Course Development &
Presentation Skills
Instructor
Texas School Safety Center
www.txssc.txstate.edu
Terminal Objective
 Upon completion of this module, the
participant will be able to understand how
to adequately prepare a lesson and
evaluation. As well as understand the
characteristics necessary to present the
lesson.
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Enabling Objectives
 Differentiate between adult and youth
learner needs
 Identify the three domains of learning
 Identify three of the five factors affecting
student learning
 Describe the four phases of the teachinglearning process
 Prepare learning objectives based on the
three main components
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Enabling Objectives (cont.)
 Apply Bloom’s Taxonomy of the Cognitive
Domain to learning object action verbs
 Describe the five stages of lesson plan
development
 Identify the six methods of instruction
 Describe the six popular evaluation
methods
 Identify the types and benefits of
instructional media
Texas School Safety Center
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Adult Teaching-Learning Process
 Education:
 Activity undertaken to effect changes in KSAs or
behaviors
 Learning:
 Act or process by which KSAs or behavioral
change is acquired
 Adult Classroom Environment:
 Both the instructor and learning are accountable
for the education/learning process
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Adult vs. Youth Learner
 Youth:
 Pedagogy – Teacher has full responsibility on:
 What is taught, and how and when it will be taught
 Adult:
 Andragogy – Adults are active participants
instead of passive receivers of information
 Adult learners are more self-directed and need to
be interdependent
 Remember: Campus Law Enforcement will
present to both youth and adult students in
the community
Texas School Safety Center
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Instructor
 Instructor:
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Expert in specific topic area
Manages the learning environment
Facilitates the learning process
Guide learning process
Act as a resource
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When Should Instructor Control
Activities of the Learner?
 Three situations when instructor should
control the activities of the learner
 Teaching step-by-step process w/ no
deviation (e.g., CPR, first aid)
 When safety and security is paramount (e.g.,
firearms instruction, pursuit driving)
 When classroom discussion gets out of hand
or off topic
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Optimum Conditions for Learning
 As an instructor you should:
 Give opportunities to understand benefits of
training
 Provide relevant examples and opportunity for
application
 Ensure environment provides optimum
learning opportunities
 Allow time for questions, discussion,
feedback, and follow-up
Texas School Safety Center
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Domains of Learning
 Cognitive learning
 Recall or recognition of knowledge and
development of intellectual abilities & skills
 Examples: Math, science, history of LE,
biology, etc.
 Psychomotor Skill
 Learning that involves physical abilities
 Examples: Defensive tactics, firearms, word
processing
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Domains of Learning (cont.)
 Affective Learning
 Changes in interest, attitudes, values
 Ex: Ethics, communicative skills, LE role in
society, etc.
 List two examples of topics that are
effectively learned in the cognitive mode
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Factors Affecting Student Learning
 Factors of instructor affecting learning
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Personal qualities
Communicative skills
Knowledge of subject
Thorough preparation
Professionalism
Instructor/student interaction
Texas School Safety Center
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How is this instructor affecting the
students learning?
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Factors Affecting Student Learning
(cont.)
 Physiological factors
 Amount of sleep
 Psychological factors
 Stress levels
 Self-confidence
 Experiential factors
 Prior knowledge
 Prior training
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Factors Affecting Student Learning
(cont.)
 Readiness factors
 Motivation
 Ability to concentrate
 Environmental factors
 Lighting
 Instructional aids
 Temperature
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Phases of the Teaching-Learning
Process
 Preparation
 Presentation
 Application
 Evaluation
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Phases of the Teaching-Learning
Process (cont.)
 Preparation of instructor
 Review objectives
 Consult/study all reference materials
 Evaluate factors affecting instructors
 Ex: Available time, facilities, etc.
 Rehearse the lesson
 Preparation of Student
 Motivate student (How can you do this?)
 Develop understanding of material
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Phases of the Teaching-Learning
Process (cont.)
 Presentation phase
 Introduction phase
 Body of material
 Conclusion
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Phases of the Teaching-Learning
Process (cont.)
 Application Phase
 Defined as:
 Developing skills or techniques and applying
knowledge to problem solving in a way that allows
a student to learn while doing
 Why is this important to learning?
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Phases of the Teaching-Learning
Process (cont.)
 Using application phase to reinforce
cognitive learning
