Basic Instructor Course TCLEOSE 1014

1. Basic Instructor Course TCLEOSE 1014 Course Instructors Captain Neal Burford George d. Little, C.C.P.S.

2. 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

3. About Your Instructor Arthur “Neal” Burford

4. Your Instructor – Course Facilitator 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 1977 42- years Law Enforcement Experience 39-Years Teaching & Instructor Experience

5. 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. • You must complete two (2) presentations using prescribed TCOLE formats and pass final test in order to graduate from this course. No surprises!

6. UNIT ONE NOTES:

7. 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?

8. Extemporaneous (Impromptu) Exercise • Make a speech on TOPIC given to you by the Instructor. The speech must be no less than 3 minutes nor more than 5 minutes long.

9. 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.

10. 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 for file! • 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 for file!

11. 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 sessions IAW the attendance requirements Successfully complete both teaching exercises Score a minimum of 70 on the final written examination

12. 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.

13. 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

14. 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

15. The Adult Teaching – Learning Process • Until the 20th Century, the organization of education systems was based on a teacher-directed theory called ________. 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.

16. The Adult Teaching – Learning Process • The exploration of adults viewed as uniquely different types of learners began…the theory of teaching adults was termed ___________. • 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

17. The Adult Teaching – Learning Process Assumptions Made about Learners

18. 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.

19. 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

20. 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

21. The Adult Teaching – Learning Process • An __________ 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.

22. 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.

23. 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.

24. 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!

25. The Domains of Learning • _________ 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”

26. The Domains of Learning • ___________ 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.

27. The Domains of Learning • __________ learning deals with changes in interest, attitudes, values, and the development of appreciations and adequate adjustment. • Examples: • Ethics, criminology, • ______________ • skills, • police officer’s ______ in society, • community ________ such as • DARE, • crime prevention

28. 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

29. The Domains of Learning The most effective learning takes place when there is a positive relationship between the ______ domain and the _________ 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 ____________ activities are added – then learning is reinforced and retained.

30. 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

31. Factors Affecting Learning Physiological factors that affect the learning process Psychological factors that affect the learningprocess Amount of _____ _____ and nutrition Health ________ level of students Emotional state of student _____-confidence Well-being

32. Factors Affecting Learning Experiential factors of the learner Readiness factors of the learner Prior __________ Prior __________ Prior _________ Motivation Ability to ________ Barriers

33. Factors Affecting Learning Environmental factors Temperature ________ Sound quality __________ media Distractions _____ arrangement “_________ used in the classroom has an affect upon personality (language that reflects the instructor’s attitude toward the students).”

34. Phases of the Teaching-Learning ProcessThe Three Elements of the Preparation Phase • Preparation of the Instructor • Review the objectives of the entire learning activity • _______ and ______ all reference material available • Evaluate ________ affecting instruction. These include: • Time available • Training conditions • Availability of assistant instructors • Equipment and facilities • _________ the lesson “I’m ready to teach, are you ready to learn?”

35. 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

36. 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 Intr

37. 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.

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

39. 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

40. Learning Objectives • A learning ____ 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

41. 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 __________ and the student to use to determine whether or not the goal has been reached. Are statements that describe specific _____ required to reach the goal of a particular lesson or course Each objective must be precisely stated, clearly defined, observable and measurable. Must include a _________ of the procedures needed to achieve predetermined levels of proficiency and should include any operational behavior which must be achieved to complete the training.

42. 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 _____ (action); the ___________under which the action is to be performed; and the _________OF ________ of performance.” Criminal Justice Instructional Techniques John C. Klotter, JD and Joseph Rosenfeld, M.A. Southern Police Institute University of Louisville

43. Learning Objectives “Statements of operational behavior required for satisfactory performance of a ______, the __________ under which the behavior is usually performed, and the _________ for satisfactory performance.” Occupation and Career Education Legislation Dennis C. Nystrom, Ph.D. Dean, College of Applied Science and Technology Rochester Institute of Technology

44. Learning Objectives • A learning objective is: • An exact description of: • A measurable student ___________(visible or audible) • To a precise _________ • Under well-defined __________ • Provides the foundation upon which the lesson plan is built • Learning objectives tell the student exactly: • _____ they must do to pass the course • ____ well they must do it • Under what ___________

45. 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 ____ relevance to the training • Help ________ students to learn • Keep themselves on track while teaching • _________ student progress • Indicate changes needed in future classes

46. Learning Objectives Provide a solid foundation for the selection or design of instructional materials, content and methods. Provide a set of __________ or __________. ‘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.

47. Learning Objectives • Have three main components: Performance Standard Conditions This is simply _______you 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.

48. Learning Objectives • Should come as close as possible to what they will actually be doing on the job. • Must use ________ words that describe something __________. • 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

49. Learning Objectives In 1956, Benjamin Bloom created the __________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)

50. Performance Objectives • Have three main components: Performance Standard Conditions This is how well the learner must ________ 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.