General Instructor Refresher PDF

General Instructor Refresher LESSON 1: CLASSROOM MANAGEMENT Lesson Goal: At the end of this lesson, you will be able to instruct on a topic, facilitate learning, and manage a classroom with small and large groups. by Chris Donaldson Think About This Sce n a rio...

General Instructor Refresher LESSON 1: CLASSROOM MANAGEMENT Lesson Goal: At the end of this lesson, you will be able to instruct on a topic, facilitate learning, and manage a classroom with small and large groups. by Chris Donaldson Think About This Sce n a rio Qu e s tion Two students are talking in the back of the classroom What are some strategies you might use to minimize the while you are speaking to the whole group. distraction? Facilitate Learning and Instruction Pa s s ion a te Profe s s ion a ls Effe ctive Le a rn in g Be h a vior Ch a n ge Passionate professionals create Students learn best when they oversee Students change their behavior when learning experiences that result in their learning experience and when that they can apply new knowledge and changing their students' behavior. experience relates to real-life situations. skills while they learn. Instructor vs Facilitator Roles In s tru ctor Role Fa cilita tor Role As an instructor, you act as a As a facilitator, you stimulate source of information for communication and discussion knowledge and skills. You offer to examine ideas and provide new understanding, opportunities to practice newly demonstrate new skills, and learned skills. You get students explain new competencies to a involved in a focused, goal- passive student. You do this oriented manner and build on through lecture or writing and their experiences. Your primary control what information the role is facilitator; however, you students receive and how they can also be an information receive it. resource. Comparing Instructor and Fa cilita tor Instructor Facilitator transfers knowledge, concepts, moderates discussions, exercises, theories to students and work groups to share knowledge is the center of the learning process makes students the center of the learning process directs and controls the learning manages and guides the learning process tells, delivers, shares accurate asks questions, provokes thinking, information listen avoids disorder, stays predictable understands chaos, embraces unpredictable More Comparisons: Instructor vs Facilitator Grou n d Ru le s Me a s u re m e n t Ada pta tion Instructor: provides ground rules Instructor: measured by their ability to Instructor: students adapt to instructor's Facilitator: students develop ground rules present methods and prior knowledge Facilitator: measured by student success Facilitator: content delivery adapts to students and their existing prior knowledge The Importance of Role Shifting Effe ctive Le a rn in g 1 Optimal student engagement and understanding Role Sh iftin g 2 Alternating between instructor and facilitator Ne w In form a tion 3 Providing fresh knowledge and concepts In te ra ction 4 Allowing students to engage with new information Knowing when to shift your role from instructor to facilitator and back again will provide the learner with new information and the ability to interact with it. Key Takeaways Ba la n ce Role s Ada pt to Stu de n ts Alternate between instructor and Tailor your approach to student facilitator roles for effective needs and existing knowledge. teaching. En cou ra ge En ga ge m e n t Fos te r Growth Promote active participation and Create learning experiences that real-life application of knowledge. result in behavioral changes. Teaching in a Diverse In s tru ction a l En viron m e n t This presentation focuses on techniques for teaching in a diverse instructional environment. Respecting diversity in the classroom not only helps make students comfortable, it leads to an environment that encourages diversity of thought, which is essential for critical thinking and engagement. Every student brings their own unique perspective to the classroom. Ensuring that diversity is appreciated can result in students' feeling safer to share their opinions and create an atmosphere conducive to diversity of thought. by Chris Donaldson Sources of Diversity Ra ce Re ligion Eth n icity Na tion a lity Appe a ra n ce Se x a n d ge n de r ide n tifica tion Ge n de r e xpre s s ion a n d Age Socioe con om ic ba ckgrou n d s e xu a l orie n ta tion Diversity is defined as understanding and valuing the range of characteristics and beliefs among individuals. The diversity that exists in society also exists in the classroom. Embrace diversity and develop useful instructional strategies for managing and incorporating student differences. Potential Obstacles to Diversity In s tru ctor Bia s e s Instructors unaware of how their personal biases influence their relationships with students Cu ltu ra l Un a wa re n e s s Instructors unaware of how cultural differences influence students' participation Dom in a tion in Dis cu s s ion