principles and techniques of training in standardized ... · a. instructor-led discussions and...

HS 181C R2/06

PRINCIPLES AND TECHNIQUESOF TRAINING IN

STANDARDIZED FIELD SOBRIETY TESTING

THE SFST INSTRUCTOR TRAINING SCHOOL

STUDENT-INSTRUCTOR MANUAL

Printed 2/06

U.S. DEPARTMENT OF TRANSPORTATIONTransportation Safety Institute

National Highway Traffic Safety Administration

HS 181C R2/06

PRINCIPLES AND TECHNIQUES OF TRAINING INSTANDARDIZED FIELD SOBRIETY TESTING

THE SFST INSTRUCTOR TRAINING SCHOOL

TABLE OF CONTENTS

SESSION TITLE

Course Overview

Course Objectives

I Introduction and Overview

II Concepts Of Adult Learning and Teaching

III The SFST Curriculum Package

IV Assignments for Practice Teaching

V Teaching Preparation Techniques

VI Techniques for Effective Classroom Presentations

VII Planning and Managing a Live Alcohol Workshop

VIII Conducting Video Training Options for the SFSTDrinking Subject Testing Sessions

IX Training Summary and Conclusions

HS 181C R2/06

COURSE OVERVIEW

This course addresses the application of some basic adult learning rules andfour presentation skills for effective teaching. Participants learn techniques fordelivering training to adults from instructor demonstrations and classparticipation. They will learn how to create and use activities that influenceattitudes (affective domain); how to create and use activities that build skillsand knowledge (psychomotor and cognitive domains); and how to create anddevelop interactive learning activities. Participants also learn how to developand effectively use visuals and other training aids.

Participants will make several presentations and then receive one-on-onefeedback and coaching from an instructor.

HS 181C R2/06

COURSE OBJECTIVES

Given an opportunity to apply material and techniques presented in this course,participants will be able to:

C Explain the adult learning rules addressed in this manual and theirimportance in conducting effective training programs.

C Describe various positive motivation techniques covered and used duringthis workshop.

C Discuss the four-step process for teaching and learning.

C Demonstrate effective questioning techniques addressed in this manualto facilitate adult learning.

C Identify strategies for handling challenging situations in the classroom.

C Develop and use various training aids used and addressed in this course.

C Learn the roles and responsibilities of instructors in conducting NHTSAtraining programs.

HS 181C R2/06

40 Minutes

SESSION ONE

INTRODUCTION AND OVERVIEW

HS 181C R2/06

SESSION ONE: INTRODUCTION AND OVERVIEW

During this session, the participants will:

! Become familiar with the course location surroundings.

! Become familiar with course objectives and activities.

! Become better acquainted with one another.

! Express their expectations of this training program.

CONTENT SEGMENTS LEARNING ACTIVITIES

A. Opening Remarks ! Instructor Led

B. Administrative Matters

C. Course Overview

D. Introductions

E. Pre-Test

Content Notes

HS 181C R2/06 I-1

INTRODUCTION AND OVERVIEW

A. Opening Remarks

1. Welcome to the SFST InstructorTrainer Program.

2. If name tents are available,complete and display on table.

B. Administrative Matters

1. Location of restrooms, smokingareas, phones, snack rooms andparking, emergency medical careand any other information thatmight be important will beprovided.

2. Course Goal and Objectives

Overall Course Goal: To provide participants the skills,abilities and techniques requiredto deliver effective SFST training.

Objectives: a. Adult learning principles,

motivation techniques, thefour-step process of teachingand learning will beexplained.

b. Effective questioningtechniques, strategies forhandling challengingsituations in the classroom,and the development and usevarious training aids will bedemonstrated.

Content Notes

HS 181C R2/06 I-2

c. Basic concepts and principlesof instructing and use of thestandard NHTSA lesson planswill be discussed.

C. Course Overview

1. Schedule

2. Activities

a. Instructor-led discussions anddemonstrations of trainingtechniques.

b. Individual activities.

c. Group activities.

d. Course quiz.

D. Introductions

1. Introduction Sheets - These aresheets to be filled out in theclassroom.

2. "Hanging Issues" sheet.

3. Breaks.

It will be your responsibility forreturning on time followingbreaks.

E. Pre-Test

HS 181C R2/06

2 Hours

SESSION TWO

CONCEPTS OF ADULT LEARNING AND TEACHING

HS 181C R2/06

SESSION TWO: CONCEPTS OF ADULT LEARNING AND TEACHING

Given an opportunity to apply basic adult learning theory, using the informationprovided in the classroom and materials in the manual, the participants will be ableto:

! Compare differences and similarities between children and adults aslearners.

! Describe how applying basic adult learning rules can contribute to trainingeffectiveness.

! Explain different ways adults are motivated to learn.

! Identify and describe the three Domains of Learning, and give examples ofeach Domain in the context of SFST training.

! Define the four-step process of teaching and learning.


A. Differences and Similarities of ! Instructor LedAdults and Children

! Group DiscussionB. Adult Learning

! Small Group ActivityC. Maximum Efficiency In Learning

D. Domains of Learning

E. Four-Step Process of Teaching and Learning

F. The Participant’s Perspective

Content Notes

HS 181C R2/06 II-1

ADULT LEARNING

A. Differences and Similarities ofAdults and Children

Comparison of how adults andchildren learn.

Too often when we are asked to betrainers or instructors, we begin withan image in our minds based on howwe have been taught in the past. Inmost instances, the image in ourminds is closely related to how wewere taught as children in school.

However, there are significant differ-ences between children and adults aslearners. The training approach wewould use with adults, therefore,should be significantly different fromthe approach that would be appro-priate for teaching children. It's im-portant to understand the differencesso that we can gear our training to theneeds of the adult learner.

We can see that children must rely onothers to decide what is important tobe learned. This is because childrendo not have a knowledge base orexperience from which to decide whenmaterial is important to learn.

Children also accept new informationat face value. Adults need to validatethe information based on theirexperience and beliefs.

Content Notes

HS 181C R2/06 II-2

Children expect what they arelearning now to be useful later on intheir future. Adults, however, expectit to be immediately useful to them.

Children have little experience fromwhich to draw. Adults, on the otherhand, have much past experience todraw from and may also have veryfixed view points.

Children have little ability to serve asa knowledgeable resource to theteacher or their classmates. Adults,however, can serve as knowledgeableresources to the trainer and fellowtrainees.

As trainers of adults, we need toremember that every participantbrings life experiences as well assubject matter expertise in a givenarea to the training room. Recognition and appreciation of whowe are, contributes to our own senseof well being and self esteem. As anadult learner, when I feel good aboutmyself, I'll be more receptive tolearning.

B. Adult Learning Rules

1. Explain benefits (WII-FM).

WII-FM = "What's In It For Me?" Adults must feel that they willbenefit from the training, eitherpersonally or on the job.

2. Relate learning to pastexperiences.

Content Notes

HS 181C R2/06 II-3

Link new information orknowledge to something familiar.

3. Participation and interaction.

4. MMFG-AM = "Make Me FeelGood About Myself". Acknowledgeand recognize the knowledge andexperience each person brings.

5. Participants must be encouragedto be resources to each other andthe trainer.

Participants should realize thevaluable resources they have ineach other. A good trainer taps aparticipant’s knowledge orexperience and allow them to be aresource.

