Basic Instructor Course TCOLE # Prepared by Deputy Chief George D. Little, BCCO PCT # HOSTED BY: Bexar County Sheriff’s Office Training Academy Texas Commission On Law Enforcement UNIT THREE & UNIT FOUR

3.0 domains or modes of learning 3.0 working knowledge of the three (3) domains or modes of learning and impact on the learning process their impact on the learning process. UNIT THREE

3.1.1 Define Cognitive Learning Cognitive Learning (Define) recall recognition of knowledge intellectual abilities skills Cognitive Learning (Define): deals with the recall or recognition of knowledge and the development of intellectual abilities and skills. 3

3.1 Cognitive Learning Examples : Intoxilyzer Algebraic Formulas, Forensic Science, History of Law Enforcement Gestalt theory described cognitive learning as the “click of understanding” or “insight”

3.2 Psychomotor skill Psychomotor skills kinesthetic learning body movementshand-eye coordination 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 in the learning process.

3.2.1 kinesthetic learning HANDS-ON TRAINING

3.2.2 Psychomotor Examples Word processing, firearms training, tactical training, weapons retention, crime scene diagramming.

Affective learning Affective learning deals with changes in interest,interest, attitudes,attitudes,. valuesvalues, and. the development of appreciations and adequate adjustment Affective Learning

3.3.1 The Domains of Learning Examples: 9 Ethics, Ethics, Criminology Criminology, Communications skills, Communications skills, role Police officer’s role in society, policing Community policing, such as   Crime prevention

3.3.2 The Affective Domain includes the following: A. Sensitivity A. Sensitivity to the human factor in the classroom (classroom climate) B. Human values C. Human relations D. Emotional conduct E. Interests F. Social attitudes G. Values

3.3.3 Affective Predispositions A. A. Likes and dislikes directed towards the topic/subject B. B. Likes and dislikes directed toward the instructor, including positive or negative preconceptions about that instructor C. C. Positive or negative preconceived notions about the subject

D. D. Circumstances surrounding presence in the class E. E. Awareness of hidden agenda of social and affective climate created by interaction between teacher and student (example: difference in rank between instructor and student) Affective Predispositions Continued

3.3.4 Language Language Language used in the classroom has an effect upon affect and personality attitude (language that reflects the instructor's attitude toward the students)

3.4 Examples 3.4 Examples of Topics More effective in Cognitive Mode Penal Code Code of Criminal Procedure

3.5 interrelationship among the three (3) modes of learning 3.5 interrelationship among the three (3) modes of learning. PRAXISPRAXIS Psychomotor Cognitive Affective

3.5.1 The Domains of Learning positive relationship The most effective learning takes place when there is a positive relationship between 16 cognitive domain cognitive domain and the affective domain affective domain.

17 content expertThe instructor is not only the content expert or specialist he/she must be acutely aware of the classroom climate, and take positive steps to always ensure that the entire environment is conducive to the learning process Modes of Learnin g CONTENT EXPERT

18 psychomotor then learning is reinforced and retainedWhen psychomotor activities are added – then learning is reinforced and retained Modes of Learning Intuitive responses Motor Memory Muscle Memory

UNIT FOUR

4.0 Factors Affecting Learning Knowledge Knowledge of the factors affecting learning. These factors include;. participant factorsparticipant factors instructor factors andinstructor factors and environmental factorsenvironmental factors.

4.1.1 Instructor Personal Qualities A. A. Personal appearance and hygiene B. B. Courtesy C. C. Self-control D. D. Tact E. E. Voice F. F. Enthusiasm G. G. Appreciation of subject

Communicative skills Communicative Skills A. A. Appropriate language B. B. Correct use of grammar Through out preparation

Instructors Need 4.1.3Knowledge of subject 4.1.4Thorough preparation 4.1.5Professionalism action 4.1.6Instructor/student interaction interaction

4.2 Physiological factors that affect the learning process Amount of sleep Diet and nutrition Health

4.3 Psychological Factors that affect learning process Stress level of student Emotional state of student Self-confidence Well being FINDING YOUR “ CHI ”

4.4 Experiential Factors Prior knowledge Prior training TRAIN – the TRAINER

4.5 Readiness Factors of Learner 4.5.1Prior learning 4.5.2Motivation 4.5.3Ability to concentrate 4.5.5Barriers

4.6 Environmental Factors that affect learning process 4.6.1Temperature 4.6.2Lighting 4.6.3Sound quality 4.6.4Instructional aids 4.6.5Distractions 4.6.6Room arrangemen 4.6.6Room arrangemen t

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