Slide 1

Texas School Safety Centerwww.txssc.txstate.edu Course Development & Presentation Skills Instructor

Slide 2

Texas School Safety Centerwww.txssc.txstate.edu Terminal Objective Upon completion of this module, the participant will be able to understand how to adequately prepare a lesson and evaluation. As well as understand the characteristics necessary to present the lesson.

Slide 3

Texas School Safety Centerwww.txssc.txstate.edu Enabling Objectives Differentiate between adult and youth learner needs Identify the three domains of learning Identify three of the five factors affecting student learning Describe the four phases of the teaching- learning process Prepare learning objectives based on the three main components

Slide 4

Texas School Safety Centerwww.txssc.txstate.edu Enabling Objectives (cont.) Apply Blooms Taxonomy of the Cognitive Domain to learning object action verbs Describe the five stages of lesson plan development Identify the six methods of instruction Describe the six popular evaluation methods Identify the types and benefits of instructional media

Slide 5

Texas School Safety Centerwww.txssc.txstate.edu Adult Teaching-Learning Process Education: Activity undertaken to effect changes in KSAs or behaviors Learning: Act or process by which KSAs or behavioral change is acquired Adult Classroom Environment: Both the instructor and learning are accountable for the education/learning process

Slide 6

Texas School Safety Centerwww.txssc.txstate.edu Adult vs. Youth Learner Youth: Pedagogy Teacher has full responsibility on: What is taught, and how and when it will be taught Adult: Andragogy Adults are active participants instead of passive receivers of information Adult learners are more self-directed and need to be interdependent Remember: Campus Law Enforcement will present to both youth and adult students in the community

Slide 7

Texas School Safety Centerwww.txssc.txstate.edu Instructor Instructor: Expert in specific topic area Manages the learning environment Facilitates the learning process Guide learning process Act as a resource

Slide 8

Texas School Safety Centerwww.txssc.txstate.edu When Should Instructor Control Activities of the Learner? Three situations when instructor should control the activities of the learner Teaching step-by-step process w/ no deviation (e.g., CPR, first aid) When safety and security is paramount (e.g., firearms instruction, pursuit driving) When classroom discussion gets out of hand or off topic

Slide 9

Texas School Safety Centerwww.txssc.txstate.edu Optimum Conditions for Learning As an instructor you should: Give opportunities to understand benefits of training Provide relevant examples and opportunity for application Ensure environment provides optimum learning opportunities Allow time for questions, discussion, feedback, and follow-up

Slide 10

Texas School Safety Centerwww.txssc.txstate.edu Domains of Learning Cognitive learning Recall or recognition of knowledge and development of intellectual abilities & skills Examples: Math, science, history of LE, biology, etc. Psychomotor Skill Learning that involves physical abilities Examples: Defensive tactics, firearms, word processing

Slide 11

Texas School Safety Centerwww.txssc.txstate.edu Domains of Learning (cont.) Affective Learning Changes in interest, attitudes, values Ex: Ethics, communicative skills, LE role in society, etc. List two examples of topics that are effectively learned in the cognitive mode

Slide 12

Texas School Safety Centerwww.txssc.txstate.edu Factors Affecting Student Learning Factors of instructor affecting learning Personal qualities Communicative skills Knowledge of subject Thorough preparation Professionalism Instructor/student interaction

Slide 13

Texas School Safety Centerwww.txssc.txstate.edu How is this instructor affecting the students learning?

Slide 14

Texas School Safety Centerwww.txssc.txstate.edu Factors Affecting Student Learning (cont.) Physiological factors Amount of sleep Psychological factors Stress levels Self-confidence Experiential factors Prior knowledge Prior training

Slide 15

Texas School Safety Centerwww.txssc.txstate.edu Factors Affecting Student Learning (cont.) Readiness factors Motivation Ability to concentrate Environmental factors Lighting Instructional aids Temperature

Slide 16

Texas School Safety Centerwww.txssc.txstate.edu Phases of the Teaching-Learning Process Preparation Presentation Application Evaluation

Slide 17

Texas School Safety Centerwww.txssc.txstate.edu Phases of the Teaching-Learning Process (cont.) Preparation of instructor Review objectives Consult/study all reference materials Evaluate factors affecting instructors Ex: Available time, facilities, etc. Rehearse the lesson Preparation of Student Motivate student (How can you do this?) Develop understanding of material

Slide 18

Texas School Safety Centerwww.txssc.txstate.edu Phases of the Teaching-Learning Process (cont.) Presentation phase Introduction phase Body of material Conclusion

Slide 19

Texas School Safety Centerwww.txssc.txstate.edu Phases of the Teaching-Learning Process (cont.) Application Phase Defined as: Developing skills or techniques and applying knowledge to problem solving in a way that allows a student to learn while doing Why is this important to learning?