6. Treated like adults.

Be professional and focus onlearning needs.

C. Maximum Efficiency in Learning

1. How adults learn best.

2. Three types of learners.

a. Visual - those who learn byseeing.

b. Auditory - those who learn byhearing.

c. Tactile - those who learnthrough the sense of touch.

Content Notes

HS 181C R2/06 II-4

We can appeal to all threedominant senses in learning byusing a combination of verbal,visual and hands-on trainingmethods.

3. Group Exercise

Applying Adult Learning Rules toPast Experiences

D. Domains of Learning

1. What kinds of things can peoplelearn to do?

2. The three DOMAINS OFLEARNING.

a. Cognitive Domain b. Affective Domain c. Psychomotor Domain

3. Every job performed by humanbeings requires learning in allthree Domains.

a. Knowledgeb. Skill(s)c. Attitude

4. For every job that you canperform well, somewhere alongthe line you learned theknowledge that the job requires,and you learned the skills itrequires, and you learned theattitudes it requires.

Content Notes

HS 181C R2/06 II-5

5. When you set out to teachparticipants, you have to helpthem learn the knowledge and theskills and the attitudes that arerequired.

a. Knowledge, but no skills.

b. Knowledge and skills, but noattitude.

c. To teach anything properly,you must teach the knowledgeand the skills and theattitudes.

6. DWI enforcers need specialknowledge, special skills, andspecial attitudes.

7. In all three Domains of Learning,active involvement of the senses isessential to maximize learningefficiency.

o Lectureso Reading assignments

a. Visual Symbols alone providea slightly better learningexperience than do VerbalSymbols, but Visual Symbolsalone are still inefficient.

o Sketcheso Photographs

b. Visual Symbols combinedwith Verbal Symbols providea much more efficientlearning experience.

Content Notes

HS 181C R2/06 II-6

o Lectures accompanied byslides

o Lectures with dry-eraseboard presentations

o Videos/DVD’s

c. We start to approach maxi-mum learning efficiency whenwe combine verbal symbols,visual symbols and hands-oninvolvement by theparticipants.

o Classroom practice ses-sions devoted to viewingvideo portrayals ofimpaired driving, and re-cognizing and describingthe clues of impairment.

o The Alcohol Workshops.

o Several sessions in whichparticipants practiceadministering the SFSTsto one another.

d. We reach maximum learningefficiency when we provideparticipants an opportunityfor hands-on involvementunder realistic circumstances.

e. Review of three domains.

Content Notes

HS 181C R2/06 II-7

(1) If what they are supposedto learn is in the Cogni-tive Domain, you have topresent the informationto them, i.e., you have toexplain the facts, conceptsand principles that youwant them to grasp andshow them how to usethat information.

(2) If what they are supposedto learn is in the Psycho-motor Domain, you haveto demonstrate the skillto them, i.e., show themhow to use the techniqueor procedure you intendto teach them.

(3) If what they are supposedto learn is in the AffectiveDomain, you must displaythe attitudes to them, andexplain why they shouldhave those attitudes andhow they should act inaccordance with thoseattitudes.

E. The Four-Step Process ofTeaching and Learning

Teaching and Learning can beapproached very efficiently as asimple, step-by-step process.

1. PREPARATION: Getting theparticipant ready to learn.

Content Notes

HS 181C R2/06 II-8

a. Methods for getting theparticipant ready to learn:

b. Start by overviewing theobjectives of the session.

c. Explain the benefits, to theparticipant, of learning thematerial.

d. Relate the subject-matter towhat the participants havealready learned.

e. PREPARATION essentially ismotivating the participant.

f. Preparation guidelines.

2. PRESENTATION: the second stepin the teaching-learning process.

It is the step in which you tell,show, and explain to theparticipants what you want themto do.

a. Key points concerning thePRESENTATION step:

b. Presentation guidelines.

(1) Use simple language.

(a) Simple for theparticipants.

(b) Simple for theinstructor.

Content Notes

HS 181C R2/06 II-9

(2) Be familiar with thelesson plans.

(3) Use eye contact.

(4) Use humor appropriately.

(5) But don’t tell jokes.

(6) Ask questions often.

(7) Stay in control.

(8) Use body languageappropriately, but avoiddistracting mannerisms.

(a) Examples of appro-priate body language.

(b) Examples of dis-tracting mannerisms.

(9) Be yourself.

(10) Use visual aids.

3. COACHING AND PRACTICE:The instructor guiding theparticipant as the participanttries to do what the instructor hasshown.

a. COACHING AND PRACTICEis essential in all threeDomains of Learning.

b. Key points concerningCOACHING ANDPRACTICE:

Content Notes

HS 181C R2/06 II-10

4. EVALUATION: Finding out howwell the participant is learning orhas learned.

a. EVALUATION applies to allthree Domains of Learning.

b. Key points concerningEVALUATION:

F. The Participant’s Perspective

1. PREPARATION: “What do youwant me to learn and why shouldI learn it?”

2. PRESENTATION: “Show me howto do it.”

3. COACHING AND PRACTICE:“Let me try it!”

4. EVALUATION: “How am Idoing?”

Some Study topics for this unit:

1. Adult learners are divided into whatthree types?

2. What are the three DOMAINS OFLEARNING?

3. What types of symbols provide theleast efficient learning experience?

4. What offers the most efficient learningexperience?

Content Notes

HS 181C R2/06 II-11

5. What are the FOUR STEPS of theTeaching-Learning Process? Whatdoes each step mean? How would youexpress each step from theparticipant’s perspective?

HS 181C R2/06

2 Hours

SESSION THREE

THE SFST CURRICULUM PACKAGE

HS 181C R2/06

SESSION THREE: THE SFST CURRICULUM PACKAGE


! Describe the documents that make up a standard curriculum package.

! Describe the content and format of the lesson plans for the SFST School.

! Describe each session of the SFST School in terms of the Domains ofLearning and the Four-Step Process.


A. The Standard Curriculum Package ! Instructor Ledfor SFST Training

! Reading AssignmentsB. How to Use Lesson Plans

C. Purpose, Content and Format of Lesson Plans

D. Detailed Review of the SFST SchoolLesson Plans

Content Notes

HS 181C R2/06 III-1

THE SFST CURRICULUM PACKAGE

A. The Standardized Field SobrietyTesting Curriculum Package

1. A complete curriculum, or courseof instruction, has been preparedfor SFST training.

a. The full course spans threefull days.

o First day is devotedprimarily to the first twophases of DWI Detection.

o Second and Third daysare mainly spent on thethree Standardized FieldSobriety Tests.

b. It is possible to adapt theSFST curriculum to conduct atwo-day course devotedexclusively to the SFSTs.

2. The Administrator’s Guide is in-tended to provide an introductionto and an overview of the course.

a. The Administrator’s Guidebegins with a section called“Purpose of this Document”, abrief description of the Guide.

b. The next section, “Overview ofthis Course”, gives some veryimportant information aboutwhat the SFST School coversand who should attend.

Content Notes

HS 181C R2/06 III-2

c. The last section, “A synopsisof the Curriculum” gives abrief summary of the lessonplans and the visuals.

