1. Basic Instructor Course TCOLE #1014 1 Prepared by Deputy Chief George D. Little, BCCO PCT #4 10-17-2014 HOSTED BY: Bexar County Constable Office PCT#4 Texas Commission On Law Enforcement UNIT FIVE & UNIT SIX

2. UNIT FIVE 5.0 four phases of the teaching- learning process 5.0 Obtain a working knowledge of the four phases of the teaching- learning process: 1.Preparation, 2.Presentation, 3.Application and 4.Evaluation.

3. Phases of the Teaching-Learning Process The Three Elements of the Preparation Phase I. I. Preparation of the Instructor A. Review the objectives of the entire learning activity Consultstudy B. Consult and study all reference material available 3 “I’m ready to teach, are you ready to learn?”

4. 5.1.1 Preparation of the Instructor – Continued: 4 C. Evaluate factors affecting instruction. These include: 1)Time available 2)Training conditions 3)Availability of assistant instructors 4)Equipment and facilities Rehearse D. Rehearse the lesson

5. 5.1.2 Phases of the Teaching- Learning Process 5.1.2 Phases of the Teaching- Learning Process The Three Elements of the Preparation Phase II. Preparation of the Participant A. Participant motivation B. Create a desire to learn C. Develop an understanding of the material D. Stimulate student appreciation of the material 5

6. 6 5.1.3 III. Preparation of the Classroom Environment A. Secure instructional media and facilities needed B. Check lesson plan and facilities prior to class Phases of the Teaching-Learning Process The Three Elements of the Preparation Phase

7. Phases of the Teaching-Learning Process The Three Elements of the Presentation Phase 5.2.1 Introduction 5.2.2 Body of material or presentation of teaching points teaching points 5.2.3 Conclusion 7 Basic Police Instructor Course #1014 Introduction Body of

8. 5.3.1 The Application Phase A.Developing skills applying knowledge problem-solving A. “ Developing skills or techniques and applying knowledge to problem-solving in a way that allows a student to ‘learn while doing’.” 8

9. 9 5.4.1application 5.4.1 The application phase reinforces the cognitive learning process by: B. Allowing the student to learn new material by associating new information with one’s experiential background. 5.4 Application Phase Reinforce Cognitive A. A. Allowing for the support of trial and error thinking

10. 5.5.1 psychomotor/skill l earning 5.5.1 The application phase reinforces the psychomotor/skill l earning process by: 10 5.5 application phase is used to reinforce psychomotor/skill learning. A. skill A. Gaining a skill concept B. skill B. Developing a skill C. C. Practicing the skill for accuracy and speed

11. 11 5.5.2 Skills are best developed by: A. 10 A. Spending 10 percent of teaching time telling about the skill 5.5 application phase is used to reinforce psychomotor/skill lear ning….Cont’d 25 B. 25 percent of teaching time correctly demonstrating the skill C. 65 C. 65 percent of the remaining teaching time in proper guided practice

12. 5.6 Evaluation Phase 5.6.1 measurement level of retentionunderstanding 5.6.1 The evaluation phase is the measurement of a student’s level of retention and understanding of training material. 12 5.6.2 5.6.2 The instructor is determining how much learning has taken place.

13. 13 5.7.1 5.7.1 The Three elements of the evaluation phase are 5.7 Evaluation Phase A. evaluation A. Preparing an evaluation instrument B. examination B. Administering an examination or performance review C.results C. Evaluating the results

14. UNIT SIX OBJECTIVE OBJECTIVE OBJECTIVE

15. 6.0 Learning Goals & Objectives learning goal learning objectiveWorking knowledge of difference between a learning goal and a learning objective Define a learning objectiveDefine a learning objective and its proper use List the parts learning objectiveList the parts of a proper prepared learning objective.

16. 6.1.1 Learning Goal goal A learning goal is a broad, imprecise description of what is to be learned. 16 A. learn A. It tells students what they will learn during a particular block of instruction B. B. what the instruction is about C. Learning Goal C. Uses the Learning Objective to accomplish the Learning Goal.

17. 6.2 Learning Objectives 6.2.1 6.2.1 Description of specific performances to be exhibited before competent in the area 17 Check and Balance for Instructor 6.2.2instructor 6.2.2 Guides for instructor and participant to determine if goal has been reached.

18. 18 6.2.3 Are statements that describe specific steps required to reach the goal of a particular lesson or course objectives learning goal Learning Objectives – Cont’d A learning objective is an outcome of instruction; it is not a description of the instructional process.

