DRAFT
THE CONTENTS OF THIS UNIT

(AT THIS POINT A SUMMARY OF THE UNIT’S GOALS SHOULD APPEAR IN PARAGRAPH FORM. AN ENCOMPASSING GOAL STATEMENT)

(A BRIEF TABLE OF CONTENTS SHOULD FOLLOW HERE, SUCH AS:)

This Unit consists of the following (NUMBER) subdivisions:
 

DRAFT
CURRICULUM UTILIZATION
This unit consists of ____ sections. The unit can be presented to a group in approximately an _____ hour session with normal breaks and a one (1) hour lunch period(s). Individual instructors may use slightly more or less time, but the material has been program timed to be completed in the allotted time.

 This Unit or "Curriculum Guide" is designed specifically for instructor/trainer use. The Guide has been developed in a loose leaf format, so that individual materials can be removed/copied and distributed as necessary. The individual pages, referred to as "Instructor Guide Sheets", provide the trainer with basic information needed to deliver a complete presentation. The Guide provides consistency between staff trainers, but yet allows for an appropriate amount of program autonomy. An area for instructor notes is available on the left hand side of each instructor guide sheet.

The Curriculum Guide is NOT intended to be read aloud to the class. Instead it is to serve as a standardized base for the instructor/trainer to present a given amount of material. Individual delivery styles and methods may vary, however, it is important that the same basic material be presented to each group receiving training to assure goal/objective achievement.

Instructor Guide Sheets refer to handouts as "H.O.", with corresponding section numbers I -, and sequence numbers 1 - ... . Pertinent transparencies are also included, and are indicated by "Trans." and are numbered as are the handouts. Certain material presented in the Curriculum Guide is to provide background information or technical knowledge for the instructor/trainer in a given topic area. These materials are referred to on the Instructor Guide Sheets as "Instructor Supplement", and are numbered as are the handouts and transparencies. The "Handouts", "Transparencies", and "Instructor Supplements" are located at the conclusion of each section.

A variety of information/learning aids are provided or recommended in the Guide for instructor/trainer use, such as:

The use of these aids is critical to reinforce the learning modalities for participants. The materials provided in the Curriculum Guide are viewed as the minimum an instructor/trainer should present to a class. Based on individual expertise, instructors may supplement these materials with other pertinent information as time permits. An instructor may choose an alternative delivery method for a particular portion of the unit. While this is acceptable, delivery methods must be consistent with the following principles of adult learning and the course objectives.
 
SUGGESTIONS ON DELIVERING THE UNIT
Learning Modalities
Learning modalities are the sensory channels through which people receive and return information. The three (3) modalities that have the greatest importance in a training setting are visual, auditory, and tactile/kinesthetic. While an individual’s dominant modality is that channel through which information is processed most efficiently, all three play an important part in learning. An old Chinese proverb expresses this best: "Tell me and I will forget; Teach me and I will remember; Involve me and I will learn." The key is learning transference, the ability to use new information in a new setting. The better the participant retains the new material or concepts the more likely he/she will be able to transfer it to a practical job related setting. Visual Instructional Strategies: Use as many of the visual aids provided in Instructor Guide as possible; outlines, note-taking guides, illustrations on flip charts, model key concepts, write out key words, use transparencies, etc. Materials should be presented in a variety of colors if possible. Visual learners need to visualize the material and "see" what is expected. 

Auditory Instructional Strategies: An instructor’s presentation skills are critically important to reinforce learning to the auditory learner. The presenter must: be energetic and colorful in his/her delivery, use verbal outlines along with visual aids, engage in and direct group and class discussions on key material or concepts, verbally identify processes while participants watch video tapes or listen to audio tapes. Auditory learners need to "hear" what is expected.

Tactile/Kinesthetic Instructional Strategies: The tactile system is essentially touch and the kinesthetic system is essentially movement. The general strategies by which these senses can be engaged is learning through role play, cooperative games, simulations, multi-sensory activities, and hands-on projects and problem solving. Tactile/kinesthetic learners need to "touch," "do," or "practice" what is expected.
 

