Texas Commission On Law Enforcement
Basic Instructor Course
TCOLE #1014
HOSTED BY:
Bexar County Constable’s
Office PCT#4
10-17-2014
Prepared by Deputy Chief George D. Little, CCPS, Advanced Instructor-Mentor
Bexar County Constable’s Office PCT #4
1
Welcome
Administrative
•
Make sure you completed BCCO PCT#4
Participant Registration form.
• Make sure you signed the TCLEOSE
Report of Training Roster.
• Listen and learn – takes notes on your
participant handout.
• Be On-TIME every day.
Students will be allotted 16 hours, either in or out of the classroom, to prepare
learning objectives, lesson plans, media programs, and presentations for required
3/17/2016 teaching exercises.
3
student
Course Schedule
•
Monday, January XX, 2015: 8:00am- 5:00pm Course overview and Student
Introductions, The Teaching-Learning Process, the Domains of Learning,
Factors Affecting Learning.
•
Tuesday, January XX, 2015: 8:00am – 5:00pm
Phases of
TeachingLearning, Methods of Instruction, Learning Objectives, Preparing
a Lesson Plan, Impromptu Presentation
•
Wednesday, January XX, 2015: 8:00am – 6:00pm
Development
•
Thursday, January XX, 2015: 8:00am – 5:00pm
Presentations I
•
Friday, January XX, 2015: 8:00am – 5:00pm
Presentations II, Final Test and Graduation
3/17/2016
Student
Student
Student
4
Your Instructor – Course Facilitator
and Mentor Trainer
Deputy Chief George D. Little
A.S. & B.S. Criminal Justice & Sociology
B.S.CJ Wayland Baptist University, San Antonio
M.S. Criminology & Counter-Terrorism University of the State of New York(P)
2012 T.C.O.L.E. Professional Achievement Award
Certified Crime Prevention Specialist (C.C.P.S.)
TCOLE Basic Instructor Certificate 1984
TCOLE Advanced Instructor 2012
TCOLE Master Peace Officer 1991
MP Special Operations Operator Counter-Terrorism 1988
Military Police Investigations (MPI) & Criminal Investigation Division
(CID) Special Agent
Graduate Drug Enforcement Administration Academy 1977
43- years Law Enforcement Experience
39-Years Teaching & Instructor Experience
3/17/2016
5
UNIT ONE
“SO THAT OTHERS MAY LEARN”
3/17/2016
6
1.1 How About You?
•
•
•
•
•
Name
Agency
Assignment
How long in policing?
What would you like to get from this
course?
• Teaching Experience
• How do you think this course will help
your career?
3/17/2016
7
1.2 Teaching/Certification
Participant Requirements
A. Exercise I
1. Select a topic and prepare a
lesson plan with instructor approval.
2. Instruct a lesson using that
lesson plan within a specified time
limit.
A. Exercise I…..Cont’d
3. Implement all four phases of
instruction during presentation.
4. Develop an evaluation based on
the learning objectives of the lesson.
5. Be critiqued by course instructor
and peers using the instructor
evaluation form enclosed in this
lesson guide.
A. Exercise I…..Cont’d
6. Participant must provide course
instructors with a copy of the lesson
plan for grading.
B. Exercise II
1. Select a criminal justice related
topic and prepare a lesson plan
subject to instructor approval.
2. Prepare and use at least two
types of instructional aids during the
presentation.
3. Instruct a lesson using that lesson
plan within a specified time limit.
B. Exercise II…..Cont’d
4. Implement all four phases of
instruction during presentation.
5. Develop an evaluation based on
the learning objectives of the lesson.
6. Be critiqued by course instructor
and peers.
(a) Achieve a minimum standard of
three (3) or better in each item in the
Instructor Evaluation.
B. Exercise II…..Cont’d
6. (b) Achieve a minimum standard of
three (3) on lesson plan.
(1) Student must provide course
instructors with a copy of the lesson
plan for grading.
1.3 Course Requirements
for attendance &
participation
A. Attend all class sessions
according to attendance
requirements.
B. Successfully complete student
teaching Exercises I and II.
Course Requirements for
attendance & participation…Cont’d
C. If a written exam is required by
the instructor, the student must obtain
a minimum score of 70 on the test.
1.4 Instructor Ethics &
Liability Factors
1.4.1. Instructor Ethics
A. Instructor Qualification and
preparation
B. Accuracy of the Information
C. Teaching the Stated Objectives
D. Testing the Stated Objectives
Instructor Ethical
Standards…cont’d
• Honesty report only that which is
achieved and completed.
• Unfortunately TCOLE has had to
prosecute one Deputy Constable
for accepting money from several
participants who actually did not
even attend the training.
UNIT TWO
2.0 THE ADULT TEACHINGLEARNING PROCESS: acquaint the
participant with the differences between
“education” and “learning”; the
differences between adult learning and
child or youth learning; identify the
characteristics of the teaching/learning
process; define the term instructor; and
describe the optimum conditions for
efficient adult learning
2.0 Class Exercise:
1. Why did you come to this class?
2. Have you ever taught anyone
anything in or out of a formal
classroom?
3. Write a characteristic of your
favorite/best teacher.
2.1 Define the term
“education” and “learning”.
2.1.1 Education is an activity
undertaken or initiated to effect
changes in knowledge, attitude,
skill, and/or behavior of
individuals.
A. The educator is the agent of
change.
2.1.1 Cont’d:
B. The educator provides the
stimulus and reinforcing for
learning
C. The educator designs activities
to stimulate change and reinforce
learning.
2.1.2 Learning is the act or
process by which knowledge,
attitudes, skills and/or behavioral
change is acquired.
A. Learning emphasizes the person
in whom the change occurs or is
expected to occur.
2.1.2 Cont’d:
B. This result may be brought
about through purposefully
educational or training efforts on
his part, purposefully educational
effort on the part of an instructor, a
by-product of a random activity,
or through an activity designed to
achieve essentially noneducational purposes.
2.1.2 Cont’d……………..
C. A person who is learning is
shaped and led.
D. Learning is a process of
discovery
1. Learners learn best when
“learning by doing”
2. Instructors should utilize
interactive procedures, such as
Example:
dialogues
Knowledge: Research
shows that cigarettes are
harmful to your health.
Attitude: As a result of this
knowledge, we may change our
attitude about smoking.
Skills: Using problemsolving skills, we may develop
methods to help give-up
smoking
Behavioral Change:
Short Term – Chew nicotine
gum in place of smoking
Long Term – Completely
give up smoking
2.1.3 In the adult classroom
environment, both the instructor
and the learner are actively and
interactively accountable for
the education
AND
the learning process
2.2 Compare and contrast the adult
learner with the youth learner.
Until the early 20th Century, the
organization of education systems
was based on a teacher-directed
theory called “pedagogy.”
A. Pedagogy comes from the Greek
“paid” meaning child and “agogus”
meaning leader of. Leader of children,
Or Teaching of children
B. Theory of teaching and learning
based on model that evolved in
European church schools between
the seventh and twelfth centuries.
C. Pedagogical Model assigns the
teacher full responsibility for all
decisions on what is taught, and
how and when it will be taught
D. The learner has a submissive
role, following the teacher’s
instructions
E. Youth learners are more
dependent on the structure of the
teaching process
1.4.2 Vicarious Liability
A. Failure to properly research topic
resulting in presentation of faulty,
incorrect, or incomplete information.
B. Failure to document materials
presented in lesson plan, handout
materials, or reference sources.
C. An instructor cannot prevent all
liability, but proper preparation can
minimize liability.
Basic Instructor Certification
Course #1014
The Basic Instructor Certification
Course is designed to provide the
_____ ________ of instruction and
to increase the quality of
professional law enforcement
training.
3/17/2016
33
Basic Instructor Certification
Course #1014
This course introduces the participant
to the ______-________ process,
phases of the teaching-learning
process, factors affecting learning,
preparing a lesson plan, and methods
of instruction.
3/17/2016
Prepared by George D. Little
34
Basic Instructor Certification
Course #1014
The students will be taught how to
develop and use instructional ____
to enhance their presentations. In
addition, the fundamental
techniques of developing testing
and evaluation procedures will be
presented.
3/17/2016
Prepared by George D. Little
35
Basic Instructor
Certification Course #1014
Each participant must demonstrate
the basic Knowledge and Skills
required to effectively instruct a
lesson during two teaching
exercises which will be evaluated
by two instructors.
3/17/2016
Prepared by George D. Little
36
Course Overview
• The participant will be able to make two
prepared teaching exercises:
– Exercise I: Choose a topic, instruct
a lesson plan within a specified time
limit, implement all 4 phases of
instruction, develop an evaluation, be
critiques by two evaluators. A copy of
your lesson plan must be provided to
the instructors for file!
3/17/2016
37
The participant will be able to make two
prepared teaching exercises: - Cont’d
– Exercise II: Choose a criminal justice
related topic, prepare at least two types of
instructional media during the presentation,
instruct a lesson plan within a specified time
limit, implement all 4 phases of instruction,
develop an evaluation based on the
learning objectives of the lesson, be
critiqued by two evaluators. A copy of
your lesson plan must be provided to
the instructors
for file!
