GSPCC Instructor Development Day 2

7/30/2021

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GRANITE STATE POLICE

CAREER COUNSELING

DAY 2

Phillip White, M.S., M.A.

GSPCCINSTRUCTOR DEVELOPMENT

SCHEDULE

Day 1: Review

• Introduction Presentation

• Course Concepts/Intro. to Lesson Planning• Instructional Concepts/Teaching Models & Approaches

• Presentation Styles• The Adult Learner/Communication

• Three Minute Meltdown


SCHEDULE

Day 2:

• Foundations/Learning Domains (Bloom’s Taxonomy)• Instructional Ethics

• Classroom Fundamentals/Resources & Media

• Mini Presentation (Presentation #3)• Course Design/Curriculum Development

• Final Presentation (Presentation #4)

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INSTRUCTIONAL ETHICS

Instructional ethics and legal issues = standards & principles

• What guides you in your profession?

• Consider your profession to include teaching.

• How are they the same or differ?


INSTRUCTIONAL ETHICS

Work Sheet

• Teaching to the test

• Modeling behavior• Gifts & Gratuities

• Objective and fair assessment


INSTRUCTIONAL ETHICS Discussion

Legal Issues:

• Negligent Training

• Copyright

• Harassment

Jot some notes. Include:

Agency guidelines/policy

State statute

Academy guidelines

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INSTRUCTIONAL STRATEGIES

How do we get students to do and learn what we want them to?


Instructional Strategies and Learning Domains

• Cognitive Domain: Thinking

• Affective Domain: Feeling

• Psychomotor Domain: Doing

Think back to the Learning Styles Survey

Visual-Auditory-

Tactile-Kinesthetic

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Strategy Selection Chart

1. Strategy

2. Domain• Cognitive• Affective

• Psychomotor


• Student Learning Outcomes: What the student will learn.

• Learning Objectives/Strategies: Engaging the three learning

domains. (Cognitive/Affective/Psychomotor)

• Instructional Strategy Chart: Bloom’s Taxonomy


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Bloom’s Taxonomy

• Using strong verbs to describe learning

objectives based on the three learningdomains.


1. Remembering: Defining, Quoting, Repeating, Finding

2. Evaluating: Assessing, Experimenting, Rating, Reviewing

3. Analyzing: Correlating, Deducing, Attributing, Explaining

4. Applying: Presenting, Displaying, Examining, Determining

5. Understanding: Relating, Inferring, Predicting, Interpreting

6. Creating: Building, Facilitating, Adapting, Collaborating


Example: if I were teaching you about Bloom’s Taxonomy, my

three might look like this…

1. The student will be able to define (Remembering) Bloom’s Taxonomy

2. The student will be able categorize (Understanding) planning verbs.

3. The student will adapt (Creating) Bloom’s Taxonomy to the assigned

project.

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Use Bloom’s Taxonomy to complete Facilitative Lesson Planning

Activity 2

• Come up with three different learning objectives for your students

• Use three different levels of learning and three different

verbs, gradually moving up in levels that apply to your lesson

plan.


Example: if I were teaching you about Bloom’s Taxonomy, my

three might look like this…

1. The student will be able to define (Remembering) Bloom’s Taxonomy

1. The student will be able categorize (Understanding) planning verbs.

3. The student will adapt (Creating) Bloom’s Taxonomy to the assigned project.


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CLASSROOM FUNDAMENTALS

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FACILITATION AND PLATFORM SKILLS

WORKSHEET



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BE PREPARED!

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PRESENTATION PLATFORMS


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WHAT TO DO AND WHAT NOT TO DO

DO:

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DO NOT:

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DO NOT:

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CLASSROOM FUNDAMENTALS (PAUL & ELDER)

• STATE

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• ELABORATE

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• EXAMPLE

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• ILLUSTRATE

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Presentation #3

FINAL MINI-PRES

• 2 Minute Introduction of Final Presentation

• Presentation accompanied by a 3-4 slide media presentation. (Title slide + 2-3)

• Include a description of the learning verification at the end.

• Present to your group



BASIC COURSE INSTRUCTIONAL DESIGN

Basic Course

Instructional

Design System

Learning Activity

Scenario Test

Remediation

Training & Testing Specs

Student Workbooks

Curriculum Development

Process

Learning Domains

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Basic Course Instructional Design

• What are some other components within this system?

• How do these components affect lesson planning? Course

Design? Teaching Methods?

• How do these components promote learning?


Basic Course Instructional Design

Think about these five elements to learning. Do they apply to

law enforcement adult learners? How?

1. Drive: What makes them want to learn? The motivation.2. Stimulus and Cues: Your course content.

3. Response: Required from the learner based on cues.

4. Reinforcement: Follow-up and learning verification.

5. Rewards: What does the learner get that will then

increase DRIVE? Make the learner want more!


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Presentation #4

FINAL PRESENTATION

• 7-10 Minute Presentation

• Presentation accompanied by a 7-10 slide media

presentation.

• Include a description of the learning verification at the end.

• Have fun with it!


FINAL PRESENTATION

Showtime!


• Class Closure

• Post-its

• Certificates

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GSPCC Instructor Development Day 2

Documents

Transcript of GSPCC Instructor Development Day 2