 Principles Of Adult Learning
The term andragogy (adult-centered learning) is distinguished from pedagogy, which refers to child-centered learning. Adult learners must be shown respect for the wealth of previous learning experience they bring to the classroom. They want to be active participants in lessons, projects, and activities. They appreciate a learning experience that is clearly-defined, well-organized, and with goals and objectives centered on interests, careers, and expectancies. Above all, they look for relevancy in the subject matter. The information must be relevant to their work-setting or life responsibilities and be seen as having a value to them. Adults are people with years of experience and a wealth of information. Focus on the strengths they bring to the classroom. Provide opportunities for dialogue within the group on a regular basis.

Adults have established values, beliefs, and opinions. Demonstrate respect for differing beliefs, religions, value systems, and lifestyles. If police officers are expected to model such respect, so must an instructor.

Adults are people whose style and pace of learning has probably changed. Use all of the teaching strategies made available in this Curriculum Guide. Through the use of auditory, visual, and tactile/kinesthetic teaching methods, the instructor will best address the entire group.

Adults relate new knowledge and information to previously learned information and experiences. The integration of community policing concepts into all aspects of police activities requires that such integration be tied to prior experience and the basic tenants of policing previously learned/modeled.

Adults have pride. This is especially true with police officers. They are proud of their work and profession. The issue of change in policing may challenge that pride. Self-esteem and ego are at risk in a classroom that is not perceived as safe or supportive. Acknowledge or thank participants for their responses and questions. The changing principles of policing put forth in community policing should not diminish participant’s previous accomplishments.

Adults have a deep need to be self-directing. Don’t "spoon-feed" the participants. This curriculum is designed to avoid this problem. Engage the participants in a process of mutual inquiry and critical thinking.

Adults tend to have a problem-centered orientation to learning. This is an essential ingredient in integrating community policing principles into everyday policing. Emphasize how this session can be applied in a practical job-related setting to address the underlying conditions that precipitate many of the persistent problems found in participant’s jurisdiction. Use the case studies, problem solving activities, and participatory activities to enhance learning and encourage critical thinking.

Adults are people who need frequent breaks. Plan frequent breaks, even if they are only a few minutes. During lecture portions, a short break every 45-60 minutes is sufficient. In more interactive situations, breaks can be spaced 60-90 minutes apart.

 A Word About Law Enforcement Participants
Participants from a wide variety of law enforcement agencies will attend this session. Police officers from large and small departments, deputy sheriffs from county departments, and participants from special or unique agencies such as tribal police. Sworn and non-sworn support staff from these agencies will participate as the concepts of community policing are integrated throughout police agencies. Their educational levels will vary, as will their experience and scope of duties. The classifications of "sworn" and "non-sworn" should be used to differentiate between persons with and without police powers, as the term "civilian" maybe demeaning to some non-sworn personnel. If a class is comprised of both deputy sheriffs and police officers, the instructor should indicate that the program uses the generic term "police officer". This is intended to represent the full-service aspects of community policing, verses the single faceted connotation of "law enforcement officer". It is not intended to detract from any participant’s status or assignment. Should the instructor desire, the term police officer/deputy may be substituted. THE INSTRUCTOR SHOULD USE THIS AS ANOTHER OPPORTUNITY TO GET PARTICIPANTS TO THINK ABOUT THE ISSUE OF POLICING IN A NEW LIGHT.
 
 
THE INSTRUCTOR ROLE
The instructor is a facilitator, a manager of learning. To "teach" is to establish a stimulating learning environment and to coordinate the learning of others. The instructor needs to establish credibility with the participants as a leader-instructor who knows what he or she is talking about, and who has participated in and/or observed community policing principles in practice. This does not mean the instructor has all the answers. In a free exchange of ideas and experiences, instructors and participants learn together. The facilitator should think of themselves as a "miner". The information and knowledge for the most part is already within the participant. The facilitator needs to draw it out, clarify it, and frame it in a context useful to the participant and in accordance with the tenants of community policing. In essence, this changes the adult learners’ perspective on existing knowledge.

The instructor’s task is threefold: (1) to present information; (2) to guide the learners as they participate in the exercises, and (3) to lead discussion of the subject matter. The skill of instructing is to keep these three parts in balance. Overactive instructors who dominate the classroom create passive participants who learn little.

Approach each portion of the presentation with these questions in mind:

By demonstrating this basic level of critical thinking skills in the presentation of the material, the instructor can reinforce the need for such skills in the participants themselves. This is especially important as they integrate community policing principles into their duties in identifying, understanding, and addressing persistent community problems.

