Texas Commission On Law Enforcement
Basic Instructor
Course TCOLE #1014
UNIT EIGHT
&
UNIT NINE
HOSTED BY:
Bexar County Constable Office
PCT#4
10-17-2014
1
Prepared by Deputy Chief George D. Little, BCCO PCT #4
UNIT EIGHT
METHODS OF
INSTRUCTION
8.0 Methods of Instruction
Expectations
obtain a working knowledge of
the basic methods of instruction
AND
factors to consider when
choosing the appropriate
instructional method.
8.1.1 Methods of
Instruction
• Each method of instruction has
advantages & disadvantages.
Most useful to combine methods as
appropriate.
Combination
of Methods
Most
EFFECTIVE
4
8.1.2 Three Methods of
Instruction
Instructor led
1. Most commonly used
2. Instructor is sole disseminator of
information
3. Instructor presents segments of
information, questions students
frequently and provides periodic
summaries of points
5
8.1.3 Three Methods of
Instruction
Lecture NOT RECOMMENDED
1. Instructor is sole
disseminator of information
2. Interaction with
participant is usually
very limited
6
8.4.1 DEMONSTRATION
1. The participant Demonstration
observes while
the instructor
shows how to do
a procedure or
technique
2. This method shows how to do
something or how something works
7
8.1.5 PRACTICAL EXERCISES
Practical Exercise
1. Participant gets involved
individually or in
groups
2. Application of
previously
learned
knowledge
EVALUATE
CRITIQUE
8
8.1.6 PRACTICE TRAINING
Practice
Participants alone
or in a group
repeatedly
perform
previously
learned
procedures
8.1.7 TEAM PRACTICE
TRAINING
Team Practice
Participants perform as a member
of a group to
find a team
solution to
a problem.
REPETION
CREATES
INSTINCTIVE
RESPONSE(S)
10
8.1.8 ROLE PLAY TRAINING
Role Play
1. Learning by doing
2. Assume the role of others / or
actual
actors
KEEP
TRAINING
REALISTIC
8.1.9 INDEPENDENT TRAINING
Independent
1. Work on solution or skills
alone
2. Asking
instructor
for direction or
questions
KEEP
TRAINING
REALISTIC
12
8.1.10 DISCUSSION TRAINING
Discussion
1. Usually used in combination
with other methods
COMBINATION
OF
METHODS
8.1.11 Additional Methods &
Devices
A. Apprenticeship (Intern –
journeyman)
B. Correspondence / On-line
courses
C. Directed individual study
D. Brainstorming
E. Panel
15
8.1.11 Additional Methods &
Devices – Cont’d
F. PowerPoint
G. Video /DVD
H. Flip chart
I. Overhead projector
( Elmo)
16
8.2.2 What Methods of Instruction to
Use
The key to improving our instruction is to
know what methods of instruction to use
and when.
A. Pertinence (Germane)
B. Effectiveness
C. Familiarity with the method
D. Time and physical activities
Cost
17
LEARNING PYRAMID
Average
Participant
Retention
Rates
Lecture
10%
20%
Reading
Audiovisual
30%
Demonstration
50%
Discussion
75%
90%
Source: National Training Laboratories
Practice Doing
Teach Others
8.2.2 What Methods of Instruction to
Use…….Cont’d
The key to improving our instruction is to
know what methods of instruction to use
and when. (cont’d)
E. Size of group
F. Type of training
G. Attitudes of participants
H. Participant motivation
I. Your personality
19
8.3 TECHNIQUES USED TO
REINFORCE TRAINING
8.3.1 Question and answer
8.3.2 Illustration
8.3.3 Practice and drill
8.3.4 Role playing
8.3.5 Conference
20
TRAINING
CONFERENCE
UNIT NINE
• working knowledge techniques of
developing tests and evaluations.
• differentiate between objective and
subjective testing.
• basic considerations when writing a
test question and
• apply the learning objectives to
testing.
9.0 Testing & Evaluation
9.1 Define Purpose for Evaluation
9.1.1 In an instructional setting there
are two purposes for evaluation
A. To appraise instructor
performance
B. To assess student performance
24
9.1.2 Reason for Appraising
Instructor Performance
The reasons we should appraise the
performance of an instructor:
A. To improve the
quality of instruction
B. To validate quality instruction
C. To identify less than quality
instruction
25
9.1.3 Reason for Assessing
Participant Performance
Reasons for assessing student
performance include:
A. To determine mastery.
Reinforce learning by providing
feedback . Id TRAINING Weaknesses
B. To measure students’
understanding of material. Are
students learning what you expect
them to learn?
26
9.1.3 Reason for Assessing
Participant Performance – Cont’d
C. To motivate participants and
structure their academic efforts.
