Basic Instructor Course TCLEOSE 1014

1. Basic Instructor Course TCLEOSE 1014 Course Instructor Ian S. “Buddy” Lovestock Prepared by Buddy Lovestock

2. 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. Prepared by Buddy Lovestock

3. Course Schedule Saturday, September 21, 2013: 8:00am- 5:00pm Course overview and Student Introductions, The Teaching-Learning Process, the Domains of Learning, Factors Affecting Learning. Sunday, September 22, 2013: 8:00am – 5:00pm Phases of Teaching- Learning, Methods of Instruction, Learning Objectives, Preparing a Lesson Plan, Impromptu Presentation Friday, September 27, 2013: 8:00am – 6:00pm Student Development Saturday, September 28, 2013: 8:00am – 5:00pm Student Presentations I Sunday, September 29, 2013: 8:00am – 5:00pm Student Presentations II Prepared by Buddy Lovestock

4. About Your Instructor Ian S. “Buddy” Lovestock B.A. UT San Antonio M.Ed. Texas State University MS CJ Sam Houston State University CTP Texas A&M University TCLEOSE Basic Instructor Certificate 1984 TCLEOSE Advanced Instructor Proficiency 2011 TCLEOSE Master Peace Officer 1991 Prepared by Buddy Lovestock

5. About Your Co-Instructor 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 Special Operations Operator Counter-Terrorism 1988 Graduate Drug Enforcement Administration Academy 1977 Prepared by Buddy Lovestock

6. 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? Prepared by Buddy Lovestock

7. 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. Prepared by Buddy Lovestock

8. Basic Instructor Certification 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. 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. The students 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. Each trainee must demonstrate the basic knowledge and skills required to effectively instruct a lesson during two teaching exercises which will be evaluated by two instructors. Prepared by Buddy Lovestock

9. Course Overview • 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 must be provided to the instructors! • 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! Prepared by Buddy Lovestock

10. Course Overview The instructor trainee 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 The instructor trainee must attend all class sessionsIAW the attendance requirements Successfully complete both teaching exercises Score a minimum of 70 on the final written examination Prepared by Buddy Lovestock

11. Course Overview • Discussion on Instructor Ethics • Qualification and preparation of topics…Accuracy of the information….teaching the objectives….testing over the objectives taught….inappropriate conduct between trainer-trainee • Discussion on 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. Prepared by Buddy Lovestock

12. The Adult Teaching-Learning Process • Education: an activity undertaken or initiated 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 Prepared by Buddy Lovestock

13. The Adult Teaching – Learning Process • Learning: the act or process by which knowledge, attitudes, skills and/or behavior change is acquired • Learning emphasizes the person in whom the change occurs or is expected to occur. • 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 non-educational purposes. • A person who is shaped and led • Learning is a process of discovery Prepared by Buddy Lovestock

14. The Adult Teaching – Learning Process • Until the 20th Century, the organization of education systems was based on a teacher-directed theory called pedagogy. Term comes from the Greek meaning leader or teacher of children. • 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. Prepared by Buddy Lovestock

15. 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 • 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 Prepared by Buddy Lovestock

16. The Adult Teaching – Learning Process Assumptions Made about Learners Prepared by Buddy Lovestock

17. The Adult Teaching – Learning Process Identifying Training Needs A need for that training must be present Performs needs analysis Determine performance/learning objective standard Compare what is going on now to the future Determine if the gap is a skill or managementdeficiency The gap provides information of the kind and amount of training needed If the employee does not have the knowledge or skill to do the job, training need is indicated. Prepared by Buddy Lovestock

18. 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 • Choose the most appropriate knowledge and skill • Establish the desired level • Estimating costs and benefits Prepared by Buddy Lovestock

19. 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 Prepared by Buddy Lovestock

20. 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. • 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 approaches. Prepared by Buddy Lovestock

21. The Adult Teaching – Learning Process Three Situations when it is Appropriate for the Instructor to Direct or Control Activities of Learners When step by step process with no deviation from the process is critical to the outcome. When the safety and security of all participants is the learning process are at stake. When a class discussion gets out fo control, gets off topic and it is important to return the discussion to the original topic. Prepared by Buddy Lovestock

