Andrews Sisters, Bob Hope, Bing Crosby, radio soap operas
Boomer Generation
A. 1943-1961
B. 45% of today’s workforce, will dominate until 2015
C. Very sensitive to being portrayed as aging/slowing down
D. Last generation of stay at home moms
E. Nurturing/raising children utmost importance to this era
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F. Viewed by other generations as:
1. Veterans say…too self centered, tell too much about their personal lives at work
2. Xers say...work too much and take it too seriously, too political and calculating
3. Nexters say…work way too much
G. Major life experiences of Boomers
1.
2.
3.
4.
5.
6.
7.
8.
Television became popular
First man to walk on moon
Martin Luther King legacy/desegregation
Woodstock
Movies: Psycho, Westside Story, Sound of Music, Rocky
Toys: Barbie Doll, Hula Hoop, Lionel Trains, Radio Flyer, cap guns
Music: Elvis Presley, Everley Brothers, Mommas and the Pappas, Beatles
Sports Figures: Rocky Marciano, Mickey Mantle, Roger Maris
H. General Commonalities
1. Many define themselves by the work they do
2. Idealistic, competitive, question authority, strong work ethic
3. “Me Generation”, feel world revolves around them
1.1.5 Generation X
A. 1962-1981
B. 40% of today’s workforce
C. Generation without a childhood, “Latchkey Kids”
D. Confronted with:
1.
2.
3.
4.
5.
6.
Drug addiction
AIDS
Sexual freedom
Uncontrolled violence
Educational requirements
Environmental/world problems (believed created by past generation)
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E. Typical Household is both parents working or divorced
F. Communication via portable phones, beepers, e-mail
G. Want strong balance between personal life and work
H. Acceptance of different lifestyles, roles, and cultures
I.
Place considerable emphasis on immediate gratification
J. Unimpressed by status of others
K. One-fifth live in poverty
L. Viewed by other generations as:
1. Veterans say…they complain, hold too many certificates and not enough real
education, they arrive late/leave early, don’t value Veterans experience
2. Boomers say…they are lazy, impatient, too much time with computers instead of
people, disrespectful
3. Nexters say…laid back about difference; Nexters try to resolve conflicts
between Boomers and Xers
M. Major life experiences of Generation X
1.
2.
3.
4.
5.
6.
7.
8.
9.
Roe v. Wade
Challenger shuttle explosion
Berlin Wall dismantled
Fall of Communism in Eastern Europe
AIDS identified
Movies: ET; Raiders of the Lost Ark; Star Wars; Silence of the Lambs
Toys: Game Boy, Rubik’s Cube, transformers
Music: Michael Jackson, Madonna
Sports: Mike Tyson, Mary Lou Retton, Carl Lewis
N. General Commonalities
1.
2.
3.
4.
5.
Clashing in workplace with Boomers
Creative/adaptive to change
Expect to change careers and employers numerous times
Impatient for change
Multi-task oriented
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6. Preppie dress
1.1.6 Generation Y
A. 1982-1998
B. Newest Generation entering the workforce (10%)
C. Parents/politicians made concerted effort for this Generation to avoid:
1.
2.
3.
4.
5.
6.
7.
Drugs/alcohol
Profanity
Improper TV
Un-chaperoned gatherings
Aggressive behavior
AIDS
Teen Pregnancies
D. Viewed by other Generations as:
1. Veterans say…compared to Generation X, Nexters have great manners, feel
they know a lot and with experience will mirror the Veterans, complain about
crude language
2. Boomers say…want Nexters on their team to do technical activities/web page
work, etc.; undisciplined
3. Xers say…spoiled/selfish, new breed of Boomer, likes to work with them due to
technical skills
E. Major life experiences of Generation Y
1.
2.
3.
4.
5.
6.
7.
8.
9.
First children’s summit at UN
1987 stock market drop
Princess Diana killed in car crash
Mother Teresa dies
Dolly the lamb is cloned
Movies: Titanic, Braveheart
Entertainment: Video games, play station, X Box
Cartoons: Southpark, Simpson’s, Beavis and Butthead
Sports: Michael Jordan, Wayne Gretzky, Carl Ripken, Jr.
F. General Commonalities
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1. Always had or known about: remote control, MTV, microwave popcorn, AIDS
2. Never heard of: hard contact lenses, statement “You sound like a broken
record.”
3. Self reliant, stable, heritage oriented, volunteerism, escapism, tolerant and
accepting of divers life styles
4. More than 40% must take remedial math and English after high school,
vocational experience limited
5. Prefer caring, informal work environment, have positive outlook on work and
enjoy working in groups
6. Wizards with technology and multitasking
7. Non-smoking, recycle
8. Want to connect with community
9. Expect accommodation to varied lifestyles
10. Inventive
11. Create and value responsible supervision
1.1.7 Futuristic Generation
A. 1999-Current
B. By 2050 predicted population will increase from 5.5 to 11 billion
C. Production of goods and services will need to quadruple
D. Generations we are training today, will be the teachers of this futuristic generation
1.2
LEARNING OBJECTIVE:
Verbalize the commonalities and differences between the
four generations and how they can be utilized in the training process.
1.2.1 Generational diversity of class reflects commonalities and differences of generations
Note: Divide class into two groups. Have the groups discuss the things they have in common
and their differences. Have open class discussion on group actions. If possible, see
that each generational group is represented in discussion groups.
1.2.2 These commonalities and differences can be utilized in the work and training environment
A. Veteran Generation
1. Don’t rush things
2. Younger trainers must be careful to build rapport
a. Some Veterans uncomfortable learning from “weird 20 year old”
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3. Establish rapport by acknowledging the employee’s background and experience
4. Ask permission to coach
5. Don’t assume all Veterans are technophobes
a. Many do fine with technology
b. Just not preferred method
B. Boomers
1. “I know all that” chip on shoulder
2. Focus on personal challenges
3. Provide developmental experiences
a. Give assignments that help them earn recognition
b. Use these assignments to develop skills
4. Provide non-authoritarian learning environment
C. Generation X
1. Allow plenty of time for questions and answers
a. They ask a lot of questions
b. Try resource/contact list for them to take home
2. Give plenty of elbow room
3. Add games and fun activities to training programs
4. Don’t expect them to respect you just because you are the trainer
a. Must earn respect through knowledge
5. Place high priority on learning and developing new skills
6. Set clear objectives
D. Generation Y
1.
2.
3.
4.
