PBL Curriculum for Regional Community Policing Institutes:

21st Century Instructor Skills Development

Student centered learning in action

This publication was supported through Grant #2005CKWXK050 from the Office of Community Oriented Policing Services, U.S. Department of Justice and the Regional Community Policing Institute, University of Wichita. Points of view or opinions contained within this document are those of the authors and do not necessarily represent the official position or policies of the U.S. Department of Justice.

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Introduction

Law enforcement agencies from across the USA are looking for more effective training methodologies to use in their academies, field training programs, in-service and executive training environments. The demands of modern education as well as the needs of this new generation of learners - raised in active learning classrooms - require curricula designed to foster student-centered participation. Gone are the days where the instructor acted as a “sage on the stage”, standing in front of a silent classroom reading his or her lecture from hundreds of PowerPoint slides.

Although many education facilities still employ the lecturing format as the default teaching mode, the police training field has moved inexorably towards the medical and engineering models that rely on Problem Based Learning (PBL) to educate their employees. Police leaders know that if they want effective, long-term problem solving carried out by their employees, then training departments must engage their learners actively and collaboratively to teach them appropriate workplace skills. If we expect passive, non-responsive, compliant employee behavior in our classrooms, then those are the responses we can expect when they enter or return to the work environment.

To assist agencies with the move towards creating adult focused, problem solving classrooms, the Office of Community Oriented Policing Services at the U.S. Department of Justice – the COPS office – provided a grant to promote PBL in law enforcement. A portion of that grant resulted in the companion book Police PBL: Moving Forward into the 21st Century. Another portion of that grant was for police educators to create a few sample PBL curricula on a few topics. This course curriculum, 21st Century Instructor Skills Development, is one example. These curricula will serve as templates which various Regional Community Policing Institutes can use as models when creating or re-formatting their own curricula.

A team of PBL trained police educators, all affiliated in some way with various Regional Community Policing Institutes across the country, worked for several months to select the topics, do the research and write preliminary drafts of the individual curriculums. The principal authors wish to thank the following individuals for giving freely of their time and talents to make this project a success.

Committee Members

Sgt. Eric Heichlinger, Folsom Police Department, CA.Lt. Peg Johnson, Duluth Police Department, MN.Mr. Richard Johnson, CEO, Souder,Betances and Associates Inc.Ms. Hermina Kramp, Manager, Michigan Commission On Law Enforcement StandardsSgt. Alice Leffler, Louisville Police DepartmentMr. Dave Maddox, Police Education Consultant, VA.Sgt. Cheryl Rolland, Duluth Police Department, MN.Associate Professor Cecil Queen, Ferris State University

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Team members found time in their busy schedules to attend the meetings in Duluth, research, develop and prepare the curriculum for editing. This project could not have been possible without their insights, expertise and professional services.

A special thanks to Lt. Johnson and Sgt. Rolland for hosting our team in Duluth and to Ms. Hermina Kramp for hosting our web requirements.

We would like to thank the Police Society for Problem Based Learning for their support.

We also wish to thank Ms. Heather Joyce and Dr. A. Bannister for their involvement in coordinating and administering the project through the Regional Community Policing Training Institute, Wichita State University. Wichita RCPTI has actively supported the PBL movement since 2005 by hosting trainings across the country. We appreciate their efforts and commitment to this education movement.

Finally, we want to thank the COPS office for their continued support and encouragement. Their support of Police PBL over the past seven years has led to a modern national field training program (the PTO Program), instructor PBL certification, research to develop these programs, and now a few sample PBL curricula for the regional community policing institutes. They have set the stage for a new, progressive form of police education and training more suitable for the community oriented policing and problem-solving we demand of law enforcement in the 21st Century.

Principal Editors

Gregory Saville and Gerard ClevelandPolice Society for Problem Based Learning

www.pspbl.com

Gerard Cleveland is a police education specialist, a lawyer and the President of the Police Society for Problem Based Learning. (www.pspbl.com) He is the co-author, with Greg Saville, of the companion book for this curriculum: Police PBL – Moving Forward in the 21st Century. He is also co-author of the COPS sponsored National PTO model and the National PBL manual for Police Instructors. For comments or questions you can reach him at www.pspbl.com or his emails: gcleveland@pspbl.com or gcleveland@gmail.com

Gregory Saville is a criminologist and senior partner at Alternation Consulting. He has taught police agencies around the world and is co-author, with Gerard Cleveland, of the COPS sponsored National PTO model and the National PBL manual for Police Instructors. For comments or questions you can reach him at www.alternation.ca or gsaville@email.com

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Index

PBL Overview 5The Five Steps of PBL 6Evaluation Rubrics 7Pre-Course Assignment 8Facilitation of this and other PBL courses 9Time Issues with PBL 9Glossary of terms 1021st Century Instructor Skills Development: 13Course Problem 13Course Schedule 15Day 1 16Day 2 24Day 3 31Day 4 35Day 5 38Appendix A: Tips for Remembering the PBL process 42Appendix B: Group Participation Evaluation Rubric 43Appendix C: Pre Course Assignment Rubric 44Appendix D: Idaho POST Instructor Code of Ethics 46Appendix E: Getting PowerPoint Right 49Appendix F: Instructor Ethics and Liability 50Appendix G: Emotional Intelligence in Learning 51Appendix H: Multiple Intelligence Test 53Appendix I: PowerPoint Presentation – Getting PowerPoint Right 55Appendix J: PowerPoint Presentation –

Multiple Intelligence and Problem Based Learning 56Appendix K: Reading Material on PBL 57

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PBL Overview: The Mechanics of PBL

A police PBL class in progress

“I teach police officers and I have heard about PBL – Problem Based Learning. What is it and how do I do it?”

PBL employs a variety of adult learning techniques to foster active participation.1 Real-life problems that mimic situations affecting your students will drive the learning process. These problems are ill-structured not because they are poorly written, but rather because they are not easily solved and have numerous possible resolutions. For example, a class of recruits may deal with a car stop that involves uncooperative occupants, drugs and an unsafe environment. Unlike scenario training, in PBL there is no right way to carry out the learning when solving the ill-structured problem. Just as every call on the street may require a different response, PBL problems require learners to consider a variety of responses to use in solving their classroom problems. Similarly, executive or in-service curricula will create real-life problems and issues facing the learners in those positions. For example, executives will be presented with ill-structured problems that deal with personnel management, disciplinary issues and community concerns.

Because the problems in PBL classes are not easily solved on first encounter, they become a challenge for the student. Our ill-structured problems promote creative thinking and team work because students work in collaborative learning groups. They follow a five step process and practice social and organizational skills within the group while solving the problems. These are primary abilities that our policing employees will need to develop and employ throughout their careers. Each of the curricula will also offer group participation rubrics (evaluations) and task-specific rubrics for facilitators to follow.1 For more information, see the inaugural address to the Police Society for Problem Based Learning by Gerard Cleveland in September, 2006 at Folsom California. A similar article by Cleveland was published in the November issue of The Police Chief Magazine. Vol. LZZIII, No.11. (see www.pspbl.com)

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The Five Steps of PBL

The five sequential steps of the PBL program used in policing by learning cohort groups are as follows:

1. Create a cohort group using the class members (if in an academy setting) and generate a list of ideas as to how the group thinks the problem may be solved. The ideal group should be five members but should not be more than six or less than four. The key in this IDEAS phase is to consider the problem at “first glance” and make a list of possible responses before doing any in-depth research. This may take several hours or longer depending upon the complexity of the problem.

Diagram 1: Graphically, a classroom cohort group looks like this:

Ideally, the group should be 4 to 6 members and the facilitator should be available to support and advise the group as required.

2. The cohort group should then discuss and record all known facts related to the problem. Again, this should take several hours to complete with a classroom cohort group.

3. The cohort group must then generate a list of learning issues. This is simply a list of all the facts and issues that the members or group must learn before solving the problem. Once this list is created, the learners find appropriate resources, some of which are provided by the facilitators, and learn the material they have set out in their list. How they learn it is up to the cohort group and the individual learner.

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Facilitator

Classroom Cohort Group

4. Facilitators offer guidance and support during this phase and suggest areas of research and offer information that the group may have overlooked. The members then review all the material they have just collected and revisit their original “ideas”. The group decides if they have any more known facts or further learning issues to deal with concerning the problem. If not, they move on to the next stage.

5. Action Plan: The cohort group determines a response to the original problem using the material they learned during the learning issues phase. In effect, they apply their own current research to a contemporary problem

6. Evaluation. The group has an initial “rubric” or evaluation that they use to ensure they are on-task and achieving their objectives throughout the learning process. Evaluation happens in an on- going manner with input from peers as well as the facilitators. Self-evaluation plays a large role in the entire learning experience. Facilitators should remember that all good teaching starts with evaluation. Too many of us make the mistake of giving the test or the evaluation at the end of the learning. By offering the evaluation rubric at the beginning of a learning episode, facilitators provide their learners with a road map for both success and failure during the discovery process.

When followed properly PBL affords the opportunity for adult learners to construct their own learning. With the support and guidance of the trainers and facilitators the students discover for themselves what they need to know to function properly in their jobs.