19. 19 6.2.4 6.2.4 Each objective 6.2 Learning Objectives Continued precisely statedprecisely stated clearly definedclearly defined observableobservable and measurable.measurable.

20. 6.2.5 6.2.5 Must include achieve predetermined levels of proficiencya description of the procedures needed to achieve predetermined levels of proficiency and 6.2 Learning Objectives Continued operational behaviorshould include any operational behavior which must be achieved to complete the training.

21. 6.2.6 Learning Objective is an Outcome of Instruction A.“In the usual situation, a performance objective consists of three elements: (1.) the task (action); (2) the conditions under which the action is to be performed; and (3) the standards of criteria of performance.” (Criminal Justice Instructional Techniques, Klotter, Rosenfeld, Charles C. Thomas, Springfield, IL. 1979.)

22. B. “Statements of operational behavior required for satisfactory performance of a task, the 6.2.6 Learning Objective is an Outcome of Instruction conditions under which the behavior is usually performed, and the criteria for satisfactory performance.” (Nystrom, Bobbs- Merrill Education Publishing, 1977.)

23. 6.2.8 Criminal Justice Instructional Techniques three elements “In the usual situation, a performance objective consists of three elements: TASKthe TASK (action); CONDITIONSthe CONDITIONS under which the action is to be performed; and STANDARDS OF CRITERIAthe STANDARDS OF CRITERIA of performance.” 23

24. Learning Objectives – Cont’d TASK,CONDITIONS CRITERIA “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.” 24

25. Learning Objectives – Cont’d 6.2.7 A learning objective is: 25 2.) standard 2.) To a precise standard 3.) conditions 3.) Under well-defined conditions A. An exact description of: 1.) performance 1.) A measurable student performance (visible or audible)

26. 26 6.2.7 A learning objective is: B. foundation B. Provides the foundation upon which the lesson plan is built C. tell the student exactly C. Learning objectives tell the student exactly: 1.) What 1.) What they must do to pass the course 2.) How 2.) How well they must do it 3.) conditions 3.) Under what conditions

27. 6.3.1 know what they can expect from a block of instruction what is expected from them 6.3.1 Participants can use learning objectives to know what they can expect from a block of instruction and what is expected from them. 27 Learning Objectives – Cont’d

28. 28 6.3.2 Instructors can use learning objectives to 6.3.2 Instructors can use learning objectives to : A. Job relevance A. Job relevance to the training B. Motivate B. Motivate (Inspire) learning C. C. Keep track while teaching D. Evaluate D. Evaluate progress E. E. Indicate changes needed in future classes Learning Objectives – Cont’d

29. 6.3.3 6.3.3 Provide a solid foundation for the selection or design of instructional materials, content and methods. 29 6.3.4guidelines direction If you do not know where you are going, it is difficult to decide the best way to get there.” 6.3.4 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.”

30. Learning Objectives – Cont’d 30 6.3.5 evaluating whether or not the objective has been achieved. 6.3.5 Assists the trainer in evaluating whether or not the objective has been achieved. 6.3.6 achieving the objectives 6.3.6 Provides students with a means to organize their own efforts toward achieving the objectives.

31. 6.4 6.4 Components of Learning Objective proper use in developing valid performance measures 6.4.1 Three 6.4.1 Three Main Components of Performance objectives A. A. Performance 1.key 1. The key element to a well written learning objective 2.definitive 2. Must be definitive.

32. 6.4.1 Three 6.4.1 Three Main Components of Performance objectives…Cont’d C. Special Conditions B. The B. The Standards, and

33. A.what A. This is simply what you want the student to do to show they have learned ! B. performanceresults B. They must be able to measure the performance or the results. 1. 1. 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. 33 6.4.2 PERFORMANCE 6.4.2 “PERFORMANCE”

34. 2. 2. Or, must be able to see the results if performance is mental or too fast to see. 6.4.2 PERFORMANCE 6.4.2 “PERFORMANCE”….Cont’d a. mathematical computations shooting b. shooting Example Example : The student will run.