Nexters enjoy training that incorporates interaction with their colleagues
Be sensitive to conflict when Xers and Nexters work side by side
Establish mentor programs
Acceptance of differences
a. Will need to move faster to keep up with them
5. Vary Delivery modes
6. Independent learners
1.2.3 Changes in training delivery concepts
A. It was once thought that the average attention span was about 50 minutes
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B. It is now thought that we need to change or method of delivery every 5-6 minutes
C. This is the amount of time that correlates with the change associated with current
media devices and entertainment
D. Instruction has now become another form of entertainment
1.2.4 Differences in reading styles
A. Veterans
1. Respond to material in summary form
2. Readers Digest format
B. Boomers
1. Overviews that can be scanned
2. Amazing like the Internet
C. Gen Xers
1. Need visual stimulation with fewer words
2. Do not read very much
D. Nexters
1. Do not read a lot but still need visual stimulation
2. Video games dominate
1.2.5 Differences in job expectations
A. Veterans
1. Work best when there is personal contact
2. Look for strong leadership and directions
B. Boomers
1. Extended work week from a standard 38 to 60 hours
2. Added a month to the work year
3. Want recognition and fame
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C. Gen Xers
1. Want to go home at 5 and play
2. Look for jobs with:
a. Flexible schedules
b. Independence
c. Professional growth
d. Interesting work
e. Time off
E. Nexters
1. Motivated by similar incentives as Gen Xers
2. Need more direction than Gen Xers
1.3
LEARNING OBJECTIVE: Identify and evaluate instructional methods and techniques
to utilize strengths of generational groups.
1.3.1 Training/workshop style preferred by generational groups
A. Veterans – independent rather than working as a team
B. Boomers – OK with team work
C. Gen Xers – somewhat independent, will do ok with teamwork, but prefer selfdirected options
D. Nexters – like interaction with colleagues
1.3.2 Effective training strategies that cross generational lines
A. Provide feedback and rewards for a successful class
B. Be sensitive when giving feedback and give immediately
C. Be objective, not subjective
D. Make it fast paced, involving the learner, and fun
E. Make safe to participate and to disagree
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F. Make it positive, learner centered, and individualized
G. Make it matter
H. Make learner’s experience count
I.
Strive for a comfortable environment, making testing less stressful
J. Make it make sense
1.3.3 Training should create an environment that optimizes generational needs
A. Accommodate generational differences
B. Create training/workplace choices and options
C. Operate from a sophisticated training/management style
D. Respect competence and initiative
E. Nourish retention
1.3.4 Use situational exercises to show how to incorporate learning techniques required for
different generational groups
A. A 27 year old wiz-kid manager complains that a 63 year old colleague treated her
like the “girl that should be sent out for lunch”. What techniques could be used to
assist these persons in working/training together?
B. A manager asked the employees to stay late to attend a training session. Boomers
were willing to do so, Gen Xers argued the request was unreasonable because they
“have a life” outside of work. In a training situation, how could these differences be
met to make the training successful?
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UNIT TWO
2.0
PERCEPTION
FUNCTIONAL AREA: During this area of instruction the student will learn the definition
of Perception, factors that affect a person perception, how perception and cognitive
learning influence each other, and how social environment affects perception.
2.1
LEARNING OBJECTIVE: The student will be able to define Perception.
While wearing sunglasses, address class and start discussing lesson. Then remove glasses
and ask for student’s perception of introduction to subject.
ACTIVITY: Have students read phrase Paris in the the Spring aloud. See how many
students fail to see or read repeated word “the”
2.1.1 Perception
A. The interpretation of sensory information based on past experiences.
B. The process by which we receive and interpret information from the world around
us.
2.1.2 For Most People, Perception is reality
A. “We see what we want to see, according to what we believe we know about it at the
time” – James Burke, The Day the Universe Changed.
Show slides depicting cow/satellite photo; old man/two people; skull/woman at dressing
table. (Copies available in resource section)
B. The idea that the human sensory and cognitive processes cannot perceive “true”
reality goes back at least as far as Plato.
C. There is a distinction between appearances and reality.
Show the class a green ball. Then show the class the green ball behind a red filter. What color
is the ball? It is still green, but perceived as Black
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A. If we could understand how the world is perceived and experienced by another If
D. If we could understand how the world is perceived and experienced by another
person, then we could predict that person’s behavior.
2.1.3 Perception and the Principle of Closure
A. We have a tendency to perceive things as complete and unified.
B. We tend to “fill in” parts that are missing, or parts to conform to the overall
impression.
C. A great deal of what we perceived is actually inferred.
Slides:
Packman
Five Packmen making Star
Elephant with four legs and five feet
2.2
LEARNING OBJECTIVE:
perception.
The student will be able to list the factors that affect
2.2.1 Various factors influence what and how we perceive.
2.2.2
Our perceptions are influenced by the ways our bodies are structured to receive and
process information from our environment.
A. Receptors – our sensory system, vision, hearing, touch, taste, smell.
1. The sensory systems provide the means for getting information from the world
surrounding us.
2. Change energy from our environment to nerve impulses.
3. The way each sense receptor is structured and functions determines the
perceptual effects received from them.
Example: Human eye has to kinds of receptors, rods and cones. Rods respond
to intensity of light. Cones respond to light frequencies. Rods allow us to see in
dim light, while cones allow us to see color and sharp details.
B. The Brain is an important element in perception
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1. It interprets information sent from the body’s receptors.
2. It tells us when lights come on and go off.
3. It allows us to perceive edges and forms.
4. It allows us to perceive movement.
C. Learning, emotion, and motivation define what and how we perceive
1. Perception of form, color, pain, touch may differ from culture to culture,
depending on the habits, customs, and training of the children.
2. Since perception does not literally reveal the environment, we learn to use as
many sensory receptors as possible to come close to the truth.
3. An illusion is not a false perception; it is a perception that is inconsistent with
another.
4.
Severe emotional disturbances can prevent perception completely.
temporary loss of hearing
I.e.
5. We are more likely to perceive those aspects of our environment that are related
to our motives.
D. Perception occurs in a circular process from the senses to the brain then back to the
senses and so on.
E. One cannot know anything about the environment except as they perceive it, or
have perceived it.
2.3 LEARNING OBJECTIVE: The student will be able to discuss how perception and
cognitive learning influence each other.
2.3.1
Cognitive Learning Theory
A. Learning is an active mental process of acquiring, remembering, and using
knowledge.
B. Learning is evidenced by a change in knowledge, which makes a change in
behavior possible.
C. Learning itself is not directly observable
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2.3.2 Cognitive learning is concerned with the mental processes of the student
A. Each student processes information differently.
B. Differences in students must be recognized to help with the retention of information
presented.