 Trial and error thinking (ex: applying penal
code to real world examples)
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Phases of the Teaching-Learning
Process (cont.)
 Using application phase to reinforce
psychomotor/skill learning
 Gain a skill concept, develop the skill, practice the
skill
 Skills are best developed by:
 Spending 10% of teaching time telling student
about the skill
 25% of the teaching time demonstrating skill
 65% of the teaching time in guided practice
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Phases of the Teaching-Learning
Process (cont.)
 Evaluation Phase
 Measurement of student’s level of
retention/understanding
 Three elements of evaluation phase
 Prepare an evaluation instrument
 Administer an exam or performance review
 Evaluate the results
 Why is this important? What is gained by
evaluating what you teach?
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Learning Goal vs. Learning
Objective
 Learning goal – broad imprecise
description
 Tells students what they will learn overall
 Tells what the instruction is about
 Learning objective:
 Statements that describe specific steps
required to reach goals
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Learning Objectives
 A LO is an exact description of:
 A measurable student performance,
 To a precise standard,
 Under well-defined conditions
 LO’s tell the student exactly:
 What they must do to pass the course,
 How they must do it, and
 Under what conditions
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Learning Objectives (cont.)
 Reasons for using LO’s
 Students use LO’s to know expectations
 Instructors use LO’s to:
 Show relevance of training,
 Evaluate student progress
 Motive students to learn, etc.
 Provide foundation for selection of
instructional materials, content, and methods
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Learning Objective (cont.)
 Reasons for using LO’s continued:
 Provide a set of guidelines or direction
 Assist the Campus Law Enforcement in
evaluating whether or not objective has been
achieved.
 Provide students with a means to organize
their efforts toward achieving objectives
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Construction of Learning
Objectives
 Three main components of LO’s
 Measurable performances
 Precise standards
 Well defined conditions
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Construction of Learning
Objectives (cont.)
 Performance
 State what you want the student to do
 Must be able to see or hear it, or
 Must be able to see the results if performance is
mental or too fast (e.g., shooting or math)
 Should be as close as possible to what they
will actually do on the job
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Construction of Learning
Objectives (cont.)
 Performance (cont.)
 Use precise words that describe something
measureable
 Don’t use vague terms (e.g., know, enjoy, believe,
etc.)
 Use terms or verbs that measure performance
through action verbs (e.g., write, identify, sort, etc.)
 Different levels of performance exist
 Bloom’s “Taxonomy of the Cognitive Domain”
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Bloom’s Taxonomy of the Cognitive
Domain
Texas School Safety Center
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Construction of Learning
Objectives (cont.)
 Standard – minimum level of acceptable
performance
 Tells student how well, how much, how long,
etc.
 Pass/fail line
 You must define the standard so students
know what is expected of them
 Example 1: define 7 out of 10…
 Example 2: identify 4 parts of…
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Construction of Learning
Objectives (cont.)
 Conditions – circumstances under which
the performance occurs
 Can be environmental, physical or mental
 Can be omitted if student is performing under
normal conditions
 Example:
 The student will run one mile in 10 minutes or
less carrying a shotgun and wearing combat
boots.
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Examples of LO’s
 Using a dictionary, the student will be able to
define 7 out of 10 words on a list.
 Action verb: define
 Condition: using a dictionary
 Standard: 7 out of 10 words on a list
 Working in groups, participants will be able to
identify the 4 parts of a speech
 Action verb: identify
 Condition: working in groups
 Standard: 4 parts of a speech
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Understanding Evaluation
 Which of the following LO’s use valid
action verbs?
 Understand the principles of defensive tactics.
 Name the 5 levels of the use of force continuum
found in department policy 01.20.05.25.
 Analyze the facts of an internal affairs investigation
and recommend a disposition.
 Completely disassemble, clean, and re-assemble
the Colt Government Model pistol.
 Appreciate the environment factors that lead to
high crime rates.
Texas School Safety Center
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Understanding Evaluation (cont.)
 Write 3 LO’s using the 3 components
 Remember:
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Be brief and to the point
Use an action verb that is specific
Make LO’s realistic
Make LO’s supportive and consistent with
overall lesson/material being taught.
Texas School Safety Center
www.txssc.txstate.edu
Lesson Plans
 Critical for effective training
 When written correctly, it is all an instructor
needs
 Contains details about students
 List supplies and materials needs for training
 Most importantly, contains lesson content
Texas School Safety Center
www.txssc.txstate.edu
Lesson Plans - Components