Slide 20

Texas School Safety Centerwww.txssc.txstate.edu Phases of the Teaching-Learning Process (cont.) Using application phase to reinforce cognitive learning Trial and error thinking (ex: applying penal code to real world examples)

Slide 21

Texas School Safety Centerwww.txssc.txstate.edu Phases of the Teaching-Learning Process (cont.) Using application phase to reinforce psychomotor/skill learning Gain a skill concept, develop the skill, practice the skill Skills are best developed by: Spending 10% of teaching time telling student about the skill 25% of the teaching time demonstrating skill 65% of the teaching time in guided practice

Slide 22

Texas School Safety Centerwww.txssc.txstate.edu Phases of the Teaching-Learning Process (cont.) Evaluation Phase Measurement of students level of retention/understanding Three elements of evaluation phase Prepare an evaluation instrument Administer an exam or performance review Evaluate the results Why is this important? What is gained by evaluating what you teach?

Slide 23

Texas School Safety Centerwww.txssc.txstate.edu Learning Goal vs. Learning Objective Learning goal broad imprecise description Tells students what they will learn overall Tells what the instruction is about Learning objective: Statements that describe specific steps required to reach goals

Slide 24

Texas School Safety Centerwww.txssc.txstate.edu Learning Objectives A LO is an exact description of: A measurable student performance, To a precise standard, Under well-defined conditions LOs tell the student exactly: What they must do to pass the course, How they must do it, and Under what conditions

Slide 25

Texas School Safety Centerwww.txssc.txstate.edu Learning Objectives (cont.) Reasons for using LOs Students use LOs to know expectations Instructors use LOs to: Show relevance of training, Evaluate student progress Motive students to learn, etc. Provide foundation for selection of instructional materials, content, and methods

Slide 26

Texas School Safety Centerwww.txssc.txstate.edu Learning Objective (cont.) Reasons for using LOs continued: Provide a set of guidelines or direction Assist the Campus Law Enforcement in evaluating whether or not objective has been achieved. Provide students with a means to organize their efforts toward achieving objectives

Slide 27

Texas School Safety Centerwww.txssc.txstate.edu Construction of Learning Objectives Three main components of LOs Measurable performances Precise standards Well defined conditions

Slide 28

Texas School Safety Centerwww.txssc.txstate.edu Construction of Learning Objectives (cont.) Performance State what you want the student to do Must be able to see or hear it, or Must be able to see the results if performance is mental or too fast (e.g., shooting or math) Should be as close as possible to what they will actually do on the job

Slide 29

Texas School Safety Centerwww.txssc.txstate.edu Construction of Learning Objectives (cont.) Performance (cont.) Use precise words that describe something measureable Dont use vague terms (e.g., know, enjoy, believe, etc.) Use terms or verbs that measure performance through action verbs (e.g., write, identify, sort, etc.) Different levels of performance exist Blooms Taxonomy of the Cognitive Domain

Slide 30

Texas School Safety Centerwww.txssc.txstate.edu Blooms Taxonomy of the Cognitive Domain

Slide 31

Texas School Safety Centerwww.txssc.txstate.edu Construction of Learning Objectives (cont.) Standard minimum level of acceptable performance Tells student how well, how much, how long, etc. Pass/fail line You must define the standard so students know what is expected of them Example 1: define 7 out of 10 Example 2: identify 4 parts of

Slide 32

Texas School Safety Centerwww.txssc.txstate.edu Construction of Learning Objectives (cont.) Conditions circumstances under which the performance occurs Can be environmental, physical or mental Can be omitted if student is performing under normal conditions Example: The student will run one mile in 10 minutes or less carrying a shotgun and wearing combat boots.