 

TOWARD CRITICAL THINKING
Continual change and transition are facts of life. This has never been truer than in policing as the principles of community policing "invade" police organizations across America. Overwhelmed by change and pressed for time, it is tempting to find "quick-fix" solutions to life and career. We may want to make important decisions based on intuition, emotion, or previous experience and training rather than taking the time to gather the appropriate information or weigh alternatives. Excessive simplification of complex problems often leads to simple "solutions" that can be ineffective or make matters worse.

By demonstrating and helping to facilitate critical thinking in participants, the instructor may be able to promote the principles of community policing more effectively than through any other action. Simply put, critical thinking leads a person to be rational, clear, accurate, and consistent. Critical thinking helps us ask relevant questions, weigh evidence offered in support of arguments, interpret complex problems, and make wise decisions. This is especially important because many problems facing police officers today do not lend themselves to clear-cut solutions.

If participants can be made to utilize the principles of critical thinking, they will be inclined to be more honest with themselves and admit they are unfamiliar with certain concepts. They will be less afraid to say "I was wrong" and they may be able to learn from their mistakes. Their beliefs will be their own, not simply those passed on to them from others.

They will be less easily manipulated and think more independently. This will be a critical factor in their identifying persistent community problems and addressing their underlying causes.

Critical thinking will help participants develop the ability to imaginatively put themselves in the place of others and understand the viewpoints of others. They will develop the ability to listen with an open mind, even to conflicting points of view. They will have the patience to think before acting. Their emotions will be less likely to cloud their analysis; they will develop ways to sort through their feelings and constructively harness their emotions. They will strive for a better understanding of issues, resisting "quick fix" solutions. They will hold themselves to high standards of thinking, and they will look for these standards in the thinking of others.

Some suggestions are outlined below to help participants develop such thinking skills. Assist participants in adopting these suggestions and applying them in their policing efforts.

Critical thinking is a skill that promotes better understanding of the thinking of both ourselves and others. It is a process we can use to evaluate and challenge the thoughts and ideas that occur to us. Critical thinking helps us understand the limits of our knowledge and rethink conclusions in light of new knowledge. It allows us to think more independently and to better recognize built-in biases of ourselves and others. It helps us deal with life’s messy, complex, real-world problems. Critical thinking is a way we can control our thoughts and make the most of our feelings and intuitions so that we do not limit ourselves mentally. Police personnel who model these behaviors will greatly assist their agencies and communities in integrating the principles of community policing.
 
ORGANIZING THE CLASSROOM
The traditional classroom setting with participants seated row on row facing the instructor is not appropriate for adult learners. The traditional layout illustrated in Figure A (Instructor Supplement i-1) is an improvement on most classrooms, however it is not recommended for presenting this unit. Tables are better than chairs as they allow for more room for materials. The ideal setting for this unit would be the circular arrangement (Figure B), with breakout tables/areas available for groups of up to 6 participants (Figure D). Class size for this unit should be between 20 and 25 participants. This allows for one-on-one interaction with the instructor, and provides sufficient participants for group activities and exercises.

It is advantageous for participants to be able to face one another for discussion purposes, and have an area to work on team or group activities when appropriate. If the setting is confined to one arrangement or another, the grouped arrangement (Figure D) would be best suited to the delivery of this curriculum.

The instructor should organize the classroom so that everyone can see the screen when learning aids are projected and readily see and hear every speaker. Also, the instructor should ensure adequate light for reading and writing.
 

REFERENCES
Cerny, Jerry. "Principles of Adult Learners." On-Line. Internet. 2 Jan. 1998. Available AdultLearners.html at www.hcc.hawaii.edu

Hassel, Craig A. "Why Critical Thinking." University of Minnesota Extension Service, North Central Regional Extension Publication 433, FO-5645-GO. 1992.

Lieb, Stephen. "Principals of Adult Learning." On-Line. Internet 2 Jan. 1998. Available AdultLearners.html at www.hcc.hawaii.edu

"Tactile/Kinesthetic Learning." On-Line. Internet. 2 Jan. 1998. Available http://volcano.und.nodak.edu/vwdocs/msh/llc/is/tkl.html

"Teaching Adult Learners: Critical Challenges For The 1990’s And Beyond." A paper delivered at the Fifth National Conference on College Teaching and Learning, Jacksonville, Florida, April 1995.