 There are 18 components to a lesson
plan, including:
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Time allotted
Performance Objectives
Equipment and supplies needed
References
 Go through lesson plan handout and
identify all the components
Texas School Safety Center
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Lesson Plans – Development
 Five stages of lesson plan development
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Introduction
Presentation
Application
Summary
Evaluation
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Lesson Plans – Development
(cont.)
 Introduction
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Grabs attention of the student
Prepares student for the lesson
Explains lesson and its importance
Motivates student and spurs interest
Identifies and explains LO’s
Sets the tone for the class and the lesson
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Lesson Plans – Development
(cont.)
 Presentation
 Use simple language – one step at a time
 Do not include too much information
 Include students in lesson, avoid just talking
 Remember pedagogy?
 Give reasons and examples
 Give feedback to students’ participation
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Lesson Plans – Development
(cont.)
 Application
 Develop activities that allow student to apply
information
 Have students tell you “how” and “why”
 Give constructive feedback to ensure
understanding
 Application can occur at end of lesson or
throughout the lesson.
Texas School Safety Center
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Lesson Plans – Development
(cont.)
 Summary
 Review the learning objectives
 Review main points of the lesson
 Have students summarize points to allow
them to further apply the information
 Avoid introducing new material or “reteaching”
 Motive student to use information/skills on the
job
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Lesson Plans – Development
(cont.)
 Evaluation of students
 Gives feedback on performance
 Students may apply information through tests,
apply information in real-world scenarios
 May also evaluate on participation in course
activities.
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Lesson Plan Formatting
 Lesson plan formatting
 Four major types of formats
 Outline
 Sentence Outline
 Narrative Outline
 Narrative
 Outline and Sentence Outline are suitable for
experience instructors
 Narrative Outline and Narratives are suitable
for inexperienced instructors
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Lesson Plan Formatting (cont.)
 Outline format
 Utilizes key words and follows outline format
 Example:
 What is stress?
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
Texas School Safety Center
Personal perception of stress
What stress means
The stress response
Positive and negative stress
www.txssc.txstate.edu
Lesson Plan Formatting (cont.)
 Sentence Outline format
 Utilizes sentences around key words and
follows outline format
 Example:
 What is stress?
 Personal perception of stress. Stress is pressure
 What stress means. Few people define the concept of
stress in exactly the same way
 The stress response. Everything that lives responds to
stimuli
 Positive and negative stress. We encounter stress every
day, how we deal with the stress decides if it is positive
or negative
Texas School Safety Center
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Lesson Plan Formatting (cont.)
 Narrative Outline format
 More detail with paragraph around key words
 Continues to follow an outline format
 Example:
 What is stress?
 Personal perception of stress. As a class/group activity,
have the students complete the following sentence;
“Stress is ____” on a piece of paper. Have students or
groups give their responses.
Texas School Safety Center
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Lesson Plan Formatting (cont.)
 Narrative format
 Written in detail, and more like a script than
an outline
 Example:
 What is stress?
 The stress response. Everything that lives responds to
stimuli. Plants response to sunlight by growing in that
direction. A dog responds to its owner’s voice…one
important group of stimuli to which [people] respond is
stressors. A performance review…
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Methods of Instruction
 Instructor led
 Most common method of instruction
 Instructor is sole disseminator of information
 Presents information, questions students, and
provides periodic summaries
 Lecture
 Instructor is sole disseminator of information
 Interaction with students if very limited
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Methods of Instruction (cont.)
 Demonstration
 Method showing how to do something
 Practical exercises
 Application of previously learned knowledge
 Role-play
 Discussion/Panel
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Methods of Instruction (cont.)
 Factors to consider when choosing
method of instruction
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Effectiveness of chosen method
Size of group
Type of training (demonstration for knot-tying)
Campus Law Enforcement personality
Attitude of participants
Texas School Safety Center
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Methods of Instruction (cont.)
 Techniques to reinforce learning
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Question/answer session
Illustrations
Practice and drill
Role playing
 What other techniques may be beneficial?
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Evaluation
 Two different purposes for evaluation
 Appraise instructor performance