3/17/2016
Prepared by George D. Little
38
Course Participant Expectations
1. The instructor participant must
score a minimum of 3 on a scale of
1-5 on each element of the
instructor’s evaluation. Participant
must use TCOLE Formats for
his/her lesson plans and
Powerpoints. (Exercise I) 8 to 10
minute presentation.
3/17/2016
Prepared by George D. Little
39
Course Participant
Expectations
2. The instructor participant must
score a minimum of 3 on a scale
of 1-5 on their prepared lesson
plan. Participant must use
TCOLE Formats for his/her
lesson plans and Powerpoints.
(Exercise II) 25 to 30 minute
presentation
3/17/2016
Prepared by George D. Little
40
Course Participant
Expectations
3. The instructor participant must
score a minimum of 3 on a scale
of 1-5 on their prepared lesson
plan. Participant must use
TCOLE Formats for his/her
lesson plans and Powerpoints.
(Exercise II) 25 to 30 minute
presentation
3/17/2016
Prepared by George D. Little
41
Course Participant
Expectations
4. The instructor participant must
attend all class sessions IAW
the attendance requirements
5. Successfully complete both
teaching exercises
6. Score a minimum of 70 on the
final written examination
Your lessons plans/Powerpoints
3/17/2016
Prepared by George D. Little
42
must
be submitted
in TCOLE Formats
Course Presentation Requirements
• The student will be able to make two
prepared teaching exercises:
•Exercise I: Choose a topic, instruct
a lesson plan within a specified time
limit, implement all 4 phases of
instruction, develop an evaluation, be
critiques by two evaluators. A copy
of your lesson plan and
PowerPoint must be provided to
the instructors!
3/17/2016
43
Exercise II Assignment
Choose a criminal justice related topic,
prepare at least two types of instructional
media during the presentation, instruct a
lesson plan within a specified time limit,
implement all 4 phases of instruction,
develop an evaluation based on the
learning objectives of the lesson, be
critiqued by two evaluators. A copy of
your lesson plan and PowerPoint must
be provided to the instructors!
3/17/2016
44
INSTRUCTOR ETHICS
ETHICS: Of or relating to moral
action, conduct, motive or character;
• ______or
• _______; containing precepts of
__________; moral.
• professional __________ of
conduct.
3/17/2016
45
Professional OATH of Law
Enforcement
On my honor,
I will never betray my badge,
my integrity, my character,
or the public trust.
I will always have
the courage to hold myself
and others accountable for our
actions.
I will always uphold the constitution
my community and the agency I serve.
10/15/2013
46
MORAL CHARACTER
•
•
•
•
•
•
_____________
_____ _________
____ - ________
________,
__________ and
putting the needs of others above
themselves
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47
ETHICAL
RESPONSIBILITIES
• Qualification and preparation of
topics…Accuracy of the
information….(TCOLE Rules)
• teaching the ____________….
• _________ over the objectives
taught….
• inappropriate conduct between
trainer-trainee
3/17/2016
48
ETHICAL RESPONSIBILITIES Cont’d
• not letting time interfere with
achieving objectives and
standards
• Maintaining integrity of training.
Saying that an officer received
training he/she in fact did not
receive is ___________, __________
and _________ “WRONG”
3/17/2016
49
Vicarious Liability for
Trainers
• Failure to properly research
topic resulting in faulty,
incorrect, or incomplete
information
• Failure to document materials
presented in your lesson plan,
handout materials, or reference
sources.
Vicarious Liability for
Trainers…Cont’d
• An instructor cannot prevent all
liability, but proper preparation
can minimize risk.
Vicarious Liability does not
How About You?
•
•
•
•
•
•
•
Name
Agency
Position/Assignment
How long in policing?
Hobby?
Teaching Experience
How do you think this course will
help your career?
Extemporaneous
(Impromptu) Exercise
Make a speech on
TOPIC given to you
by the Instructor.
The speech must
be no less than 3
minutes nor more
than 5 minutes
long.
UNIT ONE
“SO THAT OTHERS MAY LEARN”
The Officer or Deputy whose name appears below
John Q. Deputy
has successfully completed all the requirements of the Texas
Commission on Law Enforcement Standards & Education – Basic
Instructor Proficiency 40-hour certification course, TCLEOSE #1014 on
this ____day of __________,2013
___________
Susan Pamerleau
Sheriff, Bexar Countyr
BCCO Form 1014 (2013)
__________
George D. Little, Deputy Chief
INTEL-HS-y & TRAINING
TCLEOSE, Instructor PID#12221
Basic Instructor Certification
Learning Objectives for
Course #1014
The Basic Instructor Certification
Course is designed to provide the
basic concepts of instruction and
to increase the quality of
professional law enforcement
training.
55
COURSE OVERVIEW…Cont’d
This course introduces the student to
the
• teaching-learning process,
• phases of the teaching-learning
process,
• factors affecting learning,
• preparing a lesson plan, and
• methods of instruction.
3/17/2016
56
Course Participant Expectations
The participant will be taught how to
develop and use instructional media
to enhance their presentations.
In addition, the fundamental techniques
of developing testing and evaluation
procedures will be presented.
3/17/2016
57
Course Participant Expectations
Each participant must
demonstrate the basic knowledge
and skills required to effectively
instruct a lesson during two
teaching exercises which will be
evaluated by two instructors.
WARNING: You can FAIL this course if you do not listen, and apply
(demonstrate) to course facilitators the required knowledge, skills and
formats provided you during this course. All presentations will be in
accordance with TCOLE Format.
58
Course Presentation Requirements
• The student will be able to make two
prepared teaching exercises:
•Exercise I: Choose a topic,
instruct a lesson plan within a
specified time limit, implement all 4
phases of instruction, develop an
evaluation, be critiques by two
evaluators. A copy of your lesson
plan and PowerPoint must be
provided to the instructors! 3/17/2016
59
Exercise II Assignment
Choose a criminal justice related topic,
prepare at least two types of instructional
media during the presentation, instruct a
lesson plan within a specified time limit,
implement all 4 phases of instruction,
develop an evaluation based on the
learning objectives of the lesson, be
critiqued by two evaluators. A copy of
your lesson plan and PowerPoint must
be provided to the instructors!
60
Course Requirement
• Attend all class sessions
• The instructor participant must
score a minimum of 3 on a scale of
5 on each element of the
instructor’s evaluation.
• The instructor trainee must score a
minimum of 3 on a scale of 5 on
their prepared lesson plan
61
Course Requirement…Cont’d
• The instructor participant must
attend all class sessions IAW the
attendance requirements
• Successfully complete both
teaching exercises
• Score a minimum of 70 on the final
written examination
Your lessons plans/Powerpoints
must be submitted in TCOLE Formats
INSTRUCTOR ETHICS
ETHICS: Of or relating to moral
action, conduct, motive or character;
• duties or
True
• conduct; containing precepts of
morality; moral.
• professional standards of
conduct.
ETHICS – Continued:
STANDARDS: Stability, general
recognition,
• conformity to established
practices.
• model accepted as correct
• measure or rule Reasonable man (or
woman) doctrine.
True
OATH
On my honor,
I will never betray my badge,
my integrity, my character,
or the public trust.
I will always have
the courage to hold myself
and others accountable for our
actions.
I will always uphold the constitution
my community and the agency I
serve.
MORAL CHARACTER
•
•
•
•
•
•
Integrity
Moral character
Self-control
Honesty,
Courage and
putting the needs of others
above themselves
ETHICAL
RESPONSIBILITIES
• Qualification and preparation of
topics…Accuracy of the
information….(TCLEOSE Rules)
• teaching the objectives….
• testing over the objectives
taught….
• inappropriate conduct between
trainer-trainee
67
ETHICAL RESPONSIBILITIES
Cont’d
• not letting time interfere with
achieving objectives and
standards
FALSE
• Maintaining integrity of
training. Saying that an officer received
training he/she in fact did not
receive is ethically, morally
and legally “WRONG”
Vicarious Liability for Trainers
• Failure to properly research topic
resulting in faulty, incorrect, or
incomplete information
• Failure to document materials presented
in your lesson plan, handout materials,
or reference sources.
• An instructor cannot prevent all liability,
but proper preparation can minimize
risk.
Vicarious Liability does not
FALSE
69
Extemporaneous (Impromptu)
Exercise
»
Make a speech on a
TOPIC given to you
by the Instructor.
The speech must be
no less than 3 minutes nor more than 5
minutes long.
70
YOUR WORD IS:
1.Solvent
2.Transparent
3.Ethical
4.Integrity
5.Committed
6.Loyalty
7.Professionalism
8. Moral
9. Sequential
10. Honor
11. Responsibility
12. Accountability
UNIT TWO
Acquaint the student with:
• differences between “education” and
“learning”;
• differences between adult learning and
child or youth learning;
• characteristics of the teaching/learning
define the term instructor;
• optimum conditions for efficient adult
learning.
