general instructor refresher course -...
TRANSCRIPT
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Presented by
Darren
Mingear
GENERAL INSTRUCTOR
REFRESHER COURSE
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To refresh the student to the role,
responsibilities, skills, knowledge, techniques,
and expectations of a successful instructor
COURSE OBJECTIVE
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Lesson 1 - Training Liabi l i ty and Instructor Cer tification
Lesson 2 - Diversity in the Classroom
Lesson 3 - Lesson Plan Development
Lesson 4 - Faci l i tation Skil ls and Group Management
Lesson 5 - Evaluation, Measurement, and Simulation
How Generational Theory Can Improve Teaching:
Strategies for Working with the “Mil lennials”
Review & Exam
AGENDA
Class
One
C lass
Two
Class
Three
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Lesson 1
TRAINING LIABILITY AND
INSTRUCTOR
CERTIFICATION
REQUIREMENTS
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To understand the legal and liability issues
associated with instructing
To understand the requirements for instructor
certifications
LESSON 1 GOAL
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May be held personally liable for your misconduct under state
and federal law
May involve significant monetary damages or fines, job or
certification loss, and even criminal penalties
Knowing what you should and should not do will go far in
preventing complaints and liability
POTENTIAL LIABILITY
Source: funfluster.com
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Acting outside the course and scope of your employment
Acting beyond the bounds of your lawful authority
Willful, wanton, or reckless behavior
Deliberate indifference to the rights of a person or a person’s
property
Defamation, slander, or libel
Discrimination based on race, religion,
age, marital status, disabilities, etc.
SITUATIONS THAT MAY CREATE LIABILITY
Source: heroeswallpapers.com
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Civil wrong committed by a tortfeasor
Causes injury or harm to the property or person
Slander and battery are examples of torts
Tort claims are civil in nature, not criminal, and may be filed
in state or federal court
Usually the plaintif f in a tort claim case is seeking a monetary
damages
DEFINE TORT
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Compensatory damages – most common and are intended to
compensate the victim for his or her injuries
Punitive damages – intended to punish the tortfeasor and to
send a warning message to others
Damages can be very high
Rare and usually reserved for reckless disregard
TWO MAIN TYPES OF DAMAGES
Source: Englisharticles.info
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Negligent
Intentional
TWO MAIN TYPES OF TORTS
Cop shoots himself in the foot
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Violation of a duty to act with reasonable care toward others
that causes a reasonably foreseeable harm or injury
Firearms instructor who was not paying attention
Student moved forward to the target area while other students were still
shooting
Student was shot and injured
Irrelevant that instructor did not intend for the student to be shot
Injury was foreseeable and could have been prevented
NEGLIGENT TORTS
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Plaintif f must prove four
elements to recover damages
in a negligent tort lawsuit
1. Defendant owed (or
assumed) a duty to the
plaintif f to use due care
2. Defendant negligently
breached that duty
3. Plaintif f was injured
4. Defendant’s negligence
caused the plaintif f’s injury
FOUR ELEMENTS OF PROOF
Source: evidenceunseen.com
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Source: Strangecosmos.com
Willful action by the tortfeasor directed towards the plaintif f
that results in harm to the plaintif f
Examples include assault, battery, sexual harassment, and
monster cop-trucks driving through parking lots
INTENTIONAL TORTS
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Plaintif f in an intentional tort case must prove that the
defendant intended the consequences of his or her actions
Not necessarily a hostile intent, or a desire to do harm
Reasonable person would foresee the result
Sometimes intentional torts are discussed in terms of gross
negligence, recklessness, and willful and wanton behavior
INTENTIONAL TORTS
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State cannot be sued without its consent - even for wrongful
acts
Waived in tort actions by F.S. §768.28
State agencies or subdivisions are liable for personal injury,
death, or property loss caused by the negligent or wrongful
act or omission
Employee of the agency or subdivision must be acting within
the scope of the employee’s office or employment
SOVEREIGN IMMUNITY
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“State agencies or subdivisions” include counties and
municipalities
As an instructor, you are considered an employee of the
training center or agency for which you provide training
Damages are capped at $200,000 per person and $300,000
for all claims or judgments arising out of the same incident
Sovereign immunity explained by Larry Huffman
SOVEREIGN IMMUNITY
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You shall not be personally liable for any injury or damage
UNLESS you acted:
In bad faith,
With malicious purpose, or
In a manner exhibiting wanton
and willful disregard of human
rights, safety, or property
SOVEREIGN IMMUNITY FOR INSTRUCTORS
Source: i.chzbgr.com
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If an instructor is found to have violated his/her sovereign
immunity, he/she can be found to have...