2.3.3 Perception is formed by external or environmental experiences of the student.
A. External and environmental experiences directly affect the cognitive learning
process.
1. They enhance the learning process.
2. They detract from the learning process.
B. Perception impacts cognitive learning by reinforcing or distracting from what is to be
learned.
C. Perception is an active, information-seeking process.
D. One cannot know anything about the environment except as they perceive it, or have
perceived it.
2.3.4 Perception reconstructs outside “reality”.
A. Perception tends to make us selective in what we learn.
B. Perception tends to make us selective in how we remember the past.
C. Perception tends to make us selective in what we think about the future.
2.4 LEARNING OBJECTIVE: The student will be able to discuss how social environment
determines perception.
2.4.1 Our social environment largely determines what we perceive (and what we ignore) and
channels the way we cognitively process the received information.
A. People see what they expect or want to see, and society is the source of those
expectations.
B. Those expectations are derived from what is learned through interacting with each
other and direct personal experiences.
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C. Culture gives us rank ordering of the primacy of sensory data.
1. In American society, visual is deemed most important.
2. Different cultures have different templates for perception and thought.
2.4.2
We all do not perceive the same things alike.
A. Culture and society differences are reflected in architecture, art, food, marriage and
intermarriage, gender distinctions, and privacy needs.
B. These different perceptions create boundaries.
2.4.3 In addition to perceiving our world through our culture and society, our perceptions are
also biased by:
A. First and last impressions – Why are they so important to those whom you meet?
They create a self-model of you and your ability in that person’s mind.
B. The contrast effect – when presented with two items one after the other and the
second one is somewhat different from the first, they will be perceived as being
more different than they really are.
C. Self-esteem at stake – will lead to greater attention to be directed at oneself as
opposed to the outside or external world.
D. Personal needs – exaggerating size / attention. As when children choose larger
coins over smaller coins of more value.
E. Ego-enhancing biases and illusions of control – reinterpreting events to put oneself
in a favorable light. This would not have happened it had not been for me.
F. False consensus bias – regarding one’s own attitudes and behavior as normal and
customary.
G. Just world – the belief that good people are ultimately rewarded and bad people
ultimately punished for their actions.
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Instructor note: Discuss “I AM YOUR MASTER” student handout
I AM YOUR MASTER.
I can make you rise or fall.
I can make you a success or failure.
I can work for you or against you.
I control your feelings and actions.
I can make your heart sing with happiness.
I can make you wretched, dejected, or morbid.
I can make you angry and resentful.
I can make you lonely, discouraged, or depressed.
I can make you sick and listless.
I can be a shackle, heavy and burdensome.
I can be a prism’s hue, dancing, bright, and colorful.
I can be nurtured and grown to be beautiful.
I can never be removed, only replaced.
I AM YOUR ATTITUDE…YOUR PERCEPTION.
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UNIT THREE
3.0
TASK ANALYSIS
FUNCTIONAL AREA: During this unit of instruction the student will learn the definition
of task analysis, the procedure used to identify performance requirements of a task, and
the terms associated with task analysis. The student will be able to perform a task
analysis for a specific job function
3.1 LEARNING OBJECTIVE: The student will be able to define Task Analysis.
3.1.1
Most of the day-to-day jobs or tasks in which we engage (even without thinking) are in
reality complex.
A. These jobs or tasks are comprised of many smaller, discrete, singular and specific
steps.
B. These steps are performed in a certain order to successfully complete the job or
task.
3.1.2 Task
A. A specific piece or amount of work.
B. Usually assigned by another person or instructor.
C. Often required or expected to be finished within a certain amount of time.
D. A Job.
3.1.3
Analysis
A. Detailed examination of anything complex.
B. Made in order to understand the nature of the task.
C. Made in order to determine the essential features of the task.
3.1.4
Task Analysis is a procedure used to identify performance requirements of a job or
task.
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A. Simply put, task analysis provides a detailed picture of the job or task to trained.
B. It is a systematic method of listing all steps necessary to competently do a specific
job or task.
C. It represents the foundation upon which you build performance-based learning
objectives, course content, and evaluations.
3.1.5 A Task Analysis combines position and task analysis.
A. Position Analysis – describes a position in terms of the duties and tasks needed to
successful fulfill that position.
B. Task Analysis – breaks each task, duty or position, into steps identifying the:
1.
2.
3.
4.
3.1.6
Skills needed,
Knowledge required, and
Attitudes of the performer,
Required to perform each step of the job or task properly.
Conducting a Task Analysis is critical for designing performance-based training.
3.1.7 A task analysis should include:
A. A description of the task to be performed.
B. The conditions under which the task is to be performed.
C. The acceptable standard to which the task is to be performed.
D. The amount of time need to perform the task, as well as, how often the task will
have to be performed.
E. The learning difficulty of the task.
F. A description of listing of any and all special equipment or materials needed to
complete the task.
G. And, a listing of any and all resource information on the tasks.
1. Text books
2. Additional personnel needed
3. Handout material
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4. Standard Operating Procedures
5. Any additional resources
3.2
LEARNING OBJECTIVE:
The student will be able to list the terms associated with
task analysis and define their relationship task analysis.
3.2.1
Position
A. A job created within an organization to fill an identified need, which is filled by one
or more workers.
B. A position consists of duties.
3.2.2 Duty
A. Duty is a broad area of responsibility for the position it defines.
B. Duty consists of tasks.
3.2.3 Task
A. A task is a specific, identifiable unit of work performed by one person assigned to a
specific duty.
B. It has a beginning and an end.
C. Each task consists of task steps.
3.2.4 Task Step
A. A task step is a single physical or mental action performed as part of a series of
actions needed to complete a specific task.
B. It is the smallest practical unit of work useful for deciding training or lesson content.
C. Several characteristics of the task step need to be identified:
1.
2.
3.
4.
5.
The sequence of steps needed to complete the task.
The performance level required to successfully complete the task.
The skills need to perform each step of the task.
The knowledge needed to perform each step of the task, and,
The attitude needed to perform each step of the task.
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D. If you look at task step characteristics, skills, knowledge, and attitude, they will help
the instructor analyze the specific behaviors or skills needed to complete the part of
the task.
3.2.5 Class Activity: Resource material for Task Analysis can be found in the resource
guide located in the last pages of this lesson outline.
What skills, knowledge, and attitude are needed to complete the task of responding to an
accident with injuries?