3. As instructors, it is essential thatyou be thoroughly familiar withthe Administrator’s Guide.

4. Overview of the SFST School.

a. Item 1, “For whom is thetraining intended?”

b. Item 2, “What are thepurposes of the training?”

c. Item 3, “What will theparticipants get out of thetraining?”

d. Item 4, “What subject matterdoes the course cover?”

e. Item 5, “What activities takeplace during the training?”

f. Item 6, “How long does thetraining take?”

5. Segment E. Guidelines forConducting a Controlled PracticeDrinking Session of theAdministrator’s Guide providessome detailed instructions forconducting the alcohol workshopsthat take place on the second andthird days of the School.

6. An Instructor’s Manual has beenprepared for the course.

Content Notes

HS 181C R2/06 III-3

7. The Instructor’s manual containsthree things:

a. Administrator’s Guideb. Lesson Plansc. Visuals

B. How to use Lesson Plans

1. Preparing to teach.

a. Read the lesson plan.

Begin by reading not only theportion you have been assig-ned to present, but the entirecurriculum. You will need tobecome familiar with the con-tent materials as well asunderstand where and how itfits in the course.

If you do not understand thematerial, you may need toresearch other writtenmaterial or to talk with otherpeople familiar with thesubject matter.

b. Personalize.

The instructional notescolumn or area of the lessonplan should be used to insertyour own examples relevantto the material being taught. This is also where you cannote the prepared questions toask the class.

Content Notes

HS 181C R2/06 III-4

Personal experiences addimpact and increase retentionof content material. Addingour own examples incorpor-ates our own personality andstyle to the training delivery.

The lesson plan should haveyour own notes and questionsincorporated in the instruc-tional notes. Make sure youknow how the overheads readand when they are to be used. You should also have anyother training aids such asprops, etc., available for youto practice using. If you planto use prepared flip charts,this is when you will need toprepare them.

d. Preparation.

Start by going through thematerial just as you wouldduring the presentation, don'ttry to memorize it.

If possible, practice present-ing aloud in the room you willactually be using. This willhelp you feel more comfort-able and familiar with thesurroundings. You will alsolook as if you are used tomoving around in thatenvironment.

Content Notes

HS 181C R2/06 III-5

Ideally, you would want tohave your practice presenta-tions videotaped, enabling youto see and hear yourself justas the participants will seeand hear you. However,because this is not alwayspossible, the next bestpractice technique is to recordyour presentation. Here arejust some of the advantages ofrecording yourself:

(1) Check voice tone and rateof speech.

(2) Improve wordenunciation.

(3) Substitute words that areawkward or difficult topronounce.

(4) Listen to how we phrasequestions and givefeedback to responses.

(5) Practice responding toquestions that might beasked.

(6) Listen for fillers such as"uh's", "and uh", "O.K.",etc.

2. What To Take To The Classroom

a. Lesson Plan

b. Transparencies/PowerPointslides

Content Notes

HS 181C R2/06 III-6

c. Training props ordemonstration materials.

d. Any other reference materialsor notes that you will be usingduring your presentation ofthe material.

3. Style vs. Content

We know that in the two-columnformat, the left side containscontent material to be covered. The right side or instructionalnotes area may have suggestionsfor delivery of that material.

Those are only suggestions and ifyou find other delivery techniquesor methods that are:

a. Effective and appropriate forthe content.

b. Comfortable for you as theinstructor.

You should use them.

Trainers should incorporate theirindividual style to the delivery.

There is a difference betweencontent and style, or technique.

Techniques or methods that rein-force learning of new informationor that increase retention shouldbe an integral part of trainingdelivery, not the exception.

Content Notes

HS 181C R2/06 III-7

C. Purpose, Content and Format ofLesson Plans

1. Most of the Instructor’s Manualconsists of Lesson Plans.

2. A Lesson Plan is a written outlineof the content and method ofinstruction.

a. Key element: the contentoutline specifies what will betaught.

b. Key element: the methodoutline specifies how it will betaught.

c. Key element: the lesson planis an outline.

3. Format of the lesson plans.

a. The lesson plans for the SFSTSchool are organized on asession-by-session basis.

b. The first page of each set oflesson plans is called thecover page.

c. The second page of a set oflesson plans is called theoutline page.

d. The main purpose of theoutline page is to help youconduct the PREPARATIONstep of the teaching-learningprocess.

Content Notes

HS 181C R2/06 III-8

e. The main body of the lessonplans consists of the outline ofcontent and method ofinstruction.

f. These pages have a two-column format.

g. The last portion of this set oflesson plans consists of thepre-test.

h. The next thing we find are theMaster (i.e., paper) Copies ofthe Wallcharts.

i. The visuals for Session I arefound after the wallchartmasters.

4. Purposes of the Lesson Plans.

a. These lesson plans have threemain purposes.

b. First Purpose: Help you getready to teach.

c. Second Purpose: To help youstay on track while you areteaching the lesson.

d. Third Purpose: Ensureconsistency of training.

D. Detailed Review of the SFSTSchool Lesson Plans.

1. The SFST School has 16 sessions.

Content Notes

HS 181C R2/06 III-9

a. Session I: Introduction andOverview

b. Session II: Detection andGeneral Deterrence

c. Session III: The LegalEnvironment

d. Session IV: Overview ofDetection, etc.

e. Session V: Phase One: Vehiclein Motion

f. Session VI: Phase Two:Personal Contact

g. Session VII: Phase Three:Pre-Arrest Screen

h. Session VIII: Concepts andPrinciples of SFST

i. Session IX: Test BatteryDemonstrations

j. Session X: “Dry Run” Practice

k. Session XI: “Testing Subjects”First Practice Session

l. Session XII: Processing andTrial Preparation

m. Session XIII: Report Writingand Moot Court

n. Session XIV: “Testing Sub-jects” Second Practice Session

Content Notes

HS 181C R2/06 III-10

o. Session XV: Review andProficiency Exam

p. Session XVI: Written Examand Conclusion

2. Session I, as we have alreadyseen, has three segments.

a. Segment A is the PREPARA-TION step for the entirecourse: we inform theparticipants of what they willlearn.

b. Segment B is a PRESENTA-TION step: we inform theparticipants about certainroutine but importantadministrative details of theSchool.

c. Segment C is an EVALUA-TION step: we test theparticipants’ knowledge ofDWI Detection and SFSTsprior to training.

d. The entire session focuses onthe delivery of information tothe participants: the sessionis in the COGNITIVEDomain.

3. In Session II, we tell theparticipants about the extent ofthe DWI problem, and about theability to help solve the problemthrough deterrence, i.e., the fearof arrest.

Content Notes

HS 181C R2/06 III-11

a. The basic purpose of thissession is to help theparticipants believe that thereis a DWI problem, and thatthey can and should dosomething about it.

b. Because we are telling andshowing the participantssomething, Session II is aPRESENTATION step.

c. And we are setting the stagefor the rest of the School: wewant to motivate theparticipants to learn. Therefore, Session II is also aPREPARATION step.

d. Since the whole Sessionfocuses on what we want theparticipants to believe,Session II is concerned withthe AFFECTIVE Domain.

4. In Session III, we focus on thelaws that relate to theenforcement of DWI.

a. The session is aimed atknowledge development:therefore, it is in theCOGNITIVE Domain.

b. Since the instructor describesand explains each law, thesession is a PRESENTATIONstep.