Slide 33

Texas School Safety Centerwww.txssc.txstate.edu Examples of LOs Using a dictionary, the student will be able to define 7 out of 10 words on a list. Action verb: define Condition: using a dictionary Standard: 7 out of 10 words on a list Working in groups, participants will be able to identify the 4 parts of a speech Action verb: identify Condition: working in groups Standard: 4 parts of a speech

Slide 34

Texas School Safety Centerwww.txssc.txstate.edu Understanding Evaluation Which of the following LOs use valid action verbs? Understand the principles of defensive tactics. Name the 5 levels of the use of force continuum found in department policy 01.20.05.25. Analyze the facts of an internal affairs investigation and recommend a disposition. Completely disassemble, clean, and re-assemble the Colt Government Model pistol. Appreciate the environment factors that lead to high crime rates.

Slide 35

Texas School Safety Centerwww.txssc.txstate.edu Understanding Evaluation (cont.) Write 3 LOs using the 3 components Remember: Be brief and to the point Use an action verb that is specific Make LOs realistic Make LOs supportive and consistent with overall lesson/material being taught.

Slide 36

Texas School Safety Centerwww.txssc.txstate.edu Lesson Plans Critical for effective training When written correctly, it is all an instructor needs Contains details about students List supplies and materials needs for training Most importantly, contains lesson content

Slide 37

Texas School Safety Centerwww.txssc.txstate.edu Lesson Plans - Components There are 18 components to a lesson plan, including: Time allotted Performance Objectives Equipment and supplies needed References Go through lesson plan handout and identify all the components

Slide 38

Texas School Safety Centerwww.txssc.txstate.edu Lesson Plans Development Five stages of lesson plan development Introduction Presentation Application Summary Evaluation

Slide 39

Texas School Safety Centerwww.txssc.txstate.edu Lesson Plans Development (cont.) Introduction Grabs attention of the student Prepares student for the lesson Explains lesson and its importance Motivates student and spurs interest Identifies and explains LOs Sets the tone for the class and the lesson

Slide 40

Texas School Safety Centerwww.txssc.txstate.edu Lesson Plans Development (cont.) Presentation Use simple language one step at a time Do not include too much information Include students in lesson, avoid just talking Remember pedagogy? Give reasons and examples Give feedback to students participation

Slide 41

Texas School Safety Centerwww.txssc.txstate.edu Lesson Plans Development (cont.) Application Develop activities that allow student to apply information Have students tell you how and why Give constructive feedback to ensure understanding Application can occur at end of lesson or throughout the lesson.

Slide 42

Texas School Safety Centerwww.txssc.txstate.edu Lesson Plans Development (cont.) Summary Review the learning objectives Review main points of the lesson Have students summarize points to allow them to further apply the information Avoid introducing new material or re- teaching Motive student to use information/skills on the job

Slide 43

Texas School Safety Centerwww.txssc.txstate.edu Lesson Plans Development (cont.) Evaluation of students Gives feedback on performance Students may apply information through tests, apply information in real-world scenarios May also evaluate on participation in course activities.

Slide 44

Texas School Safety Centerwww.txssc.txstate.edu Lesson Plan Formatting Lesson plan formatting Four major types of formats Outline Sentence Outline Narrative Outline Narrative Outline and Sentence Outline are suitable for experience instructors Narrative Outline and Narratives are suitable for inexperienced instructors

Slide 45

Texas School Safety Centerwww.txssc.txstate.edu Lesson Plan Formatting (cont.) Outline format Utilizes key words and follows outline format Example: What is stress? Personal perception of stress What stress means The stress response Positive and negative stress

Slide 46

Texas School Safety Centerwww.txssc.txstate.edu Lesson Plan Formatting (cont.) Sentence Outline format Utilizes sentences around key words and follows outline format Example: What is stress? Personal perception of stress. Stress is pressure What stress means. Few people define the concept of stress in exactly the same way The stress response. Everything that lives responds to stimuli Positive and negative stress. We encounter stress every day, how we deal with the stress decides if it is positive or negative

Slide 47

Texas School Safety Centerwww.txssc.txstate.edu Lesson Plan Formatting (cont.) Narrative Outline format More detail with paragraph around key words Continues to follow an outline format Example: What is stress? Personal perception of stress. As a class/group activity, have the students complete the following sentence; Stress is ____ on a piece of paper. Have students or groups give their responses.