1.) Knowing that their knowledge
and/or skills will be assessed in
some manner will inspire some
participants to learn more
effectively
SEEK and YE SHALL FIND!
27
9.1.3 Reason for Assessing
Participant Performance – Cont’d
C. To motivate participants and
structure their academic efforts…Cont’d
2.) Discovering exactly what they
know and do not know will help them
to decide what they have to
concentrate efforts on
Policy
Procedure
He who seeks knowledge
Shall find it
Reasons for assessing student
performance Cont’d
D. To satisfy instructional and/or
post Texas Commission On
Law Enforcement accreditation
criteria.
29
9.2 Define Learning Evaluation
Test(s)
9.2.1 Devises of many kinds
determine the amount and quality
of learning that has taken place
during a block of instruction.
9.2.2 Tests evaluate whether the
student has learned the information.
9.2 Define Learning Evaluation
Test(s)…….Cont’d
9.2.3 Tests do not evaluate
that learning has actually changed
behavior or attitudes.
Duty Performance will indicate
if participant has changed
his/her attitude and/or behavior
by their
Actions!
9.3 Difference between
Objective & Subjective Testing
9.3.1. An objective test is one
that measures recall and
understanding of materials
A. An objective test asks the
participants to recall specific facts
or information that is then evaluated
based upon a predetermined set
of responses
9.3.1 OBJECTIVE TEST
B. Use when highly reliable test
scores must be obtained efficiently.
C. They relate a more impartial
evaluation as well as a quicker
method for the reporting of test scores
9.3.1 OBJECTIVE TEST
Continued
D. Types of objective tests include
1. Short Answer Essay
2. True/false
3. Fill-in-the-Blank
4. Multiple choice
9.3.2 A subjective test
answers subject evaluation of
the grader
A. The grader decides if the
answer approximates a specific
answer
B. Can have several different
answers. test format
9.3.2 A subjective test
answers subject evaluation of
the grader…..…Cont’d
C. Requires employment of different
cognitive levels in formulating the
answer
1. Written communication skills
2. Original answers
3. Exploration of student’s
attitude vs. information recall
9.3.2 A subjective test
answers subject evaluation of
the grader…..…Cont’d
D. An example of a subjective test
would be an essay test format
Harder to grade
Takes long-time to grade
9.4 Compare & Contrast 3Evaluative Test Methods
9.4.1 TRUE or FALSE TEST
This test is composed of complete
statements which the participant
then identifies as either true or
false
They cover more material in a
shorter length of time and are
easy to construct and score
39
9.4.1 TRUE or FALSE TEST
They do concentrate on rote
memory and presume an answer is
absolutely true or absolutely false
1. Test items must be
statements that are absolutely
true or false without
qualification or exception!
40
9.4.1 TRUE or FALSE TEST
Continued
2. Avoid negatively stated
items and all double
negatives
3. Avoid complex
sentence structure. Each
item should test the
participant on only one point
41
9.4.1 TRUE or FALSE TEST
Continued
4. Avoid the use of
specific determiners.
Words like only, all, none,
always, never, etc. generally
indicate the item is false.
Words like could, might, can,
may and generally, usually
indicate the items is False
false
42
EXAMPLE TRUE-FALSE
TEST
1. Vicarious Liability does not result
from failure to properly research
topic resulting in faulty, incorrect
or incomplete information.
(Select the letter a. or b.)
A.TRUE
FALSE
B.FALSE
9.4.2 Multiple-Choice
A. Test composed of stems and
alternatives (distractors)
B. The stem is an incomplete
statement or question
C. The participant reads the stem and
selects the correct response from
a list of several alternatives
(distractors)
9.4.2 Multiple-Choice
Continued
D. The most frequently used multiplechoice test is a stem with one
correct item and three distractors
E. This test can be written on many
cognitive levels but it is time
consuming to write as well as difficult
finding one correct answer
45
9.4.2 Multiple-Choice
Continued
F. Scoring is simple
1. Test on one specific point
in each item
2. Use concise wording in all
components of the test item
46
9.4.2 Special Note
Note: Whenever it will not
cause confusion, it is
advisable to include in the
stem any words which would
otherwise be repeated in each
alternative.
9.4.2 Multiple-Choice
Continued
3. Avoid words which might
prevent grammatically correct
linkage with any response.
4. Exercise caution in the use of
“All the above” or “None of the
above” answers. Incorrect use
could make response incorrect
48
9.4.2 Multiple-Choice
Continued
5. All alternatives should be
plausible alternatives. The ‘guess
factors’ improves with the number of
alternatives which are not plausible,
therefore each alternative should be
attractive to the participant.
6. Randomly arrange the correct
response among the alternatives.