Content Notes

HS 181C R2/06 III-12

5. Session IV introduces theimportant concepts of the threephases of detection, and of theneed for clear and convincingtestimony.

a. The entire focus is oninformation, or theCOGNITIVE Domain.

b. In setting the stage for thenext several sessions, SessionIV is a PREPARATION step.

c. But in conveying information,Session IV is also aPRESENTATION step.

6. Session V is the first of severalsessions in which the instructorexplains and demonstrates techni-ques of detection and testimony.

a. The focus is on bothinformation (detection clues)and skills (effective writtenand verbal communication).

b. After the instructor explainsand demonstrates thetechniques, the participantshave an opportunity topractice using the techniques.

7. Session VI continues the subjectmatter and the learning activitiesthat began in Session V.

Content Notes

HS 181C R2/06 III-13

8. In Session VII, the instructorspresent and explain the basicconcepts of divided attentionand nystagmus, and demonstratehow to apply those concepts tofield sobriety testing.

a. The focus is on bothknowledge and skills.

b. Session VII paves the way forall of the training that willtake place on the next day ofthe School, and therefore is aPREPARATION step.

c. But Session VII also involvesexplanations anddemonstrations.

9. Session VIII is the longest sessionof the School. It involves all threeDomains of Learning, and all foursteps of the Teaching-LearningProcess.

a. The first segment (“Overview: Development and Validity”) isa PREPARATION step in theAFFECTIVE domain; itspurpose is to help participantsbelieve that the SFSTs reallydo work, and should be used.

b. The second, third and fifthsegments each address one ofthe three SFSTs.

Content Notes

HS 181C R2/06 III-14

The instructors PRESENThow to administer the tests,COACH the participantswhile they PRACTICEadministering the tests, andEVALUATE the participants’progress.

c. In those three segments, theparticipants becomeknowledge-able about theSFSTs and skilled in usingthem, so both theCOGNITIVE andPSYCHOMOTOR domains oflearning are involved.

d. The other segments of SessionVIII involve presentations ofinformation about the inter-pretation and documentationof the test results.

10. Session IX, as its title indicates, isdevoted exclusively todemonstrations of the three tests.

a. It is concerned with theprocedures, or skills, foradministering the tests.

b. “DEMONSTRATION” issimply another term for“PRESENTATION”.

11. Session X, as its title indicates, isdevoted exclusively to practice.

12. The practice is oriented towarddevelopment of skills inadministering the tests.

Content Notes

HS 181C R2/06 III-15

13. Session XI is the first of twosessions in which participantslearn to administer the SFSTs. This session has two options.

a. The “core” curriculum recom-mended by NHTSA/IACPutilizes two live alcoholworkshops.

b. Either Session XI or SessionXI-A are primarilyCOACHING AND PRACTICEsteps.

14. Session XII is concerned withgathering and organizing evidenceof a DWI violation subsequent tothe arrest.

a. The instructor will inform theparticipants of the properprocedures for processing anarrested DWI suspect, and forpreparing to testify againstthe suspect.

b. This is a PRESENTATIONstep.

c. Since it involves informationand procedures, it isconcerned with both theCOGNITIVE andPSYCHOMOTOR domains.

15. Session XIII focuses oncommunication skills, includingwritten and verbalcommunication.

Content Notes

HS 181C R2/06 III-16

a. Because it is skill-oriented, itis concerned withPSYCHOMOTOR domain.

b. During the session,participants actually preparea written report, and selectedparticipants “testify” in a“moot court”.

c. Therefore, it is a COACHINGAND PRACTICE step.

16. Session XIV is the second of twosessions in which participantslearn to administer the SFSTs byutilizing live alcohol workshop(core curriculum or option 1) orvideos.

a. COACHING and PRACTICEsteps virtually identical toSession XI.

17. Session XV is a review of SFSTadministrative procedures, and anexamination of participants’abilities to apply thoseprocedures.

a. It is skill-oriented.

b. And it involves COACHINGAND PRACTICE andEVALUATION steps.

18. Session XVI, the concludingsession, requires the participantsto complete a written test and tosubmit an anonymous critique ofthe course.

Content Notes

HS 181C R2/06 III-17

a. The written test provides anassessment of theirknowledge.

b. The anonymous critiqueprovides an assessment oftheir attitudes.

c. In both cases, we areconcerned with testing theparticipants.

HS 181C R2/06

One Hour and Twenty-Five Minutes

SESSION FOUR

ASSIGNMENTS FOR PRACTICE TEACHING

HS 181C R2/06

SESSION FOUR: ASSIGNMENTS FOR PRACTICE TEACHING

Given an opportunity to apply basic adult learning theory, using the informationprovided in the classroom and materials in the manual, the participants will:

! Know their assignments for teaching the SFST School.

! Begin to review the lesson plans and visual aids for their teachingassignments.


A. Assignments and Clarifications ! Instructor Led

B. Independent Review ! Study Session

Equipment and MaterialsNeeded

Projector and ScreenPoster Printer and PaperMasking TapeColored MarkersFlip ChartsTransparencies/PowerPointSlides

Content Notes

HS 181C R2/06 IV-1

ASSIGNMENTS FOR PRACTICETEACHING

A. Assignments and Clarifications

1. Identification of teachingassignments.

a. Note classroom assignment(Classroom A, B, C, etc.).

b. Note sessions and segments.(Attachment B)

2. Team teaching.

3. Logistics

a. Each classroom will be fullyequipped with audio-visuals,participant handoutmaterials, etc.

B. Independent Review

1. Review of assigned lesson plans.

2. Instruct the participants to meetwith their team teaching partnerand begin “dividing up” theirassignments.

HS 181C R2/06

ATTACHMENT A

PRACTICE TEACHING ASSIGNMENTS

CLASSROOM #___________________

FIRST DAY (Wednesday)

ASSIGNMENT TIME INSTRUCTORS

(1) Session II 50 Minutes __________________________Segments A, B, C, D, and E __________________________

(2) Session III 40 Minutes __________________________Segments A, B, C and D __________________________

(3) Session III 30 Minutes __________________________Segment E __________________________

(4) Session IV 50 Minutes __________________________Segments A, B, C __________________________

(5) Session V 45 Minutes __________________________Segments A and B __________________________

(6) Session V 45 Minutes __________________________Segments C, D, E ______________________

____

(7) Session VI 40 Minutes __________________________Segments A, B, C and D __________________________

(8) Session VI 50 Minutes __________________________Segments E and F __________________________

NOTE:(1) Session V and VI contain video presentations and class time is allotted for

participants to record clues. Participant-teacher presentation time can be reducedby limiting the viewing of the entire tape segment (i.e., 20 cues for DUI detectionat night, 12 minutes).

(2) Sessions not completed on first day will be carried over to second day.

HS 181C R2/06

SECOND DAY (Thursday)

ASSIGNMENT TIME INSTRUCTORS

(9) Session VII 60 Minutes __________________________Segments A, B, C, D, E and F __________________________

(10) Session VIII 60 Minutes __________________________Segments A and B __________________________(parts 1-10)

(11) Session VIII 50 Minutes __________________________Segments C and D __________________________

(12) Session VIII 60 Minutes __________________________Segments E, F and G __________________________

(13) Session XII 40 Minutes __________________________Segments A, B and C __________________________

(14) Session XII 50 Minutes __________________________Segments D and E __________________________

NOTE:Time constraints may prohibit entire slate of 14 presentations to be made. However, ata minimum, sessions 10, 11 and 12 must be covered in their entirety.