 Assess student performance
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Evaluation (cont.)
 Three reasons to appraise instructor
performance:
 Improve the quality of instruction
 To validate quality instruction
 Identify less than quality instruction
Texas School Safety Center
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Evaluation (cont.)
 Reasons to assess student performance:
 To determine mastery
 Measure students’ understanding of material
 Motivate students & structure academic effort
 Knowing they will be assessed is motivating
 Discovering what they do and don’t know will help
students structure their learning
 To satisfy instructional or post-accreditation
criteria
Texas School Safety Center
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Objective vs. Subjective Testing
 Objective testing
 Students recall specific facts and select from
predetermined responses.
 Impartial grading and quick turn-around for
reporting test scores
 Examples:
 Short answer/fill-in-blank
 Multiple choice
 Matching
 True/false
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Objective vs. Subjective Testing
 Subjective testing
 Grader decides if the answer is correct
 Sometimes there are several correct
responses
 Requires different cognitive levels to answer
 Written communication skills
 Original answers
 Exploration of student understanding
 Example: Essay test
Texas School Safety Center
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Evaluative Testing Methods
 Six popular testing methods
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True/False
Multiple choice
Completion items (fill-in-black / short answer)
Matching
Essay
Performance tests
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Evaluative Testing Methods (cont.)
 True/False
 Cover a lot of material and are easy to
construct/score
 Construction:
 Items must be absolutely true or false w/o
exception
 Avoid negatively stated items and double
negatives
 Why is this important?
 Avoid complex sentence structure
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Evaluative Testing Methods (cont.)
 Multiple choice
 Student reads stem (question) and selects
correct response from list.
 Time consuming to write and can be difficult
to find a single correct answer
 Scoring is easy
 Test one specific point in each question
 Use concise wording
 All alternative should be plausible
 Randomly arrange correct response
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Evaluative Testing Methods (cont.)
 Completion Items (fill-in-blank)
 Requires memorization to recall correct item
 Easy to construct
 Difficult to score if all possible alternatives
aren’t considered
 Word items carefully to eliminate alternative words
 Limit the number of blanks required
 Use a direct question or incomplete statement with
blank at or near the end
 Use this type only if recall of specific word is
essential
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Evaluative Testing Methods (cont.)
 Matching
 Tests a lot of factual information and reduces
guessing
 Each match should be logical so student has to be
knowledgeable in subject to know answer
 Place answer in alphabetical order and on one
page…it is easy to follow and less time consuming
 Have between 10-15 items, but have at least 5
additional answers than questions
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Evaluative Testing Methods (cont.)
 Performance tests
 Demonstrate proficiency in a task or situation
 Test is process instead of content oriented
 Difficult to set up and score
 State problem or situation in clear, concise terms
 Conditions should mirror real-life situations
 Specify scoring method and level of accuracy
expected
 Give student chance to perform task more than
once
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Evaluative Testing Methods (cont.)
 Suggestions for constructing test
questions
 Devote adequate time to preparation of test
items
 Closely examine each learning objective and
devise an appropriate item to measure each
 More time spent on item construction will
provide more reliable results
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Evaluative Testing Methods (cont.)
 Four considerations for questions
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Relevance
Reliability
Validity
Balance
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Instructional Media
 Instructional Media
 Materials or graphic, photographic, electronic,
or mechanical aids that assist instructor
 Make subject more understandable
 Helps student learn more effectively
 How does instructional media help
students?
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Instructional Media (cont.)
 Reasons for using instructional media
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Students retain material longer
Clarifies the written or spoken word
Emphasis is placed where instructor wants
Assists in class management
Provides a clear understanding of oral
presentation
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Instructional Media (cont.)
 Characteristics of effective media
 Able to be seen by whole class
 Neat, understandable and accurate
 Easy to use
 What are examples of appropriate media?
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Instructional Media (cont.)
 Misuses of instructional media
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As a filler for class time
Media isn’t relevant for class
Serves no learning purpose
Unclear, misleading or not understandable
Texas School Safety Center
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References

