Basic Instructor Course TCOLE #1014 1 Prepared by Deputy Chief George D. Little, BCCO PCT #4...

Basic InstructorBasic Instructor Course TCOLE #1014 Course TCOLE #1014

1Prepared by Deputy Chief George D. Little, BCCO PCT #4Prepared by Deputy Chief George D. Little, BCCO PCT #4

10-17-2014

HOSTED BY:Bexar County Sheriff’s OfficeBexar County Sheriff’s Office

Training Academy

Texas Commission On Law Enforcement

UNIT EIGHT&

UNIT NINE

UNIT EIGHTMETHODS OFINSTRUCTION

8.0 Methods of 8.0 Methods of InstructionExpectations

obtain a working knowledge of working knowledge of the basic methods of instructionthe basic methods of instruction

AND

factors to consider factors to consider when choosing the appropriate appropriate instructional methodinstructional method.

8.1.1 Methods of 8.1.1 Methods of InstructionInstruction

4

• Each method of instruction has advantages & disadvantagesdisadvantages. Most useful to combine methods as appropriate.

Combination of Methods

Most EFFECTIVE

5

InstructorInstructor led led

8.1.2 Three Methods of 8.1.2 Three Methods of InstructionInstruction

1.1. Most commonly usedcommonly used

2.2. Instructor is sole disseminator sole disseminator of information

3.3. Instructor presents segments of presents segments of informationinformation, questions questions students frequently and provides periodic periodic summaries of pointssummaries of points

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NOT RECOMMENDED

8.1.3 Three Methods of 8.1.3 Three Methods of InstructionInstruction

LectureLecture

1. 1. Instructor is sole sole disseminator disseminator of information

2.2. Interaction with participant is usually very limited

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8.4.1 DEMONSTRATION 8.4.1 DEMONSTRATION

DemonstrationDemonstration1.1. The participant The participant observesobserves while the while the instructor instructor shows how to do shows how to do a procedure or a procedure or technique technique

2.2. This method shows This method shows how to do how to do something or how something workssomething or how something works

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PracticalPractical Exercise Exercise

8.1.5 PRACTICAL EXERCISES8.1.5 PRACTICAL EXERCISES

1. 1. ParticipantParticipant gets involved gets involved individuallyindividually or in or in groupsgroups

2. 2. Application of Application of previously previously learned learned knowledgeknowledge

EVALUATEEVALUATE

CRITIQUECRITIQUE

PracticePractice

Participants alone Participants alone or in a group or in a group repeatedly repeatedly performperformpreviously previously learnedlearned proceduresprocedures

8.1.6 PRACTICE TRAINING8.1.6 PRACTICE TRAINING

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Team PracticeTeam PracticeParticipants perform as a member of a group to find a team find a team solution solution to a problem.

8.1.7 TEAM PRACTICE 8.1.7 TEAM PRACTICE TRAININGTRAINING

REPETION REPETION CREATESCREATES

INSTINCTIVE INSTINCTIVE RESPONSE(S)RESPONSE(S)

1. Learning by by doingdoing

8.1.8 ROLE PLAY TRAINING 8.1.8 ROLE PLAY TRAINING

2. Assume the rolerole of others / or actual actorsactual actors

RoleRole PlayPlay

KEEPKEEP TRAININGTRAININGREALISTICREALISTIC

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8.1.9 INDEPENDENT TRAINING8.1.9 INDEPENDENT TRAINING IndependentIndependent

1.1. Work on solution or skills alone

2.2. Asking instructor for direction or questions

KEEPKEEP TRAININGTRAININGREALISTICREALISTIC

DiscussionDiscussion

1. 1. Usually used in combination with other combination with other methods methods

8.1.10 DISCUSSION TRAINING8.1.10 DISCUSSION TRAINING

COMBINATION

OF

METHODS

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A.A. Apprenticeship (Intern – journeyman)

8.1.11 Additional Methods & 8.1.11 Additional Methods & DevicesDevices

B. B. Correspondence / On-line courses

C. C. Directed individual study

D. D. Brainstorming

E. E. Panel

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F. F. PowerPoint

8.1.11 Additional Methods & 8.1.11 Additional Methods & Devices – Cont’dDevices – Cont’d

G. G. Video /DVD

H. H. Flip chart

I. I. Overhead projector ( Elmo)

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The key to improving our instruction is to know what methods know what methods of instruction to use and when.A. A. Pertinence (Germane)Pertinence (Germane)