ATTACHMENT B

HS 181C R2/06

SPECIFIC ASSESSMENT ON PERFORMANCE

Preparation

A. How well did the practice-teachers state the lesson objectives?

_____________Did not state the objectives at all

_____________Objectives were stated, but not clearly

_____________Objectives were stated clearly, but not accurately

_____________Objectives were stated clearly and accurately

Specific comments on the statement of the objectives:

__________________________________________________________________________

__________________________________________________________________________

B. What benefits did the practice-teachers state that the participants wouldderive from this lesson? (If they stated no benefits, indicate that.)

__________________________________________________________________________

C. How did the practice-teachers attempt to assure the participants that theywould be able to master the material? (If they made no such attempt, indicatethat.)

__________________________________________________________________________

D. How well did the practice-teachers outline the lesson contents and learningactivities prior to presenting the lesson?

_____________No outline was given

_____________Outline was very unclear

_____________Outline was unclear in part

_____________Outline was very clear

HS 181C R2/06

E. Was the time devoted to the Preparation Step adequate?

_____Yes, adequate _____No, too brief _____No, too drawn out

Presentation

A. Language and Voice

(1) Terms, words and phrases

__________Too Complex __________Too Simple __________About Right

Indicate any terms, words or phrases that were misuses or otherwiseinappropriate:

__________________________________________________________________________

(2) Speaking Volume

__________Too Soft __________Too Loud __________About Right

(3) Speech Control

_______Well Modulated ________Cracking/Uncertain ________Monotone

B. Familiarity with Lesson

__________Very uncertain of the material

__________Uncertain of some portions of the material

__________Adequate familiarity with the material

__________Excellent command of the materials

Indicate any mistakes or inaccuracies in their presentation or explanation ofthe material:

__________________________________________________________________________

HS 181C R2/06

C. Use of Eye Contact

__________Basically avoided eye contact

__________Very limited eye contact

__________Used eye contact only with certain portions of the classroom

__________Good eye contact

D. Use of Humor

Indicate any attempts at humor that were inappropriate:

__________________________________________________________________________

Indicate any opportunities for humor that were missed:

__________________________________________________________________________

Overall, attempts to use humor were:

__________Too much __________Not enough __________About right

E. Use of Questions

(1) Number of Questions Posed to Class

__________Did not ask any questions

__________Asked a few, but not enough

__________Asked too many questions

__________Asked about the right number of questions

(2) Types of Questions Used

_____Mainly Pre-directed _____Mainly Overhead/Undirected

_____Mainly Overhead/Directed _____Used a combination of types

HS 181C R2/06

Were the types of questions used appropriate for this material and for the classsituation at this time? __________Yes __________No

If No, what other type(s) of questions should they have used?

__________________________________________________________________________

(3) Handling Participants’ Responses to Questions

Indicate specific instances when their handling of participants’ responses wasinappropriate, or could have been improved:

__________________________________________________________________________

F. Body Language and Mannerisms

Specific distracting mannerisms, verbal utterances, etc. committed by thesepractice-teachers:

__________________________________________________________________________

Specific examples of good body language exhibited by these practice-teachers:

__________________________________________________________________________

G. Use of Visual Aids

Check all that apply:

__________Kept visuals on display too long

__________Inappropriately turned to and “talked to” visuals

__________Sometimes blocked participants’ view of visuals

__________”Fumbled” too much with the visuals

__________Didn’t use enough visuals

__________Turned visuals off too soon

HS 181C R2/06

Overall use of the visuals was:

__________Excellent __________Good __________Fair __________Poor

Specific comments on use of visuals:

__________________________________________________________________________

H. Involvement of Participants in the Presentation

__________Basically did not try to involve participants

__________Made some effort, involved some of the participants

__________Succeeded in involving virtually all participants

Skill Demonstration (if applicable to this assignment)

A. Did the practice-teachers give an overview of the skill before demonstrating it?

__________No overview was given

__________Overview was incomplete or unclear

__________Overview was adequate

__________Overview was very clear, and thorough

Specific deficiencies with the overview:

__________________________________________________________________________

B. Overall quality of their skill demonstrations:

__________Poor __________Fair __________Good __________Excellent

Specific deficiencies with the demonstrations:

__________________________________________________________________________

HS 181C R2/06

C. Quality of their coaching of participants during practice (if applicable):

__________Basically ignored participants while they practiced

__________Gave some guidance and feedback to participants, but not enough

__________Failed to show adequate respect for participants’ efforts

__________Interrupted practice too much: coaching was overbearing

__________Spent too much time with a few participants, not enough with others

Overall, coaching was:

__________Excellent __________Good __________Fair __________Poor

HS 181C R2/06

1 Hour and 40 Minutes

SESSION FIVE

TEACHING PREPARATION TECHNIQUES

HS 181C R2/06

SESSION FIVE: TEACHING PREPARATION TECHNIQUES


! Describe the characteristics of a good SFST instructor.

! Describe the four components of public speaking.

! Improve their confidence in conducting training.

! Demonstrate how physical appearance and body language can affect theirvisual effectiveness in delivering training.


A. Qualities of a Good Instructor ! Instructor Led

B. Instructor Preparation Tasks

C. Effective Speaking ! Participant Led

Content Notes

HS 181C R2/06 V-1

TEACHING PREPARATIONTECHNIQUES

A. Qualities of a Good Instructor

1. What does it take to be a goodinstructor?

2. Two basic qualities are requiredfor a good instructor:

3. If the instructor cannotPERFORM the tasks assigned toteach, the instructor will have avery hard time carrying out threeof the four steps of the teaching-learning process.

4. Major conclusion: If you can’t do ajob, you probably can’t teach thejob.

5. Implication: If you are going to bea SFST Instructor, you must atfirst be able to administer theSFSTs.

6. DISCUSSION: How well do youhave to perform a job in order tobe able to teach the job?

7. A KEY CONSIDERATION: Theinstructor must be able to showthe participant how to do the jobto an acceptable level ofproficiency.

8. Remember: Being able to use theSFSTs is only one of therequirements you face as an SFSTinstructor.

Content Notes

HS 181C R2/06 V-2

9. You also have to be able to teachthe SFSTs.

10. The ability to teach is somethingwe can learn.

11. Fundamental knowledge requiredfor effective teaching:

12. Fundamental skills required foreffective teaching.

a. Planning Skills.

b. Communication skills.

o Participants will be askedto give shortpresentations.

c. Coaching skills:

13. Fundamental attitudes requiredfor effective teaching.

a. Teaching is a job worth doingwell.

b. The DWI enforcement is a jobworth doing well.

c. The instructor is there to helpthe participant.

14. Summary of the qualities of agood instructor.

B. Instructor Preparation Tasks

1. Get yourself ready to teach.

Content Notes

HS 181C R2/06 V-3

o Study the lesson plansthoroughly.