35. C. actually be doing on the job C. Should come as close as possible to what they will actually be doing on the job.. 35 6.4.2 PERFORMANCE 6.4.2 “PERFORMANCE” - Cont’d D.precise measurable D. Must use precise words that describe something measurable. vague 1. Cannot use vague terms or verbs. know, understand, agree, appreciate, enjoy, believe Examples: know, understand, agree, appreciate, enjoy, believe

36. 2. measure 2. Use terms or verbs that can measure performance. 6.4.2 PERFORMANCE 6.4.2 “PERFORMANCE” - Cont’d Action a. Action verbs that require something to be done. b. expect b. Define performance you expect from participant.

37. E. E. Many levels of performance exist. learned well enough to perform as you expect 1.Choose level that allows you to determine if the participant learned well enough to perform as you expect. 6.4.2 Performance Taxonomy of the Cognitive Domain

38. E. E. Many levels of performance exist. 2. BenjaminBloom Taxonomy of the Cognitive Domain 2.In 1956, Benjamin Bloom created the Taxonomy of the Cognitive Domain. 6.4.2 Performance Taxonomy of the Cognitive Domain a. performance a. Labeled six (6) levels of performance.

39. Six (6) level of performance. 1. Knowledge 1. Knowledge : remembering previously learned material, from specific facts to complete theories (you remember) 6.4.2 Performance Taxonomy of the Cognitive Domain 2. Comprehension 2. Comprehension : grasping the meaning of the material (you understand).

40. 3. Application 3. Application : using learned material in new situations (you use). 6.4.2 Performance Taxonomy of the Cognitive Domain 4. Analysis 4. Analysis : breaking ideas / concepts down into component parts (you se the important parts). 5. Synthesis 5. Synthesis : putting parts together to form a new whole (you put it all together).

41. Evaluation 6. Evaluation : judging the value of material for a given purpose (you judge). 6.4.2 Performance Taxonomy of the Cognitive Domain b. verbs Learning Objectives b. Bloom suggests action verbs to be used in Learning Objectives that fall under each level of performance. Refer to your participant handouts Bloom’s Taxonomy of the Cognitive Domain

42. 42 vague words Examples Do not use vague words, terms or verbs… Examples: know,know, understand,understand, agreeagree, appreciateappreciate, enjoyenjoy, believebelieve 6.4.2 Learning Objectives – Performance No Vague words Cont’d What will the student know? What will the student understand? What will the student agree on? What will the student appreciate? What will the student enjoy? What will the student believe? What will the tangible results?

43. 6.4.2 ACTION VERBS Performance Examples: 43 write,write, recite,recite, identify,identify, demonstrate,demonstrate, sort,sort, solvesolve

44. Taxonomy of the Cognitive Doman.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) 44 Learning Objectives – Cont’d

45. Knowledge (you remember) Comprehension (you understand) Application (you use) Analysis (you see the important parts) Synthesis (you put it all together) 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 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. Given a completed report, prepare a written critique of it. Simple ------------------------------------------------------------------------------------ Complex Report Writing

47. 6.4.2 REPORT WRITING Example Using a dictionary, the student will be able to correctly define 7 out of 10 words on a list. NEXT EXAMPLE define Action Verb: define using a dictionary Condition: using a dictionary 7 10 Standard: 7 out of 10 words on a list

48. Working in groups, participants will be able to identify the 4 parts of a speech. 6.4.2 REPORT WRITING Example…..Cont’d NEXT EXAMPLE identify Action Verb: identify working Condition: working in groups 4 Standard: 4 parts of a speech

49. After listening to the presentation, students will be able to list 3 community resources that provide service to alcohol and drug abusers FINAL EXAMPLE list Action Verb: list after listening to the presentation Condition:after listening to the presentation 3 Standard: 3 community resources

50. 6.4.3 “STANDARDS” perform This is how well the learner must perform in order to be considered acceptable. A. The Standard is the minimum level of acceptable performance. how well, how much, how far, how long, 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. 50

51. D.YOU MUST DEFINE A STANDARD SO PARTICIPOANTS KNOW WHAT IS EXPECTED OF THEM. 6.4.3 “STANDARDS” –Cont’d must perform error free 1. Without a standard, participants may assume they must perform error free. sets the bar 2. The standard sets the bar for the participant. Reasonable Expectation?

