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Principles and Techniques of Training in Standardized Field Sobriety Testing – The SFST Instructor Training School – Teacher-Trainer’s Manual – HS 178B R2/06 Pre-Test Questions

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Principles and Techniques of Training in Standardized Field Sobriety Testing – The SFST Instructor Training School – Teacher-Trainer’s Manual – HS 178B R2/06 Pre-Test Answer Sheet

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HS 178B R2/06

PRINCIPLES AND TECHNIQUES OF TRAINING IN

STANDARDIZED FIELD SOBRIETY TESTING

THE SFST INSTRUCTOR TRAINING SCHOOL

TEACHER-TRAINER’S MANUAL

Printed 2/06

U.S. DEPARTMENT OF TRANSPORTATION Transportation Safety Institute

National Highway Traffic Safety Administration

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HS 178B R2/06

DWI DETECTION AND STANDARDIZED FIELDSOBRIETY TESTING

INSTRUCTOR - DEVELOPMENT TRAINING PROGRAM

ADMINISTRATOR’S GUIDE

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HS 178B R2/06

PREFACE

The development of this training program was a joint effort between the NationalHighway Traffic Safety Administration (NHTSA) and the Transportation SafetyInstitute (TSI). It is designed to enable law enforcement officers to develop theknowledge, skills and attitudes necessary to effectively fill roles as instructors insupport of NHTSA’s Standardized Field Sobriety Testing (SFST) training programwhich targets impaired drivers.

This Administrator’s Guide is intended to facilitate planning and implementation ofthis instructor training program. It describes the materials included in thecurriculum package, outlines the administrative requirements for the trainingprogram, and offers suggestions for meeting those requirements. The Guide alsodescribes preparations that must be made before the training can take place andthe follow-up actions needed to ensure the desired outcome.

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HS 178B R2/06

TABLE OF CONTENTS

PAGE

A. PURPOSE OF THIS COURSE 1

B. OVERVIEW OF THE COURSE 1

1. For whom is the training intended? 1

2. What is the purpose of this training? 2

3. What will the participants achieve? 2

4. What subject matter is covered? 2

5. What activities take place? 3

6. What is the length of the training? 3

7. What are the instructor qualifications needed toteach this course? 3

8. What are the facility requirements? 4

9. What are the class size requirements? 4

10. What planning and preparation requirements are needed? 4

11. What are the passing requirements? 4

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HS 178B R2/06

APPENDICES:

1. List of NHTSA Regional Offices APPENDIX A

2. List of Governor’s Highway Safety Representatives APPENDIX B

3. Overview of Option Training on Drugs That Impair Driving APPENDIX C

4. Administrator’s Evaluation APPENDIX D

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HS 178B R2/06 1

Standardized Field Sobriety TestingInstructor-Development Training Program

Administrator’s Guide

A. Purpose of This Course

The purpose of this course is to prepare law enforcement professionals toeffectively administer and instruct in the SFST training program. Thecurriculum addresses the application of basic adult learning theory and theinstruction skills needed to deliver this training.

B. Overview of the Course

This Administrator’s Guide provides an overview of the four-day Instructor-Development Training Program and two stand alone modules, “Introductionto Drugged Driving” (4-hours) and “Drugs That Impair Driving” (8-hours). Both modules are highly recommended additions to this course (seeAppendix C).

1. For whom is the training intended?

In the SFST instructor-development training program the principalparticipants are law enforcement officers who have demonstratedproficiency in the administration of the standardized field sobriety tests(SFSTs), and actively involved in detecting and apprehending impaireddrivers. They may be employees of any law enforcement agency. Theymay or may not possess basic presentation skills or knowledge of adultlearning, but their reason for attending this training should be motivatedby:

o a desire to develop or strengthen effective presentation skills.

o a desire to develop or strengthen skills as an SFST instructor.

o a desire to learn how to conduct interactive participant-centeredtraining.

o a desire to become more familiar with the SFST curriculum availablethrough NHTSA and the International Association of Chiefs of Police.

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2. What is the purpose of this training?

The purpose of this training is to prepare law enforcement officers to effec-tively instruct in the NHTSA/IACP standardized field sobriety testingprogram. This curriculum addresses the application of basic adultlearning theory and the skills related to technical teaching. Participantslearn effec-tive teaching techniques from experienced instructordemonstration and their own in-class participation. They will learn how todeliver this specific training program (SFST) and the basics on how tomake effective presentations.

3. What will the participants achieve from this training?

The SFST Instructor-Development training program will enableparticipants to achieve these objectives:

o importance of knowing adult learning principles and how they relateto effective training;

o to apply the motivational techniques and presentation skills taught inthis course;

o demonstrate effective questioning techniques and how to handlechallenging situations;

o develop and use training aids; and,

o the roles and responsibilities of instructors in conducting the SFSTtraining program.

4. What subject matter does this course cover?

The contents of this training program focus on adult learning, effectivepresentation skills and techniques for conducting effective training. Specific topics include:

o Introduction and Overviewo Adult Learning Conceptso SFST Curriculum Packageo Assignments for Practice Teachingo Getting Ready for Teachingo Techniques for Effective Classroom Presentationso Guidelines for Planning and Managing an Alcohol Workshop

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o Guidelines for Use of IACP/NHTSA Approved Videos of DrinkingSubjects

o Optional 4-Hour or 8-Hour Blocks on Drugs That Impair Driving

5. What activities take place during this training?

The most significant learning activities are the presentations made by theparticipants. Participants use NHTSA course materials to prepare theirpractice teaching presentations. Participants are expected to becomethoroughly familiar with content, learning activities, training aids, etc.related to delivery of the SFST course.

A critical learning activity takes place in Session VIII, where participant-instructors learn how to manage and conduct a live alcohol workshop(controlled drinking lab). Participant-instructors are taught all theactivities crucial to the SAFE operation of a live drinking session. All ofthe key control components needed to eliminate or minimize “glitches” thatmight occur if the workshop is not properly supervised are examined anddiscussed thoroughly.

NOTE: THE IACP STRONGLY BELIEVES THAT CONDUCTINGLIVE ALCOHOL WORKSHOPS IS THE OPTIMAL WAY OFACHIEVING THE LEARNING OBJECTIVES OF THE SFSTTRAINING.

6. What is the length of the instructor-development trainingprogram?

The training course lasts approximately four days. If an administratorelects to include either of the two-drug related modules, then the coursewould be expanded by 4 or 8 hours. (See Overview of the Course, pg. 1)

7. What are the minimum instructor qualifications needed to teachthis course?

Train-the-trainer instructors for this course MUST have successfullycompleted a state approved instructor-development course or itsequivalent, and have clearly demonstrated all the techniques and skillsrequired of a competent training. In addition, if more than one teacher-trainer is involved in presenting this course, at least half of the trainingstaff must have successfully completed the NHTSA/IACP approved SFSTtraining program and have experience in administrating the SFSTs as wellas having provided testimony in court in the area of DUI/DWIenforcement.

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NOTE: If an administrator elects to add either drug module to this course(see “Overview of the Course”, pg 1), it is preferred that the instructorfor the 4-hour segment be a Drug Recognition Expert (DRE). If the 8-hoursegment is chosen, the instructor MUST be a DRE.

8. What are the facility requirements?

The course requires a classroom with ample table/desk space for amaximum of 28 participants (24 participants are preferred). An additionalroom capable of holding half the class is needed for the third and fourthday of the course when participant presentations are made.

The facility should also provide two overhead projectors and screens; twovideo tape players and monitors, two flip charts and/or dry-erase boards. NOTE: The second set of equipment is only needed on the third and fourthdays of the course.

If possible, the classroom should be arranged in a U-shaped manner tofacilitate instruction.

9. What are the class size considerations?

A class of 24 participants is ideal. However, 28 participants can easily beaccommodated. It is recommended that an “even” number of participantsbe assigned to attend this course since the practice teaching assignmentsare team-taught.

10. What planning and preparation requirements are needed?

The first step to take when planning, preparing, or participating in thiscourse is to contact a NHTSA regional training coordinator or Governor’sHighway Safety Representative for assistance (see Appendix A for list ofNHTSA regional offices and GHSO). The NHTSA person assignedtraining responsibilities for states in their jurisdiction can provideguidance, course materials, and technical assistance, if needed.

If considering sending participants to attend this course, a basicrequirement is that candidate instructors must have successfullycompleted the NHTSA/ IACP approved basic SFST training program, havedemonstrated an interest in DUI/DWI enforcement, and has voiced adesire to be a trainer.

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HS 178B R2/06 5

If hosting this course, select your instructors, secure the requiredequipment, and prepare the facilities.

11. What are the requirements for successful completion of thiscourse?

Participants much achieve a grade of at least 80% on the written test. ANY SESSIONS MISSED DURING EXCUSED ABSENCES MUSTBE MADE UP.

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HS 178B R2/06 A-1

APPENDIX ANHTSA REGIONAL OFFICES

New England RegionVolpe National Trans. Systems Center55 Broadway - Kendall Square - Code903Cambridge, MA 02142(617) 494-3427FAX (617) 494-3646

Eastern Region222 Mamaroneck Ave, Suite 204White Plains, NY 10605(914) 682-6162FAX (914) 682-6239

Mid Atlantic Region10 South Howard Street, Suite 4000Baltimore, MD 21201 (410) 962-0077FAX (410) 962-2770

Southeast Region Atlanta Federal Center61 Forsyth Street, SW, Suite 17T30Atlanta, GA 30303 (404) 562-3739FAX (404) 562-3763

Great Lakes Region 19900 Governors Drive, Suite 201 Olympia Fields, IL 60461 (708) 503-8822FAX (708) 503-8991

South Central Region and IndianNations 819 Taylor Street Room 8A38Fort Worth, TX 76102-6177(817) 978-3653FAX (817) 978-8339

Central Region PO Box 412515 (Zip 64141)6301 Rockhill Road Rm 100 (Zip64131)Kansas City, MO (816) 822-7233FAX (816) 822-2069

Rocky Mountain Region 555 Zang Street, Room 430 Denver, CO 80228(303) 969-6917FAX (303) 969-6294

Western Region and PacificTerritories201 Mission Street, Suite 2230San Francisco, CA 94105(415) 744-3089FAX (744-2532

Northwest Region 3140 Jackson Federal Building915 Second AvenueSeattle, WA 98174(206) 220-7640FAX (206) 220-7651

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APPENDIX BSTATE OFFICES OF HIGHWAY SAFETY

HS 178B R2/06 B-1

AlabamaDept Of Econ & Comm Affairs401 Adams Ave (PO Box 5690)Montgomery, AL 36103-5690(334) 242-5803FAX (334) 242-0712

AlaskaAlaska Hwy Safety PlanningAgency450 Whittier St.Juneau, AK 99811(907) 465-4374FAX (907) 465-5860

ArizonaGov’s Office of Hwy Safety3030 N. Central, Suite 1550Phoenix, AZ 85012(602) 255-3216FAX (602) 255-1265

ArkansasAR State Hwy & Trans. Dept.11300 Baseline RdLittle Rock, AR 72203-2261(501) 569-2648FAX (501) 569-2651

CaliforniaBusiness, Transportation, andHousing Agency7000 Franklin Blvd., Suite 440Sacramento, CA 95823(916) 262-0990FAX (916) 262-2960

ColoradoDepartment of Transportation4201 E. Arkansas Ave.Denver, CO 80222(303) 757-9440 FAX (303) 757-9219

ConnecticutDepartment of TransportationPO Box 3175462800 Berlin TurnpikeNewington, CT 06131-7546(860) 594-2370FAX (860) 594-2374

DelawareOffice of Highway SafetyPublic Safety Bldg, Box 1321Rte. 113 South & Bay RoadDover, DE 19903-1321(302) 739-3295FAX (302) 739-5995

District of ColumbiaDC Dept of Public WorksFrank D. Reeves Center2000 14th St., NW, 7th FloorWashington, DC 20009(202) 671-0492FAX (202) 939-7185

FloridaDepartment of Transportation605 Suwanne Street, MS-53Tallahassee, FL 32399-0450(850) 488-3546FAX (850) 922-2935

GeorgiaGov.’s Office of Hwy. Safety1 Park Tower 34 Peachtree Street, Suite 1600 Atlanta, GA 30303(404) 656-6996FAX (404) 651-9107

HawaiiMotor Vehicle Safety OfficeDepartment of Transportation601 Kamokila Blvd, Room 511Kapolei, HI 96707(808) 692-7650FAX (808) 692-7665

IdahoDepartment of Transportation3311 W. State St.Boise, ID 83707(208) 334-8101FAX (208) 334-3858

IllinoisDepartment of TransportationPO Box 192453215 Executive Park DriveSpringfield, IL 62794-9245(217) 782-4974FAX (217) 782-9159

IndianaGovernor’s Council on Impairedand Dangerous Driving ISTA Building, Suite 330150 West MarketIndianapolis, IN 46204(317) 232-4220FAX (317) 233-5150

IowaGov. Traffic Safety Bureau307 East Seventh StreetDes Moines, IA 50319-0248(515) 281-3907FAX (515) 281-6190

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KansasBureau of Traffic SafetyThacher Building, 3rd Floor 217 SE 4th Street Topeka, KS 66603(785) 296-3756FAX (785) 291-3010

KentuckyKY State Police Headquarters919 Versailles RoadFrankfort, KY 40601-9980(502) 695-6356FAX (502) 573-1634

LouisianaLA Hwy Safety CommissionPO Box 66336Baton Rouge, LA 70896(225) 925-6991FAX (225) 922-0083

MaineBureau of Highway Safety164 State House Station Augusta, ME 04333(207) 624-8756FAX (207) 624-8768

MarylandOffice of Traffic and Safety 7491 Connelley Drive Hanover, MD 21076(410) 787-4017FAX (410) 787-4082

MassachusettsGov. Highway Safety Bureau10 Park Plaza, Suite 5220Boston, MA 02116-3933(617) 973-8904FAX (617) 973-8917

MichiganOffice of Hwy. Safety Planning4000 Collins RoadPO Box 30633Lansing, MI 48909-8133(517) 336-6477FAX (517) 333-5756

MinnesotaOffice of Traffic Safety444 Cedar Street, Suite 150St. Paul, MN 55101-5150(651) 296-9507FAX (651) 297-4844

MississippiGov.’s Highway Safety Office401 North West St., 8th FloorJackson, MS 39225-3039(601) 359-7880FAX (601) 359-7832

MissouriDivision Of Highway SafetyPO Box 104808Jefferson City, MO 65110(573) 751-4161FAX (573) 634-5977

MontanaDepartment of TransportationPO Box 2010012701 Prospect Ave., Room 109Helena, MT 59620-1001(406) 444-3423FAX (406) 444-7303

NebraskaOffice of Highway SafetyPO Box 94612Lincoln, NE 68509(402) 471-2515FAX (402) 471-3865

NevadaOffice of Traffic SafetyDept. of Motor Vehicles

& Public Safety555 Wright WayCarson City, NV 89711-0099(775) 687-5720FAX (775) 687-5328

New HampshireHighway Safety AgencyPine Inn Plaza117 Manchester StreetConcord, NH 03301(603) 271-2131FAX (603) 271-3790

New JerseyDiv. of Highway Traffic Safety225 East State Street, CN-048Trenton, NJ 08625(609) 633-9300FAX (609) 633-9020

New MexicoTraffic Safety Bureau604 W. San MateoP.O. Box 1149Santa Fe, NM 87504-1149(505) 827-0427FAX (505) 827-0431

New YorkGov. Traffic Safety CommitteeSwan St. Bldg., Empire PlazaAlbany, NY 12228(518) 473-9007FAX (518) 473-6946

North CarolinaGov. Highway Safety Program215 East Lane StreetRaleigh, NC 27601(919) 733-3083FAX (919) 733-0604

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North DakotaDrivers Lic. & Traf. Safety Div.Department of Transportation608 East Boulevard AvenueBismarck, ND 58505-0700(701) 328-2601FAX (701) 328-2435

OhioOffice of Gov. Hwy. Safety Rep.PO Box 1820811970 W. Broad Street (43223)Columbus, OH 43218-2081(614) 466-3250FAX (614) 728-8330

OklahomaOK Highway Safety Office3223 North LincolnOklahoma City, OK 73105(405) 521-3314FAX (405) 524-4906

OregonTransportation Safety Section555 13th Street, NESalem, OR 97310(503) 986-4190FAX (503) 986-4189

PennsylvaniaBureau of Highway Safety and

Traffic Engineering 555 Walnut Street 7th Floor, Forum PlaceHarrisburg, PA 17105-2047(717) 787-7350 or 8069FAX (717) 783-8012

Rhode IslandGov. Office of Highway Safety345 Harris AvenueProvidence, RI 02909(401) 222-3024FAX (401) 222-6038

South CarolinaDepartment of Public Safety5400 Broad River RoadColumbia, SC 29210(803) 896-7896FAX (803) 896-8393

South DakotaOffice of Highway SafetyDept Of Commerce & Reg.118 West Capitol Pierre, SD 57501(605) 773-4493FAX (605) 773-6893

TennesseeGov. Highway Safety ProgramsJames K Polk State Office Bldg505 Deaderick Street, Suite 600Nashville, TN 37243(615) 741-2589FAX (615) 741-9673

TexasDepartment of Transportation125 E. 11th StreetAustin, TX 78701-2483(512) 416-3202FAX (512) 416-3214

UtahHighway Safety OfficeDepartment of Public Safety5263 South 300 West, Suite 202Salt Lake City, UT 84107(801) 293-2481FAX (801) 293-2498

VermontHighway Safety Agency 103 South Main StreetWaterbury, VT 05671-2101(802) 244-1317 FAX (802) 244-4124

VirginiaTransportation Safety ServicesDepartment of Motor VehiclesPO Box 27412Richmond, VA 23269(804) 367-1670FAX (804) 367-6631

WashingtonTraffic Safety Commission1000 South Cherry Street,MS/PD-11Olympia, WA 98504(360) 753-6197FAX (360) 586-6489

West VirginiaDriver ServicesDepartment of Motor VehiclesCapitol Complex Bldg 3 Rm 118Charleston, WV 25317(304) 558-6080 Ext. 13FAX (304) 558-0391

WisconsinBureau Of TransportationHill Farms State Ofc. Bldg #933 4802 Sheboygan AvenuePO Box 7936Madison, WI 53707-7936(608) 266-3048FAX (608) 267-0441

WyomingHighway Safety Program5300 Bishop Blvd., PO Box 1708Cheyenne, WY 82003-9019(307) 777-4450FAX (307) 777-4250

American SamoaOffice of Highway SafetyGovernment of American SamoaPO Box 1086Pago Pago, AS 96799(684) 699-1911 or 2911FAX (684) 699-4224

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GuamDept. of Public Works, OHS542 N. Marine DriveTamuning, GU 96910(671) 646-3211FAX (671) 646-3733

Commonwealth of TheNorthern Marina IslandsDepartment of Public SafetyOffice of Special ProgramsCommonwealth of No.Mariana IslandsPO Box 791Civic Center; Susupe VillageSaipan, MP 96950(670) 664-9128FAX (670) 664-9141

Puerto RicoTraffic Safety CommissionBox 41289, Minillas StationSanturce, PR 00940(787) 723-3590FAX (787) 727-0486

Virgin IslandsOffice of Highway SafetyLagoon Street ComplexFredrikstedSt. Croix, VI 00840(340) 776-5820FAX (340) 772-2626

Indian NationsIndian Hwy. Safety ProgramsBureau of Indian AffairsDept. of Interior, Suite 1705505 Marquette Avenue, NWAlbuquerque, NM 87102(505) 248-5053FAX (505) 248-5064

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APPENDIX C

HS 178B R2/06 C-1

OVERVIEW OF OPTIONAL TRAINING ON DRUGGED DRIVING

OPTION ONE: 4-HOUR BLOCK ENTITLED “INTRODUCTION TO DRUGGEDDRIVING”

The purpose of this module is to acquaint the participant with information on therecognition of individuals who may be medically impaired or under the influence ofdrugs other than alcohol, and to assist them in preparing to prosecute such cases.