Evaluation Rubrics

Any instructor or facilitator teaching adults should include the learners in the evaluation process. Adult students in a professional environment must know what “getting better” looks like so they have a path to follow. Similarly, they must know, before hand, what

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Learning Issues Phase: Learners working together to find the answers

behaviors and performance indicate failure. To meet this need, facilitators should have the class members design for themselves, in rubric form, what defines success and what defines failure. Facilitators should take care that vague or uncertain terms that cannot be measured or observed ARE NOT used in the rubric. For example, may facilitators have included the outcome that a student will “understand” something. i.e.: The student will understand how criminal law applies at a domestic violence call. However, “understanding” is not measurable since that is an internal process. The rubric must include terms that the facilitator, peers and other evaluators can witness. i.e. The student will demonstrate to colleagues in a role play how section 3A of the Crimes Act applies at a domestic violence call.

We recommend that facilitators offer several rubrics for each class of instruction. They should include a pre-course assignment rubric for a PBL site visit and a task specific visit, a group work rubric, specific task-performance rubrics related to individual outcomes, presentation rubrics and group performance.

Appendix B and Appendix C provide sample rubrics.

Pre-Course Assignment:

Before engaging in a PBL class, the participants must receive some “front-end” information regarding:

A: The PBL process itself. To this end, the course facilitator should do the following prior to the beginning of the course:

1. Assign a visit to a PBL site: Have students visit a site so that they have some sense of a PBL, or an adult learning, set up. A site visit rubric will help them to complete the task effectively. The appendix offers a sample rubric for use by facilitators and students.

2. Provide reading material on PBL. Reading about PBL learning will help students recognize what process is expected once they arrive at this course. Facilitators should make the resources listed below available to the students and assign one or more to the students. Each student should have a different reading (or readings) and then share what they have read in a cooperative group assignment on the first day. Facilitators are reminded to always obtain the appropriate permission when using reference material.

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Facilitation of this and other PBL courses:

When teaching Police PBL classes facilitators should be subject experts. They should also have read about PBL instruction and, if possible, acquired certification in PBL instruction.

As designers, we encourage the facilitators to gather as much recent information on student centered learning and PBL prior to offering or teaching this PBL class. Much of the classroom time in this 40 hour class will be spent working in cohort groups, finding similar research; but it would be helpful to the students if the facilitators have adequate current resources available to get the groups started. As facilitators teach the class over a period of time, these resources will grow dramatically given the high volume collected by the groups during their research efforts.

The pre-course assignment requires the students to visit a PBL site, or a place where instruction in some topic is taking place in an adult learning format. Many of your class members will look to the facilitators to provide suggestions for these visits. It helps to have a comprehensive list in your local area of both PBL sites as well as subject specific sites to direct them for their field research and on-site information gathering for the pre-course assignment.

Time Issues with PBL

PBL teaching will not be as neat and efficient as lecturing. Neither the classroom set up, nor the way in which students decide to learn the material will remain uniform as with a PowerPoint assisted lecture. If you want that sort of teaching environment, PBL will not suit your needs. If you want student involvement, excitement to learn and create and an enthusiastic learning group, then PBL will suit your needs. But facilitators must be prepared for the fact that PBL will force them into a new model where the needs of the facilitator come second to the needs of the learners. Classroom control takes a secondary position to active learning. As for the constant time pressure facilitators face, suggestions are included in this curriculum regarding time allotments, but these are always subject to facilitator planning and student learning needs. This course has a one week or forty hour schedule. Block times are also subject to individual facilitator preferences for instructional strategies and material. Lunches and break times are not included. The facilitator and the adult learners will decide when these will occur.

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Glossary of terms

Journaling – time is spent either in class or outside of class writing in journals. This is an opportunity for self reflection on what the students have been learning, what they understand and what they do not, as well as what they think and feel about the material. The journal is also used to keep track of each student’s “internal” conversations throughout the course. For example, students will comment on their learning strengths and weaknesses as the course progresses. Students may also wish to reflect on social/ emotional issues such as how they will deal with interpersonal issues during their teaching. They should not use the journals to document facts about the course material: facts should be placed into their course notes. Rather, the learning journals provide each student with an opportunity to examine their own daily learning and how their own emotional state influences that learning. The Instructors should explain that this is called “affective learning”.

Buzz GroupThe buzz group allows discussion among groups of students during a discussion or lecture. The Instructor uses buzz groups when the class needs a break from the lecture, or when a particular point is important and needs emphasis. The Instructor stops the lecture and asks students to turn to the person beside them to discuss the point or come up with their own example. The classroom begins to “buzz” with activity for 3 or 4 minutes. The instructor then continues on with the lecture or discussion.

PBL Exercise – students are separated into work groups of 5 to 7 members. These are called PBL Groups. Each PBL Group is assigned a problem. To solve this problem they then utilize the PBL process: Ideas, Known Facts, Learning Issues, Action Plan, Evaluate Product and Process.

Discussion – an informal conversation between Instructor and students. Often prompted by Instructor questions such as: “Who can describe this process/idea? Tell us what you

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know about it.” The questions precede a short conversation on the topic. Instructors must be careful not to use closed-ended or rhetorical questions that can limit discussion.

Pulse teaching – the Instructor uses occasional opportunities during any teaching period to deliver material relevant at that time. This type of teaching involves clarifying or introducing new topics when the Instructor observes that it is an opportune time, or when the students ask a specific question about a new topic. For example, during group work on problem solving one group discovers the importance of effective group dynamics. The Instructor may take this opportunity to have the group make a brief presentation to the class about their discovery, and then follow this with a short lecture on effective group dynamics. This teaching in “pulses” helps break up the teaching method to appeal to different learning styles in the class. It also makes the material more relevant to the students’ needs.

PBL Group work – PBL and adult learning places the student in the role of finding answers to the course problem. In order to learn the concepts in the course curriculum, the students must work together and conduct their own research to self-discover material. Research may comprise a variety of activities such as: visits outside the class to interview subject matter experts; library and internet searches; original research in the field; reading articles or books and reporting back to the cohort group; and so forth.

Cooperative Learning – A form of group learning where students learn individual points and then teach each other what they learn. Since it requires each student in class to become knowledgeable enough in an assigned topic to teach it back to their fellow group members, it reinforces learning and places teaching responsibility directly in the hands of the students. There are various methods of cooperative learning. One form is to start with a “home” cohort group. Each member of this home group will teach each other an assigned topic. The home group then numbers themselves (see diagram below) according to the numbering schemes described below. Students then form an “expert” group. The facilitator provides the expert group with learning material that they read, discuss and

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write down. They then return to their home group and teach their fellow group members their topic.

The numbering formula for cooperative learning is to have home groups number themselves 1 - 5 for a class of up to 25, 1 - 6 for 30, and 1 - 7 for 35. Once they’ve numbered themselves, they move to their “expert” learning group which comprises all the 1’s together, the 2’s together, and so forth. When they’ve learned their assigned topic, they return to their original “home” learning group to teach their classmates.

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21st Century Instructor Skills Development: Day 1

Course Problem

You have been selected by your agency to attend a 40-hour training to become a general instructor. Many concepts, methods, and skills of contemporary adult learning are unfamiliar to you and you are unsure of how to integrate them into courses you will be teaching. You will use problem-based learning and work in groups to fulfill the objectives of this course. Your instructors will assist the process of your learning and will help you teach the material to each other.

By the end of the course you need to demonstrate your mastery in the concepts and skills within this course. These include the ability to analyze and evaluate your own learning and teaching styles and demonstrate how you will help your students accommodate their own various learning styles during your courses. They also include audio-visual skills, research and lesson planning skills, and group presentation skills. You need to present how you will incorporate the course material so that it incorporates multiple intelligence, different learning styles, emotional intelligence, conflict resolution, cooperative learning, and learning in “student-centered” manner that facilitates a greater transference of learning.

Your goal in this course is to master the basic concepts of student-centered learning by practicing problem-based learning within this course. As well you need to demonstrate how you will apply the Instructor Code of Ethics to training in your agency.

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Course Goals

The goal of this course is to help you master the concepts, methods, and skills of contemporary adult learning and to integrate the student-centered classroom into your teaching. You will gain elementary knowledge into one of the most advanced forms of adult learning – PBL. As well, the goal of this course is to introduce you to the Instructor Code of Ethics.

Learning Objectives:

By the end of this course you will:

o Integrate the methods of contemporary adult learning into the courses you teach

o Describe the methods of problem-based learningo Analyze and evaluate your own teaching and learning styles and

help your students accommodate their learning styles during your courses

o Demonstrate audio visual skills, research and lesson planning skills, and group presentation skills

o Incorporate into your courses multiple intelligence, emotional intelligence, conflict resolution, cooperative learning, and learning in a student-centered manner to facilitate transfer of learning

o Demonstrate how you will apply the Instructor Code of Ethics to your training.