Developed from TCLEOSE “Basic Instructor Course” #1014

Anderson, Ronald. 1983. Selecting and developing media for instruction. New York:
Van Nostrand Reinhold Co.

Baird, Loyd S., Craig Eric Scheiner, Dugan Laird, Eds. 1983. The training and
development sourcebook. Amherst, Mass.: Huran Resource Development Press

Brookfield, Stephen D. 1986. Understanding and facilitating adult learning. San
Francisco: Jossey-Bass, Inc.

Darkenwald, Gordon G. and Sharan B. Merriam. 1982. Adult education: Foundations
of practice. New York: Harper and Row.

Devine. Thomas G. 1987. Teaching study skills. Boston: Allyn and Bacon.

Dunphy. Frank. undated. Effective communication for law enforcement. Quantico,
Virginia: FBI Academy, Education/Communication Arts Unit.

Eble, Kenneth, ed. 1980. New directions for teaching and learning: Improving teaching
styles. San Francisco: Jossey-Bass, Inc.

Ellington, Henry. 1985. Producing teaching materials: A handbook for teachers. New
York: Nichols Publishing.
Texas School Safety Center
www.txssc.txstate.edu
References (cont.)

Federal Reporter. 1985. 767 F.2d 161(1985). pp. 161-173.

Finch, Curtis R. and John R. Crunkilton. 1984. Curriculum development in vocational
and technical education. Planning, content and implementation. Boston: Allyn and
Bacon.

Hole, Cyril 0. 1978. The design of education. San Francisco: Jossey-Bass Inc.

Kemp. J. and D. Dayton. 1985. Planning and producing instructional media. New York:
Harper and Row.

Klotter, John C. and Joseph Rosenfeld. 1979. Criminal justice instructional techniques.
Springfield, Illinois: Charles C. Thomas.

Klotter. John C. 1963. Techniques for police instructors. Springfield. Illinois: Charles C.
Thomas

Knowles. Malcolm. 1973. The adult learner: A neglected species. Houston: Gulf
Publishing Co.

Knox. Alan B. 1987. Helping adults learn. San Francisco: Jossey-Bass. Inc.

Mager. Robert F. 1984. The new Mager library: Preparing instructional objectives;
Developing attitude toward learning; Measuring instructional results; Analyzing
performance problems; Goal analysis. 2nd edition Belmont. Ca.: Pitman Learning. Inc.
Texas School Safety Center
www.txssc.txstate.edu
References (cont.)

McInnes. James. 1980. Video in education and training. New York: Focal Press.

Plimpton. George. undated. How to make a speech. New York: International Paper
Company.

Shaycoft. Marion F. 1979. Handbook of criterion-referenced testing: Development.
evaluation. and use. New York: Garland STPM Press.

Smith. Robert M., Ed. 1983. Helping adults learn how to learn. San Francisco: JosseyBass. Inc.

Traffic Institute. 1982. Civil liability and the police. Evanston. Illinois: Northwestern
University. pp. 30

United States Air Force. How to instruct. Instructor Course.

Verduin. John R., Harry G. Miller and Charles E. Greer. 1977. Adults teaching adults:
Principles and strategies. Austin, Texas: Learning Concepts.

Wlodkowski, Raymond J. 1986. Enhancing adult motivation to learn. San Francisco:
Jossey-Bass. Inc.

Field training manual #21-6
Texas School Safety Center
www.txssc.txstate.edu