Police officers responsible for traffic law enforcement will continuously encounterdrug-impaired drivers. The best available data suggest that tens of millions ofAmericans routinely use drugs other than alcohol and some of these people drive whenunder the influence of those drugs.

Some drug-impaired drivers look and act very much like alcohol-impaired drivers. Others look and act very differently. All of them are dangerous, to themselves and toeveryone else on the road.

Upon successfully completing this module of instruction, the participant will be ableto:

o define the term “drug” in the context of DWI enforcement.

o describe in approximate, quantitative terms the incidence of drug involvement inmotor vehicle crashes and in DWI enforcement.

o name the major categories of drugs.

o describe the observable signs generally associated with the major drug categories.

o describe medical conditions and other situations than can produce similar signs.

o describe appropriate procedures for dealing with drug-impaired or medically-impaired suspects.

OPTION TWO: 8-HOUR BLOCK ENTITLED “DRUGS THAT IMPAIR DRIVING”

THIS TRAINING WILL NOT QUALIFY AN OFFICER TO SERVE AS A DRE.

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HS 178B R2/06 C-2

This module is designed primarily for police officers who meet the IACP/NHTSANational Standardized Field Sobriety Testing Program Standards and who havesuccessfully completed an IACP/NHTSA approved curriculum. The officer must beable to administer and interpret the SFST’s for alcohol-impaired suspects. Theparticipant should be fully conversant with the procedural “mechanics” of HGN withthe three clues of HGN and with the interpretation of those clues for assessing alcoholimpairment. A major focus of this module is on the examination of a drug-impairedsuspect’s eyes, and the procedures for those eye examinations derive largely fromHGN procedures.

The purpose of the module is to improve participants’ ability to recognize suspects whomay be under the influence of drugs other than alcohol, and to take appropriate actionwhen they encounter such suspects (i.e., summon a DRE or request a medicalexamination. Note: This module does not require that the participant develop theability to distinguish what type of drug is responsible for the observed impairment,but the participant should become more adept to recognizing the possible presence ofsome drug other than alcohol or a medical condition.

The participant who successfully completes the module should be able to:

o define the term “drug” in the context of this course;

o describe in approximate, quantitative terms the incidence of drug involvement inmotor vehicle crashes and DWI enforcement;

o name the major categories of drugs;

o describe the observable signs of impairment generally associated with the majordrug categories;

o describe medical conditions and other situations that can produce similar signs ofimpairment; and,

o describe appropriate procedures for dealing with drug-impaired or medicallyimpaired suspects.

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APPENDIX DALL MATERIALS ARE MASTERS – COPY AS NEEDED.

ATTENTION: LEAD INSTRUCTOR/COURSE ADMINISTRATOR

In order to assist the National Highway Traffic Safety Administration in thevalidation of course materials, the Transportation Safety Institute is requesting yourfeedback. The purpose of conducting this evaluation is to determine:

— accuracy and completeness of course materials— adequacy of course material design— utility of course materials— usability of course materials

Course materials are evolving documents which must be updated and refined in detailover the life of the course through a process of review, comment, analysis and revisionin order to meet the training requirements of instructors as well as participants.

The attached questionnaire provides the expert users (lead instructors/courseadministrators) an opportunity to assess the viability of the course materials inrelation to its capabilities and constraints. The goal of this questionnaire is to identifyand set in motion actions to resolve course implementation issues as early as possible. The review and input that you provide is vital to the success of NHTSA’s trainingmission.

DIRECTIONS: Fill out the Lead Instructor/Course AdministratorQuestionnaire at the completion of this course. Use this questionnaire to recordyour comments about the strengths and weaknesses of the instructional packageprovided for this course. Please provide detailed answers for each item requiringfurther explanation. (Use specific examples when available.) In addition, complete anInstructor Roster and a Participant Roster (attachments are provided for yourconvenience) WITHIN 10 DAYS OF CLASS COMPLETION, RETURN BOTHROSTERS AND QUESTIONNAIRE TO:

TRANSPORTATION SAFETY INSTITUTEHIGHWAY TRAFFIC SAFETY DIVISION DTI-70P.O. BOX 25082OKLAHOMA CITY, OK 73125

If further information is needed, or if you have any questions concerning thisevaluation process, contact DTI-70, Phone: (405) 954-3112, FAX: (405) 954-8264.

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INSTRUCTOR ROSTER

Course Name:

Course Date:

Course Location:

Name: ________________________________ Name:__________________________

Title: _________________________________ Title:____________________________

Organization: _________________________ Organization:____________________

______________________________________ __________________________________

Mailing Address: ______________________ Mailing Address:__________________

_____________________________Zip ______ ________________________Zip_______

Phone: ____(______)____________________ Phone:_____(______)_______________

Name: _______________________________ Name:___________________________

Title: ________________________________ Title:_____________________________

Organization: ________________________ Organization:_____________________

______________________________________ __________________________________

Mailing Address: ______________________ Mailing Address:__________________

_____________________________Zip ______ ________________________Zip_______

Phone:(______)_________________________ Phone:(______)____________________

Name: ________________________________ Name:___________________________

Title: _________________________________ Title:_____________________________

Organization:__________________________ Organization:_____________________

_______________________________________ __________________________________

Mailing Address:_______________________ Mailing Address:__________________

____________________________Zip________ ________________________Zip_______

Phone:(_____)__________________________ Phone:(_____)_____________________

(COPY THIS FORM FOR ADDITIONAL NAMES)

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HS 178B R2/06 D-3

PARTICIPANT ROSTER

Course Name:Course Date:Course Location:

Name:______________________________ Name:___________________________

Title:_______________________________ Title:____________________________

Organization:_______________________ Organization:_____________________

____________________________________ __________________________________

Mailing Address:____________________ Mailing Address:__________________

________________________Zip_________ ________________________Zip_______

Phone:(_____)_______________________ Phone:(____)______________________

Name:______________________________ Name:___________________________

Title:_______________________________ Title:____________________________


____________________________________ __________________________________


_______________________Zip__________ _______________________Zip________

Phone:(_____)_______________________ Phone:(____)______________________

Name:______________________________ Name:___________________________

Title:_______________________________ Title:_____________________________



_________________________Zip________ ________________________Zip_______

Phone:(_____)________________________ Phone:(_____)_____________________

(COPY THIS FORM FOR ADDITIONAL NAMES)

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HS 178B R2/06 D-4

LEAD INSTRUCTOR/COURSE ADMINISTRATOR QUESTIONNAIRE

ACCURACY AND COMPLETENESS1. The instructor manual and accompanying course materials provide sufficient

guidance and information to plan, administer, and teach this course.

Strongly Agree Agree Disagree Strongly Disagree

Comments:

2. The complete list of training aids, devices and equipment needed to supportthis course are listed in the administrator’s guide.


If not, what needs to be added or deleted?

3. The work session directions are explained thoroughly for both instructor andparticipant?


Suggestions to clarify directions?

4. Are the instructional materials and media:

a. Easy to read and understand? Yes Nob. Easy to use? Yes Noc. Accurate and complete? Yes Nod. Congruent with stated objectives? Yes Noe. Appropriate to skill and knowledge level

of course participants? Yes Nof. Clear in purpose, goals, and objectives for both

participants and instructors? Yes Nog. Modern in format and appearance? Yes Noh. Free of extraneous details or distractions? Yes Noi. Un-biased (free of gender, ethnic, or racial bias?) Yes Noj. Relevant to the instruction (does it provide

“real world” highway safety examples?) Yes No

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HS 178B R2/06 D-5

4. (Continued) Cite specific examples for any “no” response.

ADAPTABILITY

5. The course material accommodates all learning styles (auditory, visual,tactile, etc.)?


Comments:

6. The course material and content are adaptable (some content can be alteredin sequence, length, or strategy) according to the needs of the sponsoringorganization? NOTE: Some courses which contain technical or legal informationcannot be altered. These courses are excluded from this question. Example: SFSTand DEC courses.


Comments:

USABILITY

7. The course modules are logically sequenced in a manner that allows ease oflearning.


If not, what sequence would you suggest and why?

8. Were there any particular portions of the course material or work sessions thatparticipants perceived as “too difficult”? If so, list and explain.

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HS 178B R2/06 D-6

9. This course provides sufficient opportunity for participant interaction andparticipation.


Comments:

10. The course content allows sufficient work sessions which reinforce the lecturesessions.


Comments:

11. The course content is broken into logical learning “chunks” that are easy forparticipants to comprehend and retain.


If you disagree, which segments need revision? Why?

12. Were you able to adhere to the pre-determined time estimates? If not, specifywhich segments need more time, which need less, and why.

RELEVANCE

13. The course materials will be used as a future reference and resource tool forparticipants.


Which materials do you consider the most useful?

14. Do you believe that additional content segments are needed for this course? Ifso, please identify and describe how they will benefit this instruction.

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HS 178B R2/06 D-7

15. Should any of the content segments of this course be eliminated? If so, whichones and why are they not needed?

16. Does this course provide participants with the skills and knowledge theyneeded to improve their job performance? If not, why?

17. What recommendations would you make for improving this course material?

Additional Comments?

000024

HS 181C R2/06

PRINCIPLES AND TECHNIQUESOF TRAINING IN

STANDARDIZED FIELD SOBRIETY TESTING

THE SFST INSTRUCTOR TRAINING SCHOOL

TEACHER-TRAINER’S MANUAL

Sponsored by:

The National Highway Traffic Safety Administration

000025

HS 181C R2/06 1

FOREWORD

This document contains the lesson plans and visual aids for the 32-hour teachingtraining program for standardized field sobriety testing (SFST) instructors. Thegoal of this program is to prepare SFST trained officers who are proficient in usingthe SFSTs to teach others to use these tests. The only officers eligible to attendthis teacher training program are those who have:

o Satisfactorily completed SFST training, based on the NHTSA SFSTcurriculum or its equivalent;

o Participated in two “live” volunteer drinking subject practice sessions(alcohol workshops) during which they personally administered thehorizontal gaze nystagmus, walk and turn, and one-leg-stand test topersons who have consumed alcohol; or

o Participated in one “live” volunteer drinking subject practice session(alcohol workshop) during which they personally administered thehorizontal gaze nystagmus, walk and turn, and one-leg-stand test topersons who have consumed alcohol, and participated in one NHTSA/IACPapproved video-taped session of drinking subjects; or

o Participated in two NHTSA/IACP approved video-taped sessions of drinkingsubjects; and

o Demonstrated continued proficiency with the SFSTs, either in actualenforcement operations or in alcohol workshops, or both, since thecompletion of their training.

The first two days of this school focus on basic principles and techniques ofteaching, and on the specific application of those principles and techniques to thecurriculum employed for classroom training in SFSTs. During those two days, thestudent-instructors become able to:

o Explain adult learning principles and their importance in conductingeffective training;

o Identify and describe the three Domains of Learning, and give examples ofeach domain in the context of DWI enforcement;

o Define and describe the four-step process of teaching and learning;

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HS 181C R2/06 2

o Discuss how to increase learning efficiency by involving learners more fullyin the learning process;

o Describe the documents that make up the standard curriculum packages forthe SFST School;

o Describe the content and format of the lesson plans for the SFST School;

o Describe the characteristics of a good SFST instructor;

o Carry out the instructor preparation tasks for any session of the SFSTSchool;

o Describe and apply specific guidelines for conducting each step of the four-step process of teaching and learning;

o Use appropriate questioning techniques to enhance students’ involvementin presentations;

o Use visual aids to improve the effectiveness of presentations;

o Plan and manage an alcohol workshop’

o Administer the use of IACP/NHTSA approved video tapes for optional SFSTtraining.

On the third and fourth days, the student-instructor will have opportunities toapply what they have learned. They will teach selected portions of the SFSTSchool. The student-instructors will be told of their practice teaching assignmentson the first day of the course, and they will have time in class on the first two daysto begin preparing for the assignments.

Optional training: NHTSA/IACP’s approved 8-hour overview of the DECprogram, is offered on the fifth day of the instructor training school. This willinclude an overview of the procedures drug recognitions experts (DREs) use toevaluate persons suspected of impairment due to drugs other than alcohol; anoverview of the DRE training sequence; and, information concerning prerequisitesfor persons interested in pursuing DRE training.

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HS 181C R2/06 3

This Manual contains the lesson plans and associated visual aids to support thetraining that you will deliver on the first, second and fifth days of the course. Thelesson plans are organized into eight units:

Unit One Introduction and Overview (1 hour)Unit Two Concepts of Adult Learning and Training (2 hours)Unit Three The SFST Curriculum Package (2 hours)Unit Four Assignments for Practice Teaching (1 hour & 30 minutes)Unit Five Getting Ready for Teaching (1 hour & 15 minutes)Unit Six Techniques for Effective Classroom Presentations (3 hours)Unit Seven Guidelines for Planning and Managing a Live Alcohol Workshop (1

hour)Unit Eight Guidelines for Conducting Video Options for SFST Training (1 hour)Unit Nine Training Summary and Conclusion (1 hour & 30 minutes)

Who is qualified to teach this teacher-training school? Who can teach SFSTinstructors to teach? The SFST teacher-trainer is a person who:

o is fully conversant with the principles and techniques of teaching, asexpressed in Units Two, Five, Six and Seven of this course; and,

o possesses solid competence as an instructor; and,

o is familiar with the subject-matter of SFST training.

Usually, the SFST teacher-trainer is a well-experienced SFST instructor, who hashelped teach several SFST Schools. But in fact it is not absolutely essentialthat the SFST teacher-trainer be an SFST instructor, or even be a certifiedSFST practitioner. The teacher-trainer, after all, is not attempting to showanyone how to use the SFSTs. The students already know how to do that. Theteacher-trainer’s task is to show them how to teach, and that is very differentaltogether. Many professional instructors, who have the ability to serve very wellas SFST teacher-trainers do have to be knowledgeable about the tests and how theyare used. NHTSA recommends that, at a minimum, the teacher-trainer must haveaudited the SFST School at least once, and must be fully conversant with theStudent and Instructor Manual, but need not be a certified SFST practitioner(provided the other prerequisites are met).

000028

HS 181C R2/06

40 Minutes

SESSION ONE

INTRODUCTION AND OVERVIEW

000029

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 ! Small Group Activity

C. Course Overview

D. Introductions

E. Pre-Test

Equipment and Materials Needed

Projector and ScreenMasking TapeColored MarkersTent CardsParticipant ManualsWorkshop ScheduleFlip Charts

000030

Aids Lesson Plan Instructor Notes

HS 181C R2/06 I-1

40 Minutes

INTRODUCTION AND OVERVIEW Overview session objectives,content and learning activities.

5 Minutes

Display I-1

A. Opening Remarks

1. Welcome to the SFST InstructorTrainer Program.

2. If name tents are available,have participants complete anddisplay on their table.

Greet and welcome participantsto the Instructor-TrainerProgram. You might say, "It'sa pleasure to be here with youthis week. We have beenlooking forward to presentingthis training program and willwork very hard to make it thebest instructor developmentworkshop you have attended."

3. Introduce instructors to thegroup.

The instructors this week willbe: (introduce instructors.)

5 Minutes

B. Administrative Matters

1. Provide location of restrooms,smoking areas, phones, snackrooms and parking and anyother information that might beimportant.

Be familiar with the location ofthese and brief the group.

2. Circulate roster for correctionsor changes.

Have a copy of the roster andask that they circulate it andeither verify information iscorrect, or fill in the properinformation.

000031


HS 181C R2/06 I-2

3. Circulate participant-instructordata sheet.

Note: Handout 5

4. Provide information onemergency medical care, in theevent it is required.

Find out ahead of time whereemergency medical care isavailable, if required.

5. Course Goal and Objectives Rather than you reading this tothem, you might ask differentpeople to read the course goalsand the objectives. Thisensures everyone is involved;some will be reading and otherswill be listening actively astheir neighbors read aloud.

You may have other ideas forreviewing these, the importantpoint to remember is that thecourse goals and objectivesshould be addressed duringSession One.

Display I-2 Overall Course Goal:

To provide participants theskills, abilities and techniquesrequired to deliver effectiveSFST training.

Display I-3

Objectives:

a. Explain adult learningprinciples and theirimportance in conductingeffective training programs.

b. Describe various motivationtechniques.

c. Define the four-step processof teaching and learning.

000032


HS 181C R2/06 I-3

d. Demonstrate effectivequestioning techniques.

e. Identify strategies forhandling challengingsituations in the classroom.

f. Develop and use varioustraining aids.

g. Learn the roles andresponsibilities ofadministrators andinstructors in conductingthe NHTSA/IACP SFSTtraining program.

h. Discuss and apply basicconcepts and principles ofinstructing.

i. Use the standard NHTSAlesson plans.

10 Minutes

C. Course Overview

1. Schedule Refer to the course schedule oragenda and point out startingand ending times. Ten minutebreaks are scheduledapproximately every hour andan effort should be made tostay on schedule.

2. Activities

a. Instructor-led discussionsand demonstrations oftraining techniques.

We will discuss sometechniques that can maketraining more effective. Andwe will demonstrate many ofthose techniques as the weekprogresses.

000033


HS 181C R2/06 I-4

Feel free to ask questions aboutany technique that you seeused during this workshop.

b. Individual activities. You will be asked to makeindividual presentations to thegroup.

c. Group activities. There will be several group ac-tivities during this workshop.

d. Course quiz. There will be a written quiz atthe end of this course. Passinggrade is 80%.

10 Minutes

D. Introductions Preparations Required: Priorto the workshop starting youwill need to have an introduc-tion sheet for each participant.

1. Introduction Sheets

These are sheets thatparticipants fill out as theyarrive.

Handout (1-1) is a sample Introduction sheet and can bemodified according tobackground of the attendees.

Begin by asking if everyone hasfilled out a sheet; if not, askthat they do that now. Eachparticipant should give a briefintroduction of themself andwhat they hope to gain fromthis training.

Be brief in the review of thesheet. One of the instructorsshould be responsible forfacilitating the exercise andkeeping things moving.

Identify those individuals withexperience or knowledge in aspecific area.

000034


HS 181C R2/06 I-5

2. "Hanging Issues" sheet. Handout (1-2) is a HangingIssues sheet. This sheet is forquestions that you may haveafter a specific session, or forquestions you prefer not tobring up in front of the group.

Write the questions on thesheet, and the instructors willcheck periodically to see thatall questions are answered. They can be anonymous if youlike. We also welcomecomments about somethingthat could make a specificsession or the workshop better.