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21st Century Instructor Skills Development Course Schedule

Time Monday Tuesday Wednesday Thursday Friday

AM

Module 1: Introduction to the Course

Module 2:PBLOverview

Module 5:Learning Styles and Multiple Intelligence

Module 4Pre-Course Presentations(continued)

Module 3:PBL ProjectLEARNING ISSUES

Module 3:PBL ProjectACTION PLAN group research individual

learning activities

Module 3:PBL ProjectACTION PLANSetup for Presentations

Module 3PBL ProjectACTION PLANGroup Presentations

12:00 Lunch Lunch Lunch Lunch Lunch

PM

Module 3:PBL ProjectIDEAS

Module 4Pre-Course Assignment Presentations

Module 3:PBL ProjectKNOWN FACTS

Module 3:PBL ProjectLEARNING ISSUES

Module 3:PBL Project LEARNING ISSUES

Module 3:PBL ProjectACTION PLAN group research individual

learning activities presentations

Module 3:PBL ProjectEVALUATION Group

presentations Peer and

Instructor Review

Wrap-up

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Day one

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Monday

Module 1

Journaling

Time for breaks not listed but included in each block. The facilitator and the class should decide when to take breaks.

Introductions and group set-up2 hours

In-class group

Module 1 – Introduction8:00am to 10:00pm

If the class is set up in rows, leave them in that set-up initially. Place the rubrics, a copy of the course problem and course rubric, other course handouts and the journals at each desk.

The first task for the students should be writing out the course problem (described above) on the front page of their journals. They should underline or highlight every task and learning issue they find within the problem.

The only PowerPoint slide should be an introduction slide with the name of the course, facilitator information (a second slide might be necessary if there are additional housekeeping points).

Very briefly introduce yourself and any other facilitators – name and title only. Then assign a brief activity designed to have learners meet and get to know a few others in the class. Note that it is not necessary all class members meet the entire class at this point, nor the specific members of their learning groups)2.

It is more important at this juncture to break the ice. There are numerous introduction activities available online. A simple Google search will reveal a few.

For example, you might have them write an unusual question to ask another person, and then randomly seek out a person in class to whom they will introduce themselves and ask their question (e.g. What is the strangest job you’ve ever had?). That other person also prepares their own question and asks it when they’ve answered (they need not write down the answers). This way each of them gets to know a bit about another. When they finish answering, they exchange their written question and seek out another person in class to ask this new question. The process repeats a few times until students have gotten to know three or four others in the class.

If you use another introductory exercise be sure to

Materials

.

Handouts for homework and supplementary reading.

Course goals and learning objectives

Copies of all course rubrics & assignments

Hand out copy of Course Problem Learning Journals for each student

Multi-media as required

Warm up material – including material for icebreaking exercise. The facilitators should select material that does not require facilitator involvement to explain or construct. Many interactive and open-ended ice-breaking activities can be found on the web. Be sure to obtain copyright approval prior to use.

2 Instructors often like to have each student introduce themselves to the class one by one. This can still be a part of teaching, however it does not break the ice. It is important to create a comfortable and relaxed learning environment from the beginning and a brief introductory exercise like this will help.

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exercise

Break the ice exercises

Randomly assign students to PBL learning groups

obtain permission from the copyright holder to use the exercise.

Once the introductory exercise is complete, randomly assign the students to learning groups. Have students do brief introductions in their groups, but NOT in front of the whole class. Assign random membership by simply walking around the class and numbering the class members from 1 to 5 (with 25 students in class)3 often gives the best random results.

Once they have located their new group members, have the learning groups set up their classroom area as they see fit. Let the groups design their learning space, desk and chair set up.

Facilitators should review the rubrics and briefly explain journaling. They should hand out their resumes for students to read at their leisure rather than present lengthy introductions during class time. Encourage students to meet over the break with anyone they did not meet from the icebreakers.

Once the room has been rearranged, have the students engage in three mentally and/or physically active, group dynamics exercises. Remember that the purpose of these exercises is to illustrate the importance of group dynamics, and facilitation, during group learning and PBL. Be sure to explain this point during, and at the end, of the exercises.

For example, possible exercises might include giving them a supply of stationary materials (paper, straws, paper-clips, etc) with which to build a tower, presenting a math problem, word jumble or providing a sudoko-type puzzle to solve.

A popular exercise is to have the groups duplicate a random structure assembled from Lego blocks that facilitators place in another room. Each group will have a set of Lego blocks and will use their memory to assemble the structure. Facilitators should put conditions on the groups: only one member may speak; only one may write; the “builder” might wear a blindfold and take

Give any relevant PowerPoint slides to group (digitally if possible).and other information regarding PBL.

The Lego exercise will

3 More than 25 students in the class are inadvisable unless there are at least two or three other facilitators to facilitate learning groups. The numbering formula for cooperative learning is to have students number themselves within their “home” learning group 1 to 5 for a class of up to 25, 1 to 6 for 30, and 1 to 7 for 35. This same numbering scheme also works when cooperative learning takes place. In cooperative learning groups for example, once they’ve numbered themselves 1 through 5, they move to their “expert” learning group which comprises all the 1’s together, the 2’s together, and so forth. When they’ve learned their assigned topic, they return to their original “home” learning group to teach their classmates.

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Pulse teaching:

Use group exercises to “pulse teach” points about group dynamics and PBL process

instructions from his group members. Facilitators should limit the natural abilities of the members of the group (only one person at a time may go out to look at the assembled structure, no one may touch, diagram or photograph the structure, etc). Vary the style and type of problem solving exercise. Each exercise should last approximately twenty to thirty minutes.

Most importantly, the facilitator does NOT direct the action, but merely observes it. Switching the group members for each exercise allows the class members to meet one another. This is an exercise that both introduces students to each other and also introduces the concept of group problem-solving.

The facilitator should note whether the groups rush to solution rather than first coming up with a plan to solve the problem. After the exercise the facilitator should emphasize that is the purpose of the “ideas” phase of PBL. Describe that, because groups have important dynamics that will affect learning, the PBL method contains 5 steps to assist student learning and group dynamics.

The facilitator should also ask the class whether all members participated equally in the group work. The facilitator should emphasize that group participation is a key element in the student-directed classroom. After a brief wrap-up discussion, the students should write in their journals about what they thought, saw and felt during the exercise, especially if they were restricted by the rules as to what they could perform. Ask them to highlight how they felt during the exercise, and how their feelings might affect their own learning. Be sure to reiterate at the end that the links between emotions and learning are the central message behind emotional intelligence. The journals are an ideal way for students to record their emotional intelligence lessons.

Have the students journal on this type of active, group based learning style versus learning by lecturing.

Issue the class members with a Multiple intelligence test and instruct them to fill it out over lunch or during the evening.

require a set of Lego blocks for each group

Multiple intelligence tests are available through education sites on the web.

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Module 2 PBL Overview

Presentation and Video

Buzz Groups

Module 2 – PBL Overview10:15-12:00pm

Prior to attending this class students should complete the on-line PBL Primer course. This will provide a basic overview of the PBL process and prepare them for learning activities in this course.

Before the students embark on their PBL group work in class, it is necessary to reiterate some of the basic concepts in PBL. An excellent way to do this is to secure a copy of the ABC Television documentary “The Deep Dive”. The film shows a group problem solving process in an industrial design company. Though the specific steps the company takes to work together does not mimic the steps of PBL (e.g. Ideas, Known Facts, etc), the process they employ is identical.

When showing this video to the class, the facilitator should pause the video at key junctures to make points about how the employees work together in groups. It is especially important that the facilitator pauses the video during the description of rules for group behavior employed by the “Ideo” groups. Students should write those rules in their journals and apply them to their own group work.

At the end of the video the facilitator should break the class into buzz groups and ask them to share what they might apply from this video into their own teaching.

Note that the students will present the results from their pre-course assignments later, and this buzz group is only a short introduction to the PBL process.

LUNCH BREAK

Note: lunch breaks are not counted in the 40 hour

structure of the course.

The ABC video “The Deep Dive” available from the American Broadcasting Corporation

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Module 3

IDEAS

PBL Group Work

“Ideas” should encompass all elements of the Course Problem

Day oneModule 3 – PBL Project1:00- 2:00

1. Ideas

At this stage the class begins the PBL process. The facilitators must encourage the groups to follow the Ideas, Known Facts, Learning Issues, Action Plan, and Evaluation format.

The class members may ask how they should divide the material. The facilitator must leave that decision in their hands, while still providing examples that might work. One possibility is for each cohort group to focus on only one part of the problem and develop just one presentation for the course problem. For example, individual groups may wish to focus on:

Learning Styles and multiple intelligence

Audio Visual skills and Using PowerPoint

Instructor Code of Ethics Etc,

They could then combine the efforts of all the groups to create a single presentation at the end as their action plan. Another example might include each group tackling all the topics individually and then make their own plans to demonstrate all these topics together.

Whatever the decision, the facilitator must allow the groups to begin to formulate their own ideas. Keep in mind also that this phase covers only the initial “ideas”. There should be no decision-making at this point. Facilitators should watch, and ask groups to watch, to ensure that they defer judgment and only list their initial ideas for how the course problem “might” be addressed.

