BCCO PCT #4 PowerPoint Texas Commission On Law Enforcement ADVANCED INSTRUCTOR COURSE # 1017 Hosted by Constable Robert M. BLOUNT PCT #4

Saturday, :Saturday, : 8:00am- 5:00pm Course overview and Student Introductions, The Teaching-Learning Process, the Domains of Learning, Factors Affecting Learning. Sunday, :Sunday, : 8:00am – 5:00pm Phases of Teaching- Learning, Methods of Instruction, Learning Objectives, Preparing a Lesson Plan, Impromptu Presentation Friday, (Participant Prep-Day):Friday, (Participant Prep-Day): 8:00am – 6:00pm Student Development Saturday, :Saturday, : 8:00am – 5:00pm Student Final Written Test & Presentations I Sunday, :Sunday, : 8:00am – 5:00pm Student Presentations II Course Schedule

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 2012 T.C.L.E.O.S.E. Professional Achievement Award Certified Crime Prevention Specialist (C.C.P.S.) TCLEOSE Basic Instructor Certificate 1984 TCLEOSE Master Peace Officer 1991 MP Special Operations Operator Counter-Terrorism 1988 Graduate Drug Enforcement Administration Academy years Law Enforcement Experience 39-Years Teaching & Instructor Experience About Your Instructor Course Facilitator - Mentor

ADMINISTRATIVE Each course participant must: √ Sign TCOLE Training Roster, include your PID#, Full Name and Date of Birth. √ Complete Bexar County Constable Office PCT# 4 Participant Registration Form. √ No cell phone during class all must be turned-off, you are hear to learn. √ Be on Time (start of class, after each break and/or lunch) √ Must complete and submit all Unit Nine requirements.

COURSE OVERVIEW and Learning Objectives Texas Commission On Law Enforcement ADVANCED INSTRUCTOR COURSE # 1017

UNIT ONE 1.0 UNDERSTANDING GENERATIONAL GAPS 1.1LEARNING OBJECTIVE: Name the characteristics common to each of the four generational stages. 1.2LEARNING OBJECTIVE: Verbalize the commonalities and differences between the four generations and how they can be utilized in the training process.

1.3LEARNING OBJECTIVE: Identify and evaluate instructional methods and techniques to utilize strengths of generational groups.

UNIT TWO 2.0PERCEPTION: the student will learn the definition of Perception, factors that affect a person perception, how perception and cognitive learning influence each other, and how social environment affects perception 2.1 LEARNING OBJECTIVE: The student will be able to define Perception

2.2LEARNING OBJECTIVE: The student will be able to list the factors that affect perception. 2.3 LEARNING OBJECTIVE: The student will be able to discuss how perception and cognitive learning influence each other. 2.4 LEARNING OBJECTIVE: The student will be able to discuss how social environment determines perception

UNIT THREE 3.0TASK ANALYSIS student will learn the definition of task analysis, the procedure used to identify performance requirements of a task, and the terms associated with task analysis. The student will be able to perform a task analysis for a specific job function 3.1 LEARNING OBJECTIVE: The student will be able to define Task Analysis.

3.2LEARNING OBJECTIVE:The student will be able to list the terms associated with task analysis and define their relationship task analysis. 3.3LEARNING OBJECTIVE: The student will be able to complete a task analysis.

UNIT FOUR 4.0NEED ASSESSMENT: the student will the definition of need assessment. The student will be able to list the steps involved in a need assessment. The student will learn to use the Mage –Pipes model in need assessment. 4.1LEARNING OBJECTIVE: The student will be able to define Needs Assessment.

4.2LEARNING OBJECTIVE: The student will be able to list the six steps in conducting needs assessments. 4.3LEARNING OBJECTIVE: The student will be able to use the Mager and Pipe’s model chart to determine the amount and type of training needed. 4.4 LEARNING OBJECTIVE: The student will be able to summarize the importance of conducting a need assessment before developing a training program.

UNIT FIVE 5.0STAGE FRIGHT: the student will be able to discuss the symptoms and cause of stage fright, and list ways to reduce stage fright LEARNING OBJECTIVE – List the symptoms of stage fright. 5.2 LEARNING OBJECTIVE – List the causes of stage fright. 5.3LEARNING OBJECTIVE – List ways to reduce or overcome stage fright.

UNIT SIX 6.0 STUDENT BEHAVIORS: the student will learn to recognize the types of student behaviors and list criteria for solving unwanted behavior. 6.1 LEARNING OBJECTIVE – Identify the types of student behaviors. 6.2LEARNING OBJECTIVE – List criteria for solving unwanted student behavior.

UNIT SEVEN 7.0 PERSPECTIVES ON LEARNING, TEACHING AND TECHNOLOGY: the student will be introduced to Blooms’ Taxonomy and its history. Also included will be revisions in terminology, structure and emphasis that have occurred over the past few years. 7.1 LEARNING OBJECTIVE: The student will be able to define and describe Bloom’s Taxonomy.

7.2 LEARNING OBJECTIVE: The student will be able to describe the changes made to Bloom’s Taxonomy during revisions done in the 1990s. 7.3LEARNING OBJECTIVE: The student will be able to list reasons why Bloom’s Taxonomy is important and effective to use in classroom instruction.

UNIT EIGHT 8.0MULTIMEDIA DEVELOPMENT AND DELIVERY: the student will learn to recognize the types and uses of multimedia. 8.1LEARNING OBJECTIVE: The student will be able to define the term, “multimedia”. 8.2LEARNING OBJECTIVE: The student will be able to state at least three (3) reasons for using Multimedia.

8.3LEARNING OBJECTIVE: The student will be able to list at least three (3) characteristics of effective multimedia. 8.4LEARNING OBJECTIVE: The student will be able to identify types of multimedia and equipment. 8.5LEARNING OBJECTIVE: Student will able to demonstrate proficiency in setting up and operating multimedia sources.

8.6Student will be able to discuss information to be included in power point presentation 8.7Student will be able to load a video into a power point presentation

UNIT NINE 45 minute presentation 9.0 PRESENTATION: Each student will create a lesson plan and presentation for a 45 minute presentation of a criminal justice related topic using 2 or more electronic multimedia sources. The student will then make a 45 minute presentation of the material to his or her classmates. 9.1LEARNING OBJECTIVE: Student will create a course file that meets the guidelines outlined by The Commission On Law Enforcement (TCOLE)

Presentation Must Include: Power Point Movies (timed clips, hyperlinks, videos) not to exceed 5 minutes of the overall presentation. Audio (songs, recordings) Pictures (digital, animated) Other (electronic simulation systems)

Complete Lesson Plan (including Power Point, references, and sources) Course Objectives for students Pre-Test with Answer Key Post-Test with Answer Key Participant Handouts Instructor Resume Presentation Must Include:

Maintaining TCOLE Training Records For every lesson/class/delivery law enforcement agency should maintain a training file which consist of: 1.Lesson Plan 2.Agenda or Course/Lesson overview 3.TCOLE Training Roster 4.Registration Forms

5.Copy of all participant handouts 6.Copy of Pre and/or Post Test 7.Copy of Pre & Post Test Answer Keys 8.Instructor Critique and/or 9.Course Evaluation 10.Instructor BIO

All law enforcement agencies are subject to TCOLE inspection of Training Records

QUESTIONS