s Instructors allowing certain students to dominate class discussions that may silence or reduce participation by other students De roga tory Sta te m e n ts Instructors or students making derogatory or biased statements that alienate others Bia s e d Cloth in g Students wearing clothing with symbolic or written statements that may be derogatory or show bias Awareness of Personal Biases Se lf-Re fle ction Qu e s tion You rs e lf Avoid Exclu s ion Be aware of any personal biases or Ask yourself: Do I prefer to interact with By being aware of personal biases, you tendencies you may have that could certain groups of students? Do I show can avoid slanting instruction in a way affect your students. preference based on gender? Does it that excludes certain segments of the bother me if students can speak student population. languages other than English? Do I have certain assumptions about a certain gender, race, or ethnic group? Techniques for Overcoming Stereotypes and Bia s e s In dividu a lize d Approa ch In clu s ive La n gu a ge Dive rs e Pe rs pe ctive s Treat each student as an individual Avoid language or case examples Avoid remarks that demonstrate whose opinion is valued that exclude or demean any group personal assumptions Convey the same level of respect Use terms of equal weight when Use case studies, examples, and and confidence in the abilities of all referring to parallel groups anecdotes from a variety of cultural students Use inclusive language, such as they and social contexts Do not single out a particular group and them, during lectures, of students for praise or criticism discussions, and in instructional materials Strategies for Managing Diversity During Instruction 1 Us e In clu s ive Ma te ria ls Use texts and readings whose language is gender-neutral and free of stereotypes. Avoid casting any particular group as the norm, model, or standard upon which others are defined. 2 Ca re fu l Us e of Hu m or Humor can unite people from diverse backgrounds or lighten the mood, but it should be used with care. While some might find a joke funny, others might find it offensive. 3 Fos te r In clu s ive Dis cu s s ion s Promote full student participation in class discussions. Encourage reluctant students by asking follow-up questions that will support, add to, or modify others' previously volunteered opinions. 4 Addre s s In a ppropria te Re m a rks If a student makes threatening, demeaning, or derogatory statements, do not ignore these remarks or change the subject. Without reprimanding or embarrassing the student in front of the class, take issue with the statement, and discuss these actions outside of class. 5 En cou ra ge De ba te Encourage debate among the students. The goal is not necessarily to agree; it is about listening and exploring divergent perspectives. Diversity -Re la te d Te a ch in g Tips (Pa rt 1) En cou ra ge Provide Fe e dba ck Mon itor Dy n a m ics Re vis e Cu rricu la Pa rticipa tion Give adequate attention and Monitor classroom dynamics Revise curricula to include Do not overlook capable but feedback to all students. to ensure that discussion male and female experiences quiet students. Encourage does not become dominated and not in stereotypical roles. participation of all students. by students who are more aggressive. These tips help create an inclusive and respectful learning environment for all students, regardless of their background or identity. Diversity -Re la te d Te a ch in g Tips (Pa rt 2 ) Re s pe ct Cu ltu ra l He rita ge Avoid As s u m ption s Be sensitive to students' cultural Do not assume a student's gender heritage and be aware of the identification or expression, or diverse composition of an ethnic sexual orientation. Do not make group, community, or classroom. assumptions about a student based on their race, ethnicity, or gender. Accom m oda te Re ligiou s Addre s s Ste re oty pe s Holida y s Address any derogatory or Whenever possible, accommodate stereotypical comment involving students' important religious geographical differences or other holidays when planning the aspects of diversity. syllabus and makeup schedule. Creating a Lesson Plan This lesson is designed to familiarize you with using instructor guides, the process of developing lesson plans, creating lesson goals and objectives, and using instructional aids. by Chris Donaldson Purpose of Instructor Guides Re qu ire d Com pon e n ts Su gge s te d Activitie s Vocabulary, Think About This, Group work, scenarios, Objectives, Communication discussion questions Exercises, Role Plays Fle xibility Sta y Upda te d Adapt suggested activities to Visit the FDLE website for the fit students' needs most current guides: http://www.fdle.state.fl.us/at ms/home.aspx Purpose of Lesson Plans In s tru ctor Focu s 1 Provides a roadmap for instruction Sta n da rdiza tion 2 Ensures uniformity of instruction Docu m e n ta tion 3 Shows what was taught and assists with future litigation The hallmark of an effective instructor is