At this early stage of the PBL process, encourage the learners to go through the ideas BEFORE narrowing their focus to deal with only one area of an action plan.

Personal journals

Break out rooms for each group

Flip charts and markers for each group

Access to photocopy and/or digital share devices (e.g. USB)

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Initial Ideas Phase - 1 hourFacilitator must move groups along quickly

Class Discussion

Sharing Ideas with rest of class – Students will begin to see overlap

The first stage begins with a listing of “ideas” that the group has in response to the course problem. Some groups will create a separate list for each problem while others will combine both problems and make one list.

The facilitators MUST move from group to group and ensure that the learners are:

1. Focusing on ideas about how to solve the course problem;

2. Encouraging ideas, not solutions;3. Not dismissing or arguing about

ideas, but simply listing them on chart paper and posting them;

4. Not making action plans, just offering potential ideas to the problems

5. Encouraging all members of every group to suggest ideas.

While there is no hard and fast rule, this process should go on for at least an hour and the group should have eight or ten ideas from every member as to how the problem may be solved. Encourage wild ideas and creative thinking among the group members. Members must realize that this is a creative stage and not intended for the purpose of producing only proven or well-considered ideas. Often, in learning and in group work, an idea from an individual will seem unusable or impracticable at first, but will be built upon by others until it becomes a viable and sensible suggestion. Groups must realize this process and offer as many creative, unresearched options as possible.

Once they have finished the ideas phase and recorded all the “ideas” they have in relation to solving the class problem, facilitators should have all the groups reconvene for a short 15 minute plenary session. As a class they should share their ideas list with each other.

The groups should then post the lists of ideas on the classroom walls.

Have all individuals record in their journals the five to ten ideas from the entire class list for solving the class problem that most appeals to them personally.

The facilitator should suggest to the class that they may wish to appoint students from

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Module 4 3 hours

Individual presentations

each group to meet together during breaks and at other times to assess what coordination, if any, is necessary between the groups.

Module 4 – PreCourse presentations2:00-5:00

Faciltitators prepare the class for their individual presentations from the pre-course assignment. Depending on the size of the class there may be a need for two rooms and multiple facilitators. For example, with a small class of 15 students, it will be possible to have all the presentations in front of one facilitator in one room. Half will present today, and the other half tomorrow.

If the class is larger, it will be necessary to divide the class into two equal sized groups and have one facilitator take one in the first room, and the second in the other. Again, depending on the size of the class, the presentations begin this afternoon, and finish off tomorrow.

As each student will deliver a 5 minute presentation, the facilitator should begin by asking students to refer to their pre-course evaluation rubric (especially the category regarding the 5 minute timeline).

It is inadvisable to orally evaluate each presentation in front of the whole class before all are complete, as that will benefit the late presenters. However, it is advisable to ask some general questions regarding the various field trips, especially questions and comments that might help the class learn more about PBL. (E.g. “You say you not find specific examples of PBL in your site visit. But what tips did you see that did engage the learners in an active way?”)

The facilitator should also hand out some of the pre-course rubrics to other class members so they can evaluate each other during the presentations along with the facilitators evaluation.

Computers as needed

Audio visual as required for student presentations

Handouts – students are expected to bring enough handouts for their presentations for each member of class

Flip chart paper and markers

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End of Day Homework

The facilitator should have the class reconvene (if it is divided into more than one group) 15 minutes prior to the day end.

Write onto a flip chart some homework assignments: The students should journal about 3 things

they learned from today’s class. They should make specific note about what those things meant to them and how they might incorporate them into their own teaching

The students should re-read the course problem and rubric and add any additional ideas to bring to their group on Day #2

The facilitator should hand out a reading regarding Emotional Intelligence and another regarding Multiple Intelligence and ask students to prepare to discuss the main points tomorrow.

The facilitator should end the day by soliciting a one word “check-out” from each student. Each day begins with a one word “check-in” and “check-out”. These words are the first feeling that comes into the mind of the student. The facilitator goes around the room and each student says their word aloud, and then writes that word into their journal.

The facilitator should not offer any comments on any of the words. Some will be humorous and others will be not. Each student will need to “own” their words each day. During the discussion on emotional intelligence the facilitator will point out that each of the written check-in and check-out words are chosen by each individual student. Their feelings are their own and they choose how they will respond to them. That is one of the central messages of emotional intelligence and these words help each student see how they are progressing through the course.

End of Day 1

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Buzz group

Lecture and PowerPoints

Day TwoFacilitator begins the day with a check-in.

The day starts with a 10 minute buzz group. The facilitator asks students to turn to a partner they have not yet spoken to and briefly review the homework. It is unnecessary for the facilitator to review each point of the homework in a class plenary. The students are adults and they are responsible for their own learning. Since the facilitator assigns homework that is specifically relevant to the classroom learning and the course problem, it will soon be obvious if students do not complete the assigned work.

Instead, the facilitator simply asks whether there are any outstanding questions from the buzz groups regarding the homework. Allow another 5 or 10 minutes to respond directly to those questions.

Module 5 – Learning Styles and Multiple Intelligence8:30 – 10:00

The facilitator should introduce the concept of learning styles and multiple intelligence. It may be useful to begin with a few PowerPoint slides showing the 8 basic Multiple Intelligence styles. Briefly summarize each of these styles (no more than 10 minutes). Describe how different learning styles are addressed by different teaching methods, and that PBL incorporates them all.

Show relevant PowerPoint Slides

Reiterate the multiple intelligence concept through an in-class exercise called “drawing on the head”.

Students take a blank journal page (or a blank piece of paper with something solid

Show two PowerPoint slides (see attached) of Multiple Intelligence and different teaching methods in relation to PBL

Projector and computer

25

In-class demonstration

Exercise in pairs

under it) and place in onto of their heads. Ask them to draw each item you describe below on the paper. Slowly describe each point below and allowing them time to draw the item. They must do this drawing without removing the paper from their heads. Ask them to draw:

1. a mountain2. a mountain cabin with a front door

and a chimney3. snow caps on the mountain4. smoke rising from the chimney5. a welcome mat in front of the door6. a lake in front of the cabin7. a sailboat on the lake8. write the name of the boat on it’s

side (something long like ”Princess Buttercup”)

Take approximately 10 to 15 minutes to complete the drawing instructions. Then ask them to look at their drawing to see how accurate they were at “following instructions”. Obviously, some students will do a better job with this task than others, particularly the spatial and kinesetic learners. Others, such as the math/logical or interpersonal learners may not do so well. Use this exercise to illustrate that people are smart in different ways. That is the basic message of multiple intelligence. It is also why lecture-based, instructor-led classrooms do not work for different learning styles.

Transferring the lesson.

Describe to the class that it is time to transfer these concepts to their own teaching.

Each participant should partner with someone with a different learning style from them (try to get as different as possible). Hand out a copy of Bloom’s revised Taxonomy to the class. Ask each group to come up with a law enforcement training topic and give examples of potential objectives for students at each level Bloom’s For example, one group may select the topic of criminal investigation and decide that an appropriate learning objective level on Blooms for this topic might be to be able to “apply” these concepts. They may conclude that to “describe” them does not reflect sufficient mastery for street policing, while “to

Handout: Bloom’s Revised Taxonomy

26

Journaling

In-class individual presentations

create” new investigation methods may be too advanced for students.

Once they have selected a Bloom’s level for their topic, the facilitator should ask them to create a possible teaching method, and two alternate methods, for that particular topic. Link this discussion to how they can help students reach higher levels of Bloom’s in the courses. Discuss ways that you could present this topic in a way that would engage that person’s learning style. Have the partners share their ideas with the whole group.

Ask students to journal about how they might apply MI to their training when they return to their workplace

Module 4 – PreCourse presentations – continued10:00 – 12:00

Facilitators ask the class to complete the remaining pre-course individual presentations from the pre-course assignment. Depending on the size of the class there may be a need for two rooms and multiple facilitators. If so, the class goes to their assigned room to complete the presentations.

As each student will deliver a 5 minute presentation, the facilitator should begin by asking students to refer to their pre-course evaluation rubric (especially the category regarding the 5 minute timeline).

It is inadvisable to orally evaluate each presentation in front of the whole class before all are complete, as that will benefit the late presenters. However, it is advisable to ask some general questions regarding the various field trips, especially questions and

Journals

Personal journals

Break out rooms for each group

Flip charts and markers for each group

Access to photocopy and/or digital share devices (e.g. USB)

Copies of pre-course evaluation rubric – enough copies for facilitator and for peer evaluations (for a class of 20 students, each presenter evaluated by 3 peers and one facilitator represents 80

27

Class discussion

PBL Group work

KNOWN FACTS 1.5 hours

comments that might help the class learn more about PBL. (E.g. “You say you not find specific examples of PBL in your site visit. But what tips did you see that did engage the learners in an active way?”)

The facilitator should also hand out some of the pre-course rubrics to other class members so they can evaluate each other during the presentations along with the facilitators evaluation.