B. B. EffectivenessEffectiveness

C. C. FamiliarityFamiliarity with the method

D. D. TimeTime and physical activitiesphysical activities

CostCost

8.2.2 What Methods of Instruction to 8.2.2 What Methods of Instruction to Use Use

Lecture Average

ParticipantRetention

Rates

LEARNING PYRAMIDLEARNING PYRAMID

90%90%

75%75%

50%50%

30%30%

20%20%

10%10% Reading

Audiovisual

Demonstration

Discussion

Practice Doing

Teach Others

Source: National Training Laboratories

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The key to improving our instruction is to The key to improving our instruction is to know what methods of instruction to use know what methods of instruction to use and when. and when. (cont’d)

8.2.2 What Methods of Instruction to 8.2.2 What Methods of Instruction to Use…….Use…….Cont’dCont’d

E. E. Size of group

F. F. Type of training

G. G. Attitudes of participants

H. H. Participant motivation

I. I. Your personality

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8.3.1 8.3.1 Question and answer

8.3 TECHNIQUES USED TO 8.3 TECHNIQUES USED TO REINFORCEREINFORCE TRAINING TRAINING

8.3.2 8.3.2 IllustrationIllustration

8.3.3 8.3.3 Practice and drilldrill

8.3.4 8.3.4 RoleRole playing

8.3.5 Conference8.3.5 Conference

TRAINING TRAINING CONFERENCE CONFERENCE

UNIT NINE• working knowledge techniques of

developing tests and evaluations.

• differentiate between objective and subjective testing.

• basic considerations when writing a test question and

• apply the learning objectives to testing.

9.0 9.0 TestingTesting & & EvaluationEvaluation

9.1 Define Purpose for Evaluation9.1 Define Purpose for Evaluation

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9.1.19.1.1 In an instructional setting there are two purposes for evaluationpurposes for evaluation

A.A. To To appraiseappraise instructor instructor performanceperformance

B. B. To To assessassess student performance student performance

9.1.2 Reason for Appraising 9.1.2 Reason for Appraising Instructor PerformanceInstructor Performance

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The reasons we should The reasons we should appraiseappraise the the

performanceperformance of an instructor of an instructor:

A. A. To improveimprove the qualityquality of instruction

B. B. To validatevalidate quality instruction

C. C. To identifyidentify less than qualityquality instruction

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Reasons for Reasons for assessing assessing student performance include:

9.1.3 Reason for Assessing 9.1.3 Reason for Assessing Participant PerformanceParticipant Performance

Id TRAINING Weaknesses

A.A. To determine masterymastery. Reinforce learning by providing feedback .B. B. To measuremeasure students’ understandingunderstanding of material. of material. Are students learning what you expect them to learn?

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C.C. To motivate motivate participants and structure their academic efforts.

9.1.3 Reason for Assessing 9.1.3 Reason for Assessing Participant Performance Participant Performance – –

Cont’dCont’d

1.) Knowing that their knowledge and/or skills will be assessed in some manner will inspireinspire some participants participants to learn more effectively

SEEK and YE SHALL FIND!SEEK and YE SHALL FIND!

C.C. To motivate motivate participants and structure their academic efforts…Cont’dCont’d

9.1.3 Reason for Assessing 9.1.3 Reason for Assessing Participant Performance Participant Performance – Cont’d– Cont’d

2.) 2.) Discovering exactly what they know and do not know will helphelp them to decidedecide what they have to concentrate efforts on Policy

Procedure

Law

Civil Traffic

He who seeks knowledgeHe who seeks knowledgeShall find itShall find it

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D.D. To satisfy instructional and/or post Texas Commission On Texas Commission On Law Enforcement Law Enforcement accreditation criteria.

Reasons for assessing student Reasons for assessing student performance Cont’dperformance Cont’d

9.2 Define Learning Evaluation 9.2 Define Learning Evaluation Test(s)Test(s)

9.2.19.2.1 Devises of many kinds determine the amount and quality of quality of learninglearning that has taken place during a block of instruction.

9.2.2 9.2.2 Tests evaluateevaluate whether the student has learned the information.

9.2.3 TestsTests do not do not evaluateevaluate that learning has actually changed that learning has actually changed behavior or attitudesbehavior or attitudes.