passion and enthusiasm for the subject they are teaching. However, without proper planning, an instructor's enthusiasm can quickly get a class off track. Lesson plans help make teaching manageable. They help you stay focused and ensure that you cover all of the important topics in your lesson. An instructor who can successfully create and keep to their lesson plan has a greater chance of student success. Lesson Plan Formats Exa m ple 1 Exa m ple 2 Unit Name Lesson Goal Prepared By Materials Last Updated Last Updated Lesson Name Objectives (1-4) Lesson Goal Activities Lesson Objectives Lecture/Presentation Notes Materials Discussion Questions Instructional Aids Evaluation Lecture/Presentation Notes References Activities Evaluation References Note: CJSTC does not require a standard lesson plan format. However, some training centers or agencies might have their own required lesson plan formats. Refer to agency policy and procedure when you are required to prepare a lesson plan. Developing Lesson Goals De fin ition Pu rpos e A statement of what the Gives both instructors and student is expected to know or students an overview of the be able to do at the end of the objectives of the lesson or lesson. program. Exa m ple 1 Exa m ple 2 At the end of this lesson, At the end of this lesson, students will apply the stages in students will recognize the the instruction process to roles and responsibilities of law develop a lesson plan. enforcement officers. Creating Effective and Measurable Obje ctive s Cle a r a n d Ach ie va ble Objectives should be clear, easy to read, and achievable. Me a s u ra ble Objectives must be designed to measure what the student learns throughout the lesson. Action -Orie n te d Use measurable verbs like "Describe," "Explain," and "Recognize" to show clear actions for students. Bloom 's Ta xon om y Use verbs from Bloom's Taxonomy to encourage higher forms of learning. Determining Appropriate In s tru ction a l Aids Su pport In s tru ction Ga in Atte n tion Instructional aids support, When properly used, they can help supplement, or reinforce what is gain and hold the attention of being taught. students. Appe a l to Se n s e s Pla n n e d Us e They should appeal to the senses Using instructional aids must be (sight, sound, touch). planned to support a specific point in a lesson. Characteristics of Effective Instructional Aids Obje ctive -Align e d Stu de n t-Ce n te re d En ga gin g Support the lesson objective Be student-centered and build on Appeal to students, encourage previous learning participation, and maintain interest Goa l-Orie n te d Cle a r a n d Con cis e Lead students in the direction of the behavior specified in Contain appropriate terms, be easy to understand, and the learning objective contain quality photos, graphs, and text Instructional aids help students gain more knowledge from the original lesson. Instructional Strategies: Enhancing Your Teaching This presentation will provide you with an overview of instructional strategies that can enhance instruction. We'll explore various methods to help your students understand concepts and stay engaged throughout the learning process. by Chris Donaldson The Challenge of Student Engagement Scenario Question You have been lecturing on a topic for about 45 minutes. What can you do to gain back their attention and cover the You notice that most of your students look drowsy and material you need them to learn? bored. You can tell they are no longer engaged in the topic. What are Instructional Strategies? Definition Unique Learning Instructional strategies are the Learning is unique to each person. methods an instructor uses to help New learning depends on a student's their students understand a concept. prior learning and experiences. Anything you do as an instructor to help your students learn can be considered an instructional strategy. Effectiveness Variety Learning is most effective when the There are many instructional instructor uses several instructional strategies. This lesson provides a list strategies rather than relying on only of examples, but you're encouraged to one. research other tools you can use. Passive vs. Active Strategies Passive Learning Active Learning Passive learning makes the instructor the focus of the content. Active learning makes students take a more active role in their Students are "empty vessels" and it's the instructor's learning. They're encouraged to discuss, think critically, make responsibility to "fill" them with information. judgments, and connect new information to what they already know. Learning Retention Pyramid 1 Teach Others/Immediate Use 2 Practice by Doing 3 Discussion Group 4 Demonstration 5 Audiovisual Typically, active instructional strategies lead to greater knowledge retention and deeper learning, but that doesn't mean you should only rely on active strategies. There is a place for passive strategies like lecturing and reading, and they should be used when appropriate. You should vary your