Learning Learning ProcessesProcesses

School Resource Officer Basic Course

Page 22 in Your Manual

NASRO TRIAD CONCEPTNASRO TRIAD CONCEPTThree(3) Specific RolesThree(3) Specific Roles

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Law Enforcement Officer

Teacher - Guest Speaker

3 Legged Stool of3 Legged Stool of SRO SRO Presenter Essentials Essentials

Know your subject (subject area expertise)

Know how to teach A willingness to work hard at

teaching

“ Effective presenters are like knives - they only work if they stay sharp”

Three Learning Styles Three Learning Styles ** (Modalities)

VisualVisualAuditoryAuditoryKinestheticKinesthetic

We Learn by the Senses

Taste 3%

Smell 3%

Touch 6%

Sound 13%

Sight 75%

Visual Learners

Behavioral Characteristics:

seeing and picturing

“Show me what you mean”

largest group of learners

takes notes, asks for handouts

catches typegraphical errors

watches the other participants

carefully organizes work space and materials

Verbal Clues of Dominant VisualVerbal Clues of Dominant Visual

Appears to me Bird’s-eye view Catch a glimpse of Clear-cut Dim view Get a scope on Hazy idea In light of In person

In view of Looks like Mental image Mind’s eye Pretty as a

picture See to it Short-sighted Showing off Tunnel vision

Visual Learner Behavioral Characteristics

Do you doodle when you talk on the phone?

Do you speak quickly ?

Would you rather see a map than ask

directions?

Visual LearnersVisual Learners

Instructional Strategies:

Overhead projectors/power point

Charts, graphs

video or film

demonstrations

flash cards

computers

Auditory LearnersBehavioral Characteristics:

hearing and talking “Tell me what I’m looking at” never seem to keep quiet, noise makers tell themselves what to do poor test takers play with words, tend to be bossy may sound “older” than they actually are

Verbal Clues of Dominant AuditoryVerbal Clues of Dominant Auditory

All earsAll ears Call onCall on Clear as a bellClear as a bell Clearly expressedClearly expressed Describe in detailDescribe in detail EarfulEarful Hear voicesHear voices Hidden messageHidden message

Idle talkIdle talk Loud and clearLoud and clear OutspokenOutspoken Rap sessionRap session Rings a bellRings a bell Tuned-in/Tuned outTuned-in/Tuned out Voiced an opinionVoiced an opinion Within ear shotWithin ear shot

Auditory Behavioral CharacteristicsAuditory Behavioral Characteristics

Do you talk to yourself?Do you talk to yourself?

Do you Do you prefer a lecture or seminar to a lecture or seminar to reading a book? reading a book?

Do you like talking more than writing ? Do you like talking more than writing ?

Auditory LearnersAuditory LearnersInstructional Strategies:

tapes word games lectures music group discussions

Kinesthetic LearnersKinesthetic LearnersBehavioral Characteristics:Behavioral Characteristics:

hands on, touching “Let me try it myself” about 10% of the the population use their fists before their mouth use physical gestures with their speech take things apart act out stories or jokes, always moving learn best by physical involvement

Verbal Clues ofVerbal Clues of Dominant Dominant Kinesthetic

All washed up Boils down to Come to grips with Floating on thin air Get a handle on it Get a load of this Get in touch with Get the drift of Hang in there !

Hold It ! Hothead Lays cards on table Pull some strings Sharp as a tack Slipped my mind Start from scratch Stiff upper lip Too much hassle Underhanded

Kinesthetic Behavioral Characteristics

Do you find it hard to sit still?

Do you think better when you are

moving and walking around?

Do you gesture a lot while speaking?

