Course Development & Presentation Skills

1. Course Development & Presentation Skills Instructor

2. 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.

3. 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

4. Enabling Objectives (cont.) • Apply Bloom’s 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

5. 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

6. 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

7. Instructor • Instructor: • Expert in specific topic area • Manages the learning environment • Facilitates the learning process • Guide learning process • Act as a resource

8. 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

9. 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

10. 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

11. 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

12. Factors Affecting Student Learning • Factors of instructor affecting learning • Personal qualities • Communicative skills • Knowledge of subject • Thorough preparation • Professionalism • Instructor/student interaction

13. How is this instructor affecting the students learning?

14. Factors Affecting Student Learning (cont.) • Physiological factors • Amount of sleep • Psychological factors • Stress levels • Self-confidence • Experiential factors • Prior knowledge • Prior training

15. Factors Affecting Student Learning (cont.) • Readiness factors • Motivation • Ability to concentrate • Environmental factors • Lighting • Instructional aids • Temperature

16. Phases of the Teaching-Learning Process • Preparation • Presentation • Application • Evaluation

17. 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

18. Phases of the Teaching-Learning Process (cont.) • Presentation phase • Introduction phase • Body of material • Conclusion

19. 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?

20. 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)

21. 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

22. Phases of the Teaching-Learning Process (cont.) • Evaluation Phase • Measurement of student’s 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?

23. 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

24. Learning Objectives • A LO is an exact description of: • A measurable student performance, • To a precise standard, • Under well-defined conditions • LO’s tell the student exactly: • What they must do to pass the course, • How they must do it, and • Under what conditions

25. Learning Objectives (cont.) • Reasons for using LO’s • Students use LO’s to know expectations • Instructors use LO’s to: • Show relevance of training, • Evaluate student progress • Motive students to learn, etc. • Provide foundation for selection of instructional materials, content, and methods

26. Learning Objective (cont.) • Reasons for using LO’s 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

27. Construction of Learning Objectives • Three main components of LO’s • Measurable performances • Precise standards • Well defined conditions

28. 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

29. Construction of Learning Objectives (cont.) • Performance (cont.) • Use precise words that describe something measureable • Don’t 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 • Bloom’s “Taxonomy of the Cognitive Domain”

30. Bloom’s Taxonomy of the Cognitive Domain

31. 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…

32. 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.

33. Examples of LO’s • 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

34. Understanding Evaluation • Which of the following LO’s 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.

35. Understanding Evaluation (cont.) • Write 3 LO’s using the 3 components • Remember: • Be brief and to the point • Use an action verb that is specific • Make LO’s realistic • Make LO’s supportive and consistent with overall lesson/material being taught.

36. 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

37. 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

38. Lesson Plans – Development • Five stages of lesson plan development • Introduction • Presentation • Application • Summary • Evaluation

39. 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 LO’s • Sets the tone for the class and the lesson

40. 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

41. 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.

42. 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

43. 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.

44. 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

45. 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

46. 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

47. 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.

48. 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 owner’s voice…one important group of stimuli to which [people] respond is stressors. A performance review…

49. 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

50. Methods of Instruction (cont.) • Demonstration • Method showing how to do something • Practical exercises • Application of previously learned knowledge • Role-play • Discussion/Panel