Class Exercise
1. Why did you come to this class?
2. Have you ever taught anyone
anything in or out of a formal
classroom?
3. Write a characteristic of your
favorite/best teacher.
The Adult Teaching-Learning
Process
Education: to effect changes in knowledge
attitude skill, and/or behavior of individuals.
• The educator is the “agent of
change.”
• The educator provides the stimulus
and reinforcement for learning
• The educator designs activities to
stimulate change and reinforce
learning
74
The Adult Teaching –
Learning Process
Learning: the act or process by
which:
• knowledge,
• attitudes,
• skills and/or
• behavior change is acquired
75
The Adult Teaching – Learning Process
Cont’d
• Learning emphasizes the person in
whom the change occurs or is expected
to occur.
• purposefully educational or training
efforts on part of instructor, purposefully
educational effort on the part of an
instructor, a by-product of a random
activity, or through an activity designed
to achieve essentially non-educational
purposes.
76
The Adult Teaching – Learning Process Cont’d
• A person who is shaped and led
• Learning is a process of
discovery
77
Example:
Knowledge: Research shows that
cigarettes are harmful to your health.
Attitude: As a result of this knowledge,
we may change our attitude about smoking.
Skills: Using problem-solving skills, we
may develop methods to help give-up
smoking.
Behavioral Change: Short Term –
Chew nicotine gum in place of smoking
Long Term – Completely give up
smoking
The Adult Teaching – Learning
Process
• Until the 20th Century, the organization of
education systems was based on a teacherdirected theory called pedagogy. Term
comes from the Greek meaning leader or
teacher of children.
79
 Theory
of teaching and learning based on a
model that evolved in European church
schools between the 7th and 12th centuries.
 Pedagogical
Model assigns the teacher full
responsibility for all decisions on what is
taught, and how and when it will be taught.
 The
learner has a submissive role,
following the teacher’s instructions.
 Youth
learners are more dependent on the
structure of the teaching process.
The Adult Teaching – Learning
Process
The exploration of adults viewed as
uniquely different types of learners
began…the theory of teaching adults was
termed andragogy.
 The term andragogy may have evolved from a
German teacher to describe Plato’s teaching
method.
 Malcolm Knowles brought andragogy to the
United States in the 1970s
81
Andragogy - continued
Adults began to be viewed as active
participants in a problem-solving
process rather than as passive
receivers of information.
Adult learners are more self-directed
and need to be interdependent
82
The Adult Teaching – Learning
Process
Assumptions Made about Learners
PEDAGOGY
ANDRAGOGY
Teacher Directed
Self-Directed
Concept of
Learner
Dependent
Interdependent
Learner
experience
Needs to be built
upon
A rich resource
Readiness to
learn
Varies with levels
of maturity
Develops from life
tasks and
problems
Direction of
learning
Subject-centered
Task/problem
centered
Motivation to
learn
External rewards/
punishments
Internal
incentives,
curiosity
83
The Adult Teaching – Learning
Process
Mission
Defined Roles &
Responsibilities
Oversight
Recommendation
s & Observations
3/17/2016
Directive
Training Needs
Assessment
Awareness &
Training
Program Plan
User
Feedback
84
The Adult Teaching – Learning
Process
Identifying Training Needs
1.A need for that training must be
present
2.Performs needs analysis
3.Determine performance/learning
objective standard
4.Compare what is going on now to
the future
85
Identifying Training Needs –
Cont’d:
5.Determine if the gap is a skill or
management deficiency
6.The gap provides information of the
kind and amount of training needed
7.If the employee does not have the
knowledge or skill to do the job,
training need is indicated.
The Adult Teaching – Learning
Process
Deciding to Begin:
• Set Goals
• Assess interests
• Seek information about
opportunities for learning the same
topic or skill in several
settings
87
Deciding to Begin – Cont’d:
• Choose the most appropriate
knowledge and skill
• Establish the desired level
• Estimating costs and benefits
TRAINING NEEDS ASSESSMENT
The Adult Teaching – Learning
Process “Choosing the Planner”
• The learner himself
• An individual such as a consultant,
instructor, other resource person
• Group to include peers or experts
• An objects such as a workbook,
programmed text, video/DVD
89
The Adult Teaching – Learning
Process
An Instructor is an ‘expert ’ in a
specific topic area and who has
developed the skills needed to
structure and sequence his
knowledge to an audience in an
instructional setting.
90
The Adult Teaching – Learning Process
• The instructor “manages” the learning
environment
• The instructor facilitates the learning process
• The instructor provides opportunity for
learners to make use of their own experiences
• The instructor guides the learning process
and acts as a resource.
• The instructor uses highly non-directive
instructional delivery rather than classic pedagogical
91
approaches.
The Adult Teaching – Learning
Process
• Three Situations when it is Appropriate for
the Instructor to Direct or Control
Activities of Learners
TRUE
1) When step by step process with no deviation
from the process is critical to the outcome.
2) When the safety and security of all
participants is the learning process are at
stake.
3) When a class discussion gets out fo control,
gets off topic and it is important to return the
92
discussion to the original topic.
The Adult Teaching – Learning
Process
Optimum conditions for efficient adult learning:
1. An efficient learning environment is one in
which the learner feels confident and nonthreatened.
2. Adults should have a positive attitude about
training – accommodate their needs & limits
3. Adults should be inspired to learn by giving
the opportunity to understand training’s direct
93
benefits
The Adult Teaching – Learning Process
Optimum conditions for efficient adult learning:
4. Adult learners should understand how
they can use what they learn by
applying learning to their own worklife situation.
94
The Adult Teaching – Learning Process
Optimum conditions for efficient adult learning:
5. Environment should provide optimum
learning opportunities
6. Learners need to participate during
each class session – make sure the learner
gets the most return from instruction
7. Provide learning opportunities
95
The Adult Teaching – Learning Process
Optimum conditions for efficient adult learning:
8. Teaching method should be based on
Learning Objective TRUE
9. Give adults opportunities to
communicate, allowing time for questions,
discussion & feedback – gives you
opportunity to observe their progress
10. Keep anxiety to a minimum!
96
UNIT THREE
working knowledge of the three (3)
domains or modes of
learning and
their impact on the learning
process.
The Domains of Learning
Cognitive Learning (Define):
deals with the recall or recognition
of knowledge and the development
of intellectual abilities and skills.
98
Cognitive Learning
Examples:
Intoxilyzer Algebraic Formulas,
Forensic Science, History of Law
Enforcement
Gestalt theory described cognitive
learning as the “click of
understanding” or “insight”
The Domains of Learning
Psychomotor skills (also known as
kinesthetic learning) deal with those
learning objectives that involve physical
activities such as body movements or
hand-eye coordination in the learning
process.
HANDS-ON
TRAINING
100
Psychomotor Examples
• Word processing,
• firearms training,
• tactical training,
• weapons retention,
• crime scene diagramming.
The Domains of Learning
Affective learning deals with
changes in
• interest,
• attitudes,
• values, and
All of the above
• the development of appreciations
and adequate adjustment.
102
The Domains of Learning
Examples:
Ethics,
Criminology,
Communications skills,
Police officer’s role in society,
Community policing, such as
 D.A.R.E.,
Crime prevention
103
The Affective Domain
includes the following:
a) Sensitivity to the human factor in
the classroom (classroom climate)
FALSE as it does
b) Human values
c) Human relations
d) Emotional conduct and
expression
e) Interests
f) Social attitudes & g) Values
Affective Predispositions
a) Likes and dislikes directed toward the
topic/subject
b) Likes and dislikes directed toward the
instructor, including positive or negative
preconceptions about that instructor
c) Positive or negative preconceived notions
about the subject
TRUE
d) Circumstances surrounding their presence
in class
e) Awareness of hidden agenda of social and
affective climate created by interaction between
teacher and student
Language
• Language used in the classroom
has an effect upon affect and
personality (language that
reflects the instructor's attitude
toward the students)
“ THINK
PROFESSIONAL
And BE
PROFESSIONAL”
Examples of Topics More
effective in Cognitive Mode
• Penal Code
• Code of Criminal Procedure
The Domains of Learning
Psychomotor
Cognitive
P
R
A
X
I
S
Affective
The Domains of Learning
The most effective learning takes
place when there is a positive
relationship between
 cognitive domain
and the
 affective domain.
109
The Domains of Learning
• The instructor is the content
expert and aware of the classroom climate/makes sure the
environment is conducive to
the learning environment.
CONTENT EXPERT
110
The Domains of Learning
• When psychomotor activities
are added – then learning is
reinforced and retained.
Intuitive responses
Motor Memory
Muscle Memory
111
UNIT FOUR
• factors affecting learning.
• student factors,
• instructor factors and
• environmental factors.