3. Breaks.

Managing breaks and givingparticipants responsibility forreturning on time is alsoimportant to conductingeffective training. Think ofdifferent ways for participantsto select their own group breakmonitors, i.e., the nearestbirthday; who traveled thefarthest to the training fromtheir home; most or leastnumber of years married, theyoungest or oldest in their smallgroup, etc. Use yourimagination!

Before dismissing for the firstbreak, ask that each group findwho has the nearest birthdayin that group. Now ask thatperson to be responsible forgetting the people at their tableback to the classroom in 10minutes. It is also a good ideato post the return time on theboard or flip chart.

(During the breaks make surethat at least one of theinstructors is avail-able in theclassroom.)

10 Minutes

E. Pre-Test See handout I-5.

000035

HS 181C R2/06

ATTACHMENT A

SFST INSTRUCTOR-DEVELOPMENT TRAINING PROGRAM

CLASSROOM SCHEDULE

FIRST DAY

8:00 A.M. SESSION ONE - INTRODUCTION AND OVERVIEW

A. Opening RemarksB. Administrative MattersC. Course OverviewD. Introductions and ExpectationsE. Pre-Test

8:50 A.M. BREAK

9:00 A.M. SESSION TWO - CONCEPTS OF ADULT LEARNING AND TRAINING

A. Differences and Similarities of Adults and ChildrenB. Adult LearningC. Maximum Efficiency in LearningD. Domains of LearningE. Four-Step Process of Teaching and LearningF. The Participant’s Perspective

9:50 A.M. BREAK

10:00 A.M. SESSION TWO (con’t)

10:50 A.M. BREAK

11:00 A.M. SESSION THREE - THE SFST CURRICULUM PACKAGE

A. The Standard Curriculum Package for SFST Training

11:30 A.M. LUNCH

12:30 P.M. SESSION THREE (con’t)

B. How to Use Lesson PlansC. Purpose, Content and Format of Lesson PlansD. Detailed Review of the SFST School Lesson Plans

000036

HS 181C R2/06

13:50 P.M. BREAK

14:00 P.M. SESSION FOUR - ASSIGNMENTS FOR PRACTICE TEACHING

A. Assignments and ClarificationB. Independent Review

15:00 P.M. BREAK

16:30 P.M. END OF FIRST DAY

SECOND DAY

8:00 A.M. SESSION FIVE - TEACHING PREPARATION TECHNIQUES

A. Qualities of a Good InstructorB. Instructor Preparation TasksC. Effective Speaking

9:20 A.M. BREAK

9:30 A.M. SESSION SIX - TECHNIQUES FOR EFFECTIVE CLASSROOMPRESENTATIONS

A. Handling Challenging SituationsB. Effective Questioning TechniquesC. Guidelines for Team TeachingD. Creativity in Training

11:30 A.M. LUNCH

12:30 P.M. SESSION SIX (con’t)

E. Developing and Using Training AidsF. Using TransparenciesG. Using Wall Charts

13:30 P.M. BREAK

13:40 P.M. SESSION SEVEN - GUIDELINES FOR PLANNING AND MANAGINGA LIVE ALCOHOL WORKSHOP

A. Advanced Planning TasksB. Preparing the Volunteer DrinkersC. Controlling the Workshop

000037

HS 181C R2/06

14:40 P.M. BREAK

14:50 P.M. SESSION EIGHT - GUIDELINES FOR CONDUCTING VIDEOOPTIONS FOR SFST TRAINING

A. OverviewB. Classroom Procedures for Using VideosC. Use and Maintenance of the Field Arrest Log

15:50 P.M. BREAK

16:00 P.M. INDEPENDENT REVIEW

16:30 P.M. END OF SECOND DAY

THIRD DAY

8:00 A.M. PRACTICE TEACHING EXERCISE - FIRST SESSION

16:30 P.M. END OF THIRD DAY

FOURTH DAY

8:00 A.M. PRACTICE TEACHING EXERCISE - SECOND SESSION

16:30 P.M. END OF FOURTH DAY

NOTE: IF ONLY THE 32-HOUR TRAINING PROGRAM IS CHOSEN, SESSION NINE -TRAINING SUMMARY AND CONCLUSION (see below), WILL NEED TO BEINSERTED AT THE END OF THE FOURTH DAY.

IF EITHER DRUG BLOCK (OPTIONAL TRAINING) IS SELECTED, SESSIONNINE CAN BE INSERTED AT THE END OF EITHER OPTION.

FOURTH OR FIFTH DAY

LATE AFTERNOON SESSION NINE - TRAINING SUMMARY ANDCONCLUSIONS

A. QuizB. Closing RemarksC. Course Completion CertificatesD. Critiques

000038

HS 181C R2/06

EFFECTIVE INTRODUCTIONS

HANDOUT I-1

PURPOSE: To structure an effective self introduction that will help to establish ourprofessional credibility. To identify individual strengths andimprovement goals.

ASSIGNMENT: Use format below to introduce yourself to the group. Time limit two (2)minutes.

Greetings: __________________________________________________________________________

I am:_______________________________________________________________________________

From the:___________________________________________________________________________

It is a pleasure to be here because:____________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

My job is:___________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

My most recent teaching (speaking) experience was:____________________________________

____________________________________________________________________________________

For the purpose of:___________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

000039

HS 181C R2/06

“Half the world is composed of people who have something to say and can’t,

and the other half who have nothing to say and keep on sayingit.”

Robert Frost

Result of the experience:______________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

What I hope to gain from this workshop is:_____________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

000040

HS 181C R2/06

HANDOUT I-2

AHA!!!

"To accept good advice is but to increase one's own ability."Goethe

000041

HS 181C R2/06

HANDOUT I-3

HANGING ISSUES . . . .

000042

HS 181C R2/06

HANDOUT I-4

21 SUGGESTIONS FOR SUCCESSBY H. JACKSON BROWN, JR.

1. Marry the right person. This one decision will determine 90% of your happiness ormisery.

2. Work at something you enjoy and that's worthy of your time and talent.

3. Give people more than they expect and do it cheerfully.

4. Become the most positive and enthusiastic person you know.

5. Be forgiving of yourself and others.

6. Be generous.

7. Have a grateful heart.

8. Persistence, persistence, persistence.

9. Discipline yourself to save money on even the most modest salary.

10. Treat everyone you meet like you want to be treated.

11. Commit yourself to constant improvement.

12. Commit yourself to quality.

13. Understand that happiness is not based on possessions, power or prestige, but onrelationships with people you love and respect.

14. Be loyal.

15. Be honest.

16. Be a self-starter.

17. Be decisive even if it means you'll sometimes be wrong.

18. Stop blaming others. Take responsibility for every area of your life.

19. Be bold and courageous. When you look back on your life, you'll regret the thingsyou didn't do more than the ones you did.

20. Take good care of those you love.

21. Don't do anything that wouldn't make your Mom proud.

000043

HS 181C R2/06

HANDOUT I-5

PARTICIPANT-INSTRUCTOR DATA SHEET

NAME_______________________________________________________________________

AGENCY_____________________________________________________________________

When did you receive your basic training in Horizontal Gaze Nystagmus andStandardized Field Sobriety Testing? ______/______/______

What agency or organization taught or sponsored that training?

______________________________________________________________________________

How long was that training? _____________________________hours

Approximately how many times have you personally administered HGN topersons suspected of impaired driving since you completed your training? ________

What college or graduate degrees do you hold?

Degree Major________________________________ __________________________________________

________________________________ __________________________________________

________________________________ __________________________________________

During the past year, approximately what percentage of your time have you spentin personally conducting classroom training?

_______0% _______1-5% _______6-10% _______11-25% _______26+%

Have you completed any previous instructor training programs?

__________Yes __________No

If Yes, furnish the following information about those programs:

Agency Conducting Approximate Dates Title ofthe Training Teaching Hours (If Known) the Course

____________________ _____________________ ___________ ________________

____________________ _____________________ ___________ ________________

_____________________ _____________________ ___________ ________________

000044

HS 181C R2/06

Are you a state-certified law enforcement instructor? _____Yes _____No

Do you possess any other certificate or license as a teacher or instructor?__________Yes __________No

If Yes, specify: ____________________________________________________________

______________________________________________________________________________

Have you ever been employed as a teacher at the elementary, high school or collegelevels? __________Yes __________No

If Yes, give name(s) of schools(s) and years of employment:

School Years (from/to)

_____________________________________________________ ________/________

_____________________________________________________ ________/________

Please specify other courses that you have taught during the past year, and theapproximate number of times you have taught them during the year.

Subject No. of times

_____________________________________________________ ________________

_____________________________________________________ ________________

_____________________________________________________ ________________

_____________________________________________________ ________________

_____________________________________________________ ________________

_____________________________________________________ ________________

_____________________________________________________ ________________

Please describe any other relevant teaching experience you have had:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

000045

HS 181C R2/06

2 Hours

SESSION TWO

CONCEPTS OF ADULT LEARNING AND TEACHING

000049

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.CONTENT SEGMENTS LEARNING ACTIVITIES

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

Equipment and MaterialsNeeded

Projector and ScreenPoster Printer and PaperMasking TapeColored MarkersFlip ChartsSlides

000050


HS 181C R2/06 II-1

2 Hours

ADULT LEARNING Overview session objectives,content and learning activities;explain benefits.

10 Minutes

A. Differences and Similaritiesof Adults and Children

Comparison of how adults andchildren learn.

Too often when we are asked to betrainers or instructors, we beginwith an image in our minds basedon how we have been taught in thepast. In most instances, the imagein our minds is closely related tohow we were taught as children inschool.

However, there are significantdifferences between children andadults as learners. The trainingapproach we would use with adults,therefore, should be significantlydifferent from the approach thatwould be appropriate for teachingchildren. It's important to under-stand the differences so that we cangear our training to the needs of theadult learner.

Display II-3 and II-4

We can see that children must relyon others to decide what isimportant to be learned. This isbecause children do not have aknowledge base or experience fromwhich to decide when material isimportant to learn.

NOTE: Record information onSlide II-3 on a flipchart or dry-erase board. Then comparewith Slide II-4. Discuss.

000051


HS 181C R2/06 II-2

Children also accept newinformation at face value. Adultsneed to validate the informationbased on their experience andbeliefs.

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

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 serveas a knowledgeable resource to theteacher or their classmates. Adults,however, can serve asknowledgeable resources to thetrainer and fellow trainees.

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 goodabout myself, I'll be more receptiveto learning.

Now that we have talked about thedifferences between children andadults in training, let's think aboutsome points to remember.

000052


HS 181C R2/06 II-3

10 Minutes

B. Adult Learning Rules

1. Explain benefits (WII-FM).

WII-FM = "What's In It ForMe?" Adults must feel that theywill benefit from the training,either personally or on the job.

Adults must believe they willbenefit in some way fromattending and participating ina training program.

We must tune them in early toradio station "WII-FM." Oncethey can understand what thetraining will do for them, theywill become more receptiveparticipants.

2. Relate learning to pastexperiences.

Link new information orknowledge to somethingfamiliar.

We need to relate newknowledge or information toprevious technical (job) or lifeexperiences, in order foreffective learning to take place.

The use of relevant stories orexamples is valuable andessential to effective training. The key here is to ensure thatstories or examples are relatedto the subject matter so that aconnection can be easily made.

3. Encourage participation andinteraction.

Provide opportunities forpractice and group interaction.

We learn by doing, so it makessense for effective training toinclude opportunities forpractice or participation by theparticipants. Trainers shouldcreate and structure thoseopportunities when they arenot already in a lesson plan.

The use of structured groupactivities, role plays, games, orother exercises is an effectivetechnique to encourage partici-pation and group interaction.

If we want participants to beresources to each other, weneed to encourage interaction.

000053


HS 181C R2/06 II-4

4. Listen and respect theiropinions. (MMFG-AM)

MMFG-AM = "Make Me FeelGood About Myself".Acknowledge and recognize theknowledge and experience eachperson brings.

The hardest communicationskill to master is listening. Ittakes concentration to ignoremental and environmentaldistractions and really listen. However, effective trainersmust learn to listen just as weexpect participants to listen tous. We need to recognize thateveryone brings some degree ofknowledge or life experiencesthat can benefit the group. Some of our participants mayeven have more job experiencethan we, the trainers. Why notlearn and benefit from them? Adults want to beacknowledged and appreciatedfor what they can contribute toa group's learning experience.

The old AM radio station"MMFG-AM", stands for "MakeMe Feel Good About Myself",and in training it can "tune" usinto positive reinforcement andmotivation.

5. Encourage them to be resourcesto each other and to you, thetrainer.

Help them realize the valuableresources they have in eachother. As the trainer, tap theirknowledge or experience andallow them to be a resource toyou as well.

As trainers, instructors,facilitator of learning, andclass-room managers, we willhave the opportunity to bringpeople with common goalstogether. We need to helpthem discover just whatvaluable resources they can beto each other and to us, thetrainer. Training should neverbe a learning experience onlyfor the participants, theinstructors should learn fromthem as well.

000054


HS 181C R2/06 II-5

6. Treat them like adults.

Be professional and focus ontheir learning needs. Give thema sense of responsibility.

Remember how adults differfrom children in learning andconduct your training accord-ingly. Focus on their learningneeds, NOT YOURS. Givethem a sense of responsibility.

15 Minutes

C. Maximum Efficiency inLearning

1. We need to remember howadults learn best; the mostefficient method of training isthrough the use of verbal, visualand hands-on experiences in arealistic setting or environment.

Display II-5

2. Most learners can be dividedinto these three types:

a. Visual - those who learn byseeing.

b. Auditory - those who learnby hearing.

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

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

Although some of us can learnfrom a lecture, we needopportunities to apply what wehave learned.

3. Group Exercise

Applying Adult Learning Rulesto Past Experiences

Distribute HANDOUT II-1“Applying Adult LearningRules to Past Experiences”.

000055


HS 181C R2/06 II-6

The purpose of this exercise isto help them validate the adultlearning rules discussed in thissession.

Ask them to read and follow theinstructions. Give them about10 minutes to read and thendiscuss Item 1 with their tablegroup.

Then solicit input from thewhole group to generate adiscussion. Do the same withItem 2.

Refer them to the Exercise inSession Two of their manual.

Display II-6

4. Review

“How Adults Like to Learn”

40 Minutes

D. Domains of Learning

1. What kinds of things can peoplelearn to do?

Pose this question, and solicitparticipants’ responses.

Use these follow-up questions(or similar questions) to prom-pt more detailed responses:

o When you had your SFSTSchool, what were somethings that you learned to dothat you couldn’t do before?

o When you studied arithmeticin elementary school, whatwere some of the things thatyou learned to do?

000056


HS 181C R2/06 II-7

o How many of you were in theBoy Scouts or Girl Scouts? What were some of thethings you learned to dothere?

Make appropriate commentsabout the participants’responses.

2. There are three general kinds ofthings that people can learn.

a. They can acquire KNOW-LEDGE that they can apply.

b. They can develop SKILLSthat they can perform.

c. They can form ATTITUDESthat affect what they arewilling to do and howmotivated they are to do it.

Display II-7

3. Knowledge, skills and attitudesrepresent the three DOMAINSOF LEARNING.

a. Cognitive Domain =knowledge

Ask participants to suggestother terms that associate withthe Cognitive Domain, e.g.,“concepts”; “facts”;“information”; “principles”; etc.

b. Affective Domain =attitudes

Ask participants to supplysome other terms for AffectiveDomain, e.g., “opinions”;“values”; “beliefs”; etc.

c. Psychomotor Domain =skills

Ask participants to suggestsome other terms, e.g.,

000057


HS 181C R2/06 II-8

“procedures”; “techniques”;“processes”; etc.

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

a. Every job, no matter howbasic, requires that theperson who performs the jobhave some basic knowledgethat can be used. If youdon’t possess thatknowledge, you won’tperform the job very well.

Example: Ask the participantswhat knowledge is required inorder to hammer a nail into apiece of wood. (You need toknow that it is the pointy endof the nail that has to go intothe wood, and you need toknow that it is the blunt end ofthe hammer, not the claw end,that has to hit the nail.)

b. Every job, no matter howsimple, requires that the jobperformer be able to carryout some skills. If you don’thave some skills, you won’tperform the job well.

Example: You won’t do a verygood job of driving the nail intothe wood if you can’t performthe simple skill of swinging thehammer so it hits the nailsquarely.

c. Every job requires that theperson doing it has someparticular attitudes. If youdon’t have those attitudes,you simply won’t do a verygood job.

Example: If you don’t muchcare whether the nail goes intothe wood straight, you willprobably do a pretty sloppy jobat driving the nail.

5. 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.

6. When you set out to teach a jobto participants, you have to helpthem learn the knowledge andthe skills and the attitudes that

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HS 181C R2/06 II-9

the job requires.

a. If you help the participantslearn the knowledge, but notthe skills, they willunderstand what the jobrequires, but won’t be ableto do it.

Example: Probably most of theparticipants understand whatthey would have to do to hit amajor league fastball, but veryfew would actually be able to doit.

b. If you help the participantslearn the knowledge andskills, but not the attitudes,they may not be motivatedto do the job to the best oftheir ability.

c. If you are going to teach ajob properly, you must teachthe knowledge and the skillsand the attitudes.

Solicit participants’ questionsabout Domains of Learning.

7. A DWI enforcer needs somespecial knowledge, and somespecial skills, and some specialattitudes.

a. Team assignments.

Divide the participants intothree teams:

COGNITIVE TEAM:Responsible for identifying allof the knowledge that someonehas to have in order to do agood job in DWI enforcement. Emphasize that this team isnot to concern itself with skillsor attitudes: instead, the teammembers will prepare a list ofall of the information, facts,concepts, etc. that a successfulDWI enforcer needs to know.

AFFECTIVE TEAM:Responsible for identifying allof the attitudes, opinions,beliefs, etc. that a good DWIenforcer should have.

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This team will not be concernedwith knowledge or skills: theywill simply prepare a list ofeverything a police officerneeds to believe in order to dothe best possible job in DWIenforcement.

PSYCHOMOTOR TEAM:Responsible for identifying allof the skills that a successfulDWI enforcer must be able toperform. This team will not beconcerned with knowledge orattitudes: they will list onlythose things that the officerneeds to be able to do.

b. Explanation of“Brainstorming” procedures.

Instruct each team to elect a“Captain” who will record thelist that the team develops, andwho will later present the listto the entire class.

Inform teams that they have 10minutes to prepare their lists.

Direct the teams to their break-out rooms or work stations.

c. “Brainstorming” exercise. Monitor the teams to ensurethat they understand whatthey are to do, and to ensurethat they begin to compile theirlists.

Allow the teams to work for 10minutes, then terminate theexercise.

d. Team reports. Have the COGNITIVE TEAMreport first. Make appropriatecomments about the items ontheir list. Point out that every

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DWI enforcer needs to knowthese things, but that theknowledge, by itself, isn’tenough to ensure success.

Have the AFFECTIVE TEAMreport next. Make appropriatecomments about their list. Point out that every DWIenforcer should believe thesethings, but attitudes alonewon’t ensure success.

Have the PSYCHOMOTORTEAM report last. Makeappropriate comments abouttheir list. Point out that everyDWI enforcer needs to be ableto perform these skills, but asuccessful enforcer also needsto have the knowledge andattitudes as well.