Acted reasonably within the scope of your employment
You are not liable – agency could be held liable
Acted reasonably, but outside the scope of your employment
You may be held liable – agency may not be held liable
Acted unreasonably regardless of scope of your employment
You may be held liable – agency not liable
THREE POSSIBLE OUTCOMES
Source: banklawyersblog.com
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You may be liable for any injury caused by your actions
Mocking a student because of his faith could result in liability under
the First Amendment, which guarantees free exercise of religion
Most federal claims, however, arise under two specific statutory
provisions
Civil rights
Unlawful discrimination
LIABILITY FROM FEDERAL LAWS
Source: Hahastop.com
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Title 42 of the United States Code, Section 1983, often called
the Civil Rights Act
Plaintiff believes his or her constitutional rights or federally
protected rights violated
Most frequent federal claim against criminal justice officers
States cannot be sued in a civil rights claim
CIVIL RIGHTS VIOLATIONS
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Municipalities and counties can be sued if they:
Acted under color of state law (within the course of employment) and;
Violated a specific constitutional right
Individuals may be sued for civil rights violations as well
Main purpose is to change the way an agency operates
CIVIL RIGHTS VIOLATIONS
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Both a 1983 federal law claim and a state law claim can be
brought for the same incident
To prevail a plaintif f
must prove:
Defendant acted under color
of law and;
Violated a constitutional or
federally provided right
CIVIL RIGHTS VIOLATIONS
Source: norbertobereto.worldpress.com
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Fails to train students or fails to train them properly
Employer may be liable under Section 1983 if:
One of those students subsequently violates someone’s
constitutional rights and if,
Failure to train amounts to a policy of the employer and deliberate
indifference by the employer, and
Failure to train causes the injury
FAILURE TO TRAIN
Source: Holytaco.com
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42 U.S.C., Sec. 2000d (Title VI) prohibits discrimination
No person in the United States shall, on the ground of race,
color, or national origin, be
excluded from participation in,
be denied the benefits of, or
be subjected to discrimination under any program or activity
receiving federal financial assistance
DISCRIMINATION
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Civil action may be filed in federal court (Title VI)
Training centers and agencies receiving federal funding are
common targets of Title VI litigation
DISCRIMINATION
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Integrity – do the right things for the right reasons! Also,
doing the right thing when no one is looking.