The facilitator should reconvene the class into a short plenary session prior to lunch. This session should review any key lessons from the presentations of value to the whole class. The facilitator should point out that it is difficult to stay within the 5 minute timeframe. The reason for the limited time is to intensify the “presentation” experience and to reveal any weaknesses in the presenters so that feedback can help each student improve. The limited time also helps each student realize the importance of pre-class preparation as a critical instructional duty.

LUNCH BREAK Note: lunch breaks are not counted in the 40

hour structure of the course.

Module 3 – PBL Project1:00pm - 2:30pm

2. Known Facts

Just as they did with the ideas phase, individuals should now return to their PBL group activity to create a list of all information they currently have concerning the class problem.

Facilitators should encourage them to record on chart paper, among other facts:

1. What they know about the problem2. What they know from experience 3. Any other information that they

possess4. Any peripheral facts that arise from

copies of the rubric)

Break out rooms and flip chart paper

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Students should list the “facts” from the course problem that they underlined on Day 1

Class discussion

LEARNING ISSUES Part 1

PBL Group work

other information individuals possess.

Cohort groups should record as a group what they know. Facilitator must explain that this phase of PBL makes group members aware of what expertise already exists in the group and who may have important or useful knowledge.

All known facts must be posted on chart paper.

Have the cohort groups come together in the class and share their “known facts” list. Have cohort groups record particular known facts listed by others that they forgot to include on their list.

Post lists of known facts beside previously posted ideas list in the area of the classroom where the group sits.

Module 3 – PBL Project2:30-5:00pm

3. Learning Issues

There are two and a half class hours allotted to this segment, however the evening homework should also comprise a group meeting to continue the “learning issues” discussions. If students cannot meet in person during the evening, they might arrange a conference call, or an internet for a few hours so they can continue this discussion.

This “learning issues” discussion will also continue on the morning of the next day.

The main question in this stage deals with

Research facilities for group work such

29

PBL Group work

“What do we still need to know in order to respond to the course problem?” Unlike the “known facts” stage where they assemble a list of what they already know, this stage highlights the curricula elements in this course that they still need to know. In effect, they are creating their own course structure, which is expressed in the action plan.

Accordingly, this section of the course contains the most allotted time and the greatest opportunity for student learning.

Much of the time spent in this phase will be done OUTSIDE of the classroom. Perhaps the students will visit a local school for answers, a library, conduct an interview or work in a computer lab.

The facilitator must explain that the learning issues phase comprises two activities:1. In Part One, the cohort groups simply list

the areas of knowledge, facts or research that they require as a group to solve the course problem. Colloquially put, the cohort groups should ask themselves, “what information do we need to know to solve our problem.” They must then compile the list of questions that will answer their course problem.

2. Part Two of this phase, and the most time consuming part of the course, finds members of the cohort groups learning the answers to the questions they identified above. Once the group completes the list of information they need to know, they must then carry out the research and find the answers to their questions.

Facilitators must remember that the groups will divide the work as they see fit. Facilitators should guide the students to any areas of research, or parts of the question that the group has failed to consider. Facilitators will move among the groups and make suggestions for areas of research.

Facilitator NOTE: At this stage, the class may wish to divide the research into particular areas. That breakdown may include the following areas among others:

Getting Power Point Right (See Learning Module in Appendix E)

Instructor Ethics and Liability (See Learning Module in Appendix F)

as computer access to the internet, libraries, and telephones

Copies of all the information in the Appendix of this curriculum including Instructor Code of Ethics and Liability, PowerPoint presentation on Getting PowerPoint Right, and mini-lesson plans for various Learning Modules

30

Cohort or individual meetings with the facilitators to check progress

Class discussion

Emotional Intelligence in learning (See Learning Module in Appendix G)

The class may decide to form expert groups and assign members to these sub-topic areas of research. Alternatively, they may decide to change groups and carry out the particular research with class members who have similar interests in an area of research. Facilitators should encourage the class to try to remain with their original cohorts and use expert groups to research the material, but the final decision should be negotiated with class members. There is no right or wrong way. If they do form new groups, they should all have copies of their original ideas and known facts.

Homework:

Class returns to plenary session for wrap-up.

Have the students read the course problem they are addressing and continue throughout the evening to ask questions. They should also seek out any resources (on the web or elsewhere) to address any research questions the group raised during the previous exercise.

Students should journal in the evening concerning the problem, the group work and how they are functioning within the group. The rubric for group participation will help guide their reflections in their journals.

Facilitators should write the following questions on the board and ask each student to consider for homework whether or not their group research has dealt with these issues. If their research has not yet dealt with these issues, or has no plan to deal with these issues, instruct the students to indicate in their journals what they will do to learn the outstanding learning issues that remain.

1. What methods do you know for evaluating your, and your students’, teaching and learning styles?

2. Can you describe methods for researching and planning lessons, including strategies for incorporating audio visual aids such as PowerPoint?

31

Class discussion

PBL Group work

3. How can you employ multiple intelligence, different learning styles, emotional intelligence, conflict resolution, and cooperative learning methods into your own teaching?

4. What does all this have to do with the Instructor Code of Ethics?

Students should gather any resources they have to bring to class on Wednesday.

Be sure to reiterate that they must present their action plan or presentation to the other cohort groups before the end of the course on Friday afternoon. It is their job to ensure they stay within the course time line while still satisfying the course objectives. Keeping to these requirements is the basis of student-driven learning.

End of Day 2

Day Three

Continuation of Learning Issues

08:00 – 12:00

Check in

The students meet in the morning, at 8:00am and each group explains to the class what learning issues they have identified and what research they intend to carry out during the day. Facilitators should make suggestions and ask the class members to also make recommendations to the presenting group regarding possible research sources.

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Module 3 LEARNING ISSUES Part 2

Cooperative learning

x

Throughout the day, the facilitator should visit the groups wherever they are working. To this end, the groups should have a team leader and must leave contact details with the facilitators whenever they leave the classroom for research purposes.

While traditionalist may believe that the group members will “slack off” or not do the work, the opposite is true.

It will be necessary for the PBL facilitators to visit the groups often and stay engaged with them. Constant fine tuning of group assignments and keeping members focused on the problem requires on-going attention by engaged facilitators. Do not sit back and wait for them to return. Facilitators should try to visit the groups as often as possible in their breakout sites if they are not working within the classroom.

Facilitators should constantly refer the groups to the rubrics created for evaluating group function and classroom performance.

Often, groups require mediation with their learning or research processes. Facilitators should encourage the cohort group members to solve the problems and ensure that all members are working and producing.

Arrange for all members of the class to return and report on progress made during the morning. A cooperative group learning session may help facilitate this. Group members divide themselves among other group members and share their progress with each other.

Throughout the process, facilitators should continue to offer research support, suggest possible avenues to investigate and encourage the groups to discuss their individual progress.

Before breaking for lunch, arrange for the group to meet back at 3:30pm for a de-brief at the end of the day

33

PBL Group work

Module 3

ACTION PLAN

LUNCH BREAK Note: lunch breaks are not counted in the 40

hour structure of the course.

Module 3 – PBL Project

4. Action Plan

The facilitators must continue to move among the groups and ensure that the research relates to the problem issue.

Facilitators should ensure that all action plans from the cohort group are comprehensive and that the presentation does not become a “sage on the stage” event where linguistic and cultural differences would make a lecture format a poor choice.

Groups will spend the hours of the action planning stage putting together their plan and presentation.

The facilitators must help students ensure that action plans satisfy all key topics in the Course Problem, such as

the ability to analyze and evaluate your own learning and teaching styles and demonstrate how you will help your students

audio-visual skills such as PowerPoint

research and lesson planning skills group presentation skills how to teach using multiple

intelligence, different learning styles, emotional intelligence, conflict resolution, and cooperative learning,

how to apply the Instructor Code of Ethics to training in your agency are addressed in each plan, or in a combination of plans, and in the presentations.

Groups will likely decide to each tackle a different topic. In this case the facilitator must

Personal journals

Break out rooms for each group

Flip charts and markers for each group

Access to photocopy and/or digital share devices (e.g. USB)

34

Class discussion

Journaling

also emphasize that the groups must ensure they develop a way to synthesize the material from all presentations into a comprehensive package which all students can take away from this course.

How the groups decide to create and present the plan depends largely upon their research efforts. Facilitators should be prepared to offer advice on where to obtain various research material – or the presentation – that may be missing or inadequate.

Summary

A half hour prior to the day end, the class comes together and again discusses their status. They discuss as a class their research and its relative value to solving the course problem.

Facilitators should have students journal for about 10 minutes on their research process and their overall group focus and function. This is, in effect, a self-evaluation of their own learning process.

Remind students to focus on the problem assigned and the research and not seek any definitive action plan.

Homework:

1. Students should gather any research material not yet obtained which is required to answer learning issues questions

2. Each member of the group should review the original ideas and known facts to see if the ideas offered are still valid given the research they have done. They should consider the known facts to see if those facts were correct in light of the material they have found in their research. This process allows the learners to see the value in the research they have just done.