Position:
Patrol Officer
Duty:
Accident Investigation
Task:
Responding to an Accident with Injuries
SKILLS Required:
 Ability to operate needed equipment
 Emergency Driving
 Communication with dispatcher, other responding units, witnesses and victims
 First aid treatments and medical evaluation of injured
 Observation of the scene, evidence, and injuries
 Analysis of observations made at the scene and evidence
 Traffic control and whistle signals
 Camera operation and photography
 Measuring distances
 Sketching of the scene
 Interviewing techniques for witnesses and victims
 Report writing skills required to complete accident reports, or any other type of
report, communication, or documentation.
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ATTITUDES necessary
 Concern for the safety of themselves and other at the scene
 Helpfulness
 Professionalism
 Thoroughness
 Impartiality
 Survival
 Tact
KNOWLEDGE Required:
 Proper attire to wear (uniform, foul weather gear, etc.)
 Determine equipment which will be needed to investigate the accident
 How to operate the equipment that will be used
 Best route to travel to get to the accident scene
 Traffic patterns on the roadway traveled at specific times
 Emergency vehicle operation
 Defensive driving tactics
 Agency policy and procedure on accident response
 Police radio procedures and signals
 First aid techniques and procedures for applying them
 Identifying additional support that may be needed
 The procedures for requesting and contacting support personnel
 Procedures for protecting the scene and control traffic at the scene
 How to gather and protect evidence
 How to identify, locate, separate, and interview witness to the accident
 Safe and proper clearing of the accident scene
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 Destination of the vehicles involved in the accident and direction of travel
 Traffic law violations and the application to accident investigation
3.3
LEARNING OBJECTIVE: The student will be able to complete a task analysis.
3.3.1
Task Analysis helps the instructor ensure that they do not miss a key piece of
information or skill necessary to perform the job task.
3.3.2
Task Analysis:
A. Helps instructors keep the course instruction relevant to the job or task;
B. Helps to show students why information or practice is needed to perform the job
tasks correctly;
C. Guides instructors in writing learning objectives with performances and standards
that match those needed by the student to successfully complete the job or task;
D. A KEY function in the development of relevant learning objectives and lesson plans.
3.3.3
Task Analysis Worksheet
Using the form provided, students will complete a task analysis worksheet after being
provided the following information:
Position:
Patrol Officer
Duty:
Firearms Maintenance
Task:
Field strip and cleaning of the Sig Sauer P226 9mm Pistol
Task analysis will show skills, knowledge, and attitudes needed to complete the task in
sequential order of steps.
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UNIT FOUR
4.0
NEED ASSESSMENT
FUNCTIONAL AREA: During this unit of student the student will the definition of need
assessment. The student will be able to list the steps involved in a need assessment.
The student will learn to use the Mage –Pipes model in need assessment.
4.1
LEARNING OBJECTIVE: The student will be able to define Needs Assessment.
ACTIVITY: Have you ever heard these statements?
“They are not doing it the way they are supposed to!”
“We’ve got a training problem!”
Often these statements are only symptoms of a problem.
The performance problem must be understood before a solution can be found.
4.1.1
Too often training is seen as the first solution to performance problems on the job or
task rather than the last.
A. Training is time consuming and costly.
B. Training should be considered only after analyzing the performance problem to
ensure a deficiency.
4.1.2 A needs assessment is a planning process, focusing on identifying and solving a skill or
task performance deficiency or problem.
A. It is a way of identifying the causes of differences between the desired performance
and the actual performance, and may help in determining the best method to
address the differences.
B. If there is a difference between “what is” and “what ought to be”, there is a training
gap that needs to be closed.
C. A need is the difference between a “desired” level of performance and the “actual”
level of performance.
D. In other words, a need is the difference between how things should be and how
they are!
4.1.3
The performance of trainers and their agencies are often based on measures that do
not consider the effectiveness of the training conducted.
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A. Number of training programs conducted in a certain period of time.
B. Number of students trained in those training programs.
C. The number of training hours needed to conduct the training programs.
4.1.4 Training should be performance-based, designed to help solve on-the-job performance
problems.
A. Training should address a task or skill that has shown a training need due to a
performance problem or deficiency.
B. Performance problems happen when the student or employee lacks the knowledge
and/or skill needed.
1. To improve their current level of performance.
2. To advance to the next level of competence or skill.
3. To perform a new skill or task.
4.1.5 To ensure that training is making a measurable performance difference for the task, skill
or job deficiency, trainers should evaluate their training program.
A. This needs assessment should include learning objectives and lesson plans.
B. A needs assessment is often overlooked as the first step in the process of
improving training in order to reach the desired performance level of a skill or task.
C. The job or task is made up of the individual’s skill, knowledge and attitude.
D. The job or task standard equals a training need that should be addressed.
4.1.6 There are many sources that can help in identifying training needs.
A. Supervisors that oversee the operation of the job or task.
B. Citizen Complaints on practices or procedures in the operation of the job or task.
C. Reviewing required reports documenting the job or task performed.
D. Court case decisions effecting the job or task.
E. The results of civil suits filed against officers as the result of the performance of the
job or task.
F. New equipment purchases requiring new operation techniques and skills
G. Large staff turnover resulting in the loss of experience.
H. Changes in the experience and education of the work force pool from which new
employees are selected.
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4.2
LEARNING OBJECTIVE: The student will be able to list the six steps in conducting
needs assessments.
4.2.1
What training is needed?
A. Analyze your training need.
B. If you are not clear about the training need, review your task analysis.
C. If you are not sure about the training need, redo the task analysis.
4.2.2 Why is it needed?
A. What is the source of the request for the training needed?
B. What are the expected benefits to the student or employee who receives the
training?
C. Will there be any negative results from not conducting the training?
D. What is the new or changed behavior that is the desired outcome of the training?
4.2.3 Who needs to be trained?
A. What existing skill, knowledge or abilities do the students or employees have?
B. How many people need to be trained in the new skill or task?
C. What will the attitude of those needing to be trained be toward the training
conducted?
D. What are the current job assignments and ranks of those needed to be trained?
4.2.4 What will the training content be?
A. Subject matter contents and relation to need.
B. What, where and availability of resources to address the need.
C. Issues and/or problems in formulating the course content.
D. Anticipated reactions and/or problems with either the course content or the training.
4.2.5 What are the timing issues?
A. When will the needed training start?
B. How long will the training need to be to address the need?
C. How often will training need to be repeated (training frequency)?
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D. What other time issues need to be considered?