9.2 Define Learning Evaluation 9.2 Define Learning Evaluation Test(s)…….Cont’dTest(s)…….Cont’d

Duty Performance will indicate if participant has changed

his/her attitudeattitude and/or behaviorbehavior

by their ActionsActions!

9.3 Difference between Objective 9.3 Difference between Objective & Subjective Testing& Subjective Testing

9.3.1.9.3.1. An objective testtest is one that measures recall recall and understandingunderstanding of materials

A. A. An objective test asks the participants to recall specific facts recall specific facts or informationinformation that is then evaluated based upon a predetermined set of predetermined set of responsesresponses

B. B. Use when highly reliable test highly reliable test scoresscores must be obtained efficiently.

9.3.1 OBJECTIVE TEST9.3.1 OBJECTIVE TEST

C. C. They relate a more impartial impartial evaluationevaluation as well as a quicker method for the reporting of test scores

D. D. Types of objective tests includeTypes of objective tests include

9.3.1 OBJECTIVE TEST9.3.1 OBJECTIVE TESTContinuedContinued

1.1. Short Answer EssaShort Answer Essay

2.2. True/falseTrue/false

3.3. Fill-in-the-BlankFill-in-the-Blank

4.4. Multiple choiceMultiple choice

9.3.2 A subjective test answers 9.3.2 A subjective test answers subject evaluation of the gradersubject evaluation of the grader

A.A. The grader decides grader decides if the answer approximates a specific answer

B.B. Can have several different several different answersanswers. test format

C.C. Requires employment of different cognitive levels in formulating the answer

9.3.2 A subjective test answers 9.3.2 A subjective test answers subject evaluation of the subject evaluation of the

grader…..…Cont’dgrader…..…Cont’d

1.1. Written communication skillsWritten communication skills

2.2. Original answers Original answers

3.3. Exploration of student’s Exploration of student’s attitude vs. information recallattitude vs. information recall

D.D. An example of a subjective test would be an essay test format

9.3.2 A subjective test answers 9.3.2 A subjective test answers subject evaluation of the subject evaluation of the

grader…..…Cont’dgrader…..…Cont’d

Harder to grade Harder to grade

Takes long-time to grade Takes long-time to grade

9.4 Compare & Contrast 3- 9.4 Compare & Contrast 3- Evaluative Test MethodsEvaluative Test Methods

39

9.4.1 TRUE or FALSE TEST9.4.1 TRUE or FALSE TEST

This test is composed of completecomplete statements statements which the participant then identifies as either truetrue or falsefalse

They cover more material in a cover more material in a shortershorter length of time length of time and are easy to construct and scoreeasy to construct and score

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They do concentrate on roterote memorymemory and presume an answer is absolutely true true or absolutely false false

9.4.1 TRUE or FALSE TEST9.4.1 TRUE or FALSE TEST

1. 1. Test items must be statements that are absolutely absolutely truetrue or falsefalse without qualification or exception!

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2. 2. Avoid negatively Avoid negatively stated stated items and allitems and all double double negativesnegatives

9.4.1 TRUE or FALSE TEST9.4.1 TRUE or FALSE TESTContinuedContinued

3.3. Avoid complex Avoid complex sentencesentence structure structure. Each Each item should test the item should test the participant on only participant on only oneone point point

42

4. Avoid the use of Avoid the use of specific determinersspecific determiners. Words like onlyonly, allall, nonenone, alwaysalways, nevernever, etc. generally indicate the item is false. Words like couldcould, mightmight, cancan, may may and generallygenerally, usually indicate the items is FalseFalse false

9.4.1 TRUE or FALSE TEST9.4.1 TRUE or FALSE TESTContinuedContinued

EXAMPLE TRUE-FALSE TEST

1. Vicarious Liability does not result from failure to properly research topic resulting in faulty, incorrect or incomplete information. (Select the letter a. or b.)

A.TRUE

B.FALSEFALSE

9.4.29.4.2 Multiple-ChoiceMultiple-Choice

A. Test composed of stemsstems and alternativesalternatives (distractors)

B. The stemstem is an incomplete statement or question

C. The participant reads the stem and selects the correct response correct response from a list of several alternatives (distractors)

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D. The most frequently used multiple-choice test is a stem with one is a stem with one correct item and three correct item and three distractorsdistractors

9.4.29.4.2 Multiple-ChoiceMultiple-ChoiceContinuedContinued

E. This test can be written on many written on many cognitivecognitive levels levels but it is time consuming to write as well as difficult finding one correct answer

46

F. ScoringScoring is simple


2. 2. Use conciseconcise wordingwording in all components of the test item

1.1. Test on one one specificspecific pointpoint in each item

9.4.2 Special Note 9.4.2 Special Note

NoteNote:: Whenever it will not Whenever it will not cause confusion, it is cause confusion, it is

advisable to include in the advisable to include in the stem stem any words which any words which

would otherwise be would otherwise be repeated in each alternativerepeated in each alternative..