instructional strategies to keep students engaged. Choosing the Right Strategy Content Audience Consider the topic you're covering Think about your students' needs Resources Evaluate the resources you have available When choosing an instructional strategy, you should consider the content or topic you're covering, your audience, and the resources you have available. Common Instructional Strategies: Lecture Definition An instructional process in which you try to create student interest and stimulation, develop opinion, exchange information, or encourage them to use critical thinking processes. Advantages Effective for large groups, equal opportunity for all students, cost- effective, motivates students to seek clarification. Disadvantages May not require adequate preparation, not ideal for performance skills, requires good listening skills, can limit assessment of learning, may demotivate if poorly executed. Common Instructional Strategies: Demonstration and Simulation 1 Demonstration You demonstrate how to do a procedure, process, technique, or application. It combines at least two of the senses into the learning process. Advantages include providing method and standard simultaneously, using multiple senses, and identifying sequence. Disadvantages include requiring effective preparation and possibly specialized equipment. 2 Simulation Involves the student in a training environment that makes an abstract representation of real-life events, situations, or conditions. Advantages include student involvement, immediate knowledge gain, and facilitating creative thinking. Disadvantages include requiring careful planning, being time- consuming, and possibly needing special equipment or location. Training the Adult Learner This lesson will provide you with the principles and characteristics of adult learning and motivation that promote effective learning environments. by Chris Donaldson What is Learning? Pe rs is tin g Ch a n ge in Ty pe s of Le a rn in g Be h a vior Learning can mean acquiring Learning is a persisting knowledge/mental skills change in behavior resulting (cognitive), changes in attitude from experience. However, it is or feelings (affective), or more durable when it is growth in physical skills and effortful. abilities (psychomotor). Un iqu e to Ea ch Pe rs on Mu ltiple Stra te gie s Learning is unique to each Learning is most effective person. Instructional methods when the instructor uses that work well for one person several instructional strategies may not be as successful for rather than relying on one. another. Education vs. Training Edu ca tion Tra in in g Education describes programs that prepare individuals for Training relates to teaching specific skills for performing job broad, long-term learning goals. Educational courses tend to tasks or improving on-the-job skills. The goals and objectives review the philosophy behind fields of study and the theories of focus on practical application and not necessarily on theory or how a field of study may work in the real world. Concepts tend philosophy. CJSTC courses typically fall into the training to be broad. category. Assumptions of Adult Learners 1 Se lf-Dire ction Unlike children, who are more dependent, adults are self-directed and want to have more control over things – including their training. 2 Expe rie n ce Adults have a host of life experience. Adult learners can use this experience as a foundation for learning new skills and concepts. 3 Re a din e s s to Le a rn Adults are most motivated to learn when they believe it will help them achieve a personal goal, address a need, or solve a problem. 4 Orie n ta tion to Le a rn in g Adults are more task-focused than subject-focused. They are more interested in learning something if it directly applies to a task they must perform. 5 Motiva tion to Le a rn Adults tend to be motivated by internal factors, such as career advancement, personal growth, or solving a specific problem. Andragogy vs. Pedagogy Aspect Pedagogy Andragogy Learner Dependent (teacher Independent (facilitator directs learning) guides learning) Experiences Little to none A valuable resource that allows for teaching methods, such as discussions and problem- solving Readiness to Learn Taught what teacher or Motivated to learn what school mandates they need to know to perform a task Orientation and Subject-focused Problem-focused – learn Motivation to Learn through experiences that immediately relate to tasks Principles of Adult Learning In volve a du lts in th e Us e a du lt le a rn e rs ' Sh ow th e im m e dia te Focu s on s olvin g le a rn in g proce s s e xpe rie n ce a s a re le va n ce of th e proble m s ra th e r th a n re s ou rce tra in in g rote m e m oriza tion Adult learners want to be involved in the learning View the experiences and Adults learn best when they Give adult learners process. Adopt the role of existing knowledge adult understand the purpose and opportunities to reason and facilitator or technical learners bring