Thank the participants fortheir efforts in the“Brainstorming” exercise.

DisplayII-8

8. In all three Domains ofLearning, active involvement ofthe senses is essential tomaximize learning efficiency.

a. The least efficient learningexperience is one based onVerbal Symbols alone.

o Lectureso Reading assignments

b. Visual Symbols aloneprovide a slightly betterlearning experience than do

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Verbal Symbols, but VisualSymbols alone are stillinefficient.

o Sketcheso Photographs

c. Visual Symbols combinedwith Verbal Symbols pro-vide a much more efficientlearning experience.

o Lectures accompaniedby slides

o Lectures with dry-eraseboard presentations

o Sound films and videos

EMPHASIZE: Never simplytalk to a class. Alwaysaugment verbal lectures withvisual reinforcement.

Point out the numerous slidesthat have been prepared asvisual aids to enhance thelectures in the SFST School. (See Instructor’s Manual - lastpart of each session.)

d. We start to approachmaximum learningefficiency when we combineverbal symbols, visualsymbols and hands-oninvolvement by theparticipants.

EMPHASIZE: The participant’ssenses and attention tend to bemost tightly focused if thelearning activity allows theparticipant to see and hear andtouch and speak.

Ask the participants: “Whatopportunity for hands-oninvolvement have we given youthus far in this InstructorTraining school?” (The“Brainstorming” Exercise)

Ask participants to mentionsome of the hands-on learningactivities that take placeduring the SFST School.

o Classroom practicesessions devoted toviewing video portrayalsof impaired driving, andrecognizing anddescribing the clues of

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impairment.

o The Alcohol Workshops.

o Several sessions inwhich participantspractice administeringthe SFSTs to oneanother.

e. We reach maximumlearning efficiency when weprovide participants anopportunity for hands-oninvolvement under realisticcircumstances.

Ask participants: “When do weprovide realism in SFSTtraining?” (The CertificationPhase)

Solicit participants’ questionsabout the Progress of LearningEfficiency.

f. Review of three domains.

(1) If what they are sup-posed to learn is in theCognitive Domain, youhave to present the in-formation to them, i.e.,you have to explain thefacts, concepts andprinciples that you wantthem to grasp and showthem how to use thatinformation.

Example: You want yourparticipants to be able torecognize validated clues ofimpairment when theirsuspects attempt to performthe Walk and Turn test. Youwill have to explain each of theeight validated clues to them,and tell them how to recognizeeach clue.

(2) If what they are sup-posed to learn is in thePsychomotor Domain,you have to demonstratethe skill to them, i.e.,show them how to usethe technique orprocedure you intend toteach them.

Example: You want yourparticipants to be able to givethe proper instructions for theWalk and Turn test. You haveto show them physically whatto say to the suspect and whatto demonstrate to the suspect.

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(3) If what they aresupposed to learn is inthe Affective Domain,you must display theattitudes to them, andexplain why they shouldhave those attitudes andhow they should act inaccordance with thoseattitudes.

Example: You want yourparticipants to have confidencein the validity of the SFSTs. You must show them that youpersonally believe that thetests are valid, and you mustshow them facts (e.g., from theNHTSA-sponsored studies) toback you up.

40 Minutes

E. The Four-Step Process ofTeaching and Learning

Display II-9

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

Selectively reveal the first step.

1. PREPARATION: Getting theparticipant ready to learn.

EMPHASIZE: If theparticipant is not ready tolearn, the learningenvironment will not be veryefficient. We first have toprepare the learner for thelearning process.

a. Methods for getting theparticipant ready to learn:

o First, tell theparticipants what theywill be learning, i.e., tellthe participants whatthey will be able to do.

o Next, explain why theparticipant should wantto learn this, i.e., howwill it help them if theycan do this new thing.

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o Thirdly, explain what isgoing to take placeduring the learningprocess, so that theparticipants know whatwill be expected of them.

Remind the participants that akey aspect of thePREPARATION step is theremoval of confusion andsurprise from the participant.

b. Start by overviewing theobjectives of the session.

o Always express theobjectives in terms ofwhat the participantswill become able to do.

EXAMPLE: “You will be able toapply guidelines for conductingthe PREPARATION step.”

o Make sure that theparticipants understandthe objectives as youhave explained them.

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

o When you explain thebenefits, what you aredoing is “selling” theparticipants on thedesirability of learningwhat you want to teachthem.

i.e., you are answering theparticipant’s questions, “Whyshould I learn this?”

o If participants do notsee any benefit tolearning, they are notlikely to participate fullyin the learning process.

Pose this question: “How mightyou ‘sell’ your participants onthe desirability of learning towrite clear and convincing DWIarrest reports?” (Among otherthings, unless they learn that,some cases that should lead toconviction might be dropped orlost.)

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o It is always best to offerpositive, rather thannegative incentives tolearning.

CLARIFICATION: Instructorsshould not rely on the old-fashioned method of saying“You’d better learn this,because it’s going to be onthe test.” That usually createsfear, rather than an incentiveto learn.

EXAMPLE: “I want you tolearn to use these guidelinesfor conducting thePREPARATION step becauseyou will be a better teacher ifyou can use them.”

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

o Participants usuallyhave a hard timelearning something ifthey think it will bedifficult to learn.

o If they believe they havewhat it takes to learnsomething, the learningusually comes easy.

EXAMPLES:(1) Suppose you are gettingready to teach the VerticalNystagmus test to yourparticipants. How could yourelate this to their priorlearning to reassure them thatthe test will be easy to learn? (You might refer to the factthat they already are able touse the Horizontal GazeNystagmus test, and that theywill find Vertical Nystagmus tobe a much simpler procedure.

o At the beginning of asession, try to show theparticipants that theirprior learning, i.e., thethings they already cando, will make it easy forthem to learn this newthing.

(2) Suppose you are about toteach your participants to use apreliminary breath testinginstrument. How could yourelate this to their priorlearning? (You might ask howmany of them have beentrained to use Radars, and youcould point out that the PBT ismuch easier to operate than isa Radar.)

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EMPHASIZE that theparticipants generally don’tlike surprises in training; theywant to be told about whatthey’ll be doing before they doit.

e. PREPARATION essentiallyis motivating theparticipant. Participantsusually are best motivatedto learn when they:

o Know what they areexpected to learn.

o Believe it is worthwhileto learn it.

o Are confident of theirability to learn it.

o Have a clearunderstand-ing of whatwill take place.

EMPHASIZE that, during thepractice teaching sessions, theparticipant-instructors who areassigned to teach Segment A ofany Session must follow theseguidelines, and must conductthe PREPARATION step forthat Session.

Display II-10

f. Preparation guidelines.

o Participants usually donot like “surprises” intraining. They want tobe informed of what isgoing to happen andwhy it is going tohappen.

o Participants need toknow, up front, theobjectives of the

ANALOGY: Failure to clarifythe learning objectives for yourparticipants is like neglectingto tell the passengers in a carwhere they are being taken,and why. They may eventuallyget to the destination, but theyprobably won’t enjoy the trip.

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training: they want toknow what they willbecome able to do.

Solicit participants’ questionsabout the preparationguidelines.

o Participants who are notinformed of the purposeof the training willdevote a good part oftheir attention trying tofigure out the purpose. As a result, they will bedistracted and confused,and the learning envir-onment will be veryinefficient for them.

EXAMPLE:(1) Suppose you are gettingready to teach the VerticalNystagmus test to yourparticipants. How could yourelate this to their priorlearning to reassure them thatthe test will be easy to learn? (You might refer to the factthat they already are able touse the Horizontal GazeNystagmus test, and that theywill find Vertical Nystagmus tobe a much simpler procedure.)

RedisplayII-9

2. PRESENTATION: the secondstep in the teaching-learningprocess.

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

Selectively reveal second step.

a. Key points concerning thePRESENTATION step:

o PRESENTATIONmeans showing theparticipants what youwant them to do andhow you want them todo it.

o You can’t present whatyou can’t do. If you aregoing to presentinformation, you mustknow the informationand know how to use it.

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If you are going todemonstrate skills, youmust be able to performthe skills. If you aregoing to display anattitude, you mustbelieve in what you aresaying.

Display II-11

b. Presentation guidelines.

(1) Use simple language.

Selectively displaytransparency.

(a) Simple for theparticipants.

o Words andexpressions thatare familiar tothem.

o Terms they canunderstand.

POINT OUT that in SFSTtraining it is not possible toavoid technical termsaltogether: There are manycomplex or scientificexpressions that the courtsmay demand that officers know(e.g., nystagmus).

(b) Simple for theinstructor.

o Words youactuallyunderstand.

o Words you canpronouncecorrectly.

(2) Be familiar with thelesson.

(a) The instructor mustthoroughly study thelesson plans.

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(b) But the instructorshould not attemptto memorize thelesson plans.

(c) If you need to referto the lesson plansdu-ring the class,don’t be afraid to doso.

(3) Use eye contact.

(a) Eye contactcommunicates theinstructor’s interestin the participant asan individual.

(b) It helps to keep theparticipantsinvolved in thepresentation.

POINT OUT that theparticipants are less likely tolet their minds and theirattention wander if they thinkyou are going to be looking atthem.

(c) It gives you a chanceto see how theparticipants arereceiving theinformation you arepresenting.

o expressions ofdisbelief

POINT OUT that, when eyecontact is made with theparticipants, the instructor canobserve their facial expressionsand assess their reactions tothe presentation.

o expressions ofconfusion

(4) Use humorappropriately.

(a) Willingness to use

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humor moderatelyconveys a relaxedatmosphere that isconducive to efficientlearning.

(b) Most importantly,the humor shouldnever be maliciousor directed at any-one in an offensivemanner.

(c) Never “put down”participants in anattempt to be funny.

(d) If you are going tomake fun of someonein the class, makesure that you onlymake fun of yourself.

(5) But don’t tell jokes. Ask the participants to suggestsome reasons why it is almostalways inappropriate to telljokes in class.

(a) Jokes take time totell (time that isstolen from theinformation you aresupposed topresent).

(b) When the instructortells a joke, it mayprovoke theparticipants to starttelling jokes, andcontrol of the classmay be lost.

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(c) Jokes rarely, if ever,are completelypertinent to thetopic beingpresented; thus,jokes aredistractions thattend to draw thepresentation offcourse.

(d) Many jokes, evenseemingly innocuousjokes, are offensiveto some participants.

(6) Ask questions often.

(a) A good instructorwill frequently posequestions during thepresentation.

Ask participants to suggestsome reasons for frequentlyposing questions.

(b) Questions heightenclass involvement.

(c) Require participantsto think about theinformation beingpresented.

(d) Require a verbalresponse by theparticipant, i.e.,increased level ofactivity.

(e) Allow participants toparticipate indeliveringinformation to oneanother.

POINT OUT that, when aparticipant answers a question,the class has an opportunity fora new sensory experience, i.e.,the sound of another voice.

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(f) Questions also allowthe instructor tocheck on how wellthe participants aregrasping theinformation.

POINT OUT that detailedhints for using questions toenhance presentations will begiven later in this unit.

(7) Stay in control. Ask participants to comment onwhat they think “staying incontrol” means.

(a) As the instructor,you are responsiblefor seeing to it thatthe learning activi-ties you have plan-ned actually takeplace.

(b) When you start toteach a session, youhave a number ofthings in mind thatyou expect yourparticipants to doduring that session.

SOME EXAMPLES:o listening to a presentation on

a specific topic;

o answering a series ofquestions that you plan toask;

o participating in some hands-on practice with one of theSFSTs.

(c) “Staying in control”means that youmake sure thatthese plannedactivities occur onschedule.

(d) “Staying in control”does not mean thatyou must be a rigid,domineering author-ity figure in class.

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(e) But it does meanthat you cannotpermit anythingunplanned to get inthe way of theplanned learningactivities.

(f) An instructor losescontrol when some-thing is permitted totake place that dis-tracts participantsfrom the plannedlearning activities,or that preventsthose activities fromeven starting.

Ask participants to suggestsome typical distractions thatcan occur in the classroom. List their responses on the dry-erase board. Make sure that atleast these four are listed:o “War stories”o “Off the Point” issueso Dominating participants

(sharks)o Participants talking in class

(8) Use body languageappropriately, but avoiddistracting mannerisms.

(a) Examples of appro-priate bodylanguage.

Demonstrate examples ofappropriate body language.

o Using handgestures, headnodding, etc. toencourage aparticipant whois responding toa question.

o Using arm andhand gestures toemphasize orunderscorepoints.

o Smiling toconvey a relaxed

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and pleasantatmosphere inthe class.

(b) Examples of dis-tractingmannerisms.

Ask participants to giveexamples of distractingmannerisms.

o Pacing in frontof the class.

o Repeatedly“clicking” a ball-point pen.

o Verbal distrac-tions, e.g.,frequentlyinterjecting thewords like“okay”, “and”,“ah” in yoursentences.

POINT OUT that distractingmannerisms tend to occupy theparticipants’ attention, andprevents them fromparticipating fully in thelearning activities.

(9) Be yourself.

(a) Use your own styleand manner ofpresentation.

(b) Let your ownnatural personalitybe evident.

(c) Don’t attempt to “actout” someone else’sstyle...it seldomworks.

(10) Use visual aids.

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(a) Recall that verbalsymbols alone (e.g.,pure lecture) providea very inefficientlearning environ-ment.

(b) Always augmentyour verbalpresentations withvisual aids.

Solicit participants’ questionsabout these 10 guidelines forPRESENTATIONS.

RedisplayII-9

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

Third step in the process.

a. COACHING ANDPRACTICE is essential inall three Domains ofLearning.

o If the learning is Cogni-tive, the participantmust have a chance topractice using theinformation.

Example: In the SFST School,we inform participants aboutthe 20 most reliable nighttimedetection cues for DWI, thenwe allow them to try torecognize those cues in videoportrayals of impaired driving.

b. Key points concerningCOACHING ANDPRACTICE:

o COACHING ANDPRACTICE form thecentral step in theteaching-learningprocess.

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o Practice requires thehighest level of sensoryactivity on the part ofthe participant.

o The instructor’sprincipal role duringCOACHING ANDPRACTICE is to ensurethat all participants areinvolved in trying to dowhat they are supposedto learn to do.

Ask the participants: “Whenare we going to focus on yourpractice during this InstructorSchool?” (Answer: When theyactually teach on Wednesdayand Thursday.)

4. EVALUATION: Finding outhow well the participant islearning or has learned.

a. EVALUATION applies to allthree Domains of Learning.

o We have to test theparticipant’s knowledge:Does the participantunder-stand theinformation, facts,concepts, etc. that youhave presented, and canthe participant applythat information?

o We have to test theparticipant’s skill: canthey perform in theproper way, as youdemonstrated?

o We have to test theparticipant’s attitude: dothey hold the opinionsand beliefs that youdisplayed?

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b. Key points concerningEVALUATION:

o EVALUATION mustoccur throughout thetraining; it cannot beput off until the veryend.

o We have to EVALUATEthe PREPARATIONstep.

Clarification: We evaluate thePREPARATION step byfinding out if the participantsunderstand what they are sup-posed to learn, before we beginto present the information.

Do the participants understandwhat the training is intendedto enable them to do? Do theparticipants understand howthis training will be beneficial. Is the participant aware ofwhat learning activities willtake place?

o We have to EVALUATEthe PRESENTATIONstep.

Clarification: We evaluate thePRESENTATION step byfinding out if the participantunderstands what we havepresented or demonstrated,before we allow the participantto start to practice. Does theparticipant understand whatyou have just said ordemonstrated? Should yourepeat your demonstrationanother time? Do you need toclarify your explanation?

o We have to EVALUATEthe COACHING ANDPRACTICE step.

Clarification: We evaluate theCOACHING AND PRACTICEstep by finding out what kind ofprogress the participant ismaking. Is the participant

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“getting the hang of the job”during practice? Do you needto provide some extra or specialcoaching?

o IF WE FAIL TO EVAL-UATE THEPARTICIPANTS UNTILTHE VERY END OFTHE TRAINING, ITWILL BE TOO LATETO HELP THEM IF WEFIND THAT THEPARTICIPANT’SPERFORMANCE ISDEFICIENT.

o THE ULTIMATEQUESTION FOREVALUATINGLEARNING ALWAYSIS: CAN THEPARTICIPANTS DOWHAT THEY ARESUPPOSED TO DO?

EMPHASIZE: Learning alwaysmeans acquiring the ability todo something.

5 Minutes

DisplayII-12

F. The Participant’sPerspective

1. PREPARATION: “What do youwant me to learn and whyshould I learn it?”

During the PREPARATIONstep, it is the instructor’s job toexplain the new abilities thatthe participant will develop,and to “sell” the participant onthe benefits of those newabilities.

000079

Aids Lesson Plans Instructor Notes

HS 181C R2/06 II-30

2. PRESENTATION: “Show mehow to do it.”

During the PRESENTATIONstep, you have to explain anddemonstrate how to dowhatever it is that you wantthe participant to learn to do.

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

During the COACHING ANDPRACTICE step, you have togive the participants a chanceto try doing what you wantthem to learn, and you have topoint out what the participantis doing wrong, as well as whatthe participant is doing right.

4. EVALUATION: “How am Idoing?”

During the EVALUATIONstep, you have to check theparticipant’s progress, andrevise the learning activities,as necessary, to help theparticipant learn. Ultimately,you must determine whether ornot the participants can dowhat they were supposed tolearn to do.

EMPHASIZE that this four-step process of teaching andlearning is the cornerstone ofSFST training. On Wednesdayand Thursday, and in all oftheir future classes, theseparticipant-instructors will beexpected to apply the steps ofPREPARATION,PRESENTATION, COACHINGAND PRACTICE andEVALUATION.

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HANDOUT II-1

GROUP EXERCISE: Applying Adult Learning Rules to Past Experiences

This exercise will help you validate the adult learning rules we have discussed byapplying them to your own past experiences as an adult learner. Follow theinstructions and when you have finished, discuss your conclusions within yourgroup.

1. Think of a training program you attended in the past that was ineffective foryou as an adult learner. List the reasons why you felt it was ineffective. Then try to associate the reasons it was ineffective with the adult learningrules we have discussed. List the rules you think were being ignored.

Ineffective Training

Why it was ineffective: Rules ignored:

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2. Now think of a training program you attended in the past that was effectivefor you as an adult learner. List the reasons why you felt it was effective. Then try to associate the reasons it was effective with the adult learningrules we have discussed.

Effective Training

Why it was effective: Rules applied:

__________________________________________ __________________________________

__________________________________________ __________________________________

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2 Hours

SESSION THREE

THE SFST CURRICULUM PACKAGE

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SESSION THREE: THE SFST CURRICULUM PACKAGE

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:

! 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



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2 Hours

THE SFST CURRICULUMPACKAGE

Overview session objectives,content and learning activities;explain benefits.

30 Minutes

A. The Standardized FieldSobriety Testing CurriculumPackage

1. A complete curriculum, orcourse of instruction, has beenprepared for SFST training.

a. The full course spans threefull days.

NOTE: See page 7 ofAdministrator’s Guide “HowFlexible is the Course.”

o First day is devotedprimarily to the first twophases of DWIDetection.

Ask participants: “What are thefirst two phases?” (“Vehicle inMotion” and “PersonalContact”)

o Second and Third daysare mainly spent on thethree StandardizedField Sobriety Tests.