4.2.6 Where will the training be given?
A. The training location.
1. On the job site
2. At the training academy
3. At another location
B. Estimated number of students per training session.
C. Adequacy of the training location and the availability of other resources.
4.3
LEARNING OBJECTIVE:
The student will be able to use the Mager and Pipe’s
model chart to determine the amount and type of training needed.
4.3.1 Analyzing Performance Problems: Or, You Really “Oughta Wanna”
A. Define the performance deficiency, i.e. the problem.
B. Is it important? (See Mager/Pikes assessment flow chart in Reference section at
end of lesson outline)
1. No: Ignore it.
2. Yes: Go to question C
C. Is it a skill deficiency? They should be able to do it if they had to – if their lives
depended on it.
1. No: You have a management problem. Go to H.
2. Yes: You have a training problem. Go to D or F.
D. Is there a simpler way to do the job or task? Will one-on-one on-the-job training
work better? Could less costly change in equipment, procedures, or work
environment make a difference? (auto focus camera instead of manual; checklist
instead of having performer remember)
1. No: Go to E.
2. Yes: Use the simpler solution.
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E. Do problem performers have the potential to do the job or task? Everyone has
different strengths and weaknesses. Perhaps these performers are stuck in
positions requiring their weakest abilities rather than their best.
1. No: Transfer the performer to a position that will use their strengths or document
their problems and fire them.
2. Yes: Go to F.
F. Did they used to do it? Did they qualify a year ago, but can’t now?
1. No; Arrange for formal training.
2. Yes: Go to G.
G. Do they do the job or task often? Example: write reports (but not detailed
enough) or use the radio (but do not follow proper procedures each time)
1. No; Arrange practice of the job, task, or skill.
2. Yes: Arrange feedback to the performer (i.e. a conference with a supervisor).
H. Is good performance punishing? Do those who consistently handle complex jobs
well, get saddled with more and more complex jobs?
1. No: Go to I.
2. Yes: Link desirable consequences to the performance now being punished.
Remove the punishment.
I. Is non-performance rewarding? Those who strive to excel risk occasional failure.
In contrast, mediocre employees may never risk anything and get promoted
because of their “clean” record.
1. No: Go to J.
2. Yes: Start rewarding only those performers that excel.
J. Does performance matter? Does it make a positive or negative difference if
reports are on time or late; complete vs. incomplete; neat vs. sloppy. Are all
performers given the same reward regardless of the quality of their work?
1. No: Arrange negative consequences for the poor performer.
2. Yes: Go to K.
K. Are there obstacles to performing? Do performers consistently get interrupted
(phone calls, meeting, other assignments, etc.) while trying to complete the job or
task?
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1. No: Go back to C.
2. Yes: Identify and remove the obstacles.
4.3.2
Job Standard – Individual’s Skill, Knowledge, and Attitude equals a training need.
4.4 LEARNING OBJECTIVE: The student will be able to summarize the importance of
conducting a need assessment before developing a training program.
4.4.1
Jumping into training without conducting a need assessment can result in unwanted or
un-needed training.
A. Trainers may find themselves conducting training in all aspects of a job or task
when students only need to relearn parts of the job or task.
1. Such as training in task steps 1-8 with all the skills, knowledge, and attitudes
when only task steps 3 and four needs to be relearned.
2. Can avoid this problem by analyzing the performance problem through
conducting a needs assessment first.
4.4.2
A needs assessment helps the trainer find out if the student CAN’T DO the required
performance or simply WON’T DO it.
A. If the student can’t do it, training becomes an option.
B. If the student won’t do it, training is a waste of time.
4.4.3
Conducting training without a needs assessment may keep the trainer from addressing
the real need or performance problem.
A. Could cause un-needed training resulting in the loss of student interest and
motivation.
B. Student could find the training boring and redundant developing an attitude that
impairs their motivation to learn.
C. It is more difficult for the trainer to teach in this atmosphere
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UNIT FIVE
5.0
STAGE FRIGHT
FUNCTIONAL AREA: During this unit if instruction the student will be able to discuss
the symptoms and cause of stage fright, and list ways to reduce stage fright.
EXERCISE: have the student write an example of stage fright they have experienced.
Discuss in class.
5.1. LEARNING OBJECTIVE – List the symptoms of stage fright.
5.1.1
What is stage fright?
A. Fear or apprehension of public speaking:
1. The brain is that part of the human mechanism which begins to function at
birth and stops when it’s owner gets up to deliver a public speech - Anonymous
2. Nearly 85% of the public fear public speaking more than:
a. Heights
b. Insects
c. Disease
d. Snakes
e. Financial problems
f. Death
B. It is virtually universal
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C. It effects some people more than others
5.1.2
Symptoms of Stage Fright
A. Sweaty palms
B. Butterflies
C. Cramps
D. Increased heart rate
E. Dry mouth
F. Flushed face
G. Rapid labored breathing
H. High voice
I. Coronary arrest
If you experience most or all of these symptoms, Public Speaking may not be for you.
Confidence is developed through practice and familiarity with the subject matter. Practice will
help the instructor to “manage” these symptoms of stage fright. Know that, regardless of
appearances, the most experienced instructor experiences stage fright at some level, but they
have learned to recognize and effectively manage their anxiety.
5.2 LEARNING OBJECTIVE – List the causes of stage fright.
5.2.1 There are several causes of stage fright
A. Lack of self confidence and experience
B. Setting unreal standards for ourselves
C. Overactive imaginations
D. Unprepared for the presentation
E. Introverted personality
F. Past public speaking experiences
5.2.2 These causes of stage fright can be controlled
5.3
LEARNING OBJECTIVE – List ways to reduce or overcome stage fright.
5.3.1 Stage fright can be reduced in several different ways
A.
B.
C.
D.
E.
F.
Know your material, YOU ARE THE EXPERT
Practice your presentation
Involve the student by eliciting their participation
Learn the student’s names and use them
Establish you credibility early
Use eyes contact to establish rapport
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G. Take a course in public speaking
H. Exhibit your advanced preparation
1. Handouts
2. Notes on the board
3. Audio/visual equipment setup and prepared
I.
J.
K.
L.
M.
Anticipate potential problems and prepare responses
Check the classroom and needed equipment in advance of the class
Get information about the group or audience in advance
Arrive early and meet students, establish “friendly faces”
Relax
1. Breathe deeply
2. Meditate
3. Talk to yourself
N. Prepare an outline, practice and follow it
O. Manage your appearance
1. Dress comfortably, but appropriately
2. Out dress your students
P.
Q.
R.
S.
T.
U.
V.
W.
X.
Y.
Z.
W.