3. Facilitators should write the following questions on the board and ask each student to consider for homework whether or not their group research

35

Class discussion

PBL Group work

has dealt with these issues. If their research has not yet dealt with these issues, or has no plan to deal with these issues, instruct the students to indicate what they will do to learn the remaining learning issues.

o What methods do you know for evaluating your, and your students’, teaching and learning styles?

o Can you describe methods for researching and planning lessons, including strategies for incorporating audio visual aids such as PowerPoint?

o How can you employ multiple intelligence, different learning styles, emotional intelligence, conflict resolution, and cooperative learning methods into your own teaching?

o What does all this have to do with the Instructor Code of Ethics?

End of Day 3

Day Four

Thursday, 8:00am- 10:30amCheck-in

Cohort groups again begin day with a report on the current state of their research. Facilitators and other groups continue to provide feedback to the presenting group. This feedback process should not take more than 30 minutes.

Cohort groups should gather the last of the material they need to address their learning issues.

Once the groups have finalized and collated the research they completed, they should

Personal journals

Break out rooms for each group

Flip charts and markers for each group

Access to photocopy and/or digital share devices (e.g. USB)

36

Module 3

ACTION PLAN

discuss what they have learned. They have used plenary sessions previously, therefore they should use another method to divide the class. The facilitator should encourage a sharing among the groups by using the “co-operative” learning model, discussed earlier. By changing to new groups to share information, the class members ensure that all cohort groups are aware of what others have done.

Preliminary presentations/research and learning activities

10:30am – 4:30pm

At this point groups will be well into their research and planning for delivering their action plan. Since this is a course in Instructor Skills Development, it is most likely these plans will entail final presentations by the groups.

However, there is no particular reason the final plan need take the form of a presentation. It may also take the form of in-class exercises or learning assignments for students to accomplish. It may take the form of role-plays, guest speakers, or a host of other delivery methods. The course problem indicates that students must demonstrate mastery of the course material, but it does not indicate how they must do it. That is up to the groups.

Facilitators should be sure to point this out to groups throughout the course. Accordingly, by this point in the course a number of activities may occur:o some groups may decide to deliver

partial or whole presentations on a given topic

o groups may agree that individual students may conduct presentations on a given topic, for example the Instructor Ethics portion of the course problem.

o Groups may decide to assign individual learning activities with learning objectives

Groups may require PowerPoint projectors and other audio visuals if they decide to begin some, or all, or their presentations today (check with the groups)

Flip chart paper

37

Journaling

to other groups on a given topic and designate this time for that activity.

LUNCH BREAK Note: lunch breaks are not counted in the 40 hour structure of the course.

Before leaving for the day, students should review the various evaluation rubrics in the course and evaluate themselves in their journal paying particular attention to

1. the quality of their group research

2. the success of their group 3. their personal effort in group

Facilitators should write the following questions on a flip chart and ask each student to consider for homework whether or not their group research has dealt with these issues. If their research has not yet dealt with these issues, or has no plan to deal with these issues, instruct the students to indicate in their journals what they will do to learn the outstanding learning issues that remain.

o What methods do you know for evaluating your, and your students’, teaching and learning styles?

o Can you describe methods for researching and planning lessons, including strategies for incorporating audio visual aids such as PowerPoint?

o How can you employ multiple intelligence, different learning styles, emotional intelligence, conflict resolution, and cooperative learning methods into your own teaching?

o What does all this have to do with the Instructor Code of Ethics?

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Class discussion

Presentation set up

In class EVALUATION

End of Day 4

Day Five

Friday, 8:00am- 10:00am

Setup for PresentationsCheck-in

Brief review of agenda that has been established by the students. Discussion on the progress up to this point. .

Students will be working in computer labs or on laptops preparing presentations and safe school plans until mid-day.

Before 10AM, meet with the class and remind them to treat the presentation as though it is delivered to an audience at their workplaces.

Module 3 – PBL Project

5. Evaluation of product

Remind groups to have appropriate handouts and to provide evaluation forms from the rubrics for their peers. Their peers and the facilitators both carry out evaluations of their presentations.

Copies of evaluation rubrics

Photocopy facilities: The groups will complete final photocopying of class handouts

Evaluation forms as necessary for personal evaluations

39

EVALUATIONJournaling

Final Presentations & Evaluation

Remind students that when they evaluate each other they should grade the presentation with the intended audience in mind.

The students deliver their peer evaluations to the facilitator at the end of each presentation and, along with the facilitator’s evaluation that comprises the grade for the course. The facilitator will notify the students that their peer evaluations will constitute some portion of the final product evaluation grade. The final decision is up to the facilitator what proportion of the course grade will come from student evaluations.

5. Evaluation of process

In addition to the final presentation peer evaluations, the facilitator should obtain an assessment of each student’s own performance in the course. There are many ways to do this. The students may each complete a self-evaluation report of their own learning strengths and weaknesses and what they have learned in the course and hand these in to the facilitator.

In addition, the facilitator should ask each student to record a personal assessment of their own progress through the course. This is best accomplished in the journals.

Students complete the final preparations for delivering their action plan presentations

Short Break while the first group sets up.

Group Presentations, 10:00am – 12am

The first few groups complete their presentations prior to lunch.

Although peer, self and facilitator evaluation has been on-going, the learners will present their presentations as a cohort group to the rest of the class.

Audio visual and computers as needed by each group for their presentation (check with groups)

Copies of CD or DVD for each student incorporating each groups presentation material

Audio visual and computers as needed by each group for their presentation (check with groups)

Copies of CD or DVD for each student incorporating each groups presentation material

40

Group presentations

Journaling

They must provide samples of the presentation and the plan to their classmates in CD or DVD form.

Presentation should be 20 to 30 minutes only and should appeal to a diverse group.

Instruct peer evaluators to follow the presentation rubric closely when marking the groups.

Instructors should also grade the presentations and the group work of each cohort groups.

It is a good idea to provide a short oral evaluation in private to each group after their presentation, which will also give the next group some set up time as they get ready.

LUNCH BREAK Note: lunch breaks are not counted in the 40

hour structure of the course.

Friday, 1:00pm- 3:00pm

The remaining groups complete their presentations after lunch.

Students in the class can each complete an evaluation of their peers, or instructors can select a small number for each presentation. The evaluation sheets are kept by the instructors for final tabulation after the course.

As mentioned earlier, it is a good idea to provide a short oral evaluation in private to each group after their presentation, which will also give the next group some set up time as they get ready.

The oral evaluation should be a brief 5 minute initial presentation. The instructor should remind students that he or she will review their peer evaluations, and take those comments into consideration, before grading their presentation for the final grade.

41

Final wrap-up discussion

Presentation of certificates

Friday, 3:00pm- 4:00am

Summary:

Class should journal on what learning outcomes and course objectives were met and what they plan to do to accomplish them in the next few weeks. They should also make their own list of three specific and tangible strategies they will personally employ in order to put the course material into effect where they work.

The instructor asks them to indicate in their journal a timetable for implementing their own strategy, and asks them to check back in their journals in a few months to determine how successful they were and what they still need to do.

Instructor conducts a final “check-out” allowing comments from each student about their learning experiences.

Class members should receive certificates and any final resource material.

Facilitator may wish to offer an e-forum for learners to discuss how they are progressing with student-centered learning where they work.

End of Course

Certificates of completion

42

Appendix A: Tips for Remembering the PBL process

Remember to Follow the PBL process:

Group Dialogue – read and discuss the problem.

1: Ideas (gather suggestions as to how the problem may possible be solved)

2: Known Facts (what do I know about the problem?)

3: Learning Issues1. Ask “what do I need to know?”2. Compile resources and gathering required information.

Discussion/dialogue (Review ideas and known facts)

4: Action Plan – (Preparing a plan – in this course the plan is a report and presentation to a local community meeting and to members of the police agency)

5: Evaluation: On an ongoing basis through each step, evaluate performance with the rubrics provided.

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Appendix B: Group Participation Evaluation Rubric

Task Not Achieved Achieved Superior Exemplary1. Group work

Addressing the problem Division of labor

Problem solving as a group

No participation in group

Constant, unresolved bickering and complaining

Tasks not completed due to group dysfunction

Frequent facilitator intervention required to resolve disputes

Participated in preparation or presentation

Basic components of project completed within allotted time

Problem accurately solved with some differences of opinions and no facilitator interventions

Participated in both preparation and presentation

Multiple components completed within allotted time

Positive dynamics demonstrated as problem accurately solved

Problem solving focus in group

Analyzed role requirements and

Prepared appropriate resolution method

On-going dialogue regarding group functions

Discussed & evaluated individual outcomes based on group expectations

2. Research

Various sources

Collated material for delivery

Quality of the research

Cut and paste from the internet.

No analysis or evaluation of research material.

No coordination of research among group members

Research was organized and taken from multiple written sources

Research material was evaluated and analyzed

Most group members participated in research efforts

Research included some different media types

Some members of the group participated in the evaluation of individual research efforts

All members participated in research efforts

Evaluated & synthesized a variety of sources

Included various technology & media

Developed a group strategy to gather and evaluate individual research efforts

3. Presentation

Multi media

Quality of presentation material

Appropriate to learners

Appropriate for resource manual

Handed out cut and paste material

Poorly presented material with numerous spelling, grammar and structural errors

Little use of multi media opportunities

Superficial, cursory treatment of subject material.