52. RUN FOREST……RUN in 15 or less! 15 Example: The student will run one and one half miles in 15 minutes or less.

53. Modifier B.Standard Modifier 1. 1. Clarifies the Standard or limits it to ensure the student fully understands the pass/fail criteria. 2.Restricts 2. Restricts the student’s idea of what will be the correct answer. 3.course Standard 3. Usually sets forth the course of the Standard 53 6.4.3 Performance “STANDARDS”

54. 54 a.Documents (Penal Code, Agency Policy & Procedures) b.Class instruction (5 levels of use of Force, 3 types of recognized enforcement action) 4.The modifier and the correct answer can both be part of the Learning Objective. 6.4.3 Performance “STANDARDS” – Cont’d

55. 6.4.3 EXAMPLE STANDARDS 55 Example 5 levels Example : name the 5 levels of the use of force continuum as: 1.) Command Presence 1.) Command Presence, 2) Verbal Command 2) Verbal Command, 3)Physical Contact 3) Physical Contact, 4) 4) Impact Weapons, and 5) 5) deadly Force

56. PerformanceStandard 56 6.4.4 Performance “CONDITIONS” conditions The important or special conditions under which the performance is to occur. Conditions

57. A. Conditions other than the norm A. Conditions are anything other than the norm that could effect the student’s performance or ability to meet the standard. 57 6.4.4 Performance “CONDITIONS” – Cont’d B. environmental physical mental B. These can be environmental, physical or mental. C. C. They can be omitted from the Learning Objectives if the student will be performing under normal conditions.

58. 6.6.4 CONDITION EXAMPLES 58 (1) in 15 minutes or less (1) The police cadet will run 1.5 miles in 15 minutes or less carrying a shotgun and wearing a “tactical vest, tactical utility belt and service weapon”. (2) student will write a complete Crash Report. (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.

59. 6.5.1 Developing & Writing Learning Objectives 59 A. A. Well written Learning Objectives will contain: 1.) Performances 1.) Measurable Performances 2.) Standards 2.) Precise Standards 3.) Conditions 3.) Well-defined Conditions

60. 60 When writing a learning objective, ask yourself the following question: 6.5.1 Developing & Writing Learning Objectives – Cont’d What should the participant learn, be able to do, or what new behavior should be evident as the result of the training? “What should the participant learn, be able to do, or what new behavior should be evident as the result of the training?”

61. Class Exercise - Performance Quiz Which of the following Learning Objectives use valid action verbs?

62. 1. Understand the principles of defensive tactics. 1. Understand the principles of defensive tactics. 2. Name the five levels of the use of force continuum found in department policy 01.20.05.25. 3. Analyze the facts of an internal affairs investigation and recommend a disposition 4. Completely disassemble, clean, and re- assemble the Colt Government Model pistol. 5. Appreciate the environment factors that lead to high crime areas.

63. 6.5.1 ( C ) Tips for Writing Learning Objectives 63 1.brief and to the point one 1. Be brief and to the point ; include only one major item in each learning objective. 2. 2. Use an action verb to describe the expected result of the training 3. 3. Specify a time frame or target date for completion.

64. 64 4.limits 4. Specify limits in the use of resources (manuals, people, equipment, etc.). 5. 5. Make learning objective realistic in terms of previous performance, total responsibilities, and existing resources. 6.5.1 ( C ) Tips for Writing Learning Objectives – Cont’d

65. 65 6. 6. Include enough challenge in an improvement or change objective to make it worth formulating.. 7. supportiveconsistent 7. Write learning objectives that are supportive and consistent with the overall lesson or material taught. 8. has control influence 8. Choose areas over which the student has control or influence. 6.5.1 ( C ) Tips for Writing Learning Objectives – Cont’d

66. 66 D. foundation and framework D. Provide the foundation and framework upon which you build your lesson plans. E. organized E. Keep you organized. F. unnecessary information exercises F. Avoid unnecessary information and exercises. 6.5.1 ( C ) Tips for Writing Learning Objectives – Cont’d Knowledge Skill

67. 67 G. Defines the level you must teach to meet the goal G. 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. 1.map 1. Is a map to guide you 6.5.1 ( C ) Tips for Writing Learning Objectives – Cont’d

68. 68 2. prepare 2. It forces you to prepare because it requires you to think about what and how you are going to teach. 3. documentation 3. It is documentation of what was taught. 4. shared 4. It can be shared with others who may need to teach the material. 6.5.1 ( C ) Tips for Writing Learning Objectives – Cont’d

69. 69 5. not omit 5. It will not omit important facts or material or forget important instructional material. 6. feedback 6. It can be used to obtain feedback from others without actually teaching the lesson. 6.5.1 ( C ) Tips for Writing Learning Objectives – Cont’d

71. TAKE A 10-MINUTE BREAK