The core curriculumrequires two live alcoholworkshops.

Remind participants of the twooptions now available in thiscourse:(1) 1 live drinking practice

session1 videoed drinkingpractice session

(2) 2 videoed drinkingpractice sessions

NOTE: The IACP stronglybelieves that conducting livealcohol workshops is theoptimal way of achieving thelearning objectives of the SFSTtraining course.

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b. It is possible to adapt theSFST curriculum to conducta two-day course devotedexclusively to the SFSTs.

Emphasize that in the two-daycourse the choice of one of twooptional practice sessionmethods is required.

2. The Administrator’s Guide isintended to provide an introduc-tion to and an overview of thecourse.

Instruct participants to turn tothe Table of Contents page ofthe Administrator’s Guide.

a. The Administrator’s Guidebegins with a section called“Purpose of this Document”,a brief description of theGuide.

b. The next section, “Overviewof this Course”, gives somevery important informationabout what the SFST Schoolcovers and who shouldattend.

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

Point out that we will reviewthe SFST School lesson plansand visuals in detail later inthis session.

3. As instructors, it is essentialthat you be thoroughly familiarwith the Administrator’s Guide.

4. Overview of the SFST School. Instruct participants to turn topage 1 of their Administrator’sGuides.

Direct their attention toSection B, “Overview of theCourse”.

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

The SFST School isintended for any policeofficer who is responsible forDWI enforcement.

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

The purpose is simple: toincrease arrests for DWI asa means of deterring DWIviolators.

Instruct the participants toturn to page 2 in theAdministrator’s Guide.

c. Item 3, “What will the stu-dents get out of thetraining?”

If the participants completethe SFST Schoolsuccessfully, they will beable to do two veryimportant things.

Remind the participants thatlearning always meansbecoming able to do something.

(1) They will be better ableto detect evidence ofimpaired driving.

(2) They will be better ableto describe theevidence clearly andconvincingly in writtenreports and in verbaltestimony.

POINT OUT that these twomajor “abilities” break downinto the long list of abilitiespresented on page 3 of theAdministrator’s Guide.

d. Item 4, “What subject mat-ter does the course cover?”

o Scope of the DWIproblem

POINT OUT that the subjectmatter “tracks” with thelearning objectives we havejust reviewed.

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o Concept of GeneralDeterrence

o DWI Legal Environment

o Three Phases ofDetection

o Clues of ImpairmentAssociated with eachPhase

o Concepts and Principlesof the SFSTs

o Guidelines forProcessing Suspects,Preparing Reports andDelivering Testimony

e. Item 5, “What activitiestake place during thetraining?”

The major learning activityin the SFST School ishands-on practice.

Ask participants: “WhichDomain of Learning do youthink gets the greatestattention during the SFSTSchool?”

Answer the Psychomotor, orskill, Domain.

Instruct the participants toturn to page 4 in theirAdministrator’s Guide. Reviewthe learning activities listedthere.

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

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The SFST School is flexible. You should not attempt toconduct a version shorterthan two days, and a two-day School should be devo-ted exclusively to the threetests. The ideal is a 3-daySchool.

POINT OUT that guidelines fortailoring the curriculum aregiven on page 8 of theAdministrator’s Guide.

POINT OUT that time will begiven near the end of this dayfor participants to read theAdministrator’s Guide.

Solicit participants’ questionsabout this overview of theSFST School.

5. Segment E. Guidelines for Con-ducting a Controlled PracticeDrinking Session of the Admin-istrator’s Guide provides somedetailed instructions for conduc-ting the alcohol workshops thattake place on the second andthird days of the School.

Briefly review the alcoholworkshop guidelines.

Instruct participants to turn topage 15 of theirAdministrator’s Guide.

6. An Instructor’s Manual hasbeen prepared for the course.

Pick up and display a copy ofthe Instructor’s Manual.

7. The Instructor’s manualcontains three things:

a. Administrator’s Guideb. Lesson Plansc. Visuals

Write on dry-erase board orflipchart:

“Instructor’s Manual:o Administrator’s Guideo Lesson Planso Visuals”

Instruct the participants toopen their SFST Instructor’sManuals to section one,“Administrator’s Guide”.

20 Minutes

B. How to use Lesson Plans

1. Preparing to teach.

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a. Read the lesson plan.

Begin by reading not onlythe portion you have beenassigned to present, but theentire curriculum. You willneed to become familiarwith the content materialsas well as understand whereand how it fits in the course.

Throughout this session, theinstructor should relate howthey prepare themselves toteach. (What are someeffective preparationtechniques that you have foundwork best for you?)

If you do not understand thematerial, you may need toresearch other writtenmaterial or to talk withother people familiar withthe subject matter.

b. Personalize.

Display III-3

The instructional notescolumn or area of the lessonplan should be used toinsert your own examplesrelevant to the materialbeing taught. This is alsowhere you can note theprepared questions to askthe class. Personalexperiences add impact andincrease retention of contentmaterial. Adding our ownexamples incorporates ourown personality and style tothe training delivery.

Instructor should relate howthey do this.

o Reado Personalizeo Gather materialso Prepare

The lesson plan should haveyour own notes andquestions incorporated inthe instructional notes. Make sure you know howthe slides read and whenthey are to be used. You

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HS 181C R2/06 III-7

should also have any othertraining aids such as props,etc., available for you topractice using. If you planto use prepared flip charts,this is when you will need toprepare them.

c. Preparation.

Start by going through thematerial just as you wouldduring the presentation,don't try to memorize it. Some trainers use the "3 to1" ratio for determining howmuch time to prepare.

What do you find works best foryou?

This formula means that forevery hour of instruction, wewould need to prepare forthree hours. However,remember that subjectmatter knowledge, experi-ence in training others andindividual confidence levelswill also influence theamount of preparation timerequired.

If possible, practice present-ing aloud in the room youwill actually be using. Thiswill help you feel morecomfortable and familiarwith the surroundings. Youwill also look as if you areused to moving around inthat environment.

Ideally, you would want tohave your practice presenta-tions videoed, enabling youto see and hear yourself just

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HS 181C R2/06 III-8

as the participants will seeand hear you. However,because this is not alwayspossible, the next bestpractice technique is torecord your presentation.

Here are just some of theadvantages of recordingyourself:

(1) Check voice tone andrate of speech.

(2) Improve wordenunciation.

(3) Substitute words thatare awkward or difficultto pronounce.

(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.

Of course, the greatestadvantage of videoing orrecording is that we have anopportunity to strengthen andimprove the presentation.

2. What To Take To TheClassroom

a. Lesson Plan

b. PowerPoint Slides

c. Training props ordemonstration materials.

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HS 181C R2/06 III-9

d. Any other referencematerials or notes that youwill be using during yourpresentation of the material.

3. Style vs. Content

We know that in the two-column format, the left sidecontains content material to becovered. The right side orinstructional notes area mayhave suggestions for delivery ofthat material.

Those are only suggestions andif you find other deliverytechniques or methods that are:

a. Effective and appropriatefor the content.

b. Comfortable for you as theinstructor.

You should use them.

Trainers should incorporatetheir individual style to thedelivery.

There is a difference betweencontent and style, or technique. While not all of the techniqueswe see used by other instructorsmay seem comfortable for us,we should try to find ways toenrich the learning experiencefor our participants. Theirneeds, after all, are why weshould be conducting training.

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HS 181C R2/06 III-10

Techniques or methods thatreinforce learning of newinformation or that increaseretention should be an integralpart of training delivery, not theexception.

35 Minutes

C. Purpose, Content andFormat of Lesson Plans

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

Display III-4

2. A Lesson Plan is a writtenoutline of the content andmethod of instruction.

DisplayIII-5

a. Key element: the contentoutline specifies what willbe taught.

o Outline of the informa-tion to be presented.

o Outline of the skills tobe demonstrated.

o Outline of the attitudesto be displayed.

Display III-6

b. Key element: the methodoutline specifies how it willbe taught.

o The amount of time tobe devoted to eachsegment.

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HS 181C R2/06 III-11

o Audio-visual aids to beused to supportpresentations.

o Questions to be posed tothe participant.

o Class exercises to beconducted.

c. Key element: the lessonplan is an outline.

EMPHASIZE that the lessonplan is not the text of a speech. It is the outline of the four-stepprocess, applied to someparticular subject matter. Thelesson plan is never intended tobe read verbatim to the class.

3. Format of the lesson plans. Instruct the participants toturn to the cover page forSession I in their SFST SchoolInstructor’s Manual (the pagefollowing the Roman Numeral Itab).

a. The lesson plans for theSFST School are organizedon a session-by-sessionbasis.

o There are 16 sessions inthe SFST School.

o Each session has its ownset of Lesson Plans.

o Session I is called“Introduction andOverview”

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

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HS 181C R2/06 III-12

o The cover page gives thenumber and titles of thesession, and indicatesthe approximate amountof time that the sessionrequires.

o For example, Session Iof the SFST Schoolrequires approximately30 minutes.

Now instruct the participantsto turn to page number I-1 intheir SFST School Instructor’sManual.

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

o The outline page liststhe learning objectivesfor the session, i.e.,states what theparticipant will be ableto do after successfullycompleting the session.

REMIND the participants thatlearning always involvesbecoming able to do something.

Review the three objectives forSession I of the SFST Schoolwith the participants.

o The outline page alsolists the contentsegments of the session,which correspond to themajor topics covered.

Point out the three contentsegments of Session I of theSFST School:

A. Welcoming Remarks &Objectives

B. Administrative DetailsC. Pre-Test

o Finally, the outline pageindicates the majortypes of learningactivities that take placeduring the session.

Point out that Session I of theSFST School involves only twotypes of learning activity, i.e.,Instructor-led Presentationsand Written Examination. Other sessions involve suchactivities as hands-on practice;video tape presentations;participant-led demonstrations;etc.

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HS 181C R2/06 III-13

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

REMIND participants that thegoal of the PREPARATIONstep is to get the participantinto a state of readiness tolearn.

o If you are assigned tobegin teaching a ses-sion, you should start byreviewing the session’sobjectives with theparticipants.

i.e., the instructor should startby telling the participants whatthey will become able to do.

o Next, preview thecontent and the learningactivities.

EXAMPLE: If you are assignedto begin teaching the firstsession of the SFST School onWednesday, you might start bysaying something like this:

“Good Morning, my name is(your own name), and this isthe 3-day School in Standard-ized Field Sobriety Testing.

“The first session of this schoolis called the ‘Introduction andOverview’. Once we’ve com-pleted this session, you will beable to state the goals andobjectives of this course. Youwill also be able to describe thecourse schedule and thelearning activities that willtake place. At the end of thisfirst session, you will take awritten pre-test, so that we candetermine what you alreadyknow about DWI detection andfield sobriety testing.

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HS 181C R2/06 III-14

“We will have a few welcomingremarks to get started, andthen we will get right into adiscussion of the course goalsand objectives.”

EMPHASIZE that the instruc-tor should always spend amoment or two, at the outset ofeach session, reviewing the ses-sion’s objectives, content andactivities with the participants.

Instruct the participants toturn to the next page in theirSFST School Instructor’sManuals.

e. The main body of the lessonplans consists of the outlineof content and method ofinstruction.

Now have all participants turnto page I-1 of their SFST SchoolInstructor’s Manuals.

f. These pages have a two-column format.

o The left side of eachpage outlines thecontent, i.e., the subjectmatter that you willhelp the participantslearn.

o The right side of eachpage contains yourinstructional notes; theyindicate how you willhelp the participantslearn the content.

g. Review of the lesson plansfor Session I of the SFSTSchool.

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HS 181C R2/06 III-15

o The first item of Contentis the title of the session.

Point out that the title iswritten in all capital letters.

o Opposite the title, underthe Instructional Notescolumn, we see the timeneeded for this session.

o The next item ofContent is the title ofSegment A, the firstportion of the session.

o Opposite the title wefind the time needed forSegment A.

o The first part of thecontent for Segment A isthe “Welcome”.

Point out item #1, “Welcome tothe ...”, in the Instructor’sManual.

o You should makeappropriate but briefwelcoming remarks inyour own words.

Point out that only 10 minutesare available for all of SegmentA.

o Under InstructionalNotes, we see a projectoricon which indicatesthat you should have thetitle of the course ondisplay while you aremaking the welcomingremarks.

o Item #2 of Content isthe introduction ofinstructors.

o These introductionsmust be kept brief --nothing more thanhaving each instructorstand as their name is

Point out that no time isavailable for introduction of theparticipants. However,participants will have nametents in front of them.

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HS 181C R2/06 III-16

mentioned.

o Item #3 of Content isthe statement of thegoals and objectives ofthe SFST School.

o Under the InstructionalNotes column, we see areference to a Visual,i.e., an PowerPoint slide,that expresses theultimate goal.

o The ultimate goal of theSchool is to increaseDWI deterrence, andthereby decreasecrashes, deaths andinjuries.

o After the instructorstates the ultimate goal,explain briefly themagnitude of the DWIproblem in theparticipants’ state, andthen state theenforcement goals andthe job performanceobjectives of the School.

o That concludes SegmentA of Session I of theSFST School.

Solicit participants’ questionsabout the format of the lessonplans.

o Segment B is organizedin exactly the samemanner, as are allsegments of all othersessions.

Now instruct the participantsto turn to the next page in theirmanual.

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HS 181C R2/06 III-17

h. The last portion of this setof lesson plans consists ofthe pre-test.

Point out that the pre-test isfound in the Instructor’sManual, immediately followingthe lesson plans for Session I.

The pre-test is followed by theAnswer “Key”.

Now instruct participants toturn to the first page followingthe Answer “Key”.

i. The next thing we find arethe Master (i.e., paper)Copies of the Wallcharts.

Verbally describe toparticipants how to make awallchart.

Advise that on second day oftraining a more detailedexplanation will be given.

Solicit participants’ questionsabout the contents of theInstructor’s Manual.

j. The visuals for Session I arefound after the wallchartmasters; simply photocopythem onto acetate toproduce the overheadtransparencies.

Display III-7

4. Purposes of the Lesson Plans.

a. These lesson plans havethree main purposes.

b. First Purpose: Help youget ready to teach.

Emphasize.

o You must study thelesson plans thoroughlybefore you attempt toteach a session.

EMPHASIZE that theparticipant-instructors shouldstudy the lesson plans for all 16sessions of the SFST School,

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HS 181C R2/06 III-18

not only for those portions thatthey are assigned to teach. They need to be familiar withthe entire course so that theywill understand how theirassigned segments fit into thetotal training.

o Make sure that youunderstand what it isthat you are supposed tohelp the participantsbecome able to do.

o Make sure that you un-derstand theinformation that you aresupposed to present tothe participants.

o Make sure that you canperform the skills andprocedures that you aresupposed to demon-strate to theparticipants.

o Make sure that you haveall the materials andresources that the lessonplan calls for.

c. Second Purpose: To helpyou stay on track whileyou are teaching the lesson.

Emphasize.

o Don’t try to memorizethe lesson plans.

o Don’t be afraid to referto the lesson plans whileyou are teaching; theyare supposed to help youduring the class.

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HS 181C R2/06 III-19

d. Third Purpose: Ensureconsistency of training.

Emphasize.

Solicit participants’ questionsabout the purposes of thelesson plans.

35 Minutes

D. Detailed Review of the SFSTSchool Lesson Plans.

DisplayIII-8

NOTE: Prepare this array on the dry-erase board prior to starting thissegment.

SESSION STEP(S) DOMAIN(S)IIIIIIIVVVIVIIVIIIIXXXIXIIXIIIXIVXVXVI

1. The SFST School has 16sessions.

Point out that Roman numeralsare used to designate thesessions.

a. Session I: Introduction andOverview

b. Session II: Detection andGeneral Deterrence

c. Session III: The LegalEnvironment

Write abbreviated versions ofthe names of the sessionsalongside their numbers on thedry-erase board.

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HS 181C R2/06 III-20

d. Session IV: Overview ofDetection, etc.

e. Session V: Phase One:Vehicle in 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: “TestingSubjects” First PracticeSession

l. Session XII: Processing andTrial Preparation

m. Session XIII: Report Writingand Moot Court

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

o. Session XV: Review andProficiency Exam

p. Session XVI: Written Examand Conclusion

Instruct participants to turn tothe outline page for Session I.

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

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HS 181C R2/06 III-21

a. Segment A is the PREPA-RATION step for the entirecourse: we inform theparticipants of what theywill learn.

Write “PREPARATION” underthe Step(s) column for SessionI.

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

Write “PRESENTATION”under the Step(s) column forSession I.

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

Write “EVALUATION” underthe Step(s) column for SessionI.

d. The entire session focuseson the delivery of informa-tion to the participants: thesession is in theCOGNITIVE Domain.

Write “COGNITIVE” under theDomain(s) column for Session I.

Instruct participants to turn tothe outline page for Session II.

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.

a. The basic purpose of thissession is to help theparticipants believe thatthere is a DWI problem, andthat they can and should dosomething about it.

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

Write “PRESENTATION”under the Step(s) column forSession II.

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HS 181C R2/06 III-22

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

Write “PREPARATION” underthe Step(s) column for SessionII.

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

Write “AFFECTIVE” under theDomain(s) column for SessionII.

Instruct participants to turn tothe outline page for Session III.

4. In Session III, we focus on thelaws that relate to the enforce-ment of DWI.

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

Write “COGNITIVE” under theDomain(s) column for SessionIII.

b. Since the instructordescribes and explains eachlaw, the session is aPRESENTATION step.

Write “PRESENTATION”under the Step(s) column forSession III.

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

Instruct participants to turn tothe outline page for Session IV.

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

Write “COGNITIVE” under theDomain(s) column for SessionIV.

b. In setting the stage for thenext several sessions,Session IV is aPREPARATION step.

Write “PREPARATION” underthe Step(s) column for SessionIV.

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HS 181C R2/06 III-23

c. But in conveying informa-tion, Session IV is also aPRESENTATION step.

Write “PRESENTATION”under the Step(s) column forSession IV.

6. Session V is the first of severalsessions in which the instructorexplains and demonstratestechniques of detection andtestimony.

Instruct participants to turn tothe outline page for Session V.

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

Write “PSYCHOMOTOR” and“COGNITIVE” under theDomain(s) column for SessionV.

b. After the instructor explainsand demonstrates the tech-niques, the participantshave an opportunity topractice using thetechniques.

Write both “PRESENTATION”and “COACHING ANDPRACTICE” under the Step(s)column for Session V.

7. Session VI continues the subjectmatter and the learningactivities that began in SessionV.

Instruct participants to turn tothe outline page for Session VI.

Write “PSYCHOMOTOR” and“COGNITIVE” under theDomain(s) column for SessionVI.

Write both “PRESENTATION”and “COACHING ANDPRACTICE” under the Step(s)column for Session VI.

8. In Session VII, the instructorspresent and explain the basicconcepts of divided attentionand nystagmus anddemonstrate how to apply thoseconcepts to field sobrietytesting.

Instruct participants to turn tothe outline page for SessionVII.

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a. The focus is on bothknowledge and skills.

Write “COGNITIVE” and“PSYCHOMOTOR” under theDomain(s) column for SessionVII.

b. Session VII paves the wayfor all of the training thatwill take place on the nextday of the School, andtherefore is aPREPARATION step.

