Learning Processes

1. School Resource Officer Basic Course Learning Processes Page 22 in Your Manual

2. NASRO TRIAD CONCEPTThree(3) Specific Roles Informal Counselor Teacher - Guest Speaker Law Enforcement Officer

3. 3 Legged Stool of SRO Presenter Essentials • Know your subject (subject area expertise) • Know how to teach • A willingness to work hard at teaching “ Effective presenters are like knives - they only work if they stay sharp”

4. Visual Auditory Kinesthetic Three Learning Styles *(Modalities)

5. We Learn by the Senses • Taste 3% • Smell 3% • Touch 6% • Sound 13% • Sight 75%

6. Visual Learners Behavioral Characteristics: • seeing and picturing • “Show me what you mean” • largest group of learners • takes notes, asks for handouts • catches typegraphical errors • watches the other participants • carefully organizes work space and materials

7. Appears to me Bird’s-eye view Catch a glimpse of Clear-cut Dim view Get a scope on Hazy idea In light of In person In view of Looks like Mental image Mind’s eye Pretty as a picture See to it Short-sighted Showing off Tunnel vision Verbal Clues of Dominant Visual

8. Visual Learner Behavioral Characteristics • Do you doodle when you talk on the phone? • Do you speak quickly ? • Would you rather see a map than ask directions?

9. Visual Learners Instructional Strategies: • Overhead projectors/power point • Charts, graphs • video or film • demonstrations • flash cards • computers

10. Auditory Learners Behavioral Characteristics: • hearing and talking • “Tell me what I’m looking at” • never seem to keep quiet, noise makers • tell themselves what to do • poor test takers • play with words, tend to be bossy • may sound “older” than they actually are

11. All ears Call on Clear as a bell Clearly expressed Describe in detail Earful Hear voices Hidden message Idle talk Loud and clear Outspoken Rap session Rings a bell Tuned-in/Tuned out Voiced an opinion Within ear shot Verbal Clues of Dominant Auditory

12. Auditory Behavioral Characteristics • Do you talk to yourself? • Do you prefer a lecture or seminar to reading a book? • Do you like talking more than writing ?

13. Auditory Learners Instructional Strategies: • tapes • word games • lectures • music • group discussions

14. Kinesthetic Learners Behavioral Characteristics: • hands on, touching • “Let me try it myself” • about 10% of the the population • use their fists before their mouth • use physical gestures with their speech • take things apart • act out stories or jokes, always moving • learn best by physical involvement

15. All washed up Boils down to Come to grips with Floating on thin air Get a handle on it Get a load of this Get in touch with Get the drift of Hang in there ! Hold It ! Hothead Lays cards on table Pull some strings Sharp as a tack Slipped my mind Start from scratch Stiff upper lip Too much hassle Underhanded Verbal Clues of Dominant Kinesthetic

16. Kinesthetic Behavioral Characteristics • Do you find it hard to sit still? • Do you think better when you are moving and walking around? • Do you gesture a lot while speaking?

17. Kinesthetic Learners Instructional Strategies: • involve the student in the teaching process • give them opportunity for physical movement • use role playing • have them write on the board • distribute papers, run errands

18. Bloom’s Taxonomy* Six(6) Levels of Thought and Processing * Benjamin S. Bloom

19. Bloom’s: Introduction • It is a guide to teaching better thinking • We remember and understand better if we analyze and evaluate what we learn rather than simply spitting it back by memorizing • It is not necessary to use each level for everything we teach, but we are a lot more effective when we get off from the Joe Friday “just the facts, ma’am” and ask more thought provoking questions of kids • Make it simple enough to be remembered.

20. Observation & recall of information Knowledge of dates, events, places Knowledge of major ideas Mastery of subject matter List, define, describe Identify, show, label Collect, examine, tabulate Quote, name Who, when, where, etc. KNOWLEDGESkills DemonstratedCues

21. Bloom’s: Knowledge • What is bus safety? • What is Law Related Education (LRE)? • Recite the 4th Amendment.

22. Bloom’s Taxonomy

23. Understanding information Grasp meaning Translate knowledge into new context Interpret facts; compare & contrast Order, group, infer causes Predict consequences Summarize, describe, interpret Contrast, predict, associate Distinguish, estimate, Differentiate, discuss, extend COMPREHENSIONSkills DemonstratedCues

24. Bloom’s: Comprehension • Why is bus safety important? • Describe LRE and how it relates to you? • In your own words tells us what the 4th Amendment does.

25. Bloom’s Taxonomy

26. Use information Use methods, concepts, theories in new situations Solve problems using required skills or knowledge Apply, demonstrate, calculate Complete, illustrate, show Solve, examine, modify, Relate, change, classify Experiment, discover APPLICATIONSkills DemonstratedCues

27. Bloom’s: Application • When do you need to remember what we learned about bus safety? • Apply LRE to your responsibilities driving a car. • How might the 4th Amendment impact your daily life?

28. Bloom’s Taxonomy

29. Seeing patterns Organization of parts Recognition of hidden meanings Identification of components Analyze, separate, order Explain, connect, classify Arrange, divide, compare Select, explain, infer ANALYSISSkills DemonstratedCues

30. Bloom’s: Analysis • What are the basic parts of bus safety? • What are the important elements of LRE when it comes to a traffic stop? • Compare how the 4th Amendment is applied differently at school than it is at your house.

31. Bloom’s Taxonomy

32. Use old ideas to create new ones Generalize from given facts Related knowledge several areas Predict, draw conclusions Combine, integrate, modify Rearrange, substitute, plan Create, design, invent, what if? Compose, formulate, prepare Generalize, rewrite SYNTHESISSkills DemonstratedCues

33. Bloom’s: Synthesis • How does what we learned apply to taking a train into the city? • What is relationship between LRE and your civil rights? • Explain the impacts of the TLO Supreme Court case and the 4th Amendment in the school setting.

34. Bloom’s Taxonomy

35. Compare and discriminate between ideas Assess value of theories, presentations Make choices based upon reasoned argument Verify value of evidence Recognize subjectivity Assess, decide, rank Grade, test, measure Recommend, convince, select Judge, explain, discriminate, support, Conclude, compare, summarize EVALUATIONSkills DemonstratedCues

36. Bloom’s Taxonomy

37. Bloom’s: Evaluation • What is the most important and least important thing to remember about bus safety? • What are the most important elements of LRE we learned today? What elements do not apply to your life? • Do you support or disagree with the TLO case? Please defend your position.

38. Bloom’s Taxonomy

39. Why is Bloom’s important to the SRO? • So the students will apply the lesson(s) to the world • If we only present “knowledge” at lower levels, they will probably not be able to apply it in real life • By teaching at higher levels of thinking we can then equip our students to see how Law Related Education can impact their lives.

40. Reality Check What are the two most important lessons you have learned from this component?