Kinesthetic Learners

Instructional Strategies:

involve the student in the teaching process

give them opportunity for physical movement

use role playing

have them write on the board

distribute papers, run errands

Bloom’s Taxonomy*Bloom’s Taxonomy*

Six(6) Levels of Thought and ProcessingSix(6) Levels of Thought and Processing

* Benjamin S. Bloom* Benjamin S. Bloom

Bloom’s: IntroductionBloom’s: Introduction It is a guide to teaching better thinkingIt is a guide to teaching better thinking

We remember and understand better if we analyze We remember and understand better if we analyze and evaluate what we learn rather than simply and evaluate what we learn rather than simply spitting it back by memorizingspitting it back by memorizing

It is not necessary to use each level for everything It is not necessary to use each level for everything we teach, but we are a lot more effective when we we teach, but we are a lot more effective when we get off from the Joe Friday “just the facts, ma’am” get off from the Joe Friday “just the facts, ma’am” and ask more thought provoking questions of kids and ask more thought provoking questions of kids

Make it simple enough to be remembered. Make it simple enough to be remembered.

KNOWLEDGEKNOWLEDGESkills DemonstratedSkills Demonstrated CuesCues

Observation & recall Observation & recall of informationof information

Knowledge of dates, Knowledge of dates, events, placesevents, places

Knowledge of major Knowledge of major ideasideas

Mastery of subject Mastery of subject mattermatter

List, define, describeList, define, describe Identify, show, labelIdentify, show, label Collect, examine, Collect, examine,

tabulatetabulate Quote, nameQuote, name Who, when, where, Who, when, where,

etc. etc.

Bloom’s: Knowledge Bloom’s: Knowledge

1.1. What is bus safety?What is bus safety?

2.2. What is Law Related Education (LRE)?What is Law Related Education (LRE)?

3.3. Recite the 4Recite the 4thth Amendment. Amendment.

Bloom’s TaxonomyBloom’s Taxonomy

KNOWLEDGE

COMPREHENSIONCOMPREHENSIONSkills DemonstratedSkills Demonstrated CuesCues

Understanding informationUnderstanding information Grasp meaningGrasp meaning Translate knowledge into Translate knowledge into

new contextnew context Interpret facts; compare & Interpret facts; compare &

contrastcontrast Order, group, infer causesOrder, group, infer causes Predict consequences Predict consequences

Summarize, describe, Summarize, describe, interpretinterpret

Contrast, predict, Contrast, predict, associateassociate

Distinguish, estimate, Distinguish, estimate, Differentiate, discuss, Differentiate, discuss,

extendextend

Bloom’s: Comprehension Bloom’s: Comprehension

1.1. Why is bus safety important?Why is bus safety important?

2.2. Describe LRE and how it relates to you?Describe LRE and how it relates to you?

3.3. In your own words tells us what the 4In your own words tells us what the 4thth Amendment does.Amendment does.

Bloom’s TaxonomyBloom’s Taxonomy

COMPREHENSION

KNOWLEDGE

APPLICATIONAPPLICATIONSkills DemonstratedSkills Demonstrated CuesCues

Use informationUse information Use methods, Use methods,

concepts, theories in concepts, theories in new situationsnew situations

Solve problems using Solve problems using required skills or required skills or knowledgeknowledge

Apply, demonstrate, Apply, demonstrate, calculatecalculate

Complete, illustrate, Complete, illustrate, showshow

Solve, examine, Solve, examine, modify,modify,

Relate, change, Relate, change, classifyclassify

Experiment, discover Experiment, discover

Bloom’s: Application Bloom’s: Application

1.1. When do you need to remember what we When do you need to remember what we learned about bus safety?learned about bus safety?

2.2. Apply LRE to your responsibilities driving Apply LRE to your responsibilities driving a car.a car.

3.3. How might the 4How might the 4thth Amendment impact Amendment impact your daily life?your daily life?

Bloom’s TaxonomyBloom’s Taxonomy

APPLICATION

COMPREHENSION

KNOWLEDGE

ANALYSISANALYSISSkills DemonstratedSkills Demonstrated CuesCues

Seeing patternsSeeing patterns Organization of partsOrganization of parts Recognition of hidden Recognition of hidden

meaningsmeanings Identification of Identification of

componentscomponents

Analyze, separate, Analyze, separate, orderorder

Explain, connect, Explain, connect, classifyclassify

Arrange, divide, Arrange, divide, comparecompare

Select, explain, infer Select, explain, infer

Bloom’s: Analysis Bloom’s: Analysis

1.1. What are the basic parts of bus safety?What are the basic parts of bus safety?

2.2. What are the important elements of LRE What are the important elements of LRE when it comes to a traffic stop?when it comes to a traffic stop?