into training as relevance behind what they apply concepts they are resource, rather than lecturer a valuable resource. You can are learning. Show learners learning. Challenge learners to or evaluator, to initiate the use students' existing how they will use what they apply concepts they are best learning. knowledge as a foundation to are learning when they do learning through discussions build on new skills and their jobs. and other activities. concepts. Motivation in Adult Learning Motiva tion 1 Key to student success and effort In trin s ic Motiva tion 2 Comes from within the student Extrin s ic Motiva tion 3 Comes from outside forces Motiva tin g Stra te gie s 4 Tailored to individual interests and goals Motivation is one of the most important elements in determining student success. A student's level of motivation will determine how much effort they put into learning. Understanding and leveraging both intrinsic and extrinsic motivation can significantly enhance the learning experience for adult students. ARCS Model for Learner Motivation Atte n tion Gain and maintain student attention through varied instructional methods and engaging content. Re le va n ce Make clear connections between learning objectives and real-world applications or personal goals. Con fide n ce Build student confidence by providing appropriate challenges and support. Sa tis fa ction Ensure students gain satisfaction from their learning experience through application and meaningful feedback. The ARCS Model, developed by John Keller, provides a framework for addressing learner motivation throughout the instructional process. By focusing on these four elements - Attention, Relevance, Confidence, and Satisfaction - instructors can create a more engaging and effective learning environment for adult learners. Procedural Justice in the Cla s s room This lesson will discuss the theory of procedural justice and how fairness in the classroom can help with instruction. by Chris Donaldson Theories of Procedural Justice and Police Legitimacy Proce du ra l Ju s tice Th e ory Police Le gitim a cy Im pa ct on Corre ction a l Fa cilitie s Centered on fairness, rooted in the Occurs when community members premise that when people are treated support law enforcement and believe Higher perceptions of fairness in with dignity, given a voice, and view they are justified in enforcing the law. correctional facilities decrease stress procedures as impartial and fair, they are Procedural justice helps build police among officers and inmates. Procedural more willing to follow those procedures. legitimacy. justice also helps combat burnout for correctional officers. Four Pillars of Procedural Justice Fa irn e s s a n d Con s is te n cy 1 Consistent decision-making and treating people with respect Voice a n d Re pre s e n ta tion 2 Involving groups in decisions that affect them Tra n s pa re n cy a n d Ope n n e s s 3 Decisions made without secrets and deception Im pa rtia lity 4 Decisions based on relevance and data Procedural Justice in Student Learning Outcomes Be n e fits for Stu de n ts Con flict Avoida n ce Increased engagement Clearer instructions and guidelines Higher motivation Reduced perception of favoritism Stronger relationships with classmates and instructors Fewer classroom disputes Internal vs External Proce du ra l Ju s tice In te rn a l Proce du ra l Exte rn a l Proce du ra l Ju s tice Ju s tice Occurs within an organization. Carried out when interacting Examples include: an instructor with communities or inmates. explaining a low grade, a Examples include: applying the lieutenant applying rules law fairly to everyone, allowing consistently, a captain having suspects to ask questions, and an open-door policy, and fair treating inmates with respect. employee evaluations for correctional officers. Implementing Procedural Justice in th e Cla s s room 1 Fa irn e s s a n d Con s is te n cy Have uniform procedures, clear guidelines, and objective grading rubrics. Address expectations early. 2 Voice a n d Re pre s e n ta tion Welcome and respect student contributions. Allow students to write some class guidelines. 3 Tra n s pa re n cy a n d Ope n n e s s Explain your actions to students, such as the purpose of assignments. 