Slide 48

Texas School Safety Centerwww.txssc.txstate.edu Lesson Plan Formatting (cont.) Narrative format Written in detail, and more like a script than an outline Example: What is stress? The stress response. Everything that lives responds to stimuli. Plants response to sunlight by growing in that direction. A dog responds to its owners voiceone important group of stimuli to which [people] respond is stressors. A performance review

Slide 49

Texas School Safety Centerwww.txssc.txstate.edu Methods of Instruction Instructor led Most common method of instruction Instructor is sole disseminator of information Presents information, questions students, and provides periodic summaries Lecture Instructor is sole disseminator of information Interaction with students if very limited

Slide 50

Texas School Safety Centerwww.txssc.txstate.edu Methods of Instruction (cont.) Demonstration Method showing how to do something Practical exercises Application of previously learned knowledge Role-play Discussion/Panel

Slide 51

Texas School Safety Centerwww.txssc.txstate.edu Methods of Instruction (cont.) Factors to consider when choosing method of instruction Effectiveness of chosen method Size of group Type of training (demonstration for knot-tying) Campus Law Enforcement personality Attitude of participants

Slide 52

Texas School Safety Centerwww.txssc.txstate.edu Methods of Instruction (cont.) Techniques to reinforce learning Question/answer session Illustrations Practice and drill Role playing What other techniques may be beneficial?

Slide 53

Texas School Safety Centerwww.txssc.txstate.edu Evaluation Two different purposes for evaluation Appraise instructor performance Assess student performance

Slide 54

Texas School Safety Centerwww.txssc.txstate.edu Evaluation (cont.) Three reasons to appraise instructor performance: Improve the quality of instruction To validate quality instruction Identify less than quality instruction

Slide 55

Texas School Safety Centerwww.txssc.txstate.edu Evaluation (cont.) Reasons to assess student performance: To determine mastery Measure students understanding of material Motivate students & structure academic effort Knowing they will be assessed is motivating Discovering what they do and dont know will help students structure their learning To satisfy instructional or post-accreditation criteria

Slide 56

Texas School Safety Centerwww.txssc.txstate.edu Objective vs. Subjective Testing Objective testing Students recall specific facts and select from predetermined responses. Impartial grading and quick turn-around for reporting test scores Examples: Short answer/fill-in-blank Multiple choice Matching True/false

Slide 57

Texas School Safety Centerwww.txssc.txstate.edu Objective vs. Subjective Testing Subjective testing Grader decides if the answer is correct Sometimes there are several correct responses Requires different cognitive levels to answer Written communication skills Original answers Exploration of student understanding Example: Essay test

Slide 58

Texas School Safety Centerwww.txssc.txstate.edu Evaluative Testing Methods Six popular testing methods True/False Multiple choice Completion items (fill-in-black / short answer) Matching Essay Performance tests

Slide 59

Texas School Safety Centerwww.txssc.txstate.edu Evaluative Testing Methods (cont.) True/False Cover a lot of material and are easy to construct/score Construction: Items must be absolutely true or false w/o exception Avoid negatively stated items and double negatives Why is this important? Avoid complex sentence structure

Slide 60

Texas School Safety Centerwww.txssc.txstate.edu Evaluative Testing Methods (cont.) Multiple choice Student reads stem (question) and selects correct response from list. Time consuming to write and can be difficult to find a single correct answer Scoring is easy Test one specific point in each question Use concise wording All alternative should be plausible Randomly arrange correct response

Slide 61

Texas School Safety Centerwww.txssc.txstate.edu Evaluative Testing Methods (cont.) Completion Items (fill-in-blank) Requires memorization to recall correct item Easy to construct Difficult to score if all possible alternatives arent considered Word items carefully to eliminate alternative words Limit the number of blanks required Use a direct question or incomplete statement with blank at or near the end Use this type only if recall of specific word is essential

Slide 62

Texas School Safety Centerwww.txssc.txstate.edu Evaluative Testing Methods (cont.) Matching Tests a lot of factual information and reduces guessing Each match should be logical so student has to be knowledgeable in subject to know answer Place answer in alphabetical order and on one pageit is easy to follow and less time consuming Have between 10-15 items, but have at least 5 additional answers than questions

Slide 63

Texas School Safety Centerwww.txssc.txstate.edu Evaluative Testing Methods (cont.) Performance tests Demonstrate proficiency in a task or situation Test is process instead of content oriented Difficult to set up and score State problem or situation in clear, concise terms Conditions should mirror real-life situations Specify scoring method and level of accuracy expected Give student chance to perform task more than once

Slide 64

Texas School Safety Centerwww.txssc.txstate.edu Evaluative Testing Methods (cont.) Suggestions for constructing test questions Devote adequate time to preparation of test items Closely examine each learning objective and devise an appropriate item to measure each More time spent on item construction will provide more reliable results

Slide 65

Texas School Safety Centerwww.txssc.txstate.edu Evaluative Testing Methods (cont.) Four considerations for questions Relevance Reliability Validity Balance

Slide 66

Texas School Safety Centerwww.txssc.txstate.edu Instructional Media Instructional Media Materials or graphic, photographic, electronic, or mechanical aids that assist instructor Make subject more understandable Helps student learn more effectively How does instructional media help students?