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3. 3. Avoid words which might prevent grammaticallygrammatically correct correct linkage with any response.


4. 4. Exercise caution in the use of ““All the above” or “None of the All the above” or “None of the aboveabove” ” answers. Incorrect use could make response incorrect

49

5. All alternatives 5. All alternatives should be plausible alternativesplausible alternatives. The ‘guess factors’ improves with the number of alternatives which are not plausible, therefore each alternative should be attractive to the participant.


66. . RandomlyRandomly arrange the correct arrange the correct response response among the alternatives.

EXAMPLE MULTIPLE CHOICE QUESTION

7. Which of the following is not an act or process by which one learns. (Select letter for correct answer)

A.Knowledge

B.Personality

C.Attitudes

D.Skills and/or behavior

PERSONALITYPERSONALITY

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A. A. Require roterote memory to recall the exact word or phrase missing from a sentence – but reduces ‘guess’ factor

B. B. Frequently used Frequently used in classroomclassroom setting because of ease to construct

9.4.39.4.3 Fill-In-BlankFill-In-Blank(Short answer) (Short answer)

52

C. C. However often difficult to score However often difficult to score and may be and may be problematicproblematic if the if the instructor instructor failsfails to to allowallow for all for all possible alternativespossible alternatives

1.) 1.) Word items carefullyWord items carefully

2.)2.) Limit the number of blanks Limit the number of blanks requiredrequired

3.) 3.) Use a direct question or Use a direct question or incomplete statement with incomplete statement with blank near the endblank near the end

GDL 53

D. D. Use Fill-In-Blank (FIB) items only when the participants ability to provide the word for the blank is ____________

Testing and Evaluation – Cont’dTesting and Evaluation – Cont’d

Essential

EXAMPLE FILL IN THE BLANK QUESTION

16. Learning is a process of _____________.discovery

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Matching: (Not recommended)Matching: (Not recommended)

9.4.4 MATCHING 9.4.4 MATCHING

B. B. May test on a lot of factual information quickly and reduce guessing at the same time.

A.A. Involves a list of statements in the left and a list of responses on list of responses on the rightthe right.

56

C. C. ItemsItems usually independentindependent which can lead to more than one error at a time

1.) Each of the matches should be a logical response to the statement

2.) Each matching exercise should be focused on a single area of examination

9.4.4 MATCHING – Cont’d 9.4.4 MATCHING – Cont’d

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3.) Put the answers in alphabetical order and on one page to make it easier to follow and less time consuming

4.) Suggested use of 10-15 10-15 answersanswers but at least 5 5 distractorsdistractors

9.4.4 MATCHING – Cont’d 9.4.4 MATCHING – Cont’d

EXAMPLE MATCHING TEST QUESTION

What are the five (5) General Stages in lesson plan development

1. _____________

2. _____________

3. _____________

4. ______________

5. _______________

Select answers from the following list:

• Introduction• Evaluation• Sources• Questions• Presentation• Application• Summary• Instructor BIO

Introduction

Presentation

Application

Summary

Evaluation

TAKE A 10-MINUTE BREAK

9.4.5 Essay (Short Answer)9.4.5 Essay (Short Answer)

A.A. Allows the instructor to evaluate participants abilityability to

1.) organize,

2.) integrate,

3.) interpret

4.) communicate in their own words

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B. B. Participants study more study more efficientlyefficiently for essay tests

9.4.5 Essay (Short Answer)9.4.5 Essay (Short Answer)ContinuedContinued

C. C. Participants concentrate on broaderbroader issues

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D. D. General concepts and their interrelationships result in better participant performance on any test format


1.) 1.) Due to limited questions posed, content validity may be low

2.) 2.) Reliability of essay tests is compromised by subjectivity & inconsistency in grading (bias?)

63

D.D. General concepts – Continued:

3.) 3.) Essays give instructor the opportunity to comment on participants progress, quality of thinking, depth of understanding, and viewed difficulties.