Write “PREPARATION” underthe Step(s) column for SessionVII.

c. But Session VII alsoinvolves explanations anddemonstrations.

Write “PRESENTATION”under the Step(s) column forSession VII.

9. Session VIII is the longestsession of the School. Itinvolves all three Domains ofLearning, and all four steps ofthe Teaching-Learning Process.

Instruct participants to turn tothe outline page for SessionVIII.

a. The first segment (“Over-view: Development andValidity”) is a PREPARA-TION step in the AFFEC-TIVE domain; its purpose isto help participants believethat the SFSTs really dowork, and should be used.

Write “PREPARATION” underthe Step(s) column, and“AFFECTIVE” under theDomain(s) column for SessionVIII.

b. The second, third and fifthsegments each address oneof the three SFSTs. Theinstructors PRESENT howto administer the tests,COACH the participantswhile they PRACTICEadministering the tests, andEVALUATE theparticipants’ progress.

Write “PRESENTATION,COACHING AND PRACTICE,and EVALUATION” under theStep(s) column for Session VIII.

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HS 181C R2/06 III-25

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

Write “COGNITIVE andPSYCHOMOTOR” under theDomain(s) column for SessionVIII.

d. The other segments ofSession VIII involvepresentations of informationabout the interpretation anddocumentation of the testresults.

10. Session IX, as its title indicates,is devoted exclusively todemonstrations of the threetests.

Instruct participants to turn tothe outline page for Session IX.

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

Write “PSYCHOMOTOR”under the Domain(s) columnfor Session IX.

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

Write “PRESENTATION”under the Step(s) column forSession IX.

11. Session X, as its title indicates,is devoted exclusively topractice.

Instruct participants to turn tothe outline page for Session X.

Write “COACHING ANDPRACTICE” under the Step(s)column for Session X.

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

Write “PSYCHOMOTOR”under the Domain(s) columnfor Session X.

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HS 181C R2/06 III-26

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

a. The “core” curriculumrecommended byNHTSA/IACP utilizes twolive alcohol workshops.

b. Either Session XI or SessionXI-A are primarilyCOACHING ANDPRACTICE steps.

Instruct participants to turn tothe outline page for Session XI.

Point out here the two options:

1. One live drinkingsession, one videoedpractice session.

2. Two videoed practicesessions.

14. Session XII is concerned withgathering and organizingevidence of a DWI violationsubsequent to the arrest.

Instruct participants to turn tothe outline page for SessionXII.

a. The instructor will informthe participants of theproper procedures forprocessing an arrested DWIsuspect, and for preparingto testify against thesuspect.

POINT OUT that, in allprevious sessions, the focus hasbeen on all aspects of DWIenforcement that lead to thearrest decision.

b. This is a PRESENTATIONstep.

Write “PRESENTATION”under the Step(s) column forSession XII.

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

Write “COGNITIVE andPSYCHOMOTOR” under theDomain(s) column for SessionXII.

15. Session XIII focuses oncommunication skills,including written and verbalcommunication.

Have participants turn to theoutline page for Session XIII.

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HS 181C R2/06 III-27

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

Write “PSYCHOMOTOR”under the Domain(s) columnfor Session XIII.

b. During the session,participants actuallyprepare a written report,and selected participants“testify” in a “moot court”.

c. Therefore, it is aCOACHING ANDPRACTICE step.

Write “COACHING andPRACTICE” under the Step(s)column for Session XIII.

16. Session XIV is the second of twosessions in which participantslearn to administer the SFSTsby utilizing live alcoholworkshop (core curriculum oroption 1) or video tapes.

a. COACHING andPRACTICE steps virtuallyidentical to Session XI.

Have participants turn to theoutline page for session XIV.

Re-State here the two options:

1. One live drinkingsession, one videoedpractice session.

2. Two videoed practicesessions.

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

Have participants turn to theoutline page for Session XV.

a. It is skill-oriented. Write “PSYCHOMOTOR”under the Domain(s) columnfor Session XV.

b. And it involves COACHINGAND PRACTICE andEVALUATION steps.

Write “COACHING ANDPRACTICE andEVALUATION” under theStep(s) column for Session XV.

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18. Session XVI, the concludingsession, requires theparticipants to complete awritten test and to submit ananonymous critique of thecourse.

Have participants turn to theoutline page for Session XVI.

a. The written test provides anassessment of theirknowledge.

Write “COGNITIVE” under theDomain(s) column for SessionXVI.

b. The anonymous critiqueprovides an assessment oftheir attitudes.

Write “AFFECTIVE” under theDomain(s) column for SessionXVI.

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

Write “EVALUATION” underthe Step(s) column for SessionXVI.

Solicit participants’ commentsand questions about thisreview of the SFST School.

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HS 181C R2/06

One Hour and Twenty-Five Minutes

SESSION FOUR

ASSIGNMENTS FOR PRACTICE TEACHING

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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



000114


HS 181C R2/06 IV-1

1 Hour 25Minutes

DisplayIV-1 and IV-2

ASSIGNMENTS FOR PRACTICETEACHING


15 Minutes

A. Assignments andClarifications

1. Identification of teachingassignments.

Hand out Teaching Assign-ments Sheets. (Attachment A)

DisplayIV-3 and IV-4

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

POINT OUT that student-instructors will work in aparticular classroom for allteaching assignments. Informthe participants of the locationsof the various classrooms.

b. Note sessions and segments.(Attachment B)

POINT OUT that each student-instructor has several teachingassignments. Instruct theparticipants to identify theirpersonal assignments and to“highlight” those Sessions andSegments using a yellowmarker.

2. Team teaching. POINT OUT that allassignments are team teachingassignments. Participantsmust get together with theirpartners to decide how theywill “divide up” the teachingresponsibilities for eachSession and Segment.

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HS 181C R2/06 IV-2

3. Logistics

a. Each classroom will be fullyequipped with audio-visuals,student handout materials,etc.

Note: Also supply participantswith critique forms. Point outperformance indicators thatwill be evaluated (AttachmentC).

70 Minutes

B. Independent Review

1. Review of assigned lesson plans. Allow participants to spendbalance of day in individualreviews of their assigned lessonplans. “Visit” participants toverify that they understandtheir assignments. Encourageparticipants to ask questions toremove any confusion they mayhave about the lesson plans.

2. Instruct the participants tomeet with their team teachingpartner and begin “dividing up”their assignments.

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HS 181C R2/06 1

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 tape presentations and class time is allotted for

participants to record clues. Student-teacher presentation time can be reduced bylimiting the viewing of the entire tape segment (i.e., 20 cues for DUI detection at night,12 minutes).

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

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HS 181C R2/06 2

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, at aminimum, sessions 10, 11 and 12 must be covered in their entirety.

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HS 181C R2/06 1

ATTACHMENT B

INSTRUCTOR ASSESSMENT OF PERFORMANCE

Student’s Name_______________________________________________________________

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

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HS 181C R2/06 2

_____________Outline was very clear

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 of thematerial:

__________________________________________________________________________

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HS 181C R2/06 3

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

000121

HS 181C R2/06 4

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

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HS 181C R2/06 5

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:

__________________________________________________________________________

000123

HS 181C R2/06 6

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

000124

HS 181C R2/06 1

HANDOUT IV-1STUDENT-INSTRUCTOR CRITIQUE FORM

DATE _____/_____/_____

Classroom #________________

Student-Instructor #1_________________________________________________________

Student-Instructor #2_________________________________________________________

Three things I liked best about the way you taught this lesson:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Three things I liked least about the way you taught this lesson:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Overall, on a scale from 1 (= “poor”) to 5 (= “excellent”), I rate your performance onthis lesson:

________________________________

000125

Handout V-2

HS 181C R2/06 2

“Action ConquersFear.”

What I liked about my presentation: ___________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What I want to improve: ______________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

000126

HS 181C R2/06

Three Hours

SESSION SIX

TECHNIQUES FOR EFFECTIVECLASSROOM PRESENTATIONS

000127

HS 181C R2/06

SESSION SIX: TECHNIQUES FOR EFFECTIVE CLASSROOM PRESENTATIONS

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

! Identify disruptive learning and strategies for handling challenging classroomsituations.

! 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. Slides

G. Wall charts

H. Guidelines for Use of Slides and Flipcharts



000128


HS 181C R2/06 VI-1

3 Hours

TECHNIQUES FOR EFFECTIVECLASSROOM PRESENTATIONS


70 Minutes

A. HANDLING CHALLENGINGSITUATIONS

During this session it isespecially important to solicitgroup input and discussion. (Sometimes by discussingdifferent participant behaviorsen-countered in the classroom,participants are able to identifywith some of the behaviors.)

1. Introduction

Classroom challenges are thosesituations that may develop inthe classroom as a result ofvarious participant behaviors. Sometimes these situations candisrupt the learning process.

Every instructor will encountersome type of classroomchallenge at some time oranother. In order to managethese classroom situationseffectively, trainers should:

a. Be aware of potentialdisruptive behaviors.

b. Learn appropriatestrategies for handling thesesituations.

000129


HS 181C R2/06 VI-2

2. Learning requires participation.

Remember that learning is mostlikely to occur whenparticipants are activelyinvolved. The skills we discusslater will help encourageparticipant participation.

3. Too much or too littleparticipation.

Differences in levels of parti-cipation are a natural reflectionof variations in experience,knowledge levels and personali-ties. Participating too much ortoo little can disrupt thelearning process.

If some participants are toovocal, others may not be able tofully participate in the training. Also, instructors may find theyare out of time before alllearning activities have beencompleted.

And if some individuals are tooquiet, their input is lost. Shy orquiet participants may poseanother challenge for instruc-tors--it is difficult to assesswhether learning is takingplace.

As trainers, we should notassume that these behaviorsreflect hostility toward us or thetraining.

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HS 181C R2/06 VI-3

Overly vocal participants maybe enthusiastic and excitedabout the course material whilequiet participants may beapprehensive about speaking upin front of others.

"What are some examples of‘classroom challenges’ that youhave encountered?" (Encouragediscussion.)

When learning is disrupted,instructors must use appropri-ate strategies to manage theclassroom. Eliminating orminimizing disruptions helpsinstructors to manage thelearning environment moreeffectively.

Record examples on flip chartor dry-erase board.

4. Three Considerations

As trainers, we are responsiblefor handling potentialdisruptive behaviors that arenegatively impacting on thelearning. Here are threeconsiderations in handlingclassroom problem situations.

DisplayVI-3

a. Eliminate or minimize theproblem behavior.

We need to resolve theproblem to the extentnecessary for learning toresume without disruption.

b. Maintain the participant'sself-esteem.

We need to take care of theproblem in a way thatdoesn't affect participants'self-esteem.

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HS 181C R2/06 VI-4

c. Avoid further disruption tolearning.

We need to preserve alearning environment thatis relaxed, comfortable andconducive to learning.

5. Identifying Strategies

DisplayVI-4

Three steps to follow inidentifying strategies:

Step 1. Identify possiblestrategies - those youhave seen other trainersuse as well as those youthink would fit thesituation.

Step 2. Evaluate them againstthe three considerationsdiscussed earlier,eliminating those thatdo not meet all threeconditions.

Step 3. Select a strategy to usein handling the problemsituation.

Exercise: Begin by first discussingtwo or three types of behaviors thattrainers encounter in the classroom. One might be "Victor the Voice ofExperience", or "Ida the Idea Zapper."

Ask if they've encountered or observedany behaviors that were disruptive tolearning. Lead the discussion andhave someone list behaviors theyidentify on a flip chart.

Allow 15 minutes fororganizing exercises, 20minutes for discussion.

(Be Creative! Appropriatesubstitution is acceptable.)

000132


HS 181C R2/06 VI-5

Then refer to the Exercise in theirmanual and ask that they either selecta behavior listed on the flip chart orone of the two described in theExercise for their table group todiscuss.

Give them 15 minutes to do thisexercise and give them responsibilityfor taking their break during theallotted time. Each group also has toselect a name for their group. Havesomeone from each group brief theclass on their group's selectedbehavior and the strategies they'veidentified for handling the problem.

Make appropriate comments on theirstrategies and if they are off-base,tactfully bring it around to a moreappropriate strategy. Remember tolead applause after each brief and topost the sheets on a side wall of theroom.

(Item 5, page VI-2)

25 Minutes

B. Effective QuestioningTechniques

DisplayVI-5

1. Questions are an importantelement in every presentation.

a. Heighten participants’involvement.

b. Give the participantsopportunities to apply theinformation you havepresented.

c. Give you opportunities toevaluate how well theparticipants are graspingthe information.

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HS 181C R2/06 VI-6

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

a. Each type has certainadvantages anddisadvantages.

b. For each type, there aresituations where it isappropriate to use that typeof question, and situationswhere the type should notbe used.

DisplayVI-6

3. One type is the OVERHEAD/UNDIRECTED Question.

Ask this question verbatim:

“What would be an example ofan OVERHEAD/UNDIRECTED Question?”(That question, itself, isOverhead/Undirected)

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

Display VI-7

b. The question is not directedto any particularparticipant: that is why it iscalled UNDIRECTED.

c. No one is forced to answerthe question.

d. Any participant who wantsto try to answer thequestion is free to do so:

o By raising their hand;o By simply “blurting out”

the answer.

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HS 181C R2/06 VI-7

e. IN THEORY, because noparticipant is singled out toanswer this kind ofquestion, all participantsare free to think about thequestion, and so allparticipants become activelyinvolved in trying to applywhat they have learned toanswer the question.

f. IN FACT, becauseparticipants don’t have totry to answer the question ifthey don’t want to,participants who are a bitshy or less self-confidenttend not to try to answerthis type of question.

Ask the participants: “Whattype of participant usually willtry to answer all of theOVERHEAD/ UNDIRECTEDquestions?” (“sharks”)

g. If you rely exclusively on theOVERHEAD/UNDIRECTED type ofquestion, before long onlythe sharks will be thinkingabout and trying to respondto your questions.

h. For the majority of yourparticipants, the questionswill not provoke activeinvolvement in the learningprocess.

i. When is it appropriate touse the OVERHEAD/UNDIRECTED type ofquestion?

Solicit participants’suggestions.

o At the beginning of thecourse, when you arejust getting to knowyour participants.

000135


HS 181C R2/06 VI-8

Display VI-7

o When the question hasmany different correctanswers, posing it in theOVERHEAD/UNDIRECTED formatwill allow manyparticipants to “getcredit” for giving acorrect answer.

CLARIFICATION: It can begood at the outset of a course touse questions that don’t forceparticipants to respond, so thatthey can come to see that yourquestions are nonthreatening. Also, these kinds of questionswill help you spot the “sharks”in your class, so you will beprepared to deal with them.

See the example given inoverhead.

j. But in general, you will relyon other types of questionsmore than you will on theOVERHEAD/UNDIREC-TED type.

DisplayVI-8

4. The PRE-DIRECTED Questionis the second of our three types.

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

b. One specific participant issingled out to answer thequestion: That is why it iscalled a DIRECTEDquestion.

PICK OUT a participant (e.g.,“Sally”) and pose the followingquestion verbatim:

“Sally ... (pause to get herattention) ... What would be anexample of a PRE-DIRECTEDQuestion?” (This very questionis Pre-Directed)

Display VI-9

c. The participant who ischosen to answer isannounced to the classBEFORE the question isposed: That is why it iscalled PRE-DIRECTED.

000136


HS 181C R2/06 VI-9

d. NOTE THAT IT IS VERYIMPORTANT TO PAUSEAFTER CALLING THEPARTICIPANT’S NAMEBEFORE YOU POSE THEQUESTION.

POINT OUT that the instruc-tor needs to have theparticipant’s full attentionbefore asking the question;many participants willexperience a momentary“shock” after hearing theirnames called, and they need asecond or two to composethemselves before they areready to hear the question.

Ask participants to suggest amajor disadvantage of the PRE-DIRECTED type of question.

e. The biggest disadvantage ofthe PRE-DIRECTEDquestion is that only oneparticipant is required tothink about the question.

o When the participant’sname is called, all otherparticipants can simplyrelax.

o The rest of theparticipants are passivebystanders rather thanactive participants.

o For this reason, youshould not relyprimarily on this type ofquestion.

f. But there are certainsituations where the PRE-DIRECTED question ismost appropriate.

Ask participants to suggestsituations where the PRE-DIRECTED question is thebest type to use.

000137


HS 181C R2/06 VI-10

o The PRE-DIRECTEDquestion can be veryuseful for forcing orencouraging theparticipation of aparticipant who is shy orhesitant to volunteerresponse.

o This type of question ismost appropriate whenthe information beingsought would not beexpected to be availableto all participants, butonly to a specific fewwho have specialexpertise.

o PRE-DIRECTEDquestions can beeffective in suppressingtalking in class.

i.e., the question can bedirected to the talker as ameans of bringing theparticipant back into themainstream of the class.

DisplayVI-10

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

Select a particular participant(e.g., “Harry”) and pose thefollowing question verbatim:

“What would be an example ofan OVERHEAD/DIRECTEDquestion? ... (pause) ... Harry?” (This very question isOVERHEAD/DIRECTED)

a. This type of question com-bines many of theadvantages of the other twotypes.

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

EMPHASIZE that, when usingOVERHEAD/DIRECTEDquestions, the instructor doesnot select only thoseparticipants who raise theirhands: Any participant in theclass is “fair game”.

000138


HS 181C R2/06 VI-11

DisplayVI-11

c. But you, the instructor,select the participant whowill respond: That is why itis called DIRECTED.

d. The biggest advantage ofthis type of question is thatit encourages activeparticipation by allparticipants.

o Anyone can be called on.o So everyone tries to

think about thequestion.

The main purpose of this typeof question is to make theparticipants realize that theyhad better think about everyquestion you ask, because theymight be called upon to answerwhether they want to or not.

e. This is such a major advan-tage, you should rely pri-marily on the OVERHEAD/DIRECTED question.

f. The biggest disadvantage ofthis type of question is thatit is more likely to producean incorrect answer.

o With the OVERHEAD/UNDIRECTED ques-tion, the participant whoanswers is someone whovolunteered to answer;usually, the volunteer issomeone who knows theanswer.

o With the PRE-DIREC-TED questions, youoften select the particu-lar participant becauseyou know the partici-pant has some specialexpertise that shouldensure the ability toanswer correctly.

000139


HS 181C R2/06 VI-12

o But with the OVER-HEAD/DIRECTEDquestion, you selectparticipants randomly;some of them will notknow the answer.

g. When a participant answersa question incorrectly, it isvery important that theinstructor not react withimpatience, disgust ordissatisfaction: Otherwise,the participant will beembarrassed and hesitate torespond to future questions.

POINT OUT that hints forhandling participants’responses to questions will begiven later in this unit.

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

o If you have been askinga series of OVERHEAD/UNDIRECTEDquestions, the sharks inthe class may be in thehabit of simply blurtingout the answers.

o When you try to switchOVERHEAD/DIRECTED questions,the sharks may continueto answer before you canname the participantyou wish to respond.

Ask the participants to suggestwhat might be done to suppressresponses by sharks.

i. Two potential solutions tothis procedural problem:

000140


HS 181C R2/06 VI-13

o In a Complimentaryfashion, let the sharkknow before you ask thequestion that you will beselecting someone elseto answer.