Factors Affecting Learning
PERSONAL QUALITIES
a) Personal appearance and hygiene
b)Courtesy
c) Self-control
d)Tact
e) Voice
f) Enthusiasm
g)Appreciation of subject
113
Factors Affecting Learning
SKILLS
a) Communicative skills
1) Appropriate language
2) Correct use of grammar
Through out preparation
b) Professionalism
c) Knowledge of subject
d) Instructor/student interaction
114
Factors Affecting Learning
Physiological
a) Amount of sleep
b)Diet and nutrition
c) Health
DOES NOT INCLUDE DIGESTIVE
115
Factors Affecting Learning
Physiological
a)Stress level of students
b)Emotional state of student
c)Self-confidence
d)Well-being
FINDING YOUR “CHI”
116
Factors Affecting Learning
Experiential factors of the
learner
Readiness factors of the
learner
TRUE
a) Prior knowledge a) Prior learning
b) Prior training
b) Motivation
c) Ability to
concentrate
d) Barriers
117
Factors Affecting Learning
Environmental factors
a) Temperature
b) Lighting
c) Sound quality
d) Instructional
media
e) Distractions
f) Room
arrangement
Language (Demeanor)
Language used in
the classroom has an
affect upon
personality or
language that reflects
the instructor’s
attitude toward the
students
118
UNIT FIVE
Obtain a working knowledge of the
four phases of the teachinglearning process:
1.Preparation,
2.Presentation,
3.Application and
4.Evaluation.
Phases of the Teaching-Learning Process
The Three Elements of the Preparation Phase
I. Preparation of the Instructor
A. Review the objectives of the
entire learning activity
“I’m ready to
teach, are
you ready
to learn?”
B. Consult and study all
reference material available
120
Preparation of the Instructor – Continued:
C. Evaluate factors affecting instruction.
These include:
1) Time available
2) Training conditions
3) Availability of assistant
instructors
4) Equipment and facilities
D. Rehearse the lesson
121
Phases of the Teaching-Learning
Process
The Three Elements of the Preparation Phase
II. Preparation of the Student
A.Student motivation
B.Create a desire to learn
C.Develop an understanding of
the material
D.Stimulate student appreciation
of the material
122
Phases of the Teaching-Learning
Process
The Three Elements of the Preparation Phase
III. Preparation of the
Classroom Environment
A. Secure instructional media
and facilities needed
B. Check lesson plan and
facilities prior to class
123
Phases of the Teaching-Learning
Process
The Three Elements of the Presentation Phase
• Introduction
• Body of material or presentation
of
teaching points
Basic Police
Instructor Course
#1014
Introduction
Body of
• Conclusion
124
Phases of the Teaching-Learning Process
The Application Phase
• “Developing skills or
techniques and applying
knowledge to problemsolving in a way that allows a
student to ‘learn while doing’.”
125
Phases of the Teaching-Learning Process
The Application Phase
• The application phase reinforces
the cognitive learning process by:
A. Allowing for the support of trial
and error thinking
B. Allowing the student to learn
new material by associating new
information with one’s experiential
background.
126
Phases of the Teaching-Learning Process
The Application Phase
• The application phase reinforces
the psychomotor/skill learning
process by:
A. Gaining a skill concept
B. Developing a skill
C. Practicing the skill for accuracy
and speed
127
Phases of the Teaching-Learning Process
The Application Phase
• Skills are best developed by:
A. Spending 10 percent of teaching
time telling about the skill
B. 25 percent of teaching time
correctly demonstrating the skill
C. 65 percent of the remaining
teaching time in proper guided
practice
128
Phases of the Teaching-Learning Process
The Evaluation Phase
The evaluation phase is the
measurement of a student’s level
of retention and understanding
of training material.
The instructor is
determining how
much learning has
taken place.
129
Phases of the Teaching-Learning Process
The Evaluation Phase
• The Three elements of the
evaluation phase are
1. Preparing an evaluation
instrument
2. Administering an examination
or performance review
3. Evaluating the results
130
UNIT SIX
• Working knowledge of difference
between a learning goal and a
learning objective.
• Define a learning objective and its
proper use.
• List the parts of a proper prepared
learning objective.
Learning Objectives - Goal
A learning goal is a broad, imprecise
description of what is to be learned.
A. It tells students what they will
learn during a particular block of
instruction
B. what the instruction is about
C. Uses the Learning Objective to
accomplish the Learning Goal.
132
Learning Objectives – Cont’d
• Description of specific
performances to be exhibited
before competent in the area
• Guides for instructor and
participant to determine if goal
has been reached.
Check and Balance for Instructor
133
Learning Objectives – Cont’d
• Are statements that describe
specific steps required to
reach the goal of a particular
learning goal
lesson or course
A learning objective is
an outcome of
instruction; it is not a
description of the
instructional process.
134
Learning Objectives – Cont’d
Each objective
• precisely stated,
• clearly defined,
• observable and
• measurable.
135
Learning Objectives – Cont’d
Must include
• a description of the procedures
needed to achieve
predetermined levels of
proficiency and
• should include any operational
behavior which must be achieved
to complete the training.
Criminal Justice Instructional
Techniques
“In the usual situation, a performance
objective consists of three elements:
• the TASK (action);
• the CONDITIONS under which the
action is to be performed; and
• the STANDARDS OF CRITERIA
of performance.”
137
Learning Objectives – Cont’d
“Statements of operational behavior
required for satisfactory performance
of a TASK, the CONDITIONS
under which the behavior is usually
performed, and the CRITERIA for
satisfactory performance.”
138
Learning Objectives – Cont’d
A learning objective is:
A. An exact description of:
1.) A measurable student
performance (visible or
audible)
2.) To a precise standard
3.) Under well-defined
conditions
139
A learning objective is:
B. Provides the foundation upon
which the lesson plan is built
C. Learning objectives tell the
student exactly:
1.) What they must do to pass the
course
2.) How well they must do it
3.) Under what conditions
140
Learning Objectives – Cont’d
• Students can use learning objectives
to know what they can expect from
a block of instruction and what is
expected from them.
141
Learning Objectives – Cont’d
• Instructors can use learning
objectives to:
A.Job relevance to the training
B.Motivate (Inspire) learning
C.Keep track while teaching
D.Evaluate progress
E.Indicate changes needed in
future classes
142
Learning Objectives – Cont’d
A. Provide a solid foundation for the
selection or design of instructional
materials, content and methods.
B. Provide a set of guidelines or
direction. “If you do not know where
you are going, it is difficult to decide
the best way to get there.”
143
Learning Objectives – Cont’d
C. Assists the trainer in evaluating
whether or not the objective has
been achieved.
D. Provides students with a means
to organize their own efforts toward
achieving the objectives.
144
Performance Objectives
Three Main
Components
I. Performance
II. Standards
III. Special Conditions
“PERFORMANCE”
This is simply what you want the
student to do to show they have
learned!
They must be able to measure the
performance or the results.
They must be able to see or hear it,
or must be able to see the results if
performance is mental or too fast to
see.
146
Learning Objectives –
Performance Cont’d
• Should come as close as possible
to what they will actually be doing
on the job.
• Must use precise words that
describe something measurable.
147
Learning Objectives –
Performance Cont’d
Do not use vague words, terms or
verbs… Examples: What will the tangible results?
• know, What will the student know?
• understand, What will the student understand?
• agree, What will the student agree on?
• appreciate, What will the student appreciate?
• enjoy, What will the student enjoy?
• believe What will the student believe?
148
Learning Objectives –
Performance Cont’d
Use terms or verbs that can
measure performance
•Action verbs that require
something to be done
• Define performance you
expect from students
149
Performance Examples:
•
•
•
•
•
•
write,
recite,
identify,
demonstrate,
sort,
solve
150
Learning Objectives – Cont’d
• In 1956, Benjamin Bloom created the Taxonomy of the
Cognitive Doman. Dr. Bloom labeled six (6) levels of
performance - choose the levels that allows you to
determine if the student learned well enough to perform as
you expect. (Revised by Lorin Anderson in 2000)
151
Report Writing
Knowledge
(you
remember)
Comprehension Application Analysis (you Synthesis
(you
(you use)
see the
(you put it all
understand)
important
together)
parts)
Evaluation
(you judge)
List the parts
of a report
you must
always
complete.
Explain why
you must
complete report
sections 1-10
and 20-23.
Given a
completed
report,
prepare a
written
critique of it.
Given a set
of facts,
complete a
report.
Given
information
from a
witness,
distinguish
fact from
opinion.
Given a
completed
report form,
reorganize it
to make it
correct.
Simple -----------------------------------------------------------------------------------Complex
“STANDARDS”
This is how well the learner must
perform in order to be considered
acceptable.
A. The Standard is the minimum
level of acceptable performance.
B. Tells the students how well, how
much, how far, how long, etc.
C. This is the pass/fail line;
anything below this level means
the student fails.
154
Performance Objectives Three
Main Components - Standards
• Standards must be defined – students
must know what is expected of them.
Without a standard, students may
assume they must perform error free.
The standard “sets the bar” for the
student.