Use your own style, be yourself
Use your own words, don’t read
Rest up so you are physically and psychologically alert
Put yourself in your student’s shoes, what is in it for them
Assume the students are on your side
Provide an overview of the presentation
Accept some fear as being good, energizing versus destructive
Identify your fears and confront them
Give special emphasis to the first five minutes
Imagine yourself as a good speaker
Practice your response to tough questions or situations
Create an informal atmosphere; don’t lock yourself behind the podium
5.3.2 More tips for speakers
A. Decide on your specific objectives first
1. Define learning objectives
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2. Develop your lesson plan
B. Don’t memorize and don’t read
1. The audience can tell
2. Your delivery is likely to be monotone and boring
3. Be as spontaneous as you can
C. Speak to one person at a time
1. It keeps you natural
2. Hold for 15 seconds then move to another person
D. Try not to think about your hands or facial expressions
1. Think about what you are trying to get across to the student
2. Let your natural non-verbal communication take care of the rest
3. Conscious attention leads to inhibitions and awkwardness
E. Take it slow and easy
1. Students must process the information
2. Guide audience by emphasizing major and minor points
3. Focus is to help students understand information, not finish in record
time
G. Ask for advice and criticism
1. Not during the class, use course/instructor evaluation
2. If you know the problem, you can work on it
3. Solicit frank criticism from someone you trust
5.3.3
Stage Fright can become nothing more than an inconvenience if you are well prepared
and use the techniques taught.
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UNIT SIX
6.0
STUDENT BEHAVIORS
FUNCTIONAL AREA: During this unit of instruction, the student will learn to recognize
the types of student behaviors and list criteria for solving unwanted behavior.
6.1
LEARNING OBJECTIVE – Identify the types of student behaviors.
6.1.1
As an instructor, you will have student who, intentionally or not, will detract from the
learning experience.
B. This must be dealt with quickly
C. The correction should be positive
C. If your response is negative, you can destroy the trust built with the students and
lose the class.
6.1.2
Your response will effect:
A. The student causing the problem
B. All the other students
6.1.3 You must deal with inappropriate student behavior for the good of the class
6.2
LEARNING OBJECTIVE – List criteria for solving unwanted student behavior.
6.2.1 Instructors should use one of three criteria to solve unwanted student behavior.
A. Eliminate or minimize the behavior
B. Maintain the learner’s self esteem
C. Avoid further disruption to learning
6.2.2 Overly Talkative
A. Why
1. May be “eager beaver” or showoff
2. May be well informed and anxious to show knowledge
3. May be naturally talkative
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B. What to do
1.
2.
3.
4.
6.2.3
Don’t be embarrassing or sarcastic, you may need the student’s input later
Slow them down with some difficult questions
Interrupt with: “That’s interesting, class what do you think?”
Let the class take care of them as much as possible.
Highly Argumentative
A. Why
1. Combative personality - heckler
2. May normally be good natured, but upset by problems
B. What to do
1. Keep your own temper in check
2. Don’t let the class get excited
3. Find merit in one of their points
a. Express agreement
b. Move on
4. When they make an obvious misstatement, toss it to the group
a. Let the class turn their statement down
6.2.4
Quick and Helpful
A. Why
1. Really trying to help
2. May keep other students from participating
B. What to do
1. Cut across them tactfully by calling on other students
2. Thank them for their response, and then suggest they let other students respond
3. Use them to summarize class material
6.2.5
The Rambler
A. Why
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1. Talks about everything, except the subject
2. Uses farfetched analogies
3. Gets lost
B. What to do
1.
2.
3.
4.
5.
6.
6.2.6
When they stop for breath, thank them
Refocus their attention by restating relative pints and move on
Grin, tell them that their point is interesting
Point to visual aid or media presentation
In a friendly way, indicate that they are off the subject
Glance at your watch
Personality Clash
A. Why
1. Between two or more members of the class
2. Between the instructor and a student
3. Destructive, can divide the class into factions
B. What to do
1.
2.
3.
4.
5.
6.
6.2.7
Emphasize major points of agreement
Minimize points of disagreement
Draw attention to the objective of the lesson and away from personalities
Ask a direct question on the subject topic
Bring an unbiased class member into the discussion
Ask that personalities be omitted or placed aside
Obstinate
A. Why
1. Won’t budge on the issue
2. Prejudiced
3. Has not or will not see your point
B. What to do
1. Throw their view to the class, let the class straighten them out
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2. Tell them time is short and you will be glad to discuss their idea later
3. Suggest they accept the group view point for the moment
6.2.8
Wrong Subject
A. Why
1. Not Rambling
2. Off Base on topic being discussed
B. What to do
1. Take the blame for them being off topic
a. “I must have said something that led you off the subject.”
b. “We should be discussing…”
2. Do not embarrass the student
6.2.9
Side Conversation
A. Why
1. May be related to the subject being taught
2. May be personal
3. Does distract class and instructor
B. What to do
1. Call on one of the students and ask an easy question
2. Call on one of the students and restate the last opinion or response and ask
their opinion
3. If you habitually move around the room, casually stand behind the student
talking
a. Should not be obvious to the rest of the class
6.2.10 Inarticulate
A. Why
1. Lacks ability to put thoughts in proper words
2. Gets the idea, but can’t convey it
3. Needs help
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B. What to do
1. Don’t say, “What you mean is this.”
2. Say, “Let me repeat that.”
a. Then restate their response in correct language
3. Twist their ideas as little as possible, but have them make sense.
6.2.11 Definitely Wrong
A. Why
1. Comes up with comments to questions and responses
2. These comments are obviously incorrect
B. What to do
1. Say, “I can see how you feel.”
2. Say, “I can see you point. Can we reconcile that with (subject at hand)?”
3. Handle delicately to avoid embarrassment
6.2.12 Asks You for Your Opinion
A. Why
1. Trying to put you on the spot
2. Trying to have you support their view
3. May simply be looking for your advice
B. What to do
1.
2.
3.
4.
Generally, avoid solving student’s problem…Help, yes
There are times when you must give a direct answer
Determine the reason for your view first
Say, “First, let’s get some other opinions.”
a. Ask another student for their point of view
b. Select the student
6.2.13 Won’t Talk
A. Why
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1.
2.
3.
4.
5.
Bored
Indifferent
Feels superior
Timid
Insecure
B. What to do
1.
2.
3.
4.
