CBRNE for SBLEBasic Course Learning Objectives
TCLEOSE Refresher
• Learning Objective:– Measurable student performance– To a precise standard– Under defined conditions
• Learning Goal:– Broad– Imprecise– Learning Outcome
Learning Objective
Learning Objective
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Learning
Goal
Lesson Plans
Guidelines
Expectations
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Relating Objectives to Goals and Expectations
Learning Objectives
• Three main components of a Learning Objective:1. Performance
• “Run 3 miles”
2. Standard• “In under 20 minutes”
3. Special Conditions• “In uniform”
Performance
• What you want the students to do to show that they have learned– A verb– No vague terms– Measurable (write, recite, demonstrate, …)
• Should come as close as possible to what they will actually being doing on the job
Standard
• Minimum level of performance that is acceptable
• How well, how much, how far, etc.• Must be understood by the student
Special Conditions
• Anything that could effect the students performance or ability to meet the standard
• Environmental or physical
Learning Objective Examples
1. Define, by using a dictionary, 7 out of 10 words on a list
2. List, after listening to a presentation, 3 community resources
CBRNE for SBLE Basic Learning Goals
1. Familiarize SBLE personnel with the widely accepted terminology used when discussing CBRNE issues
2. Describe the different types of CBRNE threats that are important in the campus scenarios
3. Understand relevant Health and Safety considerations for SBLE regarding CBRNE threats
4. Explain how CBRNE response protocols will differ from other campus responses
Learning Objectives for Learning Goal 1
• Recite, from memory, the meaning of the CBRNE acronym
• Identify, without notes, the two types of chemical threats
• Identify, without notes, the two types of biological threats
• Describe, in writing, the difference between a radiological and a nuclear threat
• Characterize, without notes, different explosive devices as improvised or not
Learning Objectives for Learning Goal 2
• List from memory, at least 5 toxic industrial chemicals
• Name the two most harmful classes of chemical weapons
• Recite the definition of a pathogen• Recite the definition of a toxin• Name at least two types of pathogens• Recognize, from a list, at least 3 disease-
causing bacteria
Learning Objectives for Learning Goal 2, continued
• Recognize, from a list, at least 2 toxins• Recognize, from a list, at least 3 disease-
causing viruses• List, from memory, the components of most
explosive devices• Describe at least 3 delivery techniques for
chemical and/or biological threats
Learning Objectives for Learning Goal 3
• List, without notes, the 5 routes of entry for chemical, biological, and radiological threats
• List, from memory, the 3 most common signs of a nerve agent (or OP) exposure through inhalation
• Describe the difference in the presentation timeline of symptoms from nerve agent and blister agent exposures
Learning Objectives for Learning Goal 4
• Recite, from memory, the 6-step response protocol for hazardous material events
• Order, from a given list, the most likely responder encounters with hazardous materials
• Recognize, from presented options, the difference in response protocols based on observations in a student population
Summary
• The CBRNE component of the SBLE Basic Course comprises 4 learning goals—presented in 4 modules– Terminology (30 minutes)– Threats (60 minutes)– Health & Safety (30 minutes)– Response Protocols (60 minutes)
• Each module will include a preview and review of the specific learning objectives
Adam L. Hamilton, P.EPresident and CEO
Signature Science, LLC