No MI consideration regarding learners

Hand-out material was neat and well-organized

Presented material with few spelling, grammatical, or structural errors

Use of one or more media types; few technical problems

Use of more than one type of instructional style

Hand-out material was in-depth and professional in appearance

All materials were free of spelling, grammatical, and structural errors

Use of multiple media types with no technical problems

Use of multiple instructional styles

Presentation exhibited mastery of topic using MI approach

Considered constraints of time and delivered coherent, accurate product to each member in class

Excellent use of multi-media

Relevant research synthesized and presented for use by classmates

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Appendix C: Pre Course Assignment Rubric for site visit and

presentation

Task Not Achieved Achieved Superior Exemplary1. Investigate and evaluate the efficacy of a PBL program in your local area

- Visit and effort

No contact with and no visit to a local institution, which uses PBL as a teaching and learning methodology.

Very little or no research – no instructors or students of PBL interviewed

No analysis or evaluation of the local institution using PBL completed

Visited local institution that uses PBL as a teaching and learning methodology.

Research completed, including interviews with institution staff, limited on line research and collection of a variety of data and resources.

Data and resources analyzed and used in evaluation of the visited site

Visited local institution that uses PBL as a teaching and learning methodology.

Attended on site classes, witnessed cohort group behavior and interviewed several staff & students regarding the use of PBL

Research included extensive academic research.

Data and resources, including secondary sources on PBL, analyzed and used in evaluation of the visited site.

Visited several local/ state / provincial sites using PBL methodology. Interviewed directors, staff, learners (cohorts) and designers.

Participated in teaching/ learning sessions using PBL

Comprehensive research included online, library and academic research and personal contact with secondary sources

Created overview of data for colleagues from primary and secondary sources.

2. Prepare a report about your findings from the research consisting of 3-5 typed pages

Nature and quality of report

Report not completed or not ready for presentation to instructors at the beginning of the course

Report not typed and not structured according to the style guidelines you selected for report writing.

Report has numerous spelling and grammatical errors.

Report does not address or only marginally addresses issues set out in Task #1.

Report submitted on time.

Report typed and conforms to style guidelines you have selected for report writing

Report well written with very few spelling and grammatical errors.

Report describes site visit and details observations, analysis and your evaluation of the institution visited.

Report submitted on time and conforming to local report writing specifications.

Report well crafted structurally and grammatically and containing fewer than three spelling or grammatical errors.

Report details your visit, your analysis and your evaluation of the PBL learning and teaching that you observed at the local institution.

Report also includes synthesis of secondary research.

Report submitted on time and conforming to local report writing specifications.

Report well crafted, structured and containing no grammatical or spelling errors.

Report details your analysis of the local site and evaluates the PBL learning and teaching at the local institution.

Report also includes a synthesis of secondary research and an analysis of how the material may be applied to a police environment.

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3. Deliver a presentation at the PBL class based on your research and findings.

Quality of presentation.

Description of site

Style of Presentation

Presentation not prepared and fails to conform to the established time line.

Little or no relevant information presented regarding the task.

No description of local PBL classroom activity given in presentation.

Confusing and incomplete handouts. Presentation had little or no regard for learning styles of your audience during the presentation.

Presentation well prepared and presented which conforms to the established time line.

General description of your PBL site visit.

Evaluation of various aspects of classroom effectiveness included in presentation.

Clear, concise delivery of handouts and presentation material with limited use of instructional materials suitable for engaging an audience with multiple learning styles.

Engaging and interactive presentation that conforms to the established time line.

Specific description of PBL site program and personnel using it.

Includes your evaluation of the effectiveness of the program in class and the methodology used by the site instructor.

Clear, concise delivery of material with a focus on the various learning styles of your audience. Presentation engaged a variety of learning styles.

Dynamic and informative presentation that conforms to the established time line.

Includes specifics of the PBL learning and teaching environment visited and relation of that program to a PBL undertaking in a police environment

Includes both your evaluation and the evaluation of those using the program regarding the effectiveness of the PBL methodology.

Clear, concise delivery with a focus on assisting your classmates to incorporate your material into their PBL teaching practices. Handouts and research material available for use immediately by your audience.

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Not Achieved AcceptableTask Superior Exemplary

Appendix DIdaho POST Instructor Code of Ethics

Idaho POST Instructor Code of Conduct and Ethics

PRINT NAME ______________________________________

SSN _______________________

AGENCY ______________________________________________________________________As an instructor teaching for the Idaho POST Academy, I understand and agree to the following:

POST Mission Statement:To provide the citizens of Idaho with a peace officer who is: ethical, physically and psychologically competent, well-educated, professionally trained, career-oriented, motivated, and sensitive to the needs of the public.

Professional Conduct:As a law enforcement officer, POST certified instructor and/or instructor at the POST Academy, my fundamental duty is to serve the community; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder; and to respect the Constitutional rights of all to liberty, equality, and justice. I recognize the privilege of POST instructor certification as a symbol of public faith, and I accept it as a public trust to be held so long as I am true to the ethics of police service. In support and implementation of these duties, I hereby adopt and accept the following code of conduct:

a. I shall conduct myself at all times in a manner that does not damage or have the likely result of damaging or bringing the public image, integrity, or reputation of POST, POST Staff, fellow instructors or their instruction, or my department or myself into discredit or disrepute, or of harming students’ physical or mental well-being.

b. As a representative of law enforcement agencies or law enforcement related professions, I will conduct myself in a manner that will bring credit to the profession. My standards of behavior will reflect good taste, courtesy, consideration and respect for the rights and privileges of fellow instructors and of trainees, the Idaho Police Academy faculty, and community locations throughout the State.

c. I understand that dishonesty, untruthfulness, profanity, promoting personal business interests, or discourtesy will not be tolerated. Any conduct detrimental to the conduct, efficiency, safety or discipline of the Academy or other facilities, whether or not specifically stated in the instructions, is prohibited and can be cause for disciplinary action up to and including revoking my instructor certification.

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d. I will conduct classes to the best of my ability to prevent injury; to avoid physical, mental, or emotional harm.

e. I will conduct classes in which my behavior is respectful of diversity and does not include horseplay, or sexual harassment.

f. I will not give away specific test questions and their answers.

g. I will dress appropriately and to POST Standards which include: Classroom attire of a law enforcement uniform, or business dress, or POST issued shirts and nice slacks; and Field Training attire of POST issued shirts and nice slacks, along with appropriate weather and safety gear as applicable.

h. I will respect and insure student respect and care of POST equipment and property as well as non-POST equipment and property used during the course of training and instruction.

i. I will model effective use of force in conversation and in interactions with students, with other instructors, and with POST Staff.

Lesson Objectives and Plans, Lesson Presentation Materials and Handouts and Lesson Test Questions:

As outlined in the POST Certified Instructor Packet, I have submitted the objectives, lesson plan and corresponding safety plan, visual aids, equipment list, handout masters and potential test questions with answers for the material and content that I will instruct. I will instruct to this POST Council approved material, including the POST Curriculum Matrix of topics. In the event that significant content changes are made I will re-submitthe above items for approval.

I understand that it is a privilege to instruct for the POST Academy and that my failure to adhere to the above or to maintain my POST Certified Instructor Status can be cause for my certification and/or my opportunities to instruct to be revoked. My instruction at or for the POST Academy or other agencies shall constitute my acceptance of the specific requirements and the general standards stated above.

Agreed to by:______________________________________________ __________________Instructor Signature Date

Instructor Address: ________________________________________________________

Phone: _______________________

Email: _______________________________________

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_____________________________________________ __________________POST Executive Director, Jeff Black Date

~

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Appendix EGetting PowerPoint Right

LEARNING MODULE: GETTING POWERPOINT RIGHT

Instructional ScopeThis block of instruction addresses the responsible use of Microsoft PowerPoint as a tool for training. It focuses on maximizing the technology while stressing how it should not be used. Learners should work at a computer lab terminal and can share with a partner if needed.

Learning ObjectivesAt the conclusion of this module, the learner will be able to:

1. Evaluate the need for a slide presentation and, if warranted, the type of presentation to prepare.2. Demonstrate the skills to create an appropriate presentation to enhance a course or topic.

Time Activities Resources

5 Min. Show Gettysburg PowerPoint Presentation as framing for this module.

Show Relevant PowerPoint Slides

10 Min.

Buzz Group: Have students turn to the person next to them and briefly discuss things that they like about PowerPoint. Have them recap their discussions with the whole group.

3 Hrs. Lead students through exercises in notes section of each slide. Allow time for students to “play around” with the different activities on each slide.

Computer labCD with PowerPoint file, “Getting PowerPoint Right” loaded on instructor and student terminals

5 Min. Distribute SlideRules handout for future reference for preparing presentations

Handout- SlideRules:Ten ways to avoid death by PowerPoint

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Appendix FInstructor Ethics and Liability

LEARNING MODULE: INSTRUCTOR ETHICS & LIABILITY

Instructional ScopeThis block of instruction addresses the ethical and legal responsibilities of instructors. It focuses on the instructor’s obligations to both the agency and to the student. Learners should begin to understand the vital importance of these components in effective training.

