Learning Learning ProcessesProcesses
School Resource Officer Basic Course
Page 22 in Your Manual
NASRO TRIAD CONCEPTNASRO TRIAD CONCEPTThree(3) Specific RolesThree(3) Specific Roles
Info
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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?