Example: The police cadet will run
1.5 miles in 15 minutes or less.
155
Performance Objectives
Three Main Components “STANDARDS”
• Standard Modifier
 Clarifies the Standard or limits it
to ensure the student fully
understands the pass/fail criteria.
 Restricts the student’s idea of
what will be the correct answer.
 Usually sets forth the course of
the Standard
156
Performance Objectives
Three Main Components “STANDARDS”
• Documents (Penal Code, Agency
Policy & Procedures)
• Class instruction (5 levels of use of
Force, 3 types of recognized
enforcement action)
• The modifier and the correct answer
can both be part of the Learning
Objective.
157
EXAMPLE STANDARDS
Example: name the 5 levels of
the use of force continuum as:
1.) Command Presence,
2)Verbal Command,
3) Physical Contact,
4) Impact Weapons, and
5) deadly Force
158
Performance Objectives
Three Main Components “CONDITIONS”
Three main components - Continued:
Performance
Standard
Conditions
The important or special
conditions under which the
performance is to occur.
159
Performance Objectives
Three Main Components “CONDITIONS”
• Conditions are anything other than
the norm that could effect the student’s
performance or ability to meet the
standard.
• These can be environmental,
physical or mental.
• They can be omitted from the Learning
Objectives if the student will be
performing under normal conditions.
160
CONDITION EXAMPLES
(1) The police cadet will run 1.5 miles
in 15 minutes or less carrying a shotgun
and wearing a “Sam Browne” utility belt
and service weapon.
(2) Given a set of field notes from an
accident – including measurements,
photographs, evidence log, subject and
witness interviews, etc. – the student will
write a complete Crash Report.
161
Learning Objectives
• Well written Learning Objectives
will contain:
1.) Measurable Performances
2.) Precise Standards
3.) Well-defined Conditions
162
Learning Objectives – Cont’d
When writing a learning
objective, ask yourself the
following question:
“What should the student learn,
be able to do, or what new
behavior should be evident as
the result of the training?”
163
Performance Quiz
Which of the following Learning Objectives use valid verbs?
1. The Trainee will understand the principles of defensive
tactics.
2. The officer will list the five levels of the use of force
continuum found in the agency’s Policy nr. 01.20.05.
3. The investigator will analyze the facts of an Internal Affairs
investigation and recommend a disposition.
4. The trainee will disassemble, clean and re-assemble the
Glock Model 23 service weapon.
5. The crime prevention specialist will appreciate the
environmental factors that lead to high crime areas.
164
Performance Quiz (Answers)
Which of the following Learning Objectives use valid action verbs?
1. The Trainee will understand the principles of
defensive tactics.
2. The officer will list the five levels of the use of
force continuum found in the agency’s Policy nr.
01.20.05.
3. The investigator will analyze the facts of an
Internal Affairs investigation and recommend a
disposition.
4. The trainee will disassemble, clean and reassemble the Glock Model 23 service weapon.
5. The crime prevention specialist will appreciate the
environmental factors that lead to high crime areas.
165
Tips for Writing Learning
Objectives
1.Be brief and to the point; include
only one major item in each
learning objective.
2.Use an action verb to describe the
expected result of the training
3.Specify a time frame or target
date for completion.
166
Tips for writing Learning Objectives – Cont’d
4. Specify limits in the use of
resources (manuals, people,
equipment, etc.).
5. Make learning objective realistic in
terms of previous performance,
total responsibilities, and existing
resources.
167
6. Include enough challenge in an
improvement or change objective
to make it worth formulating.
7. Write learning objectives that are
supportive and consistent with
the overall lesson or material
taught.
8. Choose areas over which the
student has control or
influence.
168
Learning Objectives – Cont’d
• Provide the foundation and
framework upon which you build
your lesson plans.
• Keep you organized.
• Avoid unnecessary information and
exercises.
169
Learning Objectives – Cont’d
• Defines the level you must teach
to for the student to meet the goal
set out in the Learning Objective
adding relevance and necessity to
the lesson.
• Is a map to guide you
170
Learning Objectives – Cont’d
• It forces you to prepare because it
requires you to think about what and
how you are going to teach.
• It is documentation of what was
taught.
• It can be shared with others who
may need to teach the material.
171
Learning Objectives – Cont’d
• It will not omit important
facts or material or forget
important instructional material.
• It can be used to obtain
feedback from others without
actually teaching the lesson.
172
UNIT SEVEN
PREPARING A LESSON PLAN
• Lesson Plans
• Lesson Plan Construction
• Structure
Learning Objectives – Cont’d
• Lesson plans are important to
the organization and presentation
of the material to be taught.
• A lesson plan is a document that
sets forth specific information
the instructor is to teach and the
student is to learn.
174
QUESTIONS
Have you attended a training course
where the instructor seemed
unorganized?
• Was there something missing from
the presentation?
• Was the instructor hard to follow?
 Learning objectives were not covered.
 Examination failure rate was high.
QUESTIONS – Cont’d
• If so, the instructor did not have a
lesson plan or had a poorly developed
lesson plan.
• A lesson plan is a critical part of any
effective training program.
Learning Objectives – Cont’d
• When correctly written, the lesson
plan will have all the information
the instructor needs to conduct a
quality training program.
 It will contain details about students.
It will list supplies and materials
needed to conduct the training.
Most importantly, it will contain lesson
content.
Learning Objectives – Cont’d
A.The lesson plan sets forth the
objective the student is to obtain
B.The lesson plan sets forth the
content the student will learn
C.The lesson plan sets forth the
means or methods by which the
student will achieve the objectives
and learn the content of the course.
178
Preparing a Lesson Plan
The purpose of the lesson plan is
to allow the instructor to design
and develop the course:
1. It forces the instructor to “THINK”
2. It helps guide the instructor to
the presentation of the course
content and key points
179
The purpose of the lesson plan is to allow the
instructor to design and develop the course:
Continued
3. It ensures that the students receive
the information that need to meet
the learning objectives of the
training course
4. It ensures the instructor plans the
lesson in advance
180
The purpose of the lesson plan is to allow the
instructor to design and develop the course:
Continued
5. A well developed lesson plan
makes it easier for another
instructor to present the course
6. It documents the classroom
activities and materials taught for
legal purposes
Preparing a Lesson Plan
• There are various things the
instructor must do in preparing a Lesson Plan:
A.Review the task analysis and
needs assessment
B.Begin to develop learning
objectives for the lesson to be
taught
C.Identify resource information
on the lesson topic
182
Preparing a Lesson Plan – Cont’d
• A properly prepared lesson plan has many
components – each serves a specific purpose:
Course title –
Lesson title –
Instructor (s) –
Prepared by –
Date –
Time allowed Target population –
Number of students 183
Preparing a Lesson Plan – Cont’d
Space requirements –
Performance objectives –
Evaluation procedure –
Method / Techniques –
Training material –
Equipment and supplies –
Student materials –
References –
Presentation guide –
Notes to trainers –
184
Preparing a Lesson Plan – Cont’d
• There are five general stages in
the development of a lesson plan:
1. Introduction
2.
3.
4.
5.
Presentation
Application
Summary
Evaluation
Introduction
Presentation
Application
Evaluation
Summary
185
Preparing a Lesson Plan – Cont’d
• The various stages may
overlap.
• The instructor should design the
lesson so that activities occur
throughout the course
186
Introduction Stage
• Introduction Stage: How will the
lesson be introduced to the student?
Grabs the attention of the
student for the course material
Prepares the student for the
lesson material and puts
them at ease
187
Explains the lesson material and
its importance to the student.


It helps motivate the student
and creates an interest in the
course.
It identifies and explains the
learning objectives to the
student in order that they know
what will be expected.
Introduction Stage – Cont’d
The introduction sets the tone
for the class and the lesson.
It ties the lesson topic to the
participant and their on-the-job
tasks and performance.
PRESENTATION STAGE
The Presentation Stage:
knowledge of adult learning theories should
be incorporated into the lesson plan.
HERE’s…..
GEORGE!
Presentation Stage
Explains, demonstrates, and
instructs the student one step
at a time. Use simple
language.
Avoid using too much
information at one time.
Don’t do all the talking. Get
the students to participate.
191
Presentation Stage – Cont’d
Have students tell “how” and
“why.”
Follow organized topics
that are knowledge or
information based.
Set a high, but achievable
standard.
192
Presentation Stage – Cont’d
Gives reasons or examples for
using methods or
procedures
Stress the main points of the
lessons & allow feedback
Give feedback to students
193
Presentation Stage
The Presentation Stage
Cont’d:
 Transfer of knowledge takes
place at this stage
 Remember – lecture is
least effective
Several ways that assist in
developing the presentation:
194
1. Activities and Test Questions
2. Gather information and
conduct research on the topic
3. Develop the learning
objectives for the course
4. Generate the topic headings
that will be used in the delivery
195
Presentation Stage – Cont’d
5. Prepare the course outline
and topic sentences
6. Review the course outline for
logical sequence, timing,
possible student activities and
test questions
Develop the full lesson plan and try
PREPARE – PREPARE - PREPARE
it out
196
Presentation Stage – Cont’d
7. Submit for management
review & approval (as
necessary)
8. Rework as necessary (Update - Revise)
197
Application Stage
• The Application Stage: students
are given a chance to use the
information they have been given.