Learning ObjectivesAt the conclusion of this module, the learner will be able to:

3. Assess how their behavior can positively and negatively impact training from an ethical and legal perspective.

4. Demonstrate what ethical instructor behavior looks like.

Time Activities Resources10 Min.

Buzz Group: Have students turn to the person next to them and briefly discuss things that instructors do to get themselves in trouble from an ethical or legal perspective. Have them recap their discussions with the whole group.

30 Min.

Have the groups develop their own Code of Ethics for instructors. Make sure they include the instructor’s responsibility to both the student and the agency that they serve. Ask them to present this on a flip chart.

Flips Charts for each group

5 Min. Check Out

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Appendix GEmotional Intelligence in Learning

LEARNING MODULE: EMOTIONAL INTELLIGENCE

Instructional ScopeThis block of instruction builds on the role of emotional intelligence as a vital building block in effective instruction. It also begins discussion on the role of emotional intelligence in the learning process. Learners should begin to understand the vital importance of these components in effective training.

Learning ObjectivesAt the conclusion of this module, the learner will be able to:

5. Assess how the basic principles of emotional intelligence apply to the various aspects of teaching6. Evaluate his or her own strengths and weaknesses in EI as an instructor.7. Demonstrate the use of conflict resolution and anger management techniques the learner uses as

an instructor.

Time Activities Resources10 min. Quotes

Mix up cards and pass out one card to each participant. You can use two sets (one red, one green) if you have a large group. Tell the group that the words on their cards, when properly arranged, will make a quote (or two). They cannot give their card to anyone else and they cannot lay it down. They must physically move and stand in the correct order of the quote. Discuss the meaning of the quote(s) as a framing for this module.

Quotes cards: one to two sets, one card per participant (add or subtract cards to reach this number)

15 min. Administer the Emotional Intelligence quiz

Copies of Emotional Intelligence Quiz

10 min. Introduce the basic principles of Emotional Intelligence

Show relevant PowerPoint Slides

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30 min. Expert Groups:Hand out The Emotional Competence Framework article. Count participants off into five “expert groups” and assign each group one EI Competence from the article:

1. Self-Awareness2. Self-Regulation3. Self-Motivation4. Social Awareness5. Social Skills

Allow them to work together to familiarize themselves with this material and how to teach it to their home group. Send them back to their home groups and have them each teach their topic to the rest of the group.

Handout: The Emotional Competence Framework

10 min. Administer the “My Conflict Style” quiz Copies of “My Conflict Style” Quiz

20 min. Introduce the basic principles of Conflict Resolution

Show Relevant PowerPoint Slides

10 min. Journaling- Ask the students to write in their journals about their results on the two quizzes that they took in this module

Student Journals

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Appendix HMultiple Intelligence Test

What Style of Learner Are You?*

Indicate the degree to which you agree or disagree with the statements: 1= strongly disagree, 5= strongly agree

Verbal- Linguistic Styles TotalsI’m expressive both verbally and in my writing 1 2 3 4 5I’m very careful with my choice of words and expressions 1 2 3 4 5I enjoy speaking in front of groups of people 1 2 3 4 5I enjoy word games, puns and linguistic nuance 1 2 3 4 5I look forward to reading and writing activities 1 2 3 4 5

Logical - Mathematical StylesI enjoy doing math puzzles 1 2 3 4 5I’m a logical problem solver 1 2 3 4 5I often complete crosswords & word-finding exercises in the newspaper 1 2 3 4 5I enjoy looking for patterns in events or problems 1 2 3 4 5I find it easy to remember Chemistry or Math formulae 1 2 3 4 5

Body – Kinesthetic StylesI have a difficult time sitting still during meetings 1 2 3 4 5I am expressive with my hands and face during discussions 1 2 3 4 5I am athletic and enjoy physical exercise 1 2 3 4 5I take a hands-on approach to learning new things 1 2 3 4 5I teach others by showing them rather than telling them 1 2 3 4 5

Visual – Spatial StylesI learn best when presented with graphs, charts or drawn material 1 2 3 4 5I will draw as I listen or doodle during presentations or meetings 1 2 3 4 5I enjoy painting and other artistic exercises 1 2 3 4 5I find it easy to picture something in my head when asked to do so 1 2 3 4 5I always know where to find things on a map 1 2 3 4 5

Musical StyleI know when someone is singing off key 1 2 3 4 5I remember song lyrics and tunes 1 2 3 4 5I enjoy listening to music while I work 1 2 3 4 5I sing in the shower and frequently sing along with the radio 1 2 3 4 5I remember commercials because of the music, not the product 1 2 3 4 5

Interpersonal StyleI am an excellent communicator of my feeling 1 2 3 4 5I recognize moods in other people very quickly 1 2 3 4 5I work well on teams 1 2 3 4 5I am often referred to as “street smart” 1 2 3 4 5I am told I am a good listener 1 2 3 4 5

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Intrapersonal StyleI am told that I am very independent 1 2 3 4 5I work very well on my own 1 2 3 4 5I often find myself on the fringes of a group 1 2 3 4 5I can express my inner feelings in a variety of ways 1 2 3 4 5I am keenly aware of my own strengths and weaknesses 1 2 3 4 5

Gerry Cleveland- gcleveland@hotmail.com * Based on Gardner’s Multiple Intelligence Theory

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Appendix IPowerPoint Presentation – Getting PowerPoint

Right

See attached PowerPoint

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Appendix JPowerPoint Presentation – Multiple Intelligence

and Problem Based Learning

See attached PowerPoint

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Appendix K:Reading Material on PBL

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Au, K. & Carroll, J. H. (1997). Improving literacy achievement through a constructivist approach: The KEEP demonstration classroom project. Elementary School Journal, 97, 203-221.

Baptiste, S. (2003). Problem-based learning: A self-directed journey. Thorofare, NJ: Slack Inc. Publishing.

Barrows, Howard. (2000). Problem Based Learning Applied to Medical Education. Springfield, Ill: Southern Illinois University School of Medicine.

Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. In L. Wilkerson & W. H. Gijselaers (Eds.) Bringing problem-based learning to higher education: Theory and practice (pp. 3-12). San Francisco: Jossey-Bass.

Barrows, H. S. (1984). A Specific, Problem-based, Self-directed Learning Method Designed to Teach Medical Problem-solving Skills, Self-learning Skills and Enhance Knowledge Retention and Recall. In Tutorials in Problem-based Learning, H. G. Schmidt and M. L. De Volder, (eds.) Assen, The Netherlands: Van Gorcum.

Barrows, H. S., and Tamblyn, R. M. (1980). Problem-based Learning. New York: Springer.

Blumberg, P., and Michael, J. A. (1991). The Development of Self-directed Learning Behaviors in a Partially Teacher-centered, Problem-based Learning Curriculum. Teach. Learn. Med. 4:3-8.

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3&4): 369-398.

Boud, D. & Feletti, G. (1998). The challenge of problem-based learning. London: Kogan Page.

Bridges, E. M., Hallinger, P., & Piele, P. K. (2001). Problem-based learning for administrators. Eric Clearinghouse on Educational Management.

Carver, S. M., Lehrer, R., Connell, & Erickson, J. (1992). Learning by hypermedia design: Issues of assessment and implementation. Educational Psychologist, 27(3), 385-404.\

Chapman, Margaret and Robin Clarke. (2002). Emotional Intelligence is a concept that can be used in Stress Management: A response to Slaski, Stress News 15.

Chard, Sylvia C. (1992). The Project Approach: A Practical Guide for Teachers. Edmonton, Alberta: University of Alberta Printing Services.

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Chernis, C. and D. Goleman. Eds. (2001). The Emotionally Intelligent Workplace. San Francisco: Jossey Bass.

Cleveland, Gerard. (2006) Using Problem Based Learning in Police Training. The Police Chief, LXXIII, Alexandria, 29-37.

Cleveland, Gerard (2006) Thinkers or Clones? A problem-based alternative for Police Educators and Administrators. President’s Message, September, 2006. Speech given at the Police Society for Problem Based Learning, 1st Annual Police PBL Conference, Folsom, CA. http://pspbl.com/about.htm accessed, February, 24, 2007.

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Cunningham, W. G. & Cordeiro, P. A. (2002). Educational leadership: A problem-based approach (2nd ed.). Allyn & Bacon.

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Delisle, R. (1997). How-to-use problem-based learning in the classroom. Association for Supervision and Curriculum.

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Education Development Center. (1994). Union City Interactive Multimedia Education Trial: 1993-1994 summary report. New York: Educational Development Center.

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Evensen, D. H. & Hmelo, C. E. (Eds.) (2000). Problem-based learning: A research perspective on learning interactions. Lawrence Erlbaum Associates.

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Fogarty, R. (1997). Problem-based learning and other curriculum models for the multiple intelligences classroom. Skylight Professional Development.

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