⭐ Instructor Development is 100% hands-on and quite enjoyable training. Course activities will immediately engage participants as they design learning objectives, write a lesson plan, create student-centric learning activities, and ultimately facilitate a mock course for peer review.

⭐ Goal: In accordance with State requirements, the student will demonstrate the ability to develop and deliver effective, ethical, realistic performance-based training for law enforcement academies and agencies.

Methodology: Instructor-led
Length: 40-hours
Audience: All personnel responsible for designing and facilitating training

The Moser Training Solutions, Instruction Methodology course is an intensive 40-hour hands-on course, with likely after-hour course preparation work. This course consists of ten primary subject areas designed to meet and exceed most State certification requirements:

1) Learner-centric training
2) Adult learning concepts & training methods
3) Curriculum development & domains of learning
4) Instructional standards & lesson plan creation
5) Accomplishing engagement/effective facilitation

6) Training/instructional aids
7) Communicating effectively
8) Improving cognitive recall
9) Training liability
10) Practical application

The instruction methodology certification course is designed to develop the participants’ abilities to promote active learning within their Agency courses. Emphasis will be placed on creating learner-centric training environments and facilitation approaches that accomplish student engagement. Throughout the week attendees will independently create curriculum, prepare a formatted lesson plan, and then facilitate their developed course for classmate feedback and evaluation.

Objectives:

  • Create curriculum associated with an assigned topic
  • Develop a lesson plan using a four-step process
  • Format a lesson plan consistent with Agency and State rules/practices
  • Write learning objectives using the domains of learning and Bloom’s Taxonomies at various levels
  • Summarize principles of adult learning and learner-centric training approaches
  • Conduct a task analysis in conjunction with course design
  • Distinguish variances between training, instruction, and education
  • Define learning and discuss adult learning preferences
  • Facilitate a mock training course following a lesson plan
  • Demonstrate how to promote involvement and effectively “manage” the classroom
  • Use learned techniques to enhance overall communication and presentation skills
  • Develop techniques to inspire and engage students in active learning
  • Name training resources and aids, and define their proper application in the classroom
  • Demonstrate excitement and energy in training
  • Compose an effective presentation opening
  • Define techniques for capturing and holding audience attention
  • Develop a plan for facilitating difficult discussions and working with challenging audiences
  • Discuss instructor related liability and methods to manage associated risk
  • Use vocal range, tone, and body language to enhance presentations
  • Write a closing to a presentation that inspires action

Module 1 – Learner-Centric Training

Obtain student perspectives and instructional experience
Label 4 levels of competency
Discuss learner-centric training approaches
List ten characteristics of learner-centric training

Module 2 – The Adult Learner

Define learning and discuss adult learning preferences
Summarize principles of adult learning and learner-centric training approaches
Name six aspects to consider regarding adult learners (Malcolm Knowles)
Discuss David Kolb’s experiential learning cycle
Review Edgar Dale’s Cone of Learning
Complete an Everything DiSC© Workplace Profile
Analyze how facilitators and students are often misunderstood

Module 3 – Curriculum Development & Blooms Taxonomy

Distinguish variances between training, instruction, education and presentations
Practice mind-mapping as an approach to initiate new course design
Conduct a task analysis
Conduct a detailed review of the domains of learning based upon Bloom’s Taxonomy Write learning objectives using Bloom’s Taxonomy (targeting Cognitive, Affective and Psychomotor)
Label the SMART acronym associated with stating concise objectives
Define learning objectives and learning outcomes
Create learning objectives
Create curriculum associated with an assigned topic
Label the DEFEATS and ADDIE acronyms

Module 4 – Lesson Plan Structure and Formatting, Instructional Standards

Name the purpose and usage of lesson plans
Review the governing State and Agency standards/instructional requirements
Identify lesson plan structure and purpose·
Review lesson plan formatting examples
Develop a lesson plan using a four-step process
Cite course references

Module 5 – Accomplishing Participant Engagement Through Effective Facilitation

Design training activities that promote engagement and active learning
Demonstrate how to promote involvement and effectively “manage” the classroom
Use learned techniques to enhance overall communication and presentation skills
Develop facilitation techniques that inspire and engage students in active learning
Demonstrate excitement and energy in training
Compose an effective presentation opening and close
Design questions that promote engagement and active learning
Identify techniques for capturing and holding audience attention

Module 6 – Training Aids

Identify training/classroom resources and aids
Discuss the advantages and challenges associated with training aids
View various classroom configurations and discuss their challenges and benefits

Module 7 – Communicating Effectively

List roadblocks, and obstacles that hinder effective communications
Experience perspective variance
Name strategies to communicate more effectively

Module 8 – Improving Cognitive Recall

Label the LADDER acronym associated with effective listening
Experience techniques to improve cognitive recall
Label the ACME acronym associated with effective story-telling

Module 9 – Managing Training Liability/Assessment

Discuss potential training liability
Define negligence
Define vicarious liability
Discuss:

  • Negligent entrustment
  • Negligent assignment
  • Failure to direct
  • Negligent retention
  • Failure to train

Creating methods to assess what was learned
Review Kirkpatrick’s Evaluation Model

Module 10 – Practical Application

Submit lesson plan for instructor review
Facilitate a mock training course following the submitted lesson plan
Use training aids effectively to reinforce the stated objective
Engage students in some form of learning activity to reinforce the stated objective
Manage the classroom during their course presentation
Use learned techniques to enhance overall communication and presentation skills
Evaluate the effectiveness of their course facilitation and methodology