22. 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 non-threatened. 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 benefits 4. Adult learners should understand how they can use what they learn by applying learning to their own work-life situation. Prepared by Buddy Lovestock

23. The Adult Teaching – Learning Process 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 8. Teaching method should be based on Learning Objective 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! Prepared by Buddy Lovestock

24. The Domains of Learning • Cognitive Learning: deals with the recall or recognition of knowledge and the development of intellectual abilities and skills. • Examples: • Intoxilyzer Algebraic Formulas, Forensic Science, History of Law Enforcement • Gestalt theory described cognitive learning as the “click of understanding” or “insight” Prepared by Buddy Lovestock

25. 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. • Examples: • Word processing, firearms training, tactical training, weapons retention, crime scene diagramming. Prepared by Buddy Lovestock

26. The Domains of Learning • Affective learning deals with changes in interest, attitudes, values, and the development of appreciations and adequate adjustment. • Examples: • Ethics, criminology, communications skills, police officer’s role in society, community policing, DARE, crime prevention Prepared by Buddy Lovestock

27. The Domains of Learning The Affective Domain includes the following: Affective Predispositions Sensitivity to the human factor in the classroom (classroom climate) Human values Human relations Emotional conduct and expression Interests Social attitudes Values Likes and dislikes directed toward the topic/subject Likes and dislikes directed toward the instructor, including positive or negative preconceptions about that instructor Positive or negative preconceived notions about the subject Circumstances surrounding their presence in class Awareness of hidden agenda of social and affective climate created by interaction between teacher and student Prepared by Buddy Lovestock

28. The Domains of Learning The most effective learning takes place when there is a positive relationship between the cognitive domain and the affective domain. The instructor is the content expert and aware of the class- room climate/makes sure the environment is conducive to the learning environment. When psychomotor activities are added – then learning is reinforced and retained. Prepared by Buddy Lovestock

29. Factors Affecting Learning Personal qualities Skills Personal appearance and hygiene Courtesy Self-control Tact Voice Enthusiasm Appreciation of subject • Communicative skills • Appropriate language • Correct use of grammar Thorough preparation • Professionalism • Knowledge of subject • Instructor/student interaction Prepared by Buddy Lovestock

30. Factors Affecting Learning Physiological factors that affect the learning process Psychological factors that affect the learningprocess Amount of sleep Diet and nutrition Health Stress level of students Emotional state of student Self-confidence Well-being Prepared by Buddy Lovestock

31. Factors Affecting Learning Experiential factors of the learner Readiness factors of the learner Prior knowledge Prior training Prior learning Motivation Ability to concentrate Barriers Prepared by Buddy Lovestock

32. Factors Affecting Learning Environmental factors Temperature Lighting Sound quality Instructional media Distractions Room arrangement “Language used in the classroom has an affect upon personality (language that reflects the instructor’s attitude toward the students).” Prepared by Buddy Lovestock

33. Phases of the Teaching-Learning ProcessThe Three Elements of the Preparation Phase • Preparation of the Instructor • Review the objectives of the entire learning activity • Consult and study all reference material available • Evaluate factors affecting instruction. These include: • Time available • Training conditions • Availability of assistant instructors • Equipment and facilities • Rehearse the lesson “I’m ready to teach, are you ready to learn?” Prepared by Buddy Lovestock

34. Phases of the Teaching-Learning ProcessThe Three Elements of the Preparation Phase • Preparation of the Student • Student motivation • Create a desire to learn • Develop an understanding of the material • Stimulate student appreciation of the material • Preparation of the Classroom Environment • Secure instructional media and facilities needed • Check lesson plan and facilities prior to class Prepared by Buddy Lovestock

35. Phases of the Teaching-Learning ProcessThe Three Elements of the Presentation Phase Introduction Body of material or presentation of teaching points Conclusion Basic Police Instructor Course #1014 Pha Prepared by Buddy Lovestock