Slide 67

Texas School Safety Centerwww.txssc.txstate.edu Instructional Media (cont.) Reasons for using instructional media Students retain material longer Clarifies the written or spoken word Emphasis is placed where instructor wants Assists in class management Provides a clear understanding of oral presentation

Slide 68

Texas School Safety Centerwww.txssc.txstate.edu Instructional Media (cont.) Characteristics of effective media Able to be seen by whole class Neat, understandable and accurate Easy to use What are examples of appropriate media?

Slide 69

Texas School Safety Centerwww.txssc.txstate.edu Instructional Media (cont.) Misuses of instructional media As a filler for class time Media isnt relevant for class Serves no learning purpose Unclear, misleading or not understandable

Slide 70

Texas School Safety Centerwww.txssc.txstate.edu References Developed from TCLEOSE Basic Instructor Course #1014 Anderson, Ronald. 1983. Selecting and developing media for instruction. New York: Van Nostrand Reinhold Co. Baird, Loyd S., Craig Eric Scheiner, Dugan Laird, Eds. 1983. The training and development sourcebook. Amherst, Mass.: Huran Resource Development Press Brookfield, Stephen D. 1986. Understanding and facilitating adult learning. San Francisco: Jossey-Bass, Inc. Darkenwald, Gordon G. and Sharan B. Merriam. 1982. Adult education: Foundations of practice. New York: Harper and Row. Devine. Thomas G. 1987. Teaching study skills. Boston: Allyn and Bacon. Dunphy. Frank. undated. Effective communication for law enforcement. Quantico, Virginia: FBI Academy, Education/Communication Arts Unit. Eble, Kenneth, ed. 1980. New directions for teaching and learning: Improving teaching styles. San Francisco: Jossey-Bass, Inc. Ellington, Henry. 1985. Producing teaching materials: A handbook for teachers. New York: Nichols Publishing.

Slide 71

Texas School Safety Centerwww.txssc.txstate.edu References (cont.) Federal Reporter. 1985. 767 F.2d 161(1985). pp. 161-173. Finch, Curtis R. and John R. Crunkilton. 1984. Curriculum development in vocational and technical education. Planning, content and implementation. Boston: Allyn and Bacon. Hole, Cyril 0. 1978. The design of education. San Francisco: Jossey-Bass Inc. Kemp. J. and D. Dayton. 1985. Planning and producing instructional media. New York: Harper and Row. Klotter, John C. and Joseph Rosenfeld. 1979. Criminal justice instructional techniques. Springfield, Illinois: Charles C. Thomas. Klotter. John C. 1963. Techniques for police instructors. Springfield. Illinois: Charles C. Thomas Knowles. Malcolm. 1973. The adult learner: A neglected species. Houston: Gulf Publishing Co. Knox. Alan B. 1987. Helping adults learn. San Francisco: Jossey-Bass. Inc. Mager. Robert F. 1984. The new Mager library: Preparing instructional objectives; Developing attitude toward learning; Measuring instructional results; Analyzing performance problems; Goal analysis. 2nd edition Belmont. Ca.: Pitman Learning. Inc.

Slide 72

Texas School Safety Centerwww.txssc.txstate.edu References (cont.) McInnes. James. 1980. Video in education and training. New York: Focal Press. Plimpton. George. undated. How to make a speech. New York: International Paper Company. Shaycoft. Marion F. 1979. Handbook of criterion-referenced testing: Development. evaluation. and use. New York: Garland STPM Press. Smith. Robert M., Ed. 1983. Helping adults learn how to learn. San Francisco: Jossey- Bass. Inc. Traffic Institute. 1982. Civil liability and the police. Evanston. Illinois: Northwestern University. pp. 30 United States Air Force. How to instruct. Instructor Course. Verduin. John R., Harry G. Miller and Charles E. Greer. 1977. Adults teaching adults: Principles and strategies. Austin, Texas: Learning Concepts. Wlodkowski, Raymond J. 1986. Enhancing adult motivation to learn. San Francisco: Jossey-Bass. Inc. Field training manual #21-6