2. Conduct a planning meeting withyour teammates.

3. Identify any needs for revision.

4. Preview the visual aids.

C. Effective Speaking

1. The four main components ofpublic speaking.

2. Participant presentations.

3. Feedback/Coaching.

4. Wrap-Up.

ATTACHMENT A

HS 181C R2/06

PRESENTATION TOPICS

“What is required is sight and insight-then you add one more-excite.”

Robert Frost

* Divided Attention * Pre-Trial Conference

* Nystagmus * Cues or Clues

* Impairment * Detection: Phase Two

* Alcohol (Ethanol) * Implied Consent

* Blood Alcohol Concentration (BAC) * Officer Safety

* General Deterrence (DWI) * Alcohol Workshop

* Frye Rule * Observational Evidence

* Psychophysical Testing * Detection Phases

* PBTs * Courtroom Testimony

* Categories of Nystagmus * Blake Case

* The 45 Degree Template * DWI

* Standardization * Reaction Time Field Arrest Log (SFST) Alcohol Process

(Physiological)

HS 181C R2/06

Three Hours

SESSION SIX

TECHNIQUES FOR EFFECTIVECLASSROOM PRESENTATIONS

HS 181C R2/06

SESSION SIX: TECHNIQUES FOR EFFECTIVE CLASSROOMPRESENTATIONS


! Identify disruptive learning and strategies for handling challengingclassroom situations.

! Describe effective questioning techniques.

! Describe techniques for successful team teaching.

! Describe proper and improper use of interactive training techniques.

! Explain the purposes of using training aids to conduct effective classroompresentations.


A. Handling Challenging Situations ! Instructor Led

B. Effective Questioning Techniques ! Interactive Discussions

C. Team Teaching ! Demonstrations

D. Creativity in Training

E. Developing and Using Training Aids in the Classroom

F. Transparencies/PowerPoint Slides

G. Wall charts

H. Guidelines for Use of Transparencies/PowerPoint Slides and Flipcharts

Content Notes

HS 181C R2/06 VI-1

TECHNIQUES FOR EFFECTIVECLASSROOM PRESENTATIONS

A. HANDLING CHALLENGINGSITUATIONS

1. Introduction

Classroom challenges that maydevelop are usually the result ofvarious participant behaviors. Sometimes these situations candisrupt the learning process.

2. Learning requires participation.

Remember that learning is mostlikely to occur when participantsare actively involved.

3. Too much or too littleparticipation.

Differences in levels of participa-tion are a natural reflection ofvariations in experience, know-ledge levels and personalities. Participating too much or too littlecan disrupt the learning process.

a. Vocal participants. b. Quiet individuals. c. Overly vocal students.

Content Notes

HS 181C R2/06 VI-2

When learning is disrupted,instructors must use appropriatestrategies to manage the class-room. Eliminating or minimizingdisruptions helps instructors tomanage the learning environmentmore effectively.

4. Three Considerations

As trainers, we are responsible forhandling potential disruptivebehaviors that are negativelyimpacting on the learning. Hereare three considerations inhandling classroom problemsituations.

a. Eliminate or minimize theproblem behavior.

b. Maintain the participant'sself-esteem.

c. Avoid further disruption tolearning.

5. Identifying Strategies Exercise

Step 1. Identify possible strate-gies - those you have seenother trainers use as wellas those you think wouldfit the situation.

Content Notes

HS 181C R2/06 VI-3

Step 2. Evaluate them againstthe three considerationsdiscussed earlier, elimi-nating those that do notmeet all three conditions.

Step 3. Select a strategy to use inhandling the problemsituation.

B. Effective Questioning Techniques

1. Questions are an importantelement in every presentation.

2. There are three general types ofquestions that are useful insupporting PRESENTATIONS.

3. One type is the OVERHEAD/UNDIRECTED Question.

a. This type of question is“tossed out” to the entireclass: that is why it is calledOVERHEAD.

b. The question is not directed toany particular student: that iswhy it is calledUNDIRECTED.

c. No one is forced to answer thequestion.

d. Any student who wants to tryto answer the question is freeto do so:

o By raising their hand;

o By simply “blurting out”the answer.

___________________________________

__________________________________

Content Notes

HS 181C R2/06 VI-4

e. IN THEORY, because nostudent is singled out toanswer this kind of question,all students are free to thinkabout the question, and so allstudents become activelyinvolved in trying to applywhat they have learned toanswer the question.

f. IN FACT, because studentsdon’t have to try to answerthe question if they don’twant to, students who are abit shy or less self-confidenttend not to try to answer thistype of question.

g. If you rely exclusively on theOVERHEAD/UNDIRECTEDtype of question, before longonly the sharks will bethinking about and trying torespond to your questions.

h. For the majority of yourstudents, the questions willnot provoke active involve-ment in the learning process.

i. Use of the OVERHEAD/UNDIRECTED type ofquestion.

4. The PRE-DIRECTED Question isthe second of our three types.

a. The PRE-DIRECTEDQuestion is precisely theopposite of the OVERHEAD/UNDIRECTED type.

___________________________________

___________________________________

Content Notes

HS 181C R2/06 VI-5

b. One specific student is singledout to answer the question:That is why it is called aDIRECTED question.

c. The student who is chosen toanswer is announced to theclass BEFORE the question isposed: That is why it is calledPRE-DIRECTED.

d. NOTE THAT IT IS VERYIMPORTANT TO PAUSEAFTER CALLING THESTUDENT’S NAME BEFOREYOU POSE THE QUESTION.

e. The biggest disadvantage ofthe PRE-DIRECTED questionis that only one student isrequired to think about thequestion.

f. But there are certainsituations where the PRE-DIRECTED question is mostappropriate.

5. The third type of question is theOVERHEAD/DIRECTED.

a. This type of question com-bines many of the advantagesof the other two types.

b. The question is tossed out tothe entire class: That is why itis called OVERHEAD.

Content Notes

HS 181C R2/06 VI-6

c. But you, the instructor, selectthe student who will respond: That is why it is calledDIRECTED.

d. The biggest advantage of thistype of question is that itencourages activeparticipation by all students.

e. You should rely primarily onthe OVERHEAD/DIRECTEDquestion.

f. Disadvantages of this type ofquestion.

o With the PRE-DIRECTED questions,you often select theparticular studentbecause you know thestudent has some specialexpertise that shouldensure the ability toanswer correctly.

o But with theOVERHEAD/DIRECTEDquestion, you selectstudents randomly; someof them will not know theanswer.

g. When a student answers aquestion incorrectly, it is veryimportant that the instructornot react with impatience,disgust or dissatisfaction:Otherwise, the student will beembarrassed and hesitate torespond to future questions.

Content Notes

HS 181C R2/06 VI-7

h. A procedural problem maydevelop when you switch toOVERHEAD/DIRECTEDquestions.

o If you have been asking aseries of OVERHEAD/UNDIRECTED questions,the sharks in the classmay be in the habit ofsimply blurting out theanswers.

i. Potential solutions.

6. Handling students’ responses toquestions.

a. As the instructor, you need todo everything possible toencourage students torespond to questions.

(1) When students are eagerto respond, they becomemore active participantswhen a question is asked.

(2) When students arereluctant to respond,learning efficiencydecreases.

b. The way in which the instruc-tor reacts to a student’sresponse to a question willdetermine how eager or reluc-tant that student will be totry to answer other questions.