4 Im pa rtia lity Apply the same guidelines to all students. Have clear policies for accommodations. Benefits of Procedural Justice in Education Fa irn e s s Tru s t Motiva tion Con flict Re s olu tion Students are more likely to Builds stronger relationships Adult learners are more Helps avoid confusion and accept outcomes, even between students, motivated when they disputes in the classroom. negative ones, when classmates, and instructors. understand the purpose of procedures are perceived as tasks and have some control fair. over their learning. Applying Procedural Justice in Real Sce n a rios Sce n a rio A student receives extra time on an exam due to accommodations, causing another student to question fairness. P re ve n tion Establish clear policies for accommodations at the beginning of the course. Com m u n ica tion Explain the importance of fairness and equal opportunity for all students. Re s olu tion Address concerns transparently while maintaining confidentiality for the accommodated student. LESSON 7: INSTRUCTOR LIABILITY Lesson Goal: This lesson will provide you with an understanding of your potential for liability and how to avoid liability claims. by Chris Donaldson Think About This Sce n a rio Qu e s tion You are planning to teach a What action, if any, should you Vehicle Operations class to new take and why? recruits next week. You went to the garage to check on the availability of patrol vehicles for your exercises and noticed that some of the tires on the patrol cars you plan to use are bald. Liability Potential Pe rs on a l Lia bility Exte n de d Lia bility As an instructor, you may be In some situations, your action held personally liable for or inaction may also create misconduct under state and liability for your employer, federal law. training facility, and even your students. Ty pe s of Lia bility Con s e qu e n ce s Liability risks include civil or Any such case will result in criminal acts and may involve irreparable harm to your significant monetary damages reputation and career and may or fines, job or certification create personal and family loss, and even criminal hardships. penalties. Understanding Liability This lesson is not meant to scare or discourage you from becoming a criminal justice instructor. Rather, it is to encourage you to know your responsibilities and subject matter and understand the impact of certain laws on your work. By doing so, you can drastically reduce or even eliminate the potential of liability arising from your work as an instructor. P ote n tia l for La ws u its Although anyone can sue you or file a complaint at any time and for any reason, liability claims usually arise only when you do something you should not do or fail to do something you should do. P re ve n tion Knowing what you should and should not do will go far in preventing complaints and liability. Situations Leading to Personal Liability Actin g Ou ts ide Scope Exce e din g Au th ority Re ckle s s Be h a vior De libe ra te In diffe re n ce Acting outside the course and Acting beyond the bounds of Willful, wanton, or reckless scope of your employment your lawful authority behavior Deliberate indifference to the rights of a person or a person's property De fa m a tion Dis crim in a tion Defamation, slander, or libel Discrimination based on race, religion, age, marital status, disabilities, etc. Discrimination as a Liability Claim Le ga l Ba s is Title VI Litiga tion In 42 U.S.C. Section 2000d, the law prohibits discrimination. It A civil action may be filed in federal court for discrimination says that no person in the United States shall, on the ground of under this law, commonly known as Title VI. If a criminal justice race, color, or national origin, be excluded from participation in, training school receives federal funding, a trainee's claim of be denied the benefits of, or be subjected to discrimination discriminatory treatment in a basic training program based on under any program or activity receiving federal financial race, color, and national origin could be the subject of Title VI assistance. litigation. As an instructor, contact your chain of command about any inappropriate behavior you observe or was reported to you by someone else. Reducing or Avoiding Liability Claims 1 Kn ow You r Re s pon s ibilitie s To perform your work as an instructor diligently, know your legal responsibilities and be aware of your ethical responsibilities. 2 Eth ica l Con du ct Ethical issues are often at the heart of civil actions filed under the Civil Rights Act and can be reduced or eliminated when due care is given to the ethics of instruction. 3 Re s pe ct Stu de nts Ethical instructors commit to respect students and their rights. Accept differences of opinion when stated in a respectful manner unless these opinions are grounded in bias, prejudice, and discrimination. 4 Pos itive Re in force m e nt Use positive reinforcement as much as possible, rather than straight negative criticism. 5 Appropria te Com m u n ica tion Use common sense and caution when making jokes, comments, or asides to ensure they are not derogatory. Avoid swearing. 6 Prom ote Growth Make sure your classroom provides an atmosphere of growth and learning for students. Making a Difference as an Instructor Vigila n ce 1 Stay informed and vigilant Profe s s ion a lis m 2 Maintain quality and discipline Pos itive Im pa ct 3 Make a difference in many lives By keeping informed and vigilant as an instructor and representative of your employer and training school, you can reduce the likelihood of causing harm to others and incurring related liability. You can make a difference in the lives of many with the quality, professional, disciplined training you will provide.