Your action will depend upon your motivation
Arouse their interest, ask their opinion
Call on the person next to them, then ask their opinion of the answer
If close to the student, ask their opinion so they feel they are talking to you not
the class
5. For “superior” type, ask their view indicating a respect for their experience
a. Be careful
b. Class may resent
6. Irritate them for a moment by tossing a provocative question
7. First time to respond in class, compliment, be sincere
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UNIT SEVEN
PERSPECTIVES ON LEARNING, TEACHING AND TECHNOLOGY
Functional Area: During this unit of instruction the student will be introduced to Blooms’
Taxonomy and its history. Also included will be revisions in terminology, structure and
emphasis that have occurred over the past few years.
7.1 LEARNING OBJECTIVE:
Taxonomy.
The student will be able to define and describe Bloom’s
Introduction: One of the basic questions facing educators has always been "Where do we
begin in seeking to improve human thinking?" (Houghton, 2004). Fortunately we do not have to
begin from scratch in searching for answers to this complicated question. The Communities
Resolving Our Problems (C.R.O.P.) recommends, "One place to begin is in defining the nature
of thinking. Before we can make it better, we need to know more of what it is" (Houghton,
2004).
Benjamin S. Bloom extensively contemplated the nature of thinking, eventually authoring or coauthoring 18 books. According to a biography of Bloom, written by former student Elliot W.
Eisner, "It was clear that he was in love with the process of finding out, and finding out is what I
think he did best. One of Blooms’ great talents was having a nose for what is “significant"
(2002).
Although it received little attention when first published, Bloom's Taxonomy has since been
translated into 22 languages and is one of the most widely applied and most often cited
references in education. (Anderson & Sosniak, 1994, preface), (Houghton, 2004), (Krathwohl,
2002), (oz-TeacherNet, 2001).
7.1.1
What is Bloom’s Taxonomy?
A.
Understanding that “taxonomy” and “classification” are synonymous helps dispel
uneasiness with the term.
B.
Bloom’s Taxonomy is a multi-tiered model of classifying thinking according to six
cognitive levels of complexity.
C.
These levels have often been depicted as a stairway, leading to teachers to
encourage their students to “climb to a higher level of thought.”
D.
The levels are grouped into three lower levels and three higher levels:
Lower Levels (in ascending order)
Knowledge
Comprehension
Application
Higher Levels (in ascending order)
Analysis
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Synthesis
Evaluation
E. The taxonomy is hierarchical in that each level is subsumed by the higher levels. In
other words, a student functioning at the 'application' level has also mastered the
material at the 'knowledge' and 'comprehension' levels." (UW Teaching Academy,
2003). One can easily see how this arrangement led to natural divisions of lower
and higher level thinking.
F. Clearly, Bloom's Taxonomy has stood the test of time. Due to its long history and
popularity, it has been condensed, expanded, and reinterpreted in a variety of ways.
Research findings have led to the discovery of a veritable smorgasbord of
interpretations and applications falling on a continuum ranging from tight overviews
to expanded explanations. Nonetheless, one recent revision (designed by one of
the co-editors of the original taxonomy along with a former Bloom student) merits
particular attention.
7.2
LEARNING OBJECTIVE: The student will be able to describe the changes made to
Bloom’s Taxonomy during revisions done in the 1990s.
7.2.1
Terminology Changes
A.
Changes in terminology between the two versions are perhaps the most obvious
differences and can also cause the most confusion.
B.
Bloom's six major categories were changed from noun to verb forms. Each level
was changed to provide for easier comprehension by a varied audience.
Diagram indicating changes:
Caption: Terminology changes "The graphic is a representation of the NEW verbiage
associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs
[e.g., Application to Applying] to describe the different levels of the taxonomy. Note that the top
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two levels are essentially exchanged from the Old to the New version." (Schultz, 2005)
(Evaluation moved from the top to Evaluating in the second from the top, Synthesis moved
from
second
on
top
to
the
top
as
Creating.)
Source:
http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
B. Definition of new terms:
 Remembering: Retrieving, recognizing, and recalling relevant knowledge from
long-term memory.
 Understanding: Constructing meaning from oral, written, and graphic
messages through interpreting, exemplifying, classifying, summarizing, inferring,
comparing, and explaining.
 Applying: Carrying out or using a procedure through executing, or
implementing.
 Analyzing: Breaking material into constituent parts, determining how the parts
relate to one another and to an overall structure or purpose through
differentiating, organizing, and attributing.
 Evaluating: Making judgments based on criteria and standards through
checking and critiquing.
 Creating: Putting elements together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure through generating,
planning, or producing
7.2.2
Structural Changes
A. Structural changes seem dramatic at first, yet are quite logical when closely
examined.
B. Bloom's original cognitive taxonomy was a one-dimensional form. With the addition
of products, the Revised Bloom's Taxonomy takes the form of a two-dimensional
table.
One of the dimensions identifies The Knowledge Dimension (or the kind of
knowledge to be learned) while the second identifies The Cognitive Process
Dimension (or the process used to learn).
C. As represented below, the intersection of the knowledge and cognitive process
categories form twenty-four separate cells as represented on the "Taxonomy
Table".
The Knowledge Dimension on the left side is composed of four levels that are
defined as Factual, Conceptual, Procedural, and Meta-Cognitive. The Cognitive
Process Dimension across the top of the grid consists of six levels that are defined
as Remember, Understand, Apply, Analyze, Evaluate, and Create. Each level of
both dimensions of the table is subdivided.
Each of the four Knowledge Dimension levels is subdivided into either three or four
categories (e.g. Factual is divided into Factual, Knowledge of Terminology, and
Knowledge of Specific Details and Elements). The Cognitive Process Dimension
levels are also subdivided with the number of sectors in each level ranging from a
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low of three to a high of eight categories.
Table1. Bloom's Taxonomy
The Knowledge Dimension
Factual Knowledge
Conceptual Knowledge
Procedural Knowledge
Meta-Cognitive Knowledge
7.2.3
The Cognitive Process Dimension
Remember
Understand Apply
Analyze
Evaluate
List
Summarize Classify
Order
Rank
Describe
Interpret
Experiment Explain
Assess
Tabulate
Predict
Calculate Differentiate Conclude
Appropriate Use Execute
Construct Achieve
Action
Create
Combine
Plan
Compose
Actualize
Changes in Emphasis
A. Bloom himself recognized that the taxonomy was being "unexpectedly" used by
countless groups never considered an audience for the original publication. The
revised version of the taxonomy is intended for a much broader audience.
Emphasis is placed upon its use as a "more authentic tool for curriculum planning,
instructional delivery and assessment" (oz-TeacherNet, 2001).