Example: “Betty, I know thatyou know the answer to thisnext question, so let’s see howwell someone else can handleit.”

o As a means of “shiftinggears”, first switch to aseries of PRE-DIREC-TED questions; then,once the participants areaccustomed toresponding only whentheir names are called,you can change toOVERHEAD/DIREC-TED type.

Solicit participants’ questionsabout the three types ofquestions.

6. Handling participants’ respon-ses to questions.

a. As the instructor, you needto do everything possible toencourage participants torespond to questions.

(1) When participants areeager to respond, theybecome more activeparticipants when aquestion is asked.

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

b. The way in which theinstructor reacts to aparticipant’s response to aquestion will determine howeager or reluctant thatparticipant will be to try to

000141


HS 181C R2/06 VI-14

answer other questions.

(1) Ideally, we want tomake participants gladthey responded to thequestion.

(2) At the very least, we donot want to makeparticipants sad thatthey responded.

c. How should the instructorreact when a participantgives a correct response to aquestion?

Pose that question to the class. If a participant answers thequestion correctly, respond bySHOUTING “That’s exactlyright!” Then, rush to theparticipant and shake hands,and give the participant a pieceof candy or some other similarphysical reward.

(1) When a participantgives a correct response,we always want tocommend theparticipant for a job welldone.

(2) Everyone likes to bepraised for doingsomething right.

(3) No one likes to do a goodjob and have it passwithout recognition.

(4) When a participantanswers correctly, reactwith positivereinforcement.

Examples of positivereinforcement:

o Exactly right!o Perfect!o Absolutely!

000142


HS 181C R2/06 VI-15

(5) Don’t simply give abland or lukewarmacknowledgment.

Examples of lukewarmreactions to correct responses:

o Uh huh.o Yeah.o simple, curt nod of the head

(6) Above all, DO NOT giveno reaction at all.

(7) When you do not reactat all to a participant’sanswer, you give theparticipant absolutelyno positivereinforcement.

(8) In addition, if you don’treact at all to aparticipant’s answer, theclass won’t know if theanswer was right orwrong.

ILLUSTRATION: Select a par-ticipant (e.g., “Jane”) and askthe following PRE-DIRECTEDquestion: “Jane, ... What doesthe ‘H’ stand for in ‘HGN’?”

When “Jane” answers, DO NOTREACT AT ALL to her answer. Simply pause two or threeseconds, then select anotherparticipant and ask him or herwhat the ‘G’ stands for. Afterthat participant responds, turnback to “Jane” and ask her howshe liked your reaction to heranswer.

ANALOGY: Participants expectsome reaction to their answer. It is just like the situationwhere you are introduced tosomeone, and you extend yourhand: you expect the person toshake your hand. If they donot, you feel rejected andinsulted, and you are not likelyto extend a hand to that personagain. If you don’t react at allto a participant’s answer, theparticipant is not going to bemuch interested in answeringany other questions from you.

000143


HS 181C R2/06 VI-16

POINT OUT that this willconfuse and distract theparticipants, and they probablywill start asking each other ifthe answer was correct orincorrect. You will lose theirattention.

Turn once again to “Jane”,smile, and pose the samequestion again: “What does the‘H’ stand for in ‘HGN’?”

When she answers, SHOUT“That is absolutely correct!”,and give her two pieces ofcandy.

d. How should the instructorreact when the participantanswers the questionincorrectly?

(1) First of all, we mustconvey to the class thatthe answer wasincorrect.

EMPHASIZE that we can’tleave the class in doubt as tothe rightness or wrongness ofan answer.

(2) But we must not react ina way that conveysanger or frustration ordisappointment ordissatisfaction with theparticipant.

(3) We must do nothingthat would embarrass orbelittle the participant,or make them sorry tohave responded to thequestion.

ILLUSTRATION: (Set this upwith another instructor, e.g.,“Ken”):

YOU ASK: “Ken...How manysteps is the suspect supposed totake in each direction on theWalk and Turn test?”

“KEN” RESPONDS: “nine stepsin the first direction, and eightsteps in the second direction.”

000144


HS 181C R2/06 VI-17

(4) If the participant’sanswer is at least partlycorrect, you might beable to give theparticipant recognitionfor the right part, whilestill making it clear thatthe total answer waswrong.

YOU REACT: “Well, Ken, thatisn’t quite right. You arecorrect that the suspect issupposed to take nine stepsbefore turning. But the suspectis also supposed to take ninesteps, not eight, after turning.

So the correct answer is nineand nine.”

(5) Even if the participant’sanswer is totallyincorrect, you might beable to find some reasonfor giving theparticipant credit for a“nice try”.

(6) The whole idea is toavoid discouraging theparticipant.

o We never want tomake theparticipant lookfoolish.

o We always want totreat the participantwith respect.

ILLUSTRATION: (Set this upwith another instructor, e.g.,“Terry”):

YOU ASK: “Terry ... How longis the suspect supposed tostand on one foot during theOne Leg Stand test?”

“TERRY” RESPONDS: “15seconds.”

YOU REACT: “Actually, Terry,the suspect is supposed tostand for 30 seconds. Now, if asuspect is intoxicated, theymight not be able to stand formore than 15 seconds, but wemust instruct the suspect to tryto stand until thirty secondshave passed.

Solicit the participants’questions about techniques forhandling responses.

000145


HS 181C R2/06 VI-18

15 Minutes

C. Guidelines for TeamTeaching

1. Definition of Team Teaching

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

Display VI-12

2. Advantages and Disadvantages:

a. Advantages Give classroom example: Oneinstructor take advantages, onethe disadvantages.

(1) The second instructorcan serve as a secondaryresource of subjectmatter knowledge.

(2) Two instructors canbetter assess participantreaction to coursematerial.

(3) Shared workload.

b. Disadvantages

(1) Varying levels ofauthority ormanagement within theorganization.

(2) Varying levels of subjectmatter knowledge ortraining deliveryexperience.

000146


HS 181C R2/06 VI-19

(3) Individual differences inpersonality or trainingdelivery.

"How can individual differencesaffect team teaching?"

3. Instructor Roles in TeamTeaching

a. Positive interpersonalrelationship betweeninstructors.

(1) Respect each other'sexperience levels.

(2) Address differencesoutside of the classroom.

b. Communication BetweenInstructors

(1) Provide feedback to eachother.

(2) Focus on behaviors, notpersonalities.

(3) Be professional in givingand receiving feedback.

4. Team Teaching Techniques Refer to Handout (6-2) TeamTeaching Techniques, for themto fill in the blanks.

a. Pre-class Coordination andPreparation.

(1) Coordinate and discussindividual deliverytechniques and logisticalrequirements.

(2) Establish guidelines forshared facilitation,

Handout (6-2a) provides fill inblanks for this segment.

000147


HS 181C R2/06 VI-20

interjection of supple-mental information ormaterial, etc.

b. During Class

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

(2) Teaching instructorinitiates discussions.

(a) Teaching instructorfacilitates discussionin the classroom.

(b) Include otherinstructor whenappropriate.

(c) Instructor notteaching is there toassist and support.

(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.

000148


HS 181C R2/06 VI-21

15 Minutes

D. Creativity in Training

Many of the activities andtechniques used and demonstratedin this segment are examples ofcreative training techniques. Icebreakers, break responsibility,rewards, mind mapping and usingcommitment cards are allinteractive training techniques.

1. Using InteractiveTechniques to FacilitateLearning

a. Definition of InteractiveTraining

Interactive training can be agame, exercise, illustrationor other activity used topresent or relate coursecontent.

Example: Video segments“Kathy’s Jeep”, or “J.D. ‘Buck’Savage”.

b. Engages the Three Domainsof Learning

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

2. Experiential Exercises vs. GameActivities

a. Experiential Exercises

(1) Greater timecommitment

(2) Complex in set up orexecution

(3) Effective in applicationof skills

Example: Doing night trainingof SFST’s and incorporating itwith sobriety check points.

000149


HS 181C R2/06 VI-22

b. Game Activities

(1) Must have purpose andrelate to content, or

(2) Break pre-occupation

Display VI-13

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

Selectively display slide.

(5) Break pre-occupation(mental break)

(6) Reviews

b. Improper Use

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

DisplayVI-14

4. Facilitation of Learning Selectively display slide.

a. Repetition Retention of new material ornew skill will be increased ifthe participant hears it morethan once or practices a newbehavior several times.Incorporating an activity into atraining module allows thetrainer to repeat a point inanother fashion and therebyincrease the probability ofretention and application.

000150


HS 181C R2/06 VI-23

b. Reinforcement Many of the activities describ-ed in this workshop provide anopportunity for success orachievement on the part of theparticipants. By providingpleasant consequences for theirbehavior, that behavior isreinforced and consequently ismore likely to be repeated inthe future.

c. Association Much of our learning is nottotally new, but is related towhat is already known.

In other words, it is ofteneasier for us to move graduallyfrom a base of knowledge to theunknown. Activities can helpus make connections betweendifferent contexts that ease theprocess of learning. Later on,the participant may first recallthe activity, but then can makean easy transition to theunderlying principle.

d. Senses Researchers tell us that learn-ing is more effective when in-creasing numbers of the 5 basicsenses are involved (sight,sound, smell, taste, and touch).

40 Minutes

E. Developing and UsingTraining Aids

Introduction

As the video we've seen earlierpointed out, we will remember moreof what we've seen than what we'veheard. Visual and other trainingaids help to reinforce learning.

As trainers we need to continu-ally remember that not allparticipants learn in the samemanner. Some will learn byhearing, some by seeing andothers by doing. We now knowthat the most effective way to

000151


HS 181C R2/06 VI-24

help others learn is acombination of all three.

1. Purposes of Training Aids

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

Have a prepared flip chart thatreads:

Purposes of Training Aids

1. Focus attention2. Increase interest3. Improve retention

a. Focus attention on what isbeing discussed by havingthe participants visuallyreview the material.

Let's talk about three purposestraining aids serve. First,training aids focus on what isbeing discussed.

b. Increase interest in the topicby presenting material thatis visually appealing.

Secondly, training aids increaseinterest in the topic bypresenting material that isvisually appealing.

c. Improve retention byengaging more than onesense (e.g., hearing andseeing or touching) in thepresentation of technicalmaterial.

And third, training aidsimprove retention by engagingmore than one of the senses,i.e., seeing, hearing, smell,taste and touch. Research inhow we learn indicates that weare more receptive to learningwhen we are engaged mentallyor physically. Training aidscan provide different ways forparticipants to be engaged.

Now, let's talk about somecommonly used training aids.

000152


HS 181C R2/06 VI-25

2. Most Commonly Used TrainingAids

a. Videos/DVDb. Handoutsc. Flip Chartsd. PowerPoint e. Wall Charts

Have a prepared flip chart thatreads:

Most commonly used trainingaids

1. Video/DVD2. Handouts3. Flip Charts4. PowerPoint 5. Wall Charts

3. Video/DVD

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

(1) Stimulate interest.

(2) Motivate to try newthings.

(3) Illustrate behaviors,including depictingsubtle expressions.

(4) Add professionalism totraining.

b. Here are four steps to followin using video or DVD’smost effectively in training:

(1) Prepare for showing thevideo/DVD.

Make sure equipment isavailable and ready touse. Briefly introducethe video and subject.

Refer to Handout (6-2), Stepsfor Using Video/DVDEffectively, in their manual.

000153


HS 181C R2/06 VI-26

(2) Provide instructions toparticipants.

Give them something tolook for in the video.

(3) Play the video/DVD.

Show the video andremain in the room.

(4) Present/summarize thelearning points.

Briefly overview thelearning points youwant to stress.

Handout (6-2) outlines anddescribes these four steps.

4. Handouts

a. Handouts are importanttraining aids to consider, particularly if we want to:

Handouts are written materialprepared in advance anddistributed to the participantsduring the training. Theinformation addressed in thehandout can be referred toduring or after the training.

(1) Have participants usethe information at alater time (during orafter the training).

(2) Allow participants toabsorb information attheir own pace.

(3) Eliminate the need forparticipants tomemorize or take notes.

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b. Selecting a Format

The first step in developinga handout is to decide on theformat you will use forpresenting the information. One of the choices you haveis to present the informa-tion in paragraph form. (The information you arereading right now is anexample of information inparagraph form. It has itsplace in handouts, but italso has its drawbacks).

A major drawback of infor-mation in paragraph form isthat it is visually less ap-pealing to the trainee thanother formats.

This is particularly true ifyou are presenting a lot ofinformation. There areother formats you can usethat are more interesting totrainees and do a better jobin communicatinginformation.

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

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

When you select a format, yourdecision should be based onwhat you are trying toaccomplish with your handout. Refer to chart on selectinghandout formats.

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Display VI-15

(2) Slide (6-15) gives someguidance on selectinghandout formats. It isalso an example of adecision chart.

5. Flip Charts/Dry-erase boards

Flip charts are easels that havelarge paper pads that can bewritten on with a felt tipmarker. Information can berecorded on the charts duringtraining.

Prerecording information savestraining time and insuresneatness. Recording duringtraining allows you to respondto the immediate learningsituation.

Review and demonstrate byreferring to flip charts alreadyposted in the room.

Refer to Handout (6-3) FlipChart Tips, in their manual.

Handout (6-3) provides sometips for using flip charts.

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

a. There will be many timesduring the SFST Schoolwhen you will need to usethe dry-erase board or flipchart.

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

Demonstrate this: Print“Printing, not Cursive Writing”on the dry-erase board or flipchart.

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

o First, look at theparticipants and saywhat you are goingto write.

o Then, turn to theboard or chart andprint it.

o Then, turn backtoward theparticipants andexpand upon whatyou have written.

DEMONSTRATE THIS:

Look at the participants andsay: “To repeat: First say whatyou are going to write.”

Turn to the dry-erase boardand print: “First, say it”

Look at the participants andsay: “Then, turn to the boardand print it.”

Turn to the dry-erase boardand print: “Then print it”

Look at the participants andsay: “Then, turn back to theparticipants and expand onwhat you have written.

Turn to the dry-erase boardand print: “Then expand on it”

Solicit participants’ questionsabout the use of the dry-eraseboard or flipchart.

5 Minutes

Display VI-16

F. Transparencies/Slides

These can be computer generated,professionally produced, or manu-ally developed acetate sheets to beused with an overhead projector, orPowerPoint slides.

1. Advantages ofTransparencies/Slides

a. Adds professional touch.

b. Easily transported.

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c. Can be used with largeaudience (over 25).

d. Can be revised or updatedas needed.

DisplayVI-17

2. Drawbacks ofTransparencies/Slides

a. Light and glare can be tiringif overused.

b. Requires special equipmentnot always readily available.

c. Complex charts canoverwhelm viewers.

3. Computer Generated

a. PowerPoint or similarprograms are readilyavailable and addprofessionalism to mostpresentations. The NHTSAcurriculum includesPowerPoint slides.

Several graphics programs canbe used to createtransparencies. Make sure theprogram you intend to use iscompatible with the computerand its capabilities.

4. Numerous overheadtransparencies/PowerPointslides have been prepared forthe SFST School.

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

e.g., Visual II-4 is the fourthoverheadtransparency/PowerPoint slidefor Session II.

b. Paper copies of the visualsfor each session are found atthe end of the lesson plansfor that session.

POINT OUT that the visualsneeded for practice teachinghave already been prepared onacetate.

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c. Simply copy the papermasters onto acetate andyour visuals will be ready toproject.

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

Demonstrate selectiverevelation, using a samplevisual.

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

b. When using an overheadprojector you can use a pieceof paper or cardboard tohide the portions of thevisual.

c. When you do this, place thepaper or cardboard underthe visual, rather than ontop of it.

Demonstrate this if using anoverhead projector.

d. That allows you to see whatremains hidden from theparticipants, so you willalways know what is comingnext.

e. The weight of the visualpressing down on the paperalso helps to keep the paperfrom slipping off.

Solicit participants’ questionsabout the selective revelationmethod.

5 Minutes

G. Wall Charts

1. WALL CHARTS are largesketches that depict majortopics in the course.

If available, display a SFSTTraining wall chart.

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a. The wall charts areproduced by hand in foursteps.

b. Step 1: Remove the papercopy of the wall chartmaster from yourInstructor’s Manual.

Select a wall chart master fromthe SFST Instructor Manual(rear of Session I).

c. Step 2: Photocopy themaster onto acetate.

Demonstrate.

d. Step 3: Project the imageonto a sheet of flip chartpaper.

Adjust the overhead projectorso that the image of the wallchart is projected onto the flipchart.

e. Step 4: Using marker pens,trace over the image.

Start to demonstrate thetracing over of the wall chart.

Solicit participants’ questionsabout the production of thewall charts.

3. The wall charts should beplaced high on the extreme leftand right sides of the front wallof the room.

Point out the placement of thewall charts.

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

a. They remind theparticipants of the topicsthat have already beencovered.

b. They alert the participant tothe topics that are yet tocome.

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HANDOUT VI-1

GUIDELINES IN USING PRESENTATION ORATTENTION SKILLS

DO DON'T

Position your body so that you face all theparticipants.

Continually scan the group with your eyes.

Walk toward participants occasionally.

Smile at individuals.

Nod affirmatively.

Circle the room during exercises to checkprogress.

Use natural facial expressions when talkingwith participants.

Talk to visual aids.

Turn your back to part of the group.

Stare at individuals.

Avoid eye contact or scan the group toofrequently or too rapidly.

Distance yourself from the participantstoo much.

Stand in fixed position all the time.

Shuffle papers or look at your watchwhile someone is talking to you.

Move too much.

BEHAVIORS POSSIBLE FEELINGSSmiling

Nodding affirmativelyLeaning forward

Eye contact

Enthusiasm/Understanding

YawningVacant stareShuffling feet

Leaning back in chairLooking at clock

Side conversations

Boredom

FrowningScratching head

Pursing lipsVacant stare

Avoiding eye contact

Confusion

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HANDOUT VI-1A

RESPONDING TO PARTICIPANTS' BEHAVIORS

If you conclude thatthe behaviorconveys....

And.... Then....

Enthusiasm -Understanding

Several people displaythe behavior.

One person displaysbehaviors.

Continue, and make amental note that thetraining is being wellreceived.

Continue, and make amental note to checkagain later.

Boredom Several people displaythe behavior.

Only one person displaysthe behavior.

Try taking a break,speeding up, or changingyour training method toensure that participantsare involved in thelearning process.

Continue, but make amental note to reassesslater.

Confusion Several people displaythe behavior.

One person displays thebehavior.

Ask participants aboutareas of confusion, andprovide clarification bygiving examples orrephrasing information.

Ask participant aboutareas of confusion andprovide clarification. Orif time is limited, talkwith them at next break.

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HANDOUT VI-2

GUIDELINES FOR TEAM TEACHING

BENEFITS HAZARDSTwo instructors to assess participantsSecondary resource for informationRemediation of participantsInstructor confidenceModeling opportunities

Individual differencesDifferent grade levels or positionsDisruptionParticipant favoritismDifferences in teaching styles

NOTES:__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

“WHAT I LEARNED ABOUT”

! What did I learn about the benefits and hazards of team teaching?

__________________________________________________________________________________

__________________________________________________________________________________

! What did I learn about the differences between instructor-instructor/instructor-participant relationships?