EXAMPLE SHORT ESSAY QUESTION

• Participant will explain the five (5) levels in sequential order of the “Use of Force” continuum:

The five (5) levels of the “Use of Force: continuum in sequential order are: 1) Command Presence; 2) Verbal Commands; 3) Physical Contact; 4) Impact weapons such an ASP; and 5) Deadly Force. Use of your pistol to protect yourself and others.

EXAMPLE SHORT ESSAY

9.4.6 Performance Test 9.4.6 Performance Test

A.A. Ask students to demonstrate proficiencyproficiency in a predetermined task or situation

B.B. Can be administered individually or in a group as appropriate

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C. C. Is processed-orientedprocessed-oriented versus content-orientedcontent-oriented and tends to be difficult to set up and difficult to score

9.4.6 Performance Test 9.4.6 Performance Test ContinuedContinued

1.) State the problemproblem or situationsituation to be demonstrated in clear, concise terms. Conditions should mirror real-life situations

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2.) Specify the criteria Specify the criteria that will be used for rating or scoring and level of accuracy expectedaccuracy expected

9.4.6 Performance Test 9.4.6 Performance Test ContinuedContinued

3.) Give the student a chance to perform the task more than once (guided practice) or perform several task samples

EXAMPLEEXAMPLE of a PERFORMANCE QUESTION

Participant will properly demonstrate disassembly of the Glock 40-caliber semi-automatic pistol.

Step I: Clear the weapon.


Step 2:Pull back approximately ¼ inch. Pull down on the slide lock by grasping it on both sides with your thumb and finger.

Participant will properly demonstrate disassembly of the Glock 40-caliber semi-automatic pistol.Step 3: Pull down on the slide lock while releasing the slide forward. (if you have a new york-trigger you will need to pull the trigger again at this point) Be careful to not let the slide fall off onto a hard surface, as it could damage the guide ring.


Step 4: Remove the slide and take the recoil spring assembly out. Then remove the barrel. You now have the pistol in the field stripped condition.

9.4.7 General Suggestions for 9.4.7 General Suggestions for Constructing Test QuestionsConstructing Test Questions

A.A. Devote adequate time adequate time to preparationpreparation of test items

B. B. Closely examine each point examine each point of the objective of the objective and devise an devise an appropriate item to measure appropriate item to measure it

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C. C. More time spent in test item construction will save time when the test is administered and will provide more reliable information whether the student learned what was expectedDo not use ‘trick’ questionsDo not use ‘throw-away questions’

9.4.7 General Suggestions for 9.4.7 General Suggestions for Constructing Test QuestionsConstructing Test Questions

9.4.8 Purpose of Test is to 9.4.8 Purpose of Test is to Measure Participants Knowledge Measure Participants Knowledge

of the Course Objectives of the Course Objectives

Remember: just because YOU understand the question does not means the person taking the examination understands it the same

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RememberRemember: : the purpose of the the purpose of the test is to test is to measuremeasure the the participants knowledge participants knowledge of the of the course objectivescourse objectives. It should . It should test no more and no less!test no more and no less!

General Suggestions for Constructing Test General Suggestions for Constructing Test Questions – Cont’dQuestions – Cont’d

9.5 Four Basic Considerations 9.5 Four Basic Considerations Writing Test QuestionsWriting Test Questions

1. 1. RelevanceRelevance; must logically relate to course objectives (9.5.1.9.5.1.)

2.2. Reliability Reliability: consistency and accuracy (9.5.2.9.5.2.)

3. Validity: the interpretation of the results are appropriate for making decisions about achievement (9.5.3.9.5.3.)

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4.4. BalanceBalance: testtest covers main main ideas ideas and important concepts in proportion to emphasis proportion to emphasis participant participant received in received in class class presentationpresentation.

(9.5.4.9.5.4.)

9.5 Four Basic Considerations 9.5 Four Basic Considerations Writing Test QuestionsWriting Test Questions

ContinuedContinued

79

9.6.1 Ideally a variety of 9.6.1 Ideally a variety of cognitive levels are represented cognitive levels are represented in the objectivesin the objectives

9.6.2 With test questions pulled 9.6.2 With test questions pulled from the objectives, your test from the objectives, your test questions will also address a questions will also address a variety of cognitive levelsvariety of cognitive levels

9.6 Test Questions in respect to 9.6 Test Questions in respect to Learning ObjectivesLearning Objectives

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A.A. KnowledgeKnowledge: Test of memory, recall facts, details and concepts

9.6.3 Bloom’s Taxonomy 9.6.3 Bloom’s Taxonomy KnowledgeKnowledge cognitive levels cognitive levels

when writing test questions. when writing test questions.