Ethics
Just as important as being a legally correct instructor
Commit to respect students and their rights, and avoid bias
Do not be offended or defensive by differences of opinion
Inspire –reinforce positive behavior rather than criticize
REDUCE OR AVOID LIABILITY
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Common sense and caution
Making jokes or rude comments are easy ways to become a target
Watch your language
Professionalism
Your instructional purpose is to educate and or train students
Represent the Training Center or your agency as if you were the CEO
REDUCE OR AVOID LIABILITY
Source: maxody.wordpress.com
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1. General Instructor
2. High-Liabi l i ty Instructor
a. Vehicle Operations
b. Firearms
c. Defensive Tactics
d. First Aid
3. Special ized Topics Instructor
a. Law Topics
b. Speed Measurement
c. Canine Team
d. Breath Test
THREE TYPES OF INSTRUCTOR
CERTIFICATIONS
Source: Knoxnews.com
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1. Florida General Instructor Techniques graduate
2. Affiliated with an agency or training school
3. Internship in a lecture setting (no clock hour requirement)
4. Apply for certification through FDLE within 4 years
6. FDLE representative will approve or deny within 30 days
7. Teach documented class at least once every four-year cycle
8. Renew every 4 years with CJSTC-84 form
GENERAL INSTRUCTOR CERTIFICATION
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1. General Instructor Certified
2. Three years experience in the high-liability topic
3. Complete the applicable instructor course – 85% exam and
no remediation
4. Apply for certification through FDLE within 4 years
5. FDLE representative will approve or deny within 30 days
HIGH-LIABILITY INSTRUCTOR CERTIFICATION
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Removing examination materials from the exam site
Reproducing and/or reconstructing any portion of the exam
Aiding in the reproduction of any portion of the exam
Selling, distributing, buying, receiving, or possessing an exam
MORAL CHARACTER VIOLATIONS
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Having books, notes, or data, not supplied or required for, the
exam
Communication with an examinee during the exam
Copying answers or allowing one’s answers to be copied
Falsifying or misrepresenting info required for admission to
the exam
MORAL CHARACTER VIOLATIONS
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Impersonating an examinee
Having an impersonator take the examination on one’s behalf
Disrupting the test administration
Revealing questions or other information compromising
integrity of exam
MORAL CHARACTER VIOLATIONS
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Lesson 2DIVERSITY IN THE
CLASSROOM
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To provide effective instruction in a diverse
instructional environment
LESSON 2 GOAL
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Understanding and valuing the wide range of characterist ics and beliefs among individuals
Sources of diversity include:
Race
Religion
Ethnicity
Nationality
Appearance
Gender
Sexual orientation
Age (generational)
Socio-economic background
DIVERSITY
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Personal biases may reduce your instructional impact
Cultural dif ferences may influence student participation
Derogatory or biased statements can stop learning
Symbolic or written messages on clothing may be offensive
Addressing only students of a particular sex, race, ethnicity
Ridiculing the sex, race, or ethnicity
OBSTACLES REGARDING DIVERSITY
Source: Readysetroll.com
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Treat each student as an individual
Convey similar respect and confidence in the abil ities of all
students
Praise and or criticize across groups
Avoid language or examples that exclude or demean any group
Use parallel terms - men and women rather than men and ladies
Use both “he” and “she” in lectures and instructional materials
Avoid personal or stereotypical assumptions
Use diverse case studies, examples, and anecdotes
OVERCOMING PERCEPTION OF BIAS
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Explore divergent perspectives
Learn from each other
Listen actively — don’t interrupt
Challenge one’s ideas, not the person
DIVERSITY-RELATED TEACHING TIPS
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Avoid invalidating another person’s story
Body language can be disrespectful
DIVERSITY-RELATED TEACHING TIPS
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Demand participation of all students
Encourage the quiet ones
Give adequate feedback to all students
Don’t let small groups dominate discussions
DIVERSITY-RELATED TEACHING TIPS
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Vary methods to engage all learning styles
Avoid stereotypical gender roles
Avoid sexist language in lectures and written
materials
Stop sexist or sensitive remarks immediately
DIVERSITY-RELATED TEACHING TIPS
Source: Schoolworkhelper.com
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Ensure all students are being reached
Facilitate student interaction with both genders
Vary group composition
Move around the classroom to make eye contact with
different groups of students
DIVERSITY-RELATED TEACHING TIPS
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Treat students as individuals not as representatives
of their gender, race, ethnicity, religion, etc.
Don’t comment on a student’s physical appearance
Derogatory remarks about gender could constitute
sexual harassment
Don’t assume that minority students
share a collective identity or ability
DIVERSITY-RELATED TEACHING TIPS
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Be sensitive to students’ cultural heritage
Do not make assumptions regarding a student’s
language capability based on his or her race,
ethnicity, etc.