1. Encourage the student to ask
questions
2. Develop activities that allow
the student to apply the
information learned in a safe
environment
198
Application Stage – Cont’d
3. Correct errors and omissions
as the student makes them
4. Have the students tell you
“how” and “why,” stressing the
main points
5. Give the students feedback and
check progress frequently
199
Application Stage – Cont’d
6. Continue application stage until
you are certain the students
understand the information
7. This stage can occur at the end
of the lesson or throughout the
lesson at appropriate times
200
Summary Stage
1. Flexible Timing
2. Review Learning Objectives
3. Review & Summarize main
points
4. Participant summarization
5. No new material do not re-each
6. End with motivating statement
Evaluation Stage
• The Evaluation Stage: how will the
students’ performance be judged?
Gives feedback to the student
in the form of their performance
Puts students on their own to do
the job or apply the information
through written or performance
tests
202
Evaluation Stage – Cont’d
Consider evaluating students
on their participation in
course activities
203
NOTE
The introduction stage will always
come at the beginning of the lesson.
The summary stage will always come
at near the end of the lesson. The
presentation, application, and evaluation
stages can happen at any time during
the lesson.
• The various stages may overlap.
• The instructor should design the lesson
so that activities occur throughout the
course.
Lesson Plan Formats
• There are four major types of lesson
plan formats:
1. Outline
2. Sentence Outline
3. Narrative Outline
4. Narrative
205
Lesson Plan Formats – Cont’d
• When deciding on the format to be
used, the instructor should consider
these factors:
The instructor’s experience
level
The instructor’s knowledge
of the subject matter
206
Lesson Plan Formats – Cont’d
The instructor’s experience
level and knowledge of the
subject helps determine the type
of format used
Outline and Sentence Outlines
are suitable for experienced
instructors who are knowledgeable
in the subject to be taught
207
Lesson Plan Formats – Cont’d
Narrative Outline and
Narrative are for inexperienced
instructors or instructors
who are not
knowledgeable of the
subject matter
208
Lesson Plan Formats – Cont’d
• The Outline Format uses key words of
the information to be presented and
follows an outline format.
Example:
Explaining what stress is…
A. Personal perception of stress
B. What stress means
C. The stress response
D. Positive and negative stress
209
The Sentence Outline uses sentences around the
key word and follows an outline format:
1. Explaining what stress is.
Example
A. Personal perception of stress
B. What stress means: few people define
the concept of stress in exactly the
same way
C. The stress response: everything that
lives, responds to stimuli
D. Positive and Negative Stress
a)Positive stress …..
210
The Narrative Outline Format
• The Narrative Outline Format:
A. Has more detail (Like a
script)
B.Includes a paragraph around the
‘key’ words
C.Continues to follow the outline
format
211
Class Exercise
What is Stress….. write out your
definition.
As we can see from the class
exercise, few people define stress
in exactly the same way.
Stress response: Everything that
lives responds to stimuli.
212
Narrative Format
• The Narrative Format:
A.The narrative format is written in
complete detail
B.It is more like a script than an
outline
213
Example
C. The Stress response.
Everything that lives responds to
stimuli. Plants respond to sunlight
by growing in that direction.
A dog responds to its owner’s
voice or scent by waging its tail
and perhaps barking.
214
Example
Similarly, people respond to carious
stimuli.
One important group of stimuli to
which they respond is stressors.
A performance review, an angry
offender, and a disagreement with a
family member are all stimuli or
stressors to which we respond.
215
Preparing a Lesson Plan – Cont’d
Four types of sequencing structures are
used in preparing a lesson plan.
A.It is important that information in the lesson
plan be properly sequenced
Includes
Words and Grammar
B.Improper sequencing can lead to
confusion for the student and the instructor
C.Improper sequencing can also hinder the
instructor’s ability to evaluate the student’s
performance
216
Preparing a Lesson Plan
Sequencing Structures
1. Simple to Complex
A. Requires basic course
content be provided before
moving on
B. Used when simple tasks
must be learned before
moving on
217
2.General to specific.
A. when a general framework must be
provided before specific information
can be related to the topic.
B. understanding of the basic concepts
of the lesson without having to
memorize a number of specific items.
C. arranges content from general
concepts to specific skills, tasks, or
meanings.
3. Concrete to Abstract
A. Concrete experiences are those
Bump
knee
on
chair
daily events
Letter from Family
B. Those events cause pain, joy,
anger Caused by abstract event
Can not touch or see them
Expression generated event
C. Instructor must provide
concrete experiences before
student can apply to abstract
concept.
219
Preparing a Lesson Plan
Sequencing Structures – Cont’d
4. Chronological
1.Shows how one event
relates to another
2.This is useful to teaching
step-by-step in a
procedure
220
Preparing a Lesson Plan
Sequencing Structures – Cont’d
The type of Sequence use is
based upon the content of the
lesson to be taught.
All lesson plans should
follow one of the sequencing
approaches:
221
A.The instructor should think
about learning objectives of the
course when selecting the
sequence approach
B.The instructor should select a
sequence approach that will
be the most effective in
presenting the learning
objectives to the student.
222
Preparing a Lesson Plan –
Cont’d
• The lesson plan is the foundation
for ensuring a successful training
experience for the student and
instructor
223
Preparing a Lesson Plan –
Cont’d
A.The lesson plan can be written in a
variety of formats and organized in
different ways.
B.The lesson plan must be developed
and written according to generally
accepted principles.
C.Properly constructed lesson plans
ensure a successful training
experience.
224
UNIT EIGHT
• obtain a working knowledge of the
basic methods of instruction
• AND
• factors to consider when choosing
the appropriate instructional
method.
Methods of Instruction
• Each method of instruction has
advantages & disadvantages.
Most useful to combine methods as
appropriate.
226
Methods of Instruction – Cont’d
Instructor led
1. Most commonly used
2. Instructor is sole disseminator of
information
3. Instructor presents segments of
information, questions students
frequently and provides periodic
summaries of points
227
Methods of Instruction – Cont’d
Lecture
NOT RECOMMENDED
1.Instructor is sole
disseminator of information
2.Interaction with student is
usually very limited
228
Methods of Instruction – Cont’d
Demonstration
1.The student observes while the
instructor shows how to do a
procedure or technique
2.This method shows how to do
something or how something works
229
Methods of Instruction – Cont’d
Practical Exercise
1.Students participate individually or
in groups
2.Application of previously learned
knowledge
230
Methods of Instruction – Cont’d
Practice
Students alone
or in a group
repeatedly
perform
previously
learned
procedures
Methods of Instruction – Cont’d
Team Practice
Students perform as a member of a
group to find a team solution to a
problem.
232
Methods of Instruction – Cont’d
• Role Play
1.Learning by doing
2.Assume the role of others / or
actual actors
Methods of Instruction – Cont’d
Independent
1.Work on solution or skills alone
2.Asking instructor for direction or
questions
234
Methods of Instruction – Cont’d
Discussion
1.Usually used in combination
with other methods
Methods of Instruction – Cont’d
• Additional Methods and Devices
1. Apprenticeship (Intern –
journeyman)
2. Correspondence / On-line courses
3. Directed individual study
4. Brainstorming
5. Panel
236
Additional Methods and Devices – Cont’d
6. PowerPoint
7. Video /DVD
8. Flip chart
9. Overhead projector / Elmo
237
Methods of Instruction – Cont’d
• The key to improving our instruction is to
know what methods of instruction to
use and when.
1. Pertinence (Germane)
2. Effectiveness
3. Familiarity with the method
4. Time and physical activities
5. Cost
238
LEARNING PYRAMID
Learning Pyramid Model
Lecture
Average student
retention
rates
10%
20%
30%
50%
75%
90%
Reading
Audio Visual
Demonstration
Discussion
Practice Doing
Teach Others
Source: National Training Laboratories
239
Methods of Instruction – Cont’d
• The key to improving our instruction is to
know what methods of instruction to use
and when. (cont’d)
6. Size of group
7. Type of training
8. Attitudes of participants
9. Participant motivation
10. Your personality
240
Methods of Instruction – Cont’d
• Techniques used to reinforce learning
1. Question and answer
2. Illustration
3. Practice and drill
4. Role playing
5. Conference
241
UNIT NINE
• working knowledge techniques of
developing tests and evaluations.
• differentiate between objective and
subjective testing.
• basic considerations when writing a
test question and
• apply the learning objectives to
testing.
Testing and Evaluation
• In an instructional setting there are two
purposes for evaluation
1. To appraise instructor
performance
2. To assess student performance
243
Testing and Evaluation – Cont’d
The reasons we should appraise the
performance of an instructor:
1.To improve the quality
of instruction
2.To validate quality instruction
3.To identify less than quality
instruction
244
Testing and Evaluation – Cont’d
• Reasons for assessing student
performance include:
A. To determine mastery. Reinforce
learning by providing feedback .