7.3
LEARNING OBJECTIVE: The student will be able to list reasons why Bloom’s
Taxonomy is important and effective to use in classroom instruction.
7.3.1
Proven through history;
A. As history has shown, this well known, widely applied scheme filled a void and
provided educators with one of the first systematic classifications of the processes
of thinking and learning.
B. The cumulative hierarchical framework consisting of six categories each requiring
achievement of the prior skill or ability before the next, more complex, one, remains
easy to understand.
C. Out of necessity, teachers must measure their students' ability. Accurately doing so
requires a classification of levels of intellectual behavior important in learning.
Bloom's Taxonomy provided the measurement tool for thinking.
7.3.2
Today’s classroom needs
A. With the dramatic changes in society over the last five decades, the Revised
Bloom's Taxonomy provides an even more powerful tool to fit today's teachers'
needs. The structure of the Revised Taxonomy Table matrix provides a clear,
concise visual representation (Krathwohl, 2002) of the alignment between standards
and educational goals, objectives, products, and activities.
B. Today's teachers must make tough decisions about how to spend their classroom
time. Clear alignment of educational objectives with local, state, and national
standards is a necessity. Like pieces of a huge puzzle, everything must fit properly.
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The Revised Bloom's Taxonomy Table clarifies the fit of each lesson plan's
purpose, "essential question," goal or objective. The twenty-four-cell grid from
Oregon State University that is shown above along with the Printable Taxonomy
Table Examples can easily be used in conjunction with a chart. When used in this
manner the "Essential Question" or lesson objective becomes clearly defined.
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UNIT EIGHT
8.0
MULTIMEDIA DEVELOPMENT AND DELIVERY
FUNCTIONAL AREA: During this unit of instruction, the student will learn to recognize
the types and uses of multimedia.
8.1
LEARNING OBJECTIVE: The student will be able to define the term, “multimedia”.
8.1.1
Multimedia is media and content that uses a combination of different content forms.
Multimedia includes a combination of text, audio, still images, animation, video, and
interactivity content forms.
8.1.2
Multimedia makes the subject matter more understandable.
8.1.3
Multimedia helps the student to learn more effectively.
8.2
LEARNING OBJECTIVE: The student will be able to state at least three (3) reasons for
using Multimedia.
8.2.1
Students learn more effectively and quickly
8.2.2
Students use more of their senses
8.2.3
It is easier for the student to comprehend
8.2.4
Students retain material longer
8.2.5
Clarifies the written or spoken word
8.2.6
Emphasis is added to the points the instructor is making
8.2.7
Provides uniformity of learning by description or means of demonstration
8.2.8
Develops continuity of thought
8.2.9
Assists the instructor in class management
8.2.10 Provides a more clear understanding of the oral presentation
8.3
LEARNING OBJECTIVE: The student will be able to list at least three (3)
characteristics of effective multimedia.
8.3.1
Effective instructional media should be:
A. Appropriate for the subject and teaching points
B. Able to be seen by the whole class
C. Neat, understandable and accurate
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D. Simple to comprehend and include only specific points that do not confuse the
student
E. Easy to use by the instructor
F. Portable and durable
8.3.2
Instructional media should enhance both the delivery of the subject matter and
understanding of the learner.
8.4
LEARNING OBJECTIVE: The student will be able to identify types of multimedia and
equipment.
8.4.1
Multimedia types and Equipment
A. Computer with PowerPoint software
B. LCD projection unit
C. Video visualizer (ELMO)
D. Projection screen
E. Dazzle or moviemaker
F. Internet
G. Videos
H. Photographs
8.5
LEARNING OBJECTIVE: Student will able to demonstrate proficiency in
setting up and operating multimedia sources.
8.5.1
Steps for connecting computer to projector
A. Connect VGA (Video Graphics Array) cable to computer and projector
B. Connect USB cable from projector to computer
C. Power up projector then computer
D. Place computer in presentation mode (press Fn and CRT/LCD key)
E. If projector doesn’t find signal, press source button on projector remote
8.5.2
Visibility and clarity to all students
A. Screen height set so presentation is visible to all students
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B. Proper classroom lighting for visibility of presentation and instructor
8.6
Student will be able to discuss information to be included in power point
presentation
8.6.1
General steps for preparing a power point presentation
D. Make sure the presentation fits the course topic
E. Determine the major points to be covered
F. Fill in supporting data
8.7
Student will be able to load a video into a power point presentation
8.7.1
Saving video to computer or external hard drive
A. The video file and presentation must be saved on the same device
B. Hyperlink video to corresponding slide
8.7.2
Hyper linking other media into presentation
G. Video
H. Word documents
I.
Internet links
J. Other power point presentations (splash screen)
NOTE:
NOTE:
Each course instructor will make available the instructional aides that are
available for the students to use in their presentations. These media may vary
at different academies or locations.
Instructor will demonstrate proper use of instructional aides and equipment.
NOTE:
This class should be taught by using the individual instructional media
operations manual from the manufacturer. Instruction in this area varies from
product to product.
NOTE:
This class should be taught that as instructors they will be responsible to
determine what instructional aides and equipment will be available for use in
their presentation.
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UNIT NINE
9.0 PRESENTATION:
FUNCTIONAL AREA: Student will create a lesson plan and presentation for a 45 minute
presentation of a criminal justice related topic using 2 or more electronic multimedia sources.
The student will then make a 45 minute presentation of the material to his or her classmates.
9.1
LEARNING OBJECTIVE: Student will create a course file that meets the guidelines
outlined by The Commission on Law Enforcement Officer Standards and Education.
9.1.1
Types of instructional electronic media:
K. Power Point
L. Movies (timed clips, hyperlinks, videos) not to exceed 5 minutes of the overall
presentation.
M. Audio (songs, recordings)
N. Pictures (digital, animated)
O. Other (electronic simulation systems)
9.1.2
The course file will contain the following:
P. Complete Lesson Plan (including Power Point, references, and sources)
Q. Course Objectives for students
R. Pre-Test
S. Post-Test
T. Handouts
U. Instructor Resume
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REFERENCE MATERIAL
Example of Task Analysis
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MAGER AND PIPES ASSESSMENT FLOW CHART
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SAMPLE NEEDS ASSESSMENT
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SAMPLE NEEDS ASSESSMENT WORKSHEET
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2005 Extended Campus -- Oregon State University
http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table
Designer/Developer - Dianna Fisher
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Young/Old woman
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Two people/One man
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Woman at table/Skull
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Packman
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Star or Five Packmen
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How Many Legs on the Elephant
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