Don’t assume a student’s sexual orientation
DIVERSITY-RELATED TEACHING TIPS
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Don’t make a student(s) feel excluded or singled out
Admit when an answer is unknown and then follow
up; this helps build trust
Keep an open mind in the classroom and allow for
diverging points of view
DIVERSITY-RELATED TEACHING TIPS
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Utilize life experience and perspectives the older
students’ bring to the class
Accommodate important religious holidays when
planning and scheduling
Religion and politics should be discussed only if
applicable to course
Avoid geographic stereotypes
DIVERSITY-RELATED TEACHING TIPS
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Lesson 3LESSON PLAN
DEVELOPMENT
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To provide the student with the principles of
creating lesson goals, objectives, and lesson
plans
LESSON 3 GOAL
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1. Presentation
2. Application
3. Evaluation
STAGES OF INSTRUCTION
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Usually takes place in classroom
Provides concept of the item being taught
Demonstrating items, conducting verbal sequential lectures,
facilitating group learning exercises, and giving students
assignments
STAGES OF INSTRUCTION - PRESENTATION
Source: dwighttowers.wordpress.com
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Most important stage for the students
Helps adult learners retain more information
STAGES OF INSTRUCTION - APPLICATION
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Adults want immediate feedback on what they have learned
Effective evaluation reveals how much learning has occurred
Unsatisfactory results are remediated with more presentation
and application
STAGES OF INSTRUCTION - EVALUATION
Source: rockypatterson.com
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Focus instruction
Focuses instructional purpose
Helps attain appropriate student response
Instructor guidance
Road map for planning and delivering instruction
Provides a schedule, appropriate timeframes, and methods
PURPOSE OF LESSON PLAN
FOCUS GUIDANCE STANDARDIZATION DOCUMENTATION
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Standardized instruction
Ensures the uniformity of instruction across multiple sections
Each student gets the same quality instruction
Documentation
Establishes what was taught protecting against legal liability
PURPOSE OF LESSON PLAN
FOCUS GUIDANCE STANDARDIZATION DOCUMENTATION
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Lesson title
Topic title – when part of a larger block of instruction
Lesson goal – training purpose
Objective(s) – what is expected and the circumstances
Date – developed or revised
Author and agency
Presentation length
LESSON PLAN CONTENTS
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Practice and/or proficiency demonstration
timeframe
Instructional methods – lecture, demonstration,
simulation, and questioning
Instructional aids - audio/visual, simulators,
PowerPoint, equipment
Assessment methods – verbal, written,
demonstration
Attachments/Handouts/Activities
References – APA 6 th Edition – check out Purdue Owl
LESSON PLAN CONTENTS
![Page 58: General Instructor Refresher Course - Weeblydmingear-irsc.weebly.com/uploads/2/4/4/0/24408602/... · GENERAL INSTRUCTOR REFRESHER COURSE To refresh the student to the role, responsibilities,](https://reader030.vdocument.in/reader030/viewer/2022041100/5ed77ec9e200687e44403c94/html5/thumbnails/58.jpg)
Available for download on ATMS
Check for latest version
Instructor guide
Collection all lesson plans and course materials
Text’s contents with delivery instructions
Specifically tells what to deliver - not how
Student guide
FDLE PowerPoint presentations are sometimes available
COURSE GUIDES AND PRESENTATIONS
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Statement of what the student is to know or do at the
conclusion of the lesson
Does not require the same level of specificity that objectives
require
Gives both the instructor and the student an overview of the
objectives of the lesson or program
LESSON GOAL
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Audience
Behavior
Conditions
Degree
OBJECTIVE(S) – ABCD METHOD
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Audience
Usually the student
May be stated or inferred
Behavior (Task)
Measurable or observable product of the student
Should be described by the use of action verbs – see Attachment 5-2
Must be observed or measured (will know, learn, understand – cannot
be measured)
OBJECTIVE(S) – ABCD METHOD
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Conditions
Circumstances under which a performance is to be performed
…given a multiple-choice question…
…using proper marking tools…
…in order of priority…
OBJECTIVE(S) – ABCD METHOD
Source: wpclipart.com
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Degree (Standard)
Minimum acceptable performance level
…two out of three attempts…
…pass or fail…
…within 30 seconds…
…must score a minimum of 85% per FDLE…
OBJECTIVE(S) – ABCD METHOD
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Lesson 4
FACILITATION SKILLS
AND GROUP
MANAGEMENT
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To provide students with a basic
understanding of classroom management,
facilitation skills, and working in groups to
help manage classroom activities and
facilitate learning
LESSON 4 GOAL
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May refer to supervision, refereeing, facilitating, and
corrective action
FDLE expects you to:
Maintain a learning environment
Track student attendance
Evaluate learning
Maintain course documentation
CLASSROOM MANAGEMENT
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Participation – students should willfully interact and
contribute to class discussions
Organized
Well-organized presentations are easier to follow
May further demonstrate relevance and applicability
EFFECTIVE LEARNING ENVIRONMENT
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Comfortable environment
Physical space and room temperature should be comfortable for the majority
of the students
FDLE must inspect and approve all classrooms before class begins!