1.) 1.) Knowledge questions can be identified by key verbs such as define, identify, list, and name

2.)2.) ExampleExample: “List the four parts of an objective.”

GDL 81

KNOWLEDGE

B.B. ComprehensionComprehension: Understanding the purpose or meaning of something

9.6.3 Bloom’s Taxonomy 9.6.3 Bloom’s Taxonomy ComprehensionComprehension cognitive cognitive

levels when writing test (?’s) levels when writing test (?’s)

1.) 1.) Tests understanding of facts and ideas

2.) 2.) Asking students to explain in their own words.

B. Comprehension: Understanding the B. Comprehension: Understanding the purpose or meaning of somethingpurpose or meaning of something

9.6.3 Bloom’s Taxonomy 9.6.3 Bloom’s Taxonomy cognitive levels when writing cognitive levels when writing

test questions….Cont’d test questions….Cont’d

4.) 4.) ExampleExample: Restate in your own words the definition of an objective.

3.) 3.) Comprehension questions can be identified with keywords such as convert, explain and summarize

GDL 84

COMPREHENSION

C.C. ApplicationApplication: Use of concepts to solve a problem

9.6.3 Bloom’s Taxonomy 9.6.3 Bloom’s Taxonomy ApplicationApplication cognitive levels cognitive levels

when writing test (?’s) when writing test (?’s)

1.1. Tests ability to use information learned in new, concrete situations

2.2. Asks students to solve a problem

3.3. Application questions can be identified with key verbs such as compute, determine and solve.

9.6.3 Bloom’s Taxonomy 9.6.3 Bloom’s Taxonomy ApplicationApplication cognitive levels cognitive levels


4.4. ExampleExample: Demonstrate how to write an objective.

GDL 87

APPLICATION

D.D. AnalysisAnalysis: Taking something apart.

9.6.3 Bloom’s Taxonomy 9.6.3 Bloom’s Taxonomy Synthesis cognitive levels Synthesis cognitive levels


1.1. Breaking down Breaking down large pieces of information in order to examine the structure and interrelationships among its component parts

D.D. AnalysisAnalysis: Taking something apart. Taking something apart.

22.Analysis questions can be identified by key verbs key verbs such as analyzeanalyze, differentiatedifferentiate and relaterelate. .

3.3. Example: Differentiate between a goalgoal and an objectiveobjective.

9.6.3 Bloom’s Taxonomy Synthesis 9.6.3 Bloom’s Taxonomy Synthesis cognitive levels when writing test (?’s) cognitive levels when writing test (?’s)

GDL 90

ANALYSIS

4. 4. SynthesisSynthesis: Combining various : Combining various elements or parts into a structured wholeelements or parts into a structured whole

9.6.3 Bloom’s Taxonomy 9.6.3 Bloom’s Taxonomy SynthesisSynthesis cognitive levels cognitive levels


a. a. EvaluationEvaluation: Understanding all the details to make a judgment decision based upon reasoning.

4. 4. SynthesisSynthesis: Combining various : Combining various elements or parts into a structured elements or parts into a structured wholewhole

b. b. Synthesis questions can be Synthesis questions can be identified by key words such as identified by key words such as design, devise, formulate and design, devise, formulate and plan. plan.

c. c. ExampleExample: Construct a lesson : Construct a lesson plan.plan.

5. 5. EvaluationEvaluation: Understanding all the details to make a judgment details to make a judgment decisiondecision based upon reasoningbased upon reasoning.

a. a. Tests abilityability to judge the value of material for a given purpose.

b. b. AskAsk participants to measure the value of information presented.

c. c. EvaluationEvaluation questionsquestions can be identified by key verbs such as compare, critique, evaluate and make solid decision.

Too Long keep at about 45 to 50 minutes in length. Then 10 – 15 minute breakThen 10 – 15 minute break

d. d. ExampleExample: Teach and evaluate a two-hourtwo-hour block of instruction

GDL 95

SYNTHESIS

TAKE A 10-MINUTE BREAK

Basic Instructor Course TCOLE #1014 1 Prepared by Deputy Chief George D. Little, BCCO PCT #4...

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