Basic Instructor Course TCLEOSE 1014

1. Basic Instructor Course TCLEOSE 1014 Course Instructors Ian S. “Buddy” Lovestock & George D. Little 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 George D. Little

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 minu-tes nor more than 5 minutes long. Prepared by Buddy Lovestock

8. Basic Instructor Certification Course Learning Objectives for #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. Prepared by Buddy Lovestock

9. COURSE OVERVIEW 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. Prepared by Buddy Lovestock

10. Course Participant Expectations 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. Prepared by Buddy Lovestock

11. Course Participant Expectations 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

12. Course Requirement Exercise I • 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! Prepared by Buddy Lovestock

13. 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

14. Course Requirement 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 70on the final written examination Prepared by Buddy Lovestock

15. 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 Prepared by Buddy Lovestock

16. 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

17. 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

18. The Adult Teaching – Learning Process Learning: the act or process by which: knowledge, attitudes, skills and/or behavior change is acquired Prepared by Buddy Lovestock

19. The Adult Teaching – Learning ProcessCont’d • 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. Prepared by Buddy Lovestock

20. The Adult Teaching – Learning Process - Cont’d • A person who is shaped and led • Learning is a process of discovery Prepared by Buddy Lovestock

21. 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

22. 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 Prepared by Buddy Lovestock

23. Andragogy - continued • 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

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

25. The Adult Teaching – Learning Process Prepared by Buddy Lovestock

26. 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

27. 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

28. 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

29. 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. Prepared by Buddy Lovestock

30. The Adult Teaching – Learning Process 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

31. 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

32. The Adult Teaching – Learning ProcessOptimum 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

33. The Adult Teaching – Learning ProcessOptimum conditions for efficient adult learning: 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

34. The Adult Teaching – Learning ProcessOptimum conditions for efficient adult learning: 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 Prepared by Buddy Lovestock

35. The Adult Teaching – Learning ProcessOptimum conditions for efficient adult learning: 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

36. 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

37. 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

38. The Domains of Learning Affective learning deals with changes in interest, attitudes, values, and the development of appreciations and adequate adjustment. Prepared by Buddy Lovestock

39. The Domains of Learning Examples: • Ethics, • Criminology, • Communications skills, • Police officer’s role in society, • Community policing, • D.A.R.E., • Crime prevention Prepared by Buddy Lovestock

40. 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

41. The Domains of Learning Psychomotor PRAXIS Cognitive Affective Prepared by Buddy Lovestock

42. The Domains of Learning The most effective learning takes place when there is a positive relationship between • cognitive domain and the • affective domain. Prepared by Buddy Lovestock

43. The Domains of Learning The instructor is the content expert and aware of the class- room climate/makes sure the environment is conducive to the learning environment. Prepared by Buddy Lovestock

44. The Domains of Learning When psychomotor activities are added – then learning is reinforced and retained. Prepared by Buddy Lovestock

45. Factors Affecting LearningPERSONAL QUALITIES Personal appearance and hygiene Courtesy Self-control Tact Voice Enthusiasm Appreciation of subject Prepared by Buddy Lovestock

46. Factors Affecting LearningSKILLS • Communicative skills • Appropriate language • Correct use of grammar Thorough preparation • Professionalism • Knowledge of subject • Instructor/student interaction Prepared by Buddy Lovestock

47. Factors Affecting LearningPhysiological Amount of sleep Diet and nutrition Health Prepared by Buddy Lovestock

48. Factors Affecting LearningPhysiological Stress level of students Emotional state of student Self-confidence Well-being Prepared by Buddy Lovestock

49. 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

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