B. To measure students’
understanding of material. Are
students learning what you expect them
to learn? Identify TRAINING Weaknesses
245
Reasons for assessing student
performance Cont’d
C. To motivate students and structure
their academic efforts.
1) Knowing that their knowledge and/or skills
will be assessed in some manner will
inspire some students to learn more
effectively
2) Discovering exactly what they know and do
not know will help them to decide what
they have to concentrate efforts on
246
Reasons for assessing student
performance Cont’d
D. To satisfy instructional or TCOLE
accreditation criteria.
247
Testing and Evaluation – Cont’d
• Testing and evaluations are devices of
several different kinds that determine
the amount and quality of learning that
has taken place during a block of
instruction.
• Tests evaluate whether the student has
learning the information.
• Tests do not evaluate that learning has
actually changed behavior or attitudes.
248
Testing and Evaluation – Cont’d
• Differentiating between subjective testing
and objective testing.
 An objective test asks the
students to recall and understand
the material
 A subjective test is one that the
answers are subject to the
evaluation of the grader
249
Objective testing:
1.recall specific facts information
evaluated based upon a
predetermined set of responses.
2. impartial evaluation as well as a
quicker method for the reporting of
test scores
3.highly reliable tests scores must
be obtained efficiently
250
Testing and Evaluation – Cont’d
Objective testing - Continued:
4. Types of objective tests include:
a) Short answer
b) True / false
c) Matching
d) Multiple choice
e) Fill-in-the-blank
251
Testing and Evaluation – Cont’d
Subjective Testing:
1. The grader (evaluator) decides if
the answer approximates the
specific answer sought.
2. May have several different
‘correct’ answers
252
Testing and Evaluation – Cont’d
Subjective Testing - Continued:
3. Requires employment of different
cognitive levels in formulating the
answer;
a) Written communication
skills
b) Original answers
c) Exploration of the student’s
attitude vs. information recall
253
Testing and Evaluation – Cont’d
Subjective Testing - Continued:
4. An example of a subjective
test would be an ‘essay’
test
Harder to grade
Takes long-time to grade
254
Testing and Evaluation – Cont’d
True or False Tests
1. This test is composed of
complete statements which
the student then identifies as
either true or false
2. They cover more material in a
shorter length of time and
are easy to construct and score
255
True or False Tests - Continued
3.They do concentrate on rote
memory and presume an answer is
absolutely true or absolutely false
Test items must be statements
that are absolutely true or
false without qualification or
exception!
256
True or False Test – Cont’d
Avoid negatively stated
items and all double
negatives
Avoid complex sentence
structure. Each item should
test the student on only one
point
257
True or False Test – Cont’d
 Avoid the use of specific
determiners. Words like only,
all, none, always, never, etc.
generally indicate the item is
false. Words like could, might,
can, may and generally,
usually indicate the items is
false
258
EXAMPLE TRUE-FALSE
TEST
1. Vicarious Liability does not result
from failure to properly research
topic resulting in faulty, incorrect
or incomplete information.
(Select the letter a. or b.)
A.TRUE
FALSE
B.FALSE
Multiple – Choice Tests
• Test composed of stems and
alternatives (distractors)
• The stem is an incomplete
statement or question
• The student reads the stem and
selects the correct response from
a list of several alternatives
(distractors)
260
Multiple Choice Test – Cont’d
• The most frequently used multiplechoice test is a stem with one
correct item and three distractors
• This test can be written on many
cognitive levels but it is time
consuming to write as well as difficult
finding one correct answer
• Scoring is simple
261
Multiple – Choice Tests - Scoring:
1.Test on one specific point in
each item
2.Use concise wording in all
components of the test item.
Note: Whenever it will not cause
confusion, it is advisable to include in
the stem any words which would
otherwise be repeated in each
alternative.
262
Multiple – Choice Tests Scoring: - Continued
3. Avoid words which might
prevent grammatically
correct linkage with any
response.
4. Exercise caution in the use of
“All the above” or “None of
the above” answers. Incorrect
use could make response incorrect
263
Multiple – Choice Tests Scoring: - Continued
5. All alternatives should be
plausible alternatives. The
‘guess factors’ improves with the
number of alternatives which are
not plausible, therefore each
alternative should be attractive to
the student.
6. Randomly arrange the correct
response among the alternatives.
264
EXAMPLE MULTIPLE
CHOICE QUESTION
7. Which of the following is not an act
or process by which one learns.
(Select letter for correct answer)
A.Knowledge
B.Personality
PERSONALITY
C.Attitudes
D.Skills and/or behavior
Completion Item Tests (Appropriate
for both Fill-in-the-Blank and Short
Answer tests).
1.Require rote memory to recall
the exact word or phrase missing
from a sentence – but reduces
‘guess’ factor
2.Frequently used in classroom
setting because of ease to
construct
266
Testing and Evaluation – Cont’d
3. However often difficult to score and
may be problematic if the instructor
fails to allow for all possible
alternatives
a) Word items carefully
b)Limit the number of blanks
required
c) Use a direct question or incomplete
statement with blank near the end
267
Testing and Evaluation – Cont’d
4. Use Fill-In-Blank (FIB) items
only when the student’s ability
to provide the word for the
Essential
blank is ____________
268
EXAMPLE FILL IN THE
BLANK QUESTION
8.Learning is a process of
discovery
_____________.
Testing and Evaluation – Cont’d
Matching:
1. Involves a list of statements
in the left and a list of
responses on the right.
2. May test on a lot of factual
information quickly and
reduce guessing at the same
time.
270
Matching – Cont’d
3. Items usually independent
which can lead to more than one
error at a time
a)Each of the matches should be
a logical response to the
statement
b)Each matching exercise should
be focused on a single area of
examination
271
Matching – Cont’d
c. Each of the matches should
be a logical response to the
statement
d. Suggested use of 10-15
answers but at least 5
distractors
272
EXAMPLE MATCHING
TEST QUESTION
What are the five (5)
General Stages in lesson
plan development
Introduction
1. _____________
2. Presentation
_____________
3. Application
_____________
4. Summary
______________
5. Evaluation
_______________
Select answers from the
following list:
• Administrative
requirements
• Evaluation
• Sources
• Questions
• Presentation
• Application
• Summary
• Instructor BIO
Essay/Short Answer:
A.Allows the instructor to judge
student’s ability to organize,
integrate, interpret and
communicate in their own words
B.Students study more
efficiently for essay tests
C.Students concentrate on
broader issues
274
Essay/Short Answers – Cont’d
D. General concepts and their
interrelationships result ion better
student performance on any test format
1) Due to limited questions posed,
content validity may be low
2) Reliability of essay tests is
compromised by subjectivity &
inconsistency in grading (bias?)
275
Essay/Short Answers – Cont’d
D. General concepts – Continued:
3) Essays give instructor the
opportunity to comment on
student’s progress, quality of
thinking, depth of
understanding, and viewed
difficulties.
276
EXAMPLE SHORT ESSAY
QUESTION
• Participant will explain the five (5)
levels in sequential order of the
“Use of Force” continuum:
EXAMPLE SHORT ESSAY
The five (5) levels of the “Use of Force: continuum
in sequential order are: 1) Command Presence; 2)
Verbal Commands; 3) Physical Contact; 4) Impact
weapons such an ASP; and 5) Deadly Force. Use of
your pistol to protect yourself and others.
Performance Tests:
A. Ask students to demonstrate
proficiency in a predetermined
task or situation
B. Can be administered individually
or in a group as appropriate
279
Performance Test – Cont’d
C. Is processed-oriented versus
content-oriented and tends to be
difficult to set up and difficult to score
1) State the problem or
situation to be demonstrated
in clear, concise terms.
Conditions should mirror real-life
situations
280
Performance Test – Cont’d
2) Specify the criteria that will be
used for rating or scoring and
level of accuracy expected
3) Give the student a chance to
perform the task more than once
(guided practice) or perform
several task samples
281
EXAMPLE of a
PERFORMANCE QUESTION
• Student (Participant) will properly
demonstrate disassembly of the Glock
40-caliber semi-automatic pistol.
 Step I: Clear the weapon.
 Step 2:
 Step 3
 Step 4:
 Step 5:
Testing and Evaluation –
Cont’d
• General suggestions for constructing
a test question
Devote adequate time to
preparation of test items
Closely examine each point of
the objective and devise an
appropriate item to measure it
283
General Suggestions for
Constructing Test Questions –
Cont’d
More time spent in test item
construction will save time when the
test is administered and will provide
more reliable information whether
the student learned what was
expected
Do not use ‘trick’ questions
Do not use ‘throw-away questions’
284
General Suggestions for Constructing Test
Questions – Cont’d
Remember: just because YOU
understand the question does not
means the person taking the
examination understands it the
same
Remember: the purpose of the test
is to measure the student’s
knowledge of the course objectives.