EFFECTIVE LEARNING ENVIRONMENT
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Clear of distractions
Cell phones, inappropriate talking, extraneous equipment, or other
annoyances
Instructors must be proficient with the A/V equipment
Feedback
Essential to the learning process
Should be compatible with the objectives and aligned with
assignments
EFFECTIVE LEARNING ENVIRONMENT
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Share responsibility of achieving the objectives with the
students
Respect certain rights of the students
Allow the students to make suggestions, ask questions, and
disagree
CLASSROOM CONTROL
Source: glostercom
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Instructor
Provides information concerning skills and/or knowledge
Speaks more than listens
Offers new understanding, demonstrates new skills and
competencies, or further develops skills
May provide new information and switch roles to facilitate learning
INSTRUCTOR V. FACILITATOR
Source: sheolux.blogspot.com
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Facilitator
Encourages the examination of ideas and stimulates discussion
Promotes student involvement in a focused, goal-oriented manner
Builds upon student experience
Listens more than speaks
Adapts to various learning styles and adjusts the pace as needed
INSTRUCTOR V. FACILITATOR
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1. Planned Ignoring — ignore inappropriate behaviors
2. Proximity Control — move or stand near disruptive students
3. Signal Interference — nonverbal signals may subdue
disruptive students
4. Physical Restructuring — change the instructional plan,
sequence, format, task, or location to reduce anxiety
5. Support from Routine — Do not extend sessions or over -run
scheduled breaks
INTERVENTION TECHNIQUES
Source: 710keel.com
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6. Support through humor — appropriate humor helps students
deal with stressful topics
7. Minimal Assistance — enable students to overcome
obstacles
8. Shift of Focus — unscheduled breaks or temporary
departures from the agenda may dissipate classroom
tension
9. Seduction Control — set up or change the environment to
eliminate distractions
INTERVENTION TECHNIQUES
Source: funnypica.com
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Lecture
Demonstration
Simulation
INSTRUCTIONAL METHODS
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Lecture
Create interest and stimulation, develop opinion, exchange
information
Encourage the student to use critical thinking processes
Auditory learners learn best with this teaching method
Visual learners will learn well with this method - require variety
INSTRUCTIONAL METHODS
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Demonstration
Show how to do a procedure, process, technique, or application
Combines at least two of the senses into the learning process
Auditory and visual learners learn well with this teaching method
INSTRUCTIONAL METHODS
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Simulation
Abstract representation of real-life events, situations, or conditions
Kinesthetic/tactile learners learn best with this teaching method
INSTRUCTIONAL METHODS
Source: TCPSTC at IRSC
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Lesson 5
EVALUATION,
MEASUREMENT, AND
SIMULATION
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To introduce the student to measurement and
evaluation elements in the learning process
LESSON 5 GOAL
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Measurement
Quantitative assessment
Assigning numbers or symbols to a subject to represent one’s quantity of
comprehension or proficiency
Qualitative assessment
Measured by the quality of something; more of a subjective evaluation
You need decision-making data or rubric to manage this objectivity
MEASUREMENT V. EVALUATION
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Evaluation
An informed judgment or interpretation regarding a particular
attribute
Includes learning achieved, behavior changed, and/or instructional
quality
MEASUREMENT V. EVALUATION
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Validity
Degree to which a test
measures what it is intended
to measure
Test is valid if: items
measured were effective,
appropriate, and an accurate
representation of the task
Reliability
Ability of a test to provide
consistent measurement over a
series of tests
TEST VALIDITY V. RELIABILITY
Source: en.wikipedia.org/wiki/ File:Reliability_and_validity.svg
Good test are both!