3.3. Compare how the 4Compare how the 4thth Amendment is Amendment is applied differently at school than it is at applied differently at school than it is at your house.your house.

Bloom’s TaxonomyBloom’s Taxonomy

ANALYSIS

APPLICATION

COMPREHENSION

KNOWLEDGE

SYNTHESISSYNTHESISSkills DemonstratedSkills Demonstrated CuesCues

Use old ideas to create Use old ideas to create new onesnew ones

Generalize from given Generalize from given factsfacts

Related knowledge Related knowledge several areasseveral areas

Predict, draw Predict, draw conclusions conclusions

Combine, integrate, Combine, integrate, modifymodify

Rearrange, Rearrange, substitute, plansubstitute, plan

Create, design, Create, design, invent, what if?invent, what if?

Compose, formulate, Compose, formulate, prepare prepare

Generalize, rewriteGeneralize, rewrite

Bloom’s: Synthesis Bloom’s: Synthesis

1.1. How does what we learned apply to How does what we learned apply to taking a train into the city?taking a train into the city?

2.2. What is relationship between LRE and What is relationship between LRE and your civil rights?your civil rights?

3.3. Explain the impacts of the TLO Supreme Explain the impacts of the TLO Supreme Court case and the 4Court case and the 4thth Amendment in the Amendment in the school setting.school setting.

Bloom’s TaxonomyBloom’s Taxonomy

SYNTHESIS

ANALYSIS

APPLICATION

COMPREHENSION

KNOWLEDGE

EVALUATIONEVALUATIONSkills DemonstratedSkills Demonstrated CuesCues

Compare and Compare and discriminate between discriminate between ideasideas

Assess value of Assess value of theories, presentationstheories, presentations

Make choices based Make choices based upon reasoned upon reasoned argumentargument

Verify value of evidenceVerify value of evidence Recognize subjectivity Recognize subjectivity

Assess, decide, rankAssess, decide, rank Grade, test, measureGrade, test, measure Recommend, convince, Recommend, convince,

selectselect Judge, explain, Judge, explain,

discriminate, support, discriminate, support, Conclude, compare, Conclude, compare,

summarize summarize

Bloom’s TaxonomyBloom’s Taxonomy

EVALUATION

SYNTHESIS

ANALYSIS

APPLICATION

COMPREHENSION

KNOWLEDGE

Bloom’s: Evaluation Bloom’s: Evaluation

1.1. What is the most important and least important thing What is the most important and least important thing to remember about bus safety?to remember about bus safety?

2.2. What are the most important elements of LRE we What are the most important elements of LRE we learned today? What elements do not apply to your learned today? What elements do not apply to your life?life?

3.3. Do you support or disagree with the TLO case? Do you support or disagree with the TLO case? Please defend your position.Please defend your position.

Bloom’s TaxonomyBloom’s Taxonomy

EVALUATION

SYNTHESIS

ANALYSIS

APPLICATION

COMPREHENSION

KNOWLEDGE

Why is Bloom’s important to the SRO?Why is Bloom’s important to the SRO?

So the students will apply the lesson(s) to the worldSo the students will apply the lesson(s) to the world

If we only present “knowledge” at lower levels, they If we only present “knowledge” at lower levels, they will probably not be able to apply it in real lifewill probably not be able to apply it in real life

By teaching at higher levels of thinking we can then By teaching at higher levels of thinking we can then equip our students to see how Law Related equip our students to see how Law Related Education can impact their lives. Education can impact their lives.

Reality Check

What are the two most What are the two most important lessons you have important lessons you have

learned from this component?learned from this component?