Affective (Attitude) refers to how people deal with things emotionally, such as feelings, motivation, and enthusiasm. In order to learn something you have to be willing to open up, believe in its relevance, and adopt behaviors and practices. There are five categories of the affective process. At the lowest level is receiving. Receiving can simply mean listening or having a willingness to be attentive and hear something. Next is responding, then valuing, organization and finally, characterization. Again, you must work your way up from the lowest level to the highest level. 3. Psychomotor (Skills) Psychomotor (Skills) refers to physical movement, coordination, and the use of motor skills to accomplish a task. This domain is specific to hands-on learning. Much of public safety training is tactile and requires mastery of skills. These physical skills are learned through repetitive practice. There are five categories of the psychomotor process beginning with the lowest level, imitation. After imitation comes manipulation, then precision, articulation and finally naturalization. When a skill has been mastered it becomes natural or automatic; one acts without even thinking about it. B. Learning Styles The four learning styles we are going to discuss today are from Neil Fleming’s VARK model. The VARK learning styles model identifies whether learners have a preference for visual learning, auditory learning, reading and writing or kinesthetic learning. Now let’s look at each of the four styles. 1. Visual learners Visual learners prefer the use of images to understand information. They learn best by seeing graphic displays, charts, diagrams, illustrations, handouts and videos.
H. Questions in General 1. Lengthy Questions Minimize the length of questions. Questions which are lengthy will confuse students. Your choice of words should fit the educational level of the students; otherwise, they may know the material, but are not able to demonstrate it on the test. 2. Easy Questions Do not ask questions which answer themselves or have an obvious answer. 3. Trick Questions Do not ask questions which "trick" the student, you want to know how much they have learned, not whether or not they can figure out some tricky wording. 4. Performance Objectives Above all else you have got to make sure your: If you are asking questions about "nice to know stuff" not specifically related to what the objective(s) the student had to know, then you have opened yourself to liability for having an invalid test and perhaps failing a student unnecessarily, which might just cost them their job. Constructing Effective Performance Objectives Performance Objectives Terminal Performance Objective Given a clearly identified public safety related training topic, the public safety training instructor will write Terminal Performance and Enabling Objectives, in accordance with Bloom’s Taxonomy of Objectives and the American Society for Training and Development (ASTD) Learning System. Enabling Objectives
Logical sequencing of objectives contributes to the successful completion of a performance and gives learners orderly guidelines for accomplishing activities. How you decide to sequence objectives depends on the purpose of your instruction or training. Here are some suggestions and examples to help you organize objectives. i. Logical Sequential Order Put enabling objectives in a sequence that will be most helpful as a logical and orderly procedure for accomplishing the major task of the course or Terminal Performance Objective. ii. Common Sense Approach Use a common sense approach to sequencing; simple to complex or known to unknown represent some of the usual sequence patterns. iii. Order of Objectives Arrange the order of the objectives to provide learners the basic skills early in the training program. Program participants learn and accomplish objectives at different levels and speeds. The proper sequence will give some learners, at the very least, minimal skills. Examples of Effective Performance Objectives A. Law Enforcement Patrol 1. Terminal Performance Objective Given a valid DUI arrest, the Officer will implement and successfully complete the Administrative License Suspension (ALS) process, including the ALS hearing, in accordance with Forsyth County Sheriff’s Office Standard Operating Procedure. 2. Enabling Objectives a. Identify the purpose of an ALS. b. Describe the procedures for initiating an ALS. c. Discuss ways to prepare for the ALS hearing. d. Discuss the purpose of and what to expect at a pretrial conference.