__________________________________________________________________________________

__________________________________________________________________________________

! The steps that I learned about successful team teaching are:

__________________________________________________________________________________

__________________________________________________________________________________

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Acceptance

Trust

Communication

Acceptance

HANDOUT VI-2A

INSTRUCTOR ROLES IN TEAM TEACHING

1. Interpersonal skills between instructors:

! Separate __________ from __________.

! Show __________ of their __________.

! Show __________ of their performance.

! _________ fosters trust.

! Trust is a means to: ___________________________________________________________

______________________________________________________________________________

! Two types of effective feedback are __________ and __________.

! __________ is only __________.

! Feedback is a “__________ __________” of how other people perceive ____________________.

2. Interpersonal skills between instructor and participant:

! Effective use of __________, __________, and __________ will __________ modeling byparticipants.

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PRE-CLASS

Discuss and coordinate delivery techniques

Establish guidelines

DURING CLASS

Present team teaching approach

Teaching instructor facilitates discussions

Coordinate at breaks and end of day

POST CLASS

Discuss

Review delivery and presentation

What worked - What didn’t

HANDOUT VI-2B

TEAM TEACHING TECHNIQUES

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HANDOUT VI-3

STEPS FOR USING VIDEO/DVD EFFECTIVELY

STEP DESCRIPTION

1. Prepare for showing. Check that the tape is the correct size forthe equipment.

Preview the video and identify importantpoints.

Try out the equipment and check lightinglevels. If you will be asking the participantsto take notes, adjust lighting accordingly.

2. Provide instructions. Explain to participants what they will seeand why.

Instruct participants what to do during thevideo, e.g., take notes, watch for certainpoints, etc.

Explain to participants what they will doafter the video, e.g., discuss what they saw,complete an exercise, etc.

3. Play the video. Adjust lighting.

Start video and adjust picture and volume.

Observe participants and their reactions tothe video.

4. Present/summarize learning points. At the end of the video, have participantscomplete the learning activity.

Summarize key points you want participantsto retain from the video.

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HANDOUT VI-4

FLIP CHART TIPS

IF THEN

You are recording input. Record key words quickly.

Check with participants to ensure you arereflecting their ideas accurately.

Alternate colors when listing the group’sideas.

You wish to have participants compareand contrast data.

Use two flip charts.

You want to display information for aperiod of time.

Hang pages on the wall.

You want to make the most of using aflip chart.

Lightly write memory joggers in pencil inmargin of flip chart page, and use aspresentation notes.

Practice tearing pages cleanly before tryingit in front of the group.

Tab prerecorded charts to eliminatesearching for them when needed.

Cover prerecording errors with paste-onlabels, then write correct information on thelabels.

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HANDOUT VI-5

GUIDELINES FOR MAKING TRANSPARENCIESREADABLE AND APPEALING

! Use as few words as possible to communicate your ideas.! Keep information to six lines or less, with no more than six words per line.! Address one major idea, with up to three subpoints, on one transparency.! Use tinted plastic to reduce glare.! Illustrate ideas with:T PicturesT ShapesT GraphsT Color (but no more than three colors on one transparency)

! Use a grid to ensure straight lines and markings.

TRANSPARENCY TIPS

IF THEN

You are using more thanone transparency

Turn projector on, show a transparency, then turn it off - unlessyou are showing a series in rapid succession.

Don’t keep a transparency on too long; the image becomes tiring forviewers.

You want the group tofocus on a specific area

Try one of these methods:

Use a pencil to point to the area. Lay the pencil on the plastic.

Reveal one area at a time by using a paper to “mask” the area youdon’t want showing. Place the paper between the transparencyand the glass for extra control and to enable you to read themasked information.

You are using the sametransparencies insubsequent sessions

Use permanent marking pens.

Mount transparencies in plastic frames to keep them from curling.

Store them sandwiched between papers in a dust-free location.

You wish to re-use theplastic or change theinformation

Use water-soluble marking pens. Run water or a damp cloth overthe area to remove the ink.

You want to look moreprofessional in front ofthe group

Write memory joggers in black on the transparency frames and usethem as your presentation notes.

Place masking tape around edges of the projector glass to keep outthe project light and to keep the framed transparencies fromslipping.

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HANDOUT VI-6Twenty Fast Tips

1. When putting people into teams, number the team at the rear/left of the room #1. Rear/right,#2 and on up to front, so that the front teams have the larger numbers. It keeps theparticipants in the back of the room from feeling isolated.

2. If you’re always losing the masking tape, Doug McCallum suggests that you hang the rollfrom the projector upright. With practice, this becomes habit and you’ll always be able tolocate it quickly.

3. Hang a flip chart sheet on the exit door with the word “Questions” boldly written at the top. Have post-its available for each participant. You may invite questions, but announce that forany who are reluctant to verbalize a question, please write it down on a post-it and adhere tothe questions board at breaks or any time.

4. If you are right-handed, put a flip chart, or something you have to use, at the left front ofyour training area. If you are left-handed, do the opposite. This forces you to use the entireapron area and brings you into closer contact with the participants on your less dominantside.

5. If your handouts are not in color, make markers available to your participants and invitethem to draw pictures, color in data, whatever, to make them both colorful and personalized. This not only adds the impact of color, but also gives ownership.

6. Hand flip chart sheets of brain teasers around the room before the session begins. Asparticipants try to decipher them, they cannot use linear thinking. They have to move to acreative mode, and they are then more open to comprehension and retention.

7. Use a “universal clock” in your sessions. It lessens resistance when the clock “belongs” to all. Enables you to allow participants to take turns timing segments of the program. It sharesownership.

8. When facilitating role-playing, avoid the words, “Role Play. “ ”Practice Activity,” or “PracticeSession” is much less threatening.

9. When facilitating role-playing, either assign or have your participants select a different namethen their own. Use aliases. This allows participants to “perform” under the protection of astage name.

10. When instructing at the computer, bring your participants away from their screen every 40 to45 minutes. Chairs in a circle, a break-out room, etc. Take 10 to 15 minutes for review-quizzes, questions, learning checks. This will reduce tension, aid comprehension, andencourage participation and ownership.

11. When training sales people or others who need to make telephone contact, request “notelephone calls during our breaks; you will have a one-half hour telephone break mid-morning and mid-afternoon”. This allows for ownership and control; reduces tension; helpsparticipants network with each other during regular session breaks.

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12. When using case studies as a training tool, have participants break into teams and each teamcreate a case study for another team to address (solve). This is powerful for ownership,networking, and allows for “real” situations to be faced.

13. In role-playing situations, use exaggerated props (huge plastic telephones, hats, capes, etc.) This reduces tension, adds to the fun and aids retention.

14. Request personnel who deliver messages (whether office or hotel) to post them on the outsideof the door during the sessions unless there is an emergency. This will save you from theinopportune and allow for a better class flow.

15. Use the phrase “Please stand when you are done” when you have individuals on a teamworking on projects that take brief amounts of time. It provides energy, as they are up anddown, gives them “stretch” breaks, and clues you into WHEN all are done. Also, subtlepressure is exerted on slow participants without you having to “play the heavy”.

16. When training heavy technical materials, give up to two to three pages of the material toyour participants as you begin each new segment. Ask them to read the material. Say,“Don’t try to remember, don’t even try to understand - just read. Please stand (see tip above)when you are done”. Trainers who have tried this say there is a noticeable increase incomprehension and retention and a noticeable decrease in time needed to address thematerials.

17. Have music playing in your class pre-session. As the airlines know, this reduces tension. Italso involves the sense of hearing, and the more senses involved, the more retention.

18. Try to have food and drink available in the room. Allow participants to get refreshmentswhen they wish. This relieves tension, gives ownership with control and involves another ofthe senses.

19. Elizabeth Wing Spooner, Coordinator, Consumer Educational Services for Montana Powerand Light in Butte, MT, talked about the concept of “wait time”. When you ask a questionthat you want the class to answer, you need to wait between three and five seconds for aresponse. Most people only wait about one second. Elizabeth says her trick is that shecounts the seconds on her fingers behind your back. This gives people the incentive and timeto gather their thoughts and say what they need to say.

20. Take good care of yourself when you are training. There are days when you will need a pick-me-up. Some items to keep packed in your “trainer bag” can include herb teas (especiallygood is “Throat Coat” found in health food stores), lemon drops, Alka-Seltzer, aspirin, etc. Also keep a small book or list of affirmations to yourself: positive messages from pastparticipants, thank you notes, things that you have done well. These can give you anemotional boost, especially during multiple day training sessions, when energies can run low.

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One Hour

SESSION SEVEN

GUIDELINES FORPLANNING AND MANAGING A LIVE ALCOHOL WORKSHOP

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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



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60 Minutes

GUIDELINES FOR PLANNINGAND MANAGING A LIVEALCOHOL WORKSHOP


20 Minutes

A. Advanced Planning Tasksfor Conducting a LiveAlcohol Workshop

DisplayVII-3

1. Advanced planning shouldbegin at least 4 weeks prior tothe alcohol workshop.

a. Alcohol workshop planningis the responsibility of thehost agency classcoordinator.

The host agency class coordina-tor usually is the personresponsible for obtaining theclassroom facilities.

b. The host agency class coor-dinator may delegate theresponsibility for planningthe alcohol workshop tosome other person.

DisplayVII-3

c. Regardless, the person whowill be responsible forworkshop planning must bedesignated at least 4 weeksprior to the workshop, andmust be informed of thisresponsibility.

Point out the first item on theoverhead.

DisplayVII-3

2. Select the volunteer drinkers. Reveal the 2nd item on theoverhead.

a. It is suggested that there isone volunteer drinker forevery three to fiveparticipants.

Using 3-5 participants to ateam permits each team toevaluate a volunteer drinker atthe same time. Teams should

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HS 181C R2/06 VII-2

not be idle during workshop.

b. All volunteers must beverified to be at least 21years old, but not older than65.

Clarification: Volunteers mustbe old enough to drink legally,but not so old that age is likelyto impair their performance ondivided attention tests. (over65 years of age)

c. No volunteer can have asignificant physicalimpairment, or be morethan 50 pounds overweight.

d. It is preferred that policeofficers not be used asvolunteer drinkers.

For one reason: Police officersmay already be too familiarwith the divided attentiontests.

NOTE: Some agencies mayrequire their use.

DisplayVII-3

3. Prepare the volunteers. Reveal the 3rd item on theoverhead.

a. Notify the volunteers of thedate and time of the alcoholworkshop.

b. Instruct volunteers not toeat prior to the workshop.

Clarification: food in thestomach will affect absorptionof alcohol into the bloodstream.

c. Instruct volunteers that noweapons will be permittedat the workshop.

d. Instruct volunteers not towear contact lenses to theworkshop.

Point out that all of thispreparatory information shouldbe given to the volunteers in

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writing prior to the workshop.

DisplayVII-3

4. Secure the supplies. Reveal the 4th item on theoverhead.

a. Select the type(s) ofalcoholic beverage that willbe provided.

Note: For simplicity and con-sistency NHTSA recommendsthat 80-proof vodka be the onlyalcoholic beverage offered tovolunteers. However, this isnot mandatory.

b. Determine the amount ofalcoholic beverages needed.

Point out that guidelines forcalculating the amount ofalcohol needed are given in theparticipant-instructor’smanual, and in theAdministrator’s Guide (seepage 15, item E).

c. Determine what mixers willbe provided.

Examples: Orange juice, cola,lime-flavored sodas, etc.

d. Determine other drinkingsupplies needed.

Other supplies include cups,ice, coolers, napkins, stir sticks,paper towels, and an accurateshot glass.

e. Determine light snack foodsthat will be provided.

Examples: potato chips,popcorn, etc.

f. Determine what“entertainment” will beprovided to the volunteers.

Examples: video movies, cards,other games. Note: Carefullyreview the type of video moviesto be shown.

g. Determine the costs of pro-viding all necessarysupplies.

h. Obtain funds and purchasethe supplies.

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HS 181C R2/06 VII-4

DisplayVII-3

5. Select and assign monitors forthe volunteers.

Reveal the 5th item on theoverhead.

a. It is suggested that there isone monitor for every 4volunteer drinkers.

b. The monitor’s principal jobis to ensure the well-beingof the drinkers.

c. But monitors also mustensure that the volunteersfollow their instructionsconcerning drinking andsmoking.

Clarification: Monitors oftenwill have to remind andencourage volunteers to “keepworking on” their drinks. And,at prescribed times, they mustensure that the volunteersrefrain from drinking orsmoking (i.e., for 20 minutesprior to a breath test).

d. Designate one monitor asthe “Chief Coordinator.”

The “Chief Coordinator” will beresponsible for ensuring thatthe schedule of drinking andbreath testing is maintained.

DisplayVII-3

6. Select and assign bartenders. Reveal the 6th item on theoverhead.

a. Minimum of one bartenderis needed.

b. It is suggested thatwhenever possible,bartenders should notserve as monitors: Thebartending duties are busyenough to be a full-time job.

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c. Bartenders are responsiblefor keeping detailed recordsof the time and the amountof alcohol in each drinktaken.

Note: A form for bartenders’use is provided in rear of thissession.

DisplayVII-3

7. Select and arrange facilities forthe volunteer drinkers.


a. The room set aside for thedrinkers must be isolatedfrom the classroom and thepublic.

EMPHASIZE: isolated in soundas well as sight.

b. The drinkers’ room shouldbe spacious, to provideample room for the bar, thebreath testing station(s) andthe drinkers’ “lounge”.

c. The drinkers’ room shouldprovide easy access to restrooms.

DisplayVII-3

8. Arrange transportation for thevolunteer drinkers.


a. No volunteer who willconsume any amount ofalcohol whatsoever can bepermitted to drive to theworkshop.

Clarification: In an alcoholworkshop, one or two volun-teers can or could be “place-bos”, i.e., they will consume noalcohol at all. Placebos can bepermitted to drive to the work-shop, and can be used to trans-port other volunteers. Butvolunteers who have anythingat all to drink must not havetheir car at the workshop site.

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Note: Placebos can “swish” asmall amount of an alcoholicbeverage in their mouths priorto entering testing area.

b. Each volunteer’s drivermust be identified by name.

DisplayVII-3

9. Arrange for breath testing. Reveal the 9th item on theoverhead.

a. One evidentiary-qualitybreath testing device, plus aqualified operator, should beavailable.

Clarification: An evidentiary-quality breath testing device isone that is included inNHTSA’s Conforming ProductsList.

Note: It is recommended that asecond breath-testing device(backup) be available on site.

b. At least three disposablemouthpieces must beavailable for each volunteer.

c. The devices and operatorsmust be at the workshopsite and ready to operate bythe time the volunteers arescheduled to arrive.

Clarification: Volunteers willbe breath tested prior toadministration of any drinks.

Solicit participants’ questionsabout these Advanced PlanningRequirements.

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20 Minutes

DisplayVII-4

B. Preparing the VolunteerDrinkers for the Workshop

DisplayVII-4

1. Volunteers must arrive at thefacility at least 2 hours and 45minutes prior to the scheduledstart of the workshop.

Reveal 1st item on theoverhead.

a. Upon arrival, eachvolunteer must read andsign the “Informed ConsentStatement”.

Hand out copies of the“Informed Consent Statement”. (see Attachment B)

POINT OUT that the“Informed Consent Statement”is not a “hold harmless” agree-ment. The volunteers are in noway giving up their right to sueyou for negligence, and youcannot legally ask them to doso. But the “Informed ConsentStatement” helps ensure thatthe volunteer is in fact fullyinformed of what will takeplace in the workshop, and pro-tects you from being negligent.

b. Volunteers must be checkedto verify that they have noweapons and are notwearing contact lenses.

DisplayVII-4

2. Conduct the preliminaryexamination of each volunteer.

Reveal the 2nd item on theoverhead.

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a. The preliminary exam isrecorded on the “InformedConsent Statement”.

b. First element is the initialbreath test.

Point out the section of the“Informed Consent Statement”where the preliminaryexamination is recorded.

c. Second element is acomplete test of HGN.

d. Third element is to comparepupil size under room light.

e. It is suggested that thefollowing vital signs bechecked:

(1) Pulse(2) Blood Pressure

Note: EMS personnel orqualified DREs may be used tocheck vital signs.

POINT OUT that it issuggested that these same testsand measurements be repeatedtwice, once midway through thealcohol dosing and once more atthe end of dosing.

NOTE: Use common sense inassessing the results of thispreliminary examination. DONOT USE volunteers who havenoticeably different trackingability in their eyes, or whosepupils differ in size by onemillimeter or more. DO NOTDOSE WITH ALCOHOL ANYVOLUNTEER WHO HASTACHYCARDIA ORHYPERTENSION.

The “normal range” of pulserate is 60-90 beats per minute.

The “normal” values of bloodpressure are:

Systolic 120-140Diastolic 70-90

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DisplayVII-4

3. Dose the volunteers. Reveal the 3rd item on theoverhead.

a. Determine which of thevolunteers will be“placebos”, low BACs andhigh BACs.

Clarification and example: Ifyou have eight volunteer drink-ers, you should choose one to bea “placebo” (totally alcoholfree), and you should “target”three for relatively low BACs(about 0.06-0.08%) and targetfour for higher BACs (about0.12-0.14%). ANY VOLUN-TEER WHO HAS TACHY-CARDIA OR HYPERTENSIONSHOULD BE USED ONLY ASA PLACEBO.

Note: Tachycardia is a pulserate of 90bpm or higher. Hypertension is abnormallyhigh arterial blood pressure.

b. Determine how muchalcohol will be given to eachvolunteer.

Point out that alcohol doseguidelines, as a function ofvolunteer’s weight and “target”BAC, are given in Session XI ofthe SFST Instructor’s Manualand on page 16 of theAdministrator’s Guide.

c. Administer half of the totaldose during a one hour and30 minute period.

d. At the end of the hour,remove any remainingdrinks from the volunteers:They cannot eat, smokeor drink anything for thenext 20 minutes.

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HS 181C R2/06 VII-10

e. During the 20-minutewaiting period, you could re-administer the tests ofHGN, pupil size, pulse rateand blood pressure, andrecord the results on the“Informed ConsentStatement”.

Point out where these tests areto be recorded on the “InformedConsent Statement”.

Note: Any volunteers who havetested higher than normal forpulse rate and/or blood pres-sure and are drinking, must berepeat tested to assure theirsafety.

f. When the 20 minutes areup, administer and record abreath test.

g. EVALUATE EACHVOLUNTEER’S STATUS.

Clarification: If the volunteer’sBAC is much more than half ofthe “targeted” value, cut backon the remaining alcoholdosage. If it is much less thanhalf of the “target”, increasethe dosage.

h. Administer the rest of thealcohol to the volunteersduring a 40 minute period.

i. At the end of the 40minutes, remove anyremaining drinks: Thevolunteers must not eat,smoke or drink anything forthe next 20 minutes.

j. During the 20-minute wait,you could re-administer thetests of HGN, pupil size,pulse rate and bloodpressure to the volunteers.

Point out where these tests areto be recorded on the “InformedConsent Statement”.

k. When the 20 minutes areup, administer anotherbreath test to thevolunteers.

Solicit participants’ questionsabout getting the volunteersready for the workshop.

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HS 181C R2/06 VII-11

20 Minutes

DisplayVII-5

C. Controlling the Workshop

1