(1) Ideally, we want to makestudents glad they re-sponded to the question.

Content Notes

HS 181C R2/06 VI-8

(2) At the very least, we donot want to makestudents sad that theyresponded.

c. Instructor’s reaction when astudent gives a correctresponse to a question.

d. Instructor’s reaction when thestudent answers the questionincorrectly.

C. Guidelines for Team Teaching

1. Definition of Team Teaching

Team teaching is combininginstructional skills, subjectmatter, and knowledge of twoinstructors to present coursematerials or training.

2. Advantages and Disadvantages:

a. Advantagesb. Disadvantages

3. Instructor Roles in TeamTeaching

a. Positive interpersonalrelationship betweeninstructors.

b. Communication BetweenInstructors

4. Team Teaching Techniques

Content Notes

HS 181C R2/06 VI-9

a. Pre-class Coordination andPreparation.

b. During Class

(1) Present a team teachingapproach and respectallotted time slots.

(2) Teaching instructorinitiates discussions.

(3) Coordinate with eachother at breaks and atend of day.

c. Post-class

(1) Discuss overall trainingprogram and annotaterequired modifications.

(2) Review delivery andpresentation.

(a) What worked.(b) What needs

improvement.

D. Creativity in Training

Many of the activities and techniquesused and demonstrated in this seg-ment are examples of creative trainingtechniques. Icebreakers, breakresponsibility, rewards, mind mappingand using commitment cards are allinteractive training techniques.

1. Using Interactive Techniquesto Facilitate Learning

Content Notes

HS 181C R2/06 VI-10

a. Definition of InteractiveTraining

Interactive training can be agame, exercise, illustration orother activity used to presentor relate course content.

b. Engages the Three Domainsof Learning

(1) Cognitive (knowledge)(2) Affective (attitude)(3) Psychomotor (skills)

2. Experiential Exercises vs. GameActivities

a. Experiential Exercisesb. Game Activities

3. Proper and Improper Use ofInteractive Training Techniques

a. Proper Use

(1) Warm ups(2) Gain group's attention(3) Creates involvement(4) To illustrate(5) Break pre-occupation

(mental break)(6) Reviews

b. Improper Use

(1) To take up time(2) Put down students(3) Too complicated(4) Become focus of training

Content Notes

HS 181C R2/06 VI-11

4. Facilitation of Learning

a. Repetitionb. Reinforcementc. Associationd. Senses

E. Developing and Using TrainingAids

Introduction

As the video we've seen earlier pointedout, we will remember more of whatwe've seen than what we've heard. Visual and other training aids help toreinforce learning.

1. Purposes of Training Aids

Training aids serve a variety ofpurposes. Some of these are:

a. Focus attention b. Increase interest c. Improve retention

2. Most Commonly Used TrainingAids

a. Videos/DVD’sb. Handoutsc. Flip Chartsd. Transparencies/PowerPoint

Slidese. Wall Charts

3. Video

a. Video and DVD’s haveparticular advantages intraining. Consider usingthem to:

Content Notes

HS 181C R2/06 VI-12

(1) Stimulate interest.

(2) Motivate to try newthings.

(3) Illustrate behaviors,including depicting subtleexpressions.

(4) Add professionalism totraining.

b. Here are four steps to followin using Video or film mosteffectively in training:

(1) Prepare for showing theVideo/DVD.

Make sure equipment isavailable and ready touse. Briefly introducevideo and subject.

(2) Provide instructions tostudents.

Give them something tolook for in the film.

(3) Play the Video/DVD.

Show the video andremain in the room.

(4) Present/summarize thelearning points.

Content Notes

HS 181C R2/06 VI-13

4. Handouts

a. Handouts are importanttraining aids to consider.

b. Selecting a Format

The first step in developing ahandout is to decide on theformat you will use for pre-senting the information. Amajor drawback of informa-tion in paragraph form is thatit is visually less appealing tothe trainee than otherformats.

(1) Three handout formatsthat are particularlyhelpful as training aidsare:

(a) Charts(b) Checklists(c) Worksheets

5. Flip Charts/Dry-Erase Boards

Flip charts are easels that havelarge paper pads that can bewritten on with a felt tip marker.Information can be recorded onthe charts during training.

Whether you prefer to prerecordor record during training, thereare certain general guidelines tofollow to ensure that your flipcharts are readable and appealingto participants.

Content Notes

HS 181C R2/06 VI-14

a. There will be many timesduring the SFST School whenyou will need to use the dry-erase board or flip chart.

(1) You should print on theboard or chart, usinglarge block letters: Don’tuse cursive writing.

(2) Don’t write and talk atthe same time.

o First, look at thestudents and saywhat you are going towrite.

o Then, turn to theboard or chart andprint it.

o Then, turn backtoward the studentsand expand uponwhat you havewritten.

F. Transparencies/PowerPoint Slides

These can be computer generated,professionally produced, or manuallydeveloped.

1. Advantages ofTransparencies/PowerPoint Slides

a. Adds professional touch.b. Easily transported.c. Can be used with large

audience (over 25).

Content Notes

HS 181C R2/06 VI-15

2. Disadvantages ofTransparencies/PowerPoint Slides

a. Light and glare can be tiringif overused.

b. Requires special equipmentnot always readily available.

c. Complex charts canoverwhelm viewers.

3. Advantages of ComputerGenerated Slides

a. Adds professional touch.

b. Can be revised when needed.

c. Can be upgraded with photos,charts, etc.

4. Disadvantages of ComputerGenerated Slides

a. Too information displayed

b. Requires special equipment

c. Can be overwhelming toviewers.

5. Numerous overheadtransparencies and PowerPointslides have been prepared for theSFST School.

a. They are referred to in thelesson plans as “visuals”.

b. The visuals are included inthe SFST Instructor package.

Content Notes

HS 181C R2/06 VI-16

5. Many of the visuals for SFSTtraining are designed to beselectively revealed.

a. That means they are to beuncovered one line at a time.

G. Wall Charts

1. WALL CHARTS are largesketches that depict major topicsin the course.

2. The wall charts should be placedhigh on the extreme left and rightsides of the front wall of the room.

3. The wall charts serve as “roadmaps” for the course.

HS 181C R2/06

One Hour

SESSION SEVEN

GUIDELINES FORPLANNING AND MANAGING A LIVE ALCOHOL WORKSHOP

HS 181C R2/06

SESSION SEVEN: GUIDELINES FOR PLANNING AND MANAGING A LIVEALCOHOL WORKSHOP


! Plan and manage an alcohol workshop.

! Describe the advanced planning tasks needed.

! Properly prepare the volunteer drinking subjects.

! Secure and assign sufficient support personnel and determine suppliesneeded.

! Properly control the workshop and evaluate the drinking subjects.