It should test no more and no less!
285
Four Basic Considerations When
Developing Tests
1.Relevance; must logically relate to
course objectives
2.Reliability: consistency and
accuracy
3.Validity: the interpretation of the
results are appropriate for making
decisions about achievement
286
Four Basic Considerations When
Developing Test – Cont’d
4. Balance: test covers main
ideas and important concepts in
proportion to emphasis they
received in class presentation.
287
Testing and Evaluation – Cont’d
• Correlations between Learning
Objectives and constructing test
questions.
Ideally a variety of cognitive
levels are represented in the
objectives
288
Correlation Between Learning
Objectives & Test Questions –
Cont’d
With test questions pulled from the
objectives, your test questions will
also address a variety of cognitive
levels
Bloom’s Taxonomy will assist in
addressing the cognitive levels and
how they relate to writing test
questions.
289
Testing and Evaluation – Cont’d
KNOWLEDGE:
Test of memory, recall
facts, details and
concepts
1. Knowledge questions
can be identified by
key verbs such as:
identify, define, list,
and name.
2. Example: “List the
four part of an
objective.”
290
Testing and Evaluation – Cont’d
COMPREHENSION:
1. Tests understanding of
facts and ideas
2. Asking students to explain in their own words
3. Comprehension
questions can be
identified with key words
such as; convert,
explain, and summarize
4. Ex: “Restate in your
own words the definition
of an objective.”
Understanding the purpose or
meaning of something.
291
Testing and Evaluation – Cont’d
APPLICATION:
Use of concepts to solve a
problem
1. Tests ability to use
information learned in
new, concrete
situations
2. Asks students to solve
a problem
3. Application questions
can be identified with
key verbs such as
compute, determine,
and solve
4. Example: “Demonstrate how to write an
objective.”
292
Testing and Evaluation – Cont’d
ANALYSIS:
1. Breaking down large
pieces of information in
order to examine the
structure and
interrelationships among
the component parts.
2. Analysis questions can
be identified by key
verbs such as; analyze,
differentiate and relate.
Taking Something Apart
3. Example: “Differentiate between a goal and an
objective.”
293
Testing and Evaluation – Cont’d
SYNTHESIS:
1. Tests ability to
assemble and put
together what was
learned
2. Synthesis questions
can be identified by
key words such as
design, devise,
formulate, and plan
3. Example: “Construct
a lesson plan.”
Combining various elements or
parts into a structured whole
294
Testing and Evaluation – Cont’d
EVALUATION:
Understanding all the details to
make a judgment decision
based upon reasoning
1. Tests ability to judge the
value of material for a
given purpose
2. Ask students to measure
the value of information
presented
3. Evaluation questions can
be identified by key
verbs, such as; compare,
critique, evaluate, and
judge.
4. Example: “Teach and evaluate a two-hour block of
instruction.”
295
UNIT TEN
• obtain a working knowledge of
the development and use of
instructional media
• in order to make the most
effective presentation.
“Instructional media” is any
material or graphic, photographic,
electronic or mechanical aids that
assists the instructor in presenting his
or her subject.
• Instructional media makes the
subject matter more
understandable.
• Instructional media helps the
student learn more effectively.
297
Reasons for using
Instructional Media:
Students learn more effectively
and quickly
Students use more of their five
senses
Easier for the student to
comprehend
298
Reasons for using
Instructional Media – Cont’d:
Students retain materials longer
Clarifies the written or spoken
word
Emphasis is added to points
instructor is making
Reasons for using Instructional Media –
Cont’d:
Provides uniformity of learning by
description or means of
demonstration
Develops continuity of thought
Assist the instructor in class
management
Understanding of oral presentation
Effective Instructional Media should
be:
Appropriate for the subject and
teaching points
Able to be seen by the whole
class
Recommend minimum of 32 Font
Highly recommended size 40 Font
Neat, understandable and
accurate
301
Effective Instructional Media should
be: - Continued
Simple to comprehend and
include only specific points
that do not confuse the student
Easy to use by the instructor
Portable and durable
Effective Instructional Media should
be: - Cont’d
Instructional Media should
enhance both the delivery of the
subject matter and the
understanding of the learner.
303
Instructional Media – Cont’d
• Overhead
Projector and
Transparencies
• Flip Charts and
Easel
304
Instructional Media – Cont’d
• Video and
Monitor
• Marker Boards
(Dry Erase)
305
Instructional Media – Cont’d
• Video (DVD)
Recorder and
Player
• Handout Material
306
Instructional Media – Cont’d
• Computer with
PowerPoint
software
• LCD Projector
Unit
307
Instructional Media – Cont’d
• Video visualizer
(ELMO)
• Dazzle or
Moviemaker
308
Overhead projectors &
transparencies
A. Advantages
1. Can be used in a lighted room
2. Allows instructor to see
transparency and still face the
group
3. Can be written on
4. Can be pre-prepared
Overhead projectors &
transparencies
B. Disadvantages
1. Cost expensive
2. Requires instructor to remain in
one place
3. Can be distracting
Chalk or Marker & Boards
A. Advantages
1. Inexpensive
2. Easy to Up-date
3. Permits spontaneity
4. Versatile
B. Disadvantages
1. Once erased it’s gone.
2. Takes time for copying
Flip Charts
A. Advantages
1. Portable
2. Inexpensive
B. Disadvantages
1. Not reusable.
2. Visibility
• Summary Advantages and
Disadvantages . Check for:
• Availability,
• portability,
• visibility,
• re-usability,
• expense,
• versatility,
• distracting, anchors instructor to
place,
Instructional Media – Cont’d
• As a filler for class time
• Do not use when it is not
relevant to the topic and serves
no learning purpose
• Do not use when it is unclear,
misleading and not
understandable.
314
UNIT ELEVEN
TRAINING LIABILITY
• City of CANTON VS. HARRIS
• Munger vs. City of Glasgow
• Walker vs. City of New
York
• Perrin vs. Gentner
Training Liability
• Failure to Train is established
where:
• The agency fails to train an officer
in a subject where there is an
“obvious need” for training. (i.e.
firearms and deadly force)
316
Training Liability – Cont’d
• Failure to Train is established where:
• The agency is aware, or should be
aware of a pattern of conduct by
officers, which evidences the need
for training or better training to
avoid constitutional violations and
the agency fails to take action on
the need.
317
Training Liability – Cont’d
• City of Canton v. Harris 489 U.S.
378 (1989)
An agency that fails to train officers for
recurring tasks that law enforcement
officers face, may be liable for failing to
train the officers, where the lack of
training or poor training foreseeably
leads to a constitutional violation
318
Training Liability – Cont’d
Munger v. City of Glasgow, 227 F. 3d
1082 (9th Cir. 2000)
It is not enough for an agency to
merely have a policy that governs officer
actions, the agency must train the officers
on the policy to effectively avoid liability.
319
Training Liability – Cont’d
Walker v. City of New York, 974 F. 2d
293 (2nd Cir. 1992)
If the conduct of an officer is such
that a common person would know the
right response without training, the agency
would not be required to conduct training
on the matter. (i.e. an agency does not
have to train officers not to commit
perjury).
320
Training Liability – Cont’d
Perrin v, Gentner, 177 F. Supp. 2d
1115 (D. Nevada 2001)
An agency may be liable for the
conduct of an officer when the
agency fails to adequately guard
against constitutional injuries
through training and supervision.
321
Training Liability – Cont’d
Perrin v, Gentner, 177 F. Supp. 2d
1115 (D. Nevada 2001)
“ A law enforcement agency’s policy
may be inferred from widespread
practices or evidence of repeated
constitutional violations for which the
errant municipal officers were not
discharged or reprimanded.”
322
UNIT TWELVE
FINAL WRITTEN TEST
• You have 25 question test.
• Once you have completed your
test, turn your test upside down
and take a break.
• We will grade the test as a class.
• Reminder: You must score 70% or
higher to pass this course
UNIT THIRTEEN
• demonstrate the basic knowledge
and skills required to effectively
instruct a lesson.
• Each student will prepare a lesson
plan and instruct a lesson using the
five phases of instruction in not less
than 10 minutes or more than 15
minutes.
UNIT FOURTEEN
• Demonstrate the basic knowledge
and skills required to effectively
instruct a lesson.
• Each student will prepare a lesson
plan and instruct a lesson using the
five phases of instruction in not less
than 25 minutes or more than 30
minutes.
QUESTIONS….
326
ADMINISTRATIVE
• Make sure you completed BCCO
PCT#4 Participant Registration form.
• Make sure you signed the TCLEOSE
Report of Training Roster.
• You must complete course evaluation
and turn it in prior to taking final test.
• Any QUESTIONS?
327
Participant Presentations
• Each participant will present his/her
presentation.
• Each presentation will be evaluated by
course instructors. Participant must
receive 3 or higher in all areas to complete
requirements.
• Participants will also receive a peer review
• GRADUATION