36. Phases of the Teaching-Learning ProcessThe Application Phase • “Developing skills or techniques and applying knowledge to problem-solving in a way that allows a student to ‘learn while doing’.” • The application phase reinforces the cognitive learning process by: • Allowing for the support of trial and error thinking • Allowing the student to learn new material by associating new information with one’s experiential background. Prepared by Buddy Lovestock

37. Phases of the Teaching-Learning ProcessThe Application Phase • The application phase reinforces the psychomotor/skill learning process by: • Gaining a skill concept • Developing a skill • Practicing the skill for accuracy and speed • Skills are best developed by: • Spending 10 percent of teaching time telling about the skill • 25 percent of teaching time correctly demonstrating the skill • 65 percent of the remaining teaching time in proper guided practice Prepared by Buddy Lovestock

38. Phases of the Teaching-Learning ProcessThe 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. • The Three elements of the evaluation phase are • Preparing an evaluation instrument • Administering an examination or performance review • Evaluating the results Prepared by Buddy Lovestock

39. Learning Objectives • A learning goal is a broad, imprecise description of what is to be learned. • It tells students what they will learn during a particular block of instruction • It tells students what the instruction is about • The student uses the Learning Objective to accomplish the Learning Goal. learning goal objectives Prepared by Buddy Lovestock

40. Learning Objectives A description of specific performances that the learners should be able to exhibit before they are considered competent in the area Are guides for both the instructor and the student to use to determine whether or not the goal has been reached. Are statements that describe specific steps required to reach the goal of a particular lesson or course Each objective must be precisely stated, clearly defined, observableandmeasurable. 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. Prepared by Buddy Lovestock

41. Learning Objectives A learning objective is an outcome of instruction, it is not a description of the instructional process: “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.” Criminal Justice Instructional Techniques John C. Klotter, JD and Joseph Rosenfeld, M.A. Southern Police Institute University of Louisville Prepared by Buddy Lovestock

42. Learning Objectives “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.” Occupation and Career Education Legislation Dennis C. Nystrom, Ph.D. Dean, College of Applied Science and Technology Rochester Institute of Technology Prepared by Buddy Lovestock

43. Learning Objectives • A learning objective is: • An exact description of: • A measurable student performance (visible or audible) • To a precise standard • Under well-defined conditions • Provides the foundation upon which the lesson plan is built • Learning objectives tell the student exactly: • What they must do to pass the course • How well they must do it • Under what conditions Prepared by Buddy Lovestock

44. Learning Objectives • Students can use learning objectives to know what they can expect from a block of instruction and what is expected from them. • Instructors can use learning objectives to: • Show job relevance to the training • Help motivate students to learn • Keep themselves on track while teaching • Evaluate student progress • Indicate changes needed in future classes Prepared by Buddy Lovestock

45. Learning Objectives Provide a solid foundation for the selection or design of instructional materials, content and methods. 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.” Assists the trainer in evaluating whether or not the objective has been achieved. Provides students with a means to organize their own efforts toward achieving the objectives. Prepared by Buddy Lovestock

46. Learning Objectives • Have three main components: Performance Standard Conditions This is simply whatyou 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. Prepared by Buddy Lovestock

47. Learning Objectives • Should come as close as possible to what they will actually be doing on the job. • Must use precise words that describe something measurable. • Do not use vague words, terms or verbs • Examples: know, understand, agree, appreciate, enjoy, believe • Use terms or verbs that can measure performance • Action verbs that require something to be done • Define performance you expect from students • Examples: write, recite, identify, demonstrate, sort, solve Prepared by Buddy Lovestock

48. Learning Objectives 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) Prepared by Buddy Lovestock

49. Performance Objectives • Have three main components: Performance Standard Conditions This is how well the learner must perform in order to be considered acceptable. 1. The Standard is the minimum level of acceptable performance. 2. Tells the students how well, how much, how far, how long, etc. 3. This is the pass/fail line; anything below this level means the student fails. Prepared by Buddy Lovestock

50. Learning Objectives • 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. Prepared by Buddy Lovestock