A. Advanced Planning Tasks ! Instructor Led

B. Effectively Preparing the ! Study SessionVolunteer Drinkers

C. Controlling the Alcohol Workshop



Content Notes

HS 181C R2/06 VII-1

GUIDELINES FOR PLANNING ANDMANAGING A LIVE ALCOHOLWORKSHOP

A. Advanced Planning Tasks forConducting a Live AlcoholWorkshop

1. Advanced planning should beginat least 4 weeks prior to thealcohol workshop.

2. Select the volunteer drinkers.

3. Prepare the volunteers.

4. Secure the supplies.

5. Select and assign monitors for thevolunteers.

6. Select and assign bartenders.

7. Select and arrange facilities forthe volunteer drinkers.

8. Arrange transportation for thevolunteer drinkers.

9. Arrange for breath testing.

B. Preparing the Volunteer Drinkersfor the Workshop

1. Volunteers should arrive at thefacility at least two hours andforty-five minutes prior to thescheduled start of the workshop.

Content Notes

HS 181C R2/06 VII-2

2. Conduct the preliminaryexamination of each volunteer.

3. Dose the volunteers.

C. Controlling the Workshop

1. Assignment of participants toteams.

2. Explanation of procedures.

3. Monitoring participants’ practice.

ATTACHMENT A

HS 181C R2/06

MM MM

MM MM

MM MM

DRINKING VOLUNTEER LOGSubject’s Name______________________________________________________________PRELIMINARY EXAMINATION Time: BAC % Pupil Size

Left Right

Horizontal Gaze Nystagmus

Left RightLack of Smooth PursuitDistinct Nystagmus At Max. Dev.Angle of Onset Prior to 45°

Optional:Pulse Rate bpm Blood Pressure / mmHg INTERMEDIATE EXAMINATION Time: BAC % Pupil Size

Left Right



Optional:Pulse Rate bpm Blood Pressure / mmHg FINAL EXAMINATION Time: BAC % Pupil Size

Left Right



Optional:Pulse Rate bpm Blood Pressure / mmHg

ATTACHMENT B

HS 181C R2/06

STATEMENT OF INFORMED CONSENT

I, ____________________________________, hereby agree to participate in the alcoholPrint Name

workshop conducted on _____/_____/_____ by ___________________________________.Agency/Department

I understand that I will consume alcohol, and may become impaired or intoxicated. I specifically agree that my participation as a volunteer drinker in this programmakes it imperative that I refrain from driving for at least twelve hours followingcompletion of the program.

I understand that, while participating in the program, I will be required to submitto breath tests to determine my blood alcohol concentration. I also understand thatI will be required to submit to psychophysical examinations and other non-intrusiveclinical tests to assess the extent of my impairment.

I represent that I am in good physical health, and that I am not an alcoholic. Iattest that I am not now under the influence of alcohol or any other drug. I attestthat I have not consumed any drug, medication, or other substance that wouldmake my consumption of alcohol at this time inadvisable. I affirm that there existsno condition that should preclude my participation in this alcohol workshop as avolunteer drinker.

I have been informed of the purpose of this workshop, namely, to assist in trainingpolice officers to recognize and investigate persons impaired by alcohol and otherdrugs. I acknowledge that I may refuse to consume any or all of the alcohol offeredto me during this workshop.

______________________________________________________________________________Signature

______/______/______ _______________________________________Witness

ATTACHMENT C

HS 181C R2/06

SFST FIELD ARREST LOG

HS 181C R2/06

1 Hour

SESSION EIGHT

GUIDELINES FOR CONDUCTINGVIDEO OPTIONS FOR SFST TRAINING

HS 181C R2/06

SESSION EIGHT: GUIDELINES FOR CONDUCTING VIDEO TRAININGOPTIONS FOR THE SFST TRAINING


! Discuss the use of IACP/NHTSA videos of drinking subjects in SFSTTraining.

! Coordinate the presentation of the IACP/NHTSA videos to provide for anefficient and effective learning experience.

! Describe the two options for SFST Training.

! Describe the maintenance and use of the SFST Field Arrest Form.


A. Overview ! Instructor Led

B. Classroom Procedures Using the Video Training

C. Use and Maintenance of the SFST Field Arrest Log



Content Notes

HS 181C R2/06 VIII-1

GUIDELINES FOR CONDUCTINGVIDEO OPTIONS FOR SFSTTRAINING

A. Overview

1. Use of videoed drinking subjectsas an optional training method.

2. Initiated over concerns of liability,prohibitions against use of alcoholin academies.

3. SFST course modified to allow twovideo options to the corecurriculum.

4. Video Option One: videos ofdrinking subjects used inSESSION XI-A, “TESTINGSUBJECTS PRACTICE: FIRSTSESSION” ONLY.

5. Video Option Two: videos ofdrinking subjects used inSESSION XI-A, “TESTINGSUBJECTS PRACTICE: FIRSTSESSION, AND IN SESSIONXIV-A, “TESTING SUBJECTSPRACTICE: SECONDSESSION.

B. Procedures

1. Divide class into two groups.

Content Notes


2. It is recommended that half theclass practice the SFSTs underthe direction of classroominstructors while the remainder ofthe class views, records andinterprets the NHTSA/IACPapproved videos for this session. Once completed, the groupsswitch roles.

3. If time permits, students willadminister additional test to eachother.

4. Officers report their observationsof the videoed subjects (SessionWrap-Up).

5. Instructors notify students of thevideoed subjects’ BACs.

C. Use and Maintenance of the SFSTField Arrest Log

1. The SFST Field Arrest Log is usedto record the results of the SFSTsperformed on suspected impairedsubjects.

2. This log is extremely important indocumenting an officer's experi-ence and proficiency in perform-ing and interpreting SFSTs.

3. This log has the followingcomponents:

a. The actual date the SFSTswere administered.

Content Notes


b. Subject's full name.

c. Results of each SFST test.

d. Classification of BAC as aboveor below 0.08 BAC.

e. Arrest/Not Arrest.

f. Subject's measured BAC (ifavailable).

g. Remarks.

4. Utilization of log.

a. IACP and NHTSA stronglyrecommend that each officercontinue to document alladministrations of fieldsobriety tests.

The documentation willinclude subject's name, date,results of each test, theofficer's classification ofsubject's BAC and measuredBAC, if available. A samplelog is included.

HS 181C R2/06

ATTACHMENT A

SAMPLE DRY-ERASE BOARD ARRAY FOR

TABULATING RESULTS

"Designated Horizontal Gaze Walk And One-Leg Arrest Suspects" Nystagmus Turn Stand ?

"A"

"B"

"C"

"D"

"E"

"F"

"G"

"H"

"I"

"J"

HS 181C R2/06

1 Hour

SESSION NINE

TRAINING SUMMARY AND CONCLUSION

HS 181C R2/06

SESSION NINE: TRAINING SUMMARY AND CONCLUSION

Given a similar training situation, participants will be able to:

! Express personal expectations met during this course.

! Evaluate this training program.


A. Quiz ! Instructor Led

B. Closing Remarks ! Participant's Assessment

C. Course Completion Certificates ! Group Activity

D. Critiques

Equipment and Materials Needed

Flip ChartColored MarkersCommitment CardsCourse Completion CertificatesCourse EvaluationsPacking Materials:

BoxesAddress LabelsPacking Tape

Content Notes

HS 181C R2/06 IX-1

TRAINING SUMMARY ANDCONCLUSION

A. Quiz

There will be a written quiz,consisting of 20 questions. Passinggrade is 80%.

B. Closing Remarks

C. Course Completion Certificates

D. Course Evaluation

principles and techniques of training in standardized ... · a. instructor-led discussions and...

Documents