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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
GSPCCINSTRUCTOR DEVELOPMENT
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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GSPCCINSTRUCTOR DEVELOPMENT
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?
GSPCCINSTRUCTOR DEVELOPMENT
INSTRUCTIONAL ETHICS
Work Sheet
• Teaching to the test
• Modeling behavior• Gifts & Gratuities
• Objective and fair assessment
GSPCCINSTRUCTOR DEVELOPMENT
INSTRUCTIONAL ETHICS Discussion
Legal Issues:
• Negligent Training
• Copyright
• Harassment
Jot some notes. Include:
Agency guidelines/policy
State statute
Academy guidelines
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GSPCCINSTRUCTOR DEVELOPMENT
GSPCCINSTRUCTOR DEVELOPMENT
INSTRUCTIONAL STRATEGIES
How do we get students to do and learn what we want them to?
GSPCCINSTRUCTOR DEVELOPMENT
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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GSPCCINSTRUCTOR DEVELOPMENT
Strategy Selection Chart
1. Strategy
2. Domain• Cognitive• Affective
• Psychomotor
GSPCCINSTRUCTOR DEVELOPMENT
• 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
GSPCCINSTRUCTOR DEVELOPMENT
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GSPCCINSTRUCTOR DEVELOPMENT
Bloom’s Taxonomy
• Using strong verbs to describe learning
objectives based on the three learningdomains.
GSPCCINSTRUCTOR DEVELOPMENT
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
GSPCCINSTRUCTOR DEVELOPMENT
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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GSPCCINSTRUCTOR DEVELOPMENT
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.
GSPCCINSTRUCTOR DEVELOPMENT
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.
GSPCCINSTRUCTOR DEVELOPMENT
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GSPCCINSTRUCTOR DEVELOPMENT
CLASSROOM FUNDAMENTALS
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GSPCCINSTRUCTOR DEVELOPMENT
CLASSROOM FUNDAMENTALS
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GSPCCINSTRUCTOR DEVELOPMENT
CLASSROOM FUNDAMENTALS
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GSPCCINSTRUCTOR DEVELOPMENT
CLASSROOM FUNDAMENTALS
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GSPCCINSTRUCTOR DEVELOPMENT
FACILITATION AND PLATFORM SKILLS
WORKSHEET
GSPCCINSTRUCTOR DEVELOPMENT
CLASSROOM FUNDAMENTALS
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BE PREPARED!
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GSPCCINSTRUCTOR DEVELOPMENT
GSPCCINSTRUCTOR DEVELOPMENT
PRESENTATION PLATFORMS
GSPCCINSTRUCTOR DEVELOPMENT
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GSPCCINSTRUCTOR DEVELOPMENT
WHAT TO DO AND WHAT NOT TO DO
DO:
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GSPCCINSTRUCTOR DEVELOPMENT
WHAT TO DO AND WHAT NOT TO DO
DO:
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GSPCCINSTRUCTOR DEVELOPMENT
WHAT TO DO AND WHAT NOT TO DO
DO NOT:
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GSPCCINSTRUCTOR DEVELOPMENT
WHAT TO DO AND WHAT NOT TO DO
DO NOT:
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GSPCCINSTRUCTOR DEVELOPMENT
CLASSROOM FUNDAMENTALS (PAUL & ELDER)
• STATE
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• ELABORATE
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• EXAMPLE
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• ILLUSTRATE
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GSPCCINSTRUCTOR DEVELOPMENT
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GSPCCINSTRUCTOR DEVELOPMENT
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
GSPCCINSTRUCTOR DEVELOPMENT
GSPCCINSTRUCTOR DEVELOPMENT
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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GSPCCINSTRUCTOR DEVELOPMENT
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?
GSPCCINSTRUCTOR DEVELOPMENT
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!
GSPCCINSTRUCTOR DEVELOPMENT
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GSPCCINSTRUCTOR DEVELOPMENT
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!
GSPCCINSTRUCTOR DEVELOPMENT
FINAL PRESENTATION
Showtime!
GSPCCINSTRUCTOR DEVELOPMENT
• Class Closure
• Post-its
• Certificates
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