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Objectives – tell the student how to attain the goal for a block
of instruction
“Hit the dart board”
Evaluation criteria – measure the extent to which the
objectives have been met
“Score maximum points with one dart – bulls eye is worth 10 points”
OBJECTIVES V. EVALUATION CRITERIA
Source: Microsoft
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Objective when the correct answer is well defined and the
same, regardless of who is scoring the item
Subjective when the correct response is open to interpretation
or judgment by the scorer
OBJECTIVE V. SUBJECTIVE TEST ITEMS
Source: Sithtech.net
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Formative
Ongoing feedback during class or course
Similar to a quiz – periodic feedback
Results may necessitate changing the lesson plan
Learning deficiencies enable immediate corrective action
FORMATIVE V. SUMMATIVE EVALUATIONS
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Summative
Done at the end of the instruction
Determine whether the student has met the goals
Typically final examinations and/or proficiency demonstrations
Usually determines a pass or fail result
FORMATIVE V. SUMMATIVE EVALUATIONS
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1. Student evaluation of instructor – use standard form
2. Administrative review – observe and provide feedback
3. Student performance – quiz and exam scores may indicate
instructor effectiveness
4. Peer evaluation – instructors evaluate each other
5. Self-evaluation using video – personal review and evaluation
INSTRUCTOR EVALUATION
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CJI EXCELLENCE
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Instructors are proxies of the CJI Director
Instructors are recruited, interviewed, and contracted based
on their skills and expertise
You must be FDLE Certified before applying
Processing sometimes takes up to 8 weeks
Numerous forms in addition to FDLE forms
At least two meetings on campus
CJI HIRING PROCESS
Source: bigthoughtsfromasmallmind.com
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Training Center Director sanctions all CJSTC classes on or off site
Coordinator
Facilitates class administration – FDLE class folder and printing
Reviews syllabus, lesson plan, presentation, videos, equipment, quizzes, exam, etc.
Exam development, administration, and security
Current curricula – supplemental material approved by Director
Follow attendance policy
Director must approve in advance on Request for Excused Absence
Commensurate make-up work (500-words per hour on topic missed)
Clock hour requirements v. proficiency
REQUIREMENTS FOR CJSTC COURSES
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Sy l labus to inc lude schedule
Inst ructor proof of cur rency – ATMS Global Prof i le Sheet
A gency Tra in ing Author izat ion forms
Trust Fund Expenditure Sheet and IRSC Requis i t ion
Attendance Log and S ign - in Sheets
End-of -Course Exam wi th answer key
Ind iv idual Student exams
Student evaluat ions of inst ructors
Per formance Evaluat ions for inst ructor courses
Copies of Cer t i f icates of Complet ion
CJSTC-67 FDLE Tra ining Repor t form (ATMS Complet ion Credit )
CJSTC-16 Specia l ized Tra in ing Documentat ion Form (when appl icable)
FDLE AUDIT FOLDER
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Florida Department of Law Enforcement. (2011). 1115 General
instructor refresher course (Updated March 21, 2013) .
Tallahassee: FDLE
Florida Department of Law Enforcement. (2011). 1186 Florida
general instructor techniques course (Updated March 21,
2013). Tallahassee: FDLE
REFERENCES