49
EXAMPLE MULTIPLE
CHOICE QUESTION
7. Which of the following is not an act
or process by which one learns.
(Select letter for correct answer)
A.Knowledge
B.Personality
PERSONALITY
C.Attitudes
D.Skills and/or behavior
9.4.3 Fill-In-Blank
(Short answer)
A. Require rote memory to recall
the exact word or phrase missing
from a sentence – but reduces
‘guess’ factor
B. Frequently used in classroom
setting because of ease to construct
51
C. However often difficult to score
and may be problematic if the
instructor fails to allow for all
possible alternatives
1.) Word items carefully
2.) Limit the number of blanks
required
3.) Use a direct question or
incomplete statement with
blank near the end
52
Testing and Evaluation – Cont’d
D. Use Fill-In-Blank (FIB) items
only when the participants ability
to provide the word for the blank
Essential
is ____________
GDL
53
EXAMPLE FILL IN THE
BLANK QUESTION
16. Learning is a process of
discovery
_____________.
9.4.4 MATCHING
Matching: (Not recommended)
A. Involves a list of statements in
the left and a list of responses on
the right.
B. May test on a lot of factual
information quickly and reduce
guessing at the same time.
55
9.4.4 MATCHING – Cont’d
C. Items usually independent
which can lead to more than one
error at a time
1.) Each of the matches should be
a logical response to the
statement
2.) Each matching exercise should
be focused on a single area of
examination
56
9.4.4 MATCHING – Cont’d
3.) Put the answers in
alphabetical order and on one
page to make it easier to follow
and less time consuming
4.) Suggested use of 10-15
answers but at least 5
distractors
57
EXAMPLE MATCHING
TEST QUESTION
What are the five (5)
General Stages in lesson
plan development
Introduction
1. _____________
2. Presentation
_____________
3. Application
_____________
4. Summary
______________
5. Evaluation
_______________
Select answers from the
following list:
•
•
•
•
•
•
•
•
Introduction
Evaluation
Sources
Questions
Presentation
Application
Summary
Instructor BIO
TAKE A 10-MINUTE BREAK
9.4.5 Essay (Short Answer)
A. Allows the instructor to evaluate
participants ability to
1.) organize,
2.) integrate,
3.) interpret
4.) communicate in their own words
9.4.5 Essay (Short Answer)
Continued
B. Participants study more
efficiently for essay tests
C. Participants concentrate on
broader issues
61
9.4.5 Essay (Short Answer)
Continued
D. General concepts and their
interrelationships result in better
participant performance on any test format
1.) Due to limited questions posed,
content validity may be low
2.) Reliability of essay tests is
compromised by subjectivity &
inconsistency in grading (bias?)
62
9.4.5 Essay (Short Answer)
Continued
D. General concepts – Continued:
3.) Essays give instructor the
opportunity to comment on
participants progress, quality of
thinking, depth of
understanding, and viewed
difficulties.
63
EXAMPLE SHORT ESSAY
QUESTION
• Participant will explain the five (5)
levels in sequential order of the
“Use of Force” continuum:
EXAMPLE SHORT ESSAY
The five (5) levels of the “Use of Force:
continuum in sequential order are: 1)
Command Presence; 2) Verbal Commands;
3) Physical Contact; 4) Impact weapons
such an ASP; and 5) Deadly Force. Use of
your pistol to protect yourself and others.
9.4.6 Performance Test
A. Ask students to demonstrate
proficiency in a predetermined task
or situation
B. Can be administered individually
or in a group as appropriate
9.4.6 Performance Test
Continued
C. Is processed-oriented
versus content-oriented and tends
to be difficult to set up and difficult to
score
1.) State the problem or
situation to be demonstrated in
clear, concise terms. Conditions
should mirror real-life situations
67
9.4.6 Performance Test
Continued
2.) Specify the criteria that will be
used for rating or scoring and level
of accuracy expected
3.) Give the student a chance to
perform the task more than once
(guided practice) or perform several
task samples
68
EXAMPLE of a
PERFORMANCE QUESTION
Participant will properly demonstrate
disassembly of the Glock 40-caliber
semi-automatic pistol.
 Step I: Clear the weapon.
Participant will properly demonstrate
disassembly of the Glock 40-caliber semiautomatic pistol.
Step 2:Pull back approximately ¼ inch.
Pull down on the slide lock by grasping it
on both sides with your thumb and
finger.
Participant will properly demonstrate
disassembly of the Glock 40-caliber semiautomatic pistol.
Step 3: Pull down on the slide lock while
releasing the slide forward. (if you have a
new york-trigger you will need to pull the
trigger again at this point)
Be careful to not let the
slide fall off onto a hard
surface, as it could
damage the guide ring.
Participant will properly demonstrate
disassembly of the Glock 40-caliber semiautomatic pistol.
Step 4: Remove the slide and take the
recoil spring assembly out. Then remove
the barrel.
You now have the
pistol in the field
stripped condition.
9.4.7 General Suggestions for
Constructing Test Questions
A. Devote adequate time to
preparation of test items
B. Closely examine each point
of the objective and devise an
appropriate item to measure it
9.4.7 General Suggestions for
Constructing Test Questions
C. More time spent in test item
construction will save time when the
test is administered and will provide
more reliable information whether the
student learned what was expected
Do not use ‘trick’ questions
Do not use ‘throw-away questions’
74
9.4.8 Purpose of Test is to
Measure Participants
Knowledge of the Course
Objectives
Remember: just because YOU
understand the question does not
means the person taking the
examination understands it the
same
General Suggestions for Constructing Test
Questions – Cont’d
Remember: the purpose of
the test is to measure the
participants knowledge of
the course objectives. It
should test no more and no less!
76
9.5 Four Basic Considerations
Writing Test Questions
1. Relevance; must logically relate
to course objectives (9.5.1.)
2. Reliability: consistency and
accuracy (9.5.2.)
3. Validity: the interpretation of the
results are appropriate for making
decisions about achievement (9.5.3.)
9.5 Four Basic Considerations
Writing Test Questions
Continued
4. Balance: test covers main
ideas and important
concepts in proportion to
emphasis participant
received in class
presentation. (9.5.4.)
78
9.6 Test Questions in respect
to Learning Objectives
9.6.1 Ideally a variety of
cognitive levels are represented
in the objectives
9.6.2 With test questions pulled
from the objectives, your test
questions will also address a
variety of cognitive levels
79
9.6.3 Bloom’s Taxonomy
Knowledge cognitive levels
when writing test questions.
A. Knowledge: Test of memory,
recall facts, details and concepts
1.) Knowledge questions can be
identified by key verbs such as
define, identify, list, and name
2.) Example: “List the four parts of
an objective.”
80
KNOWLEDGE
GDL
81
9.6.3 Bloom’s Taxonomy
Comprehension cognitive
levels when writing test (?’s)
B. Comprehension: Understanding
the purpose or meaning of something
1.) Tests understanding of facts and
ideas
2.) Asking students to explain in their
own words.
9.6.3 Bloom’s Taxonomy
cognitive levels when writing
test questions….Cont’d
B. Comprehension: Understanding the
purpose or meaning of something
3.) Comprehension questions can be
identified with keywords such as
convert, explain and summarize
4.) Example: Restate in your own
words the definition of an objective.
COMPREHENSION
GDL
84
9.6.3 Bloom’s Taxonomy
Application cognitive levels
when writing test (?’s)
C. Application: Use of concepts to
solve a problem
1. Tests ability to use information
learned in new, concrete situations
2. Asks students to solve a problem
9.6.3 Bloom’s Taxonomy
Application cognitive levels
when writing test (?’s)
3. Application questions can be
identified with key verbs such as
compute, determine and solve.
4. Example: Demonstrate how to
write an objective.
APPLICATION
GDL
87
9.6.3 Bloom’s Taxonomy
Synthesis cognitive levels
when writing test (?’s)
D. Analysis: Taking something
apart.
1. Breaking down large pieces of
information in order to examine the
structure and interrelationships
among its component parts
9.6.3 Bloom’s Taxonomy Synthesis
cognitive levels when writing test (?’s)
D. Analysis: Taking something
apart.
2.Analysis questions can be identified
by key verbs such as analyze,
differentiate and relate. .
3. Example: Differentiate between
a goal and an objective.
ANALYSIS
GDL
90
9.6.3 Bloom’s Taxonomy
Synthesis cognitive levels
when writing test (?’s)
4. Synthesis: Combining various
elements or parts into a structured
whole
a. Evaluation: Understanding
all the details to make a judgment
decision based upon reasoning.
4. Synthesis: Combining various
elements or parts into a structured
whole
b. Synthesis questions can be
identified by key words such as
design, devise, formulate and
plan.
c. Example: Construct a lesson
plan.
5. Evaluation: Understanding all
the details to make a judgment
decision based upon reasoning.
a. Tests ability to judge the
value of material for a given
purpose.
b. Ask participants to measure
the value of information
presented.
c. Evaluation questions can
be identified by key verbs such
as compare, critique, evaluate
and make solid decision.
d. Example: Teach and
evaluate a two-hour block of
instruction
Too Long keep at about 45 to 50 minutes
in length. Then 10 – 15 minute break
SYNTHESIS
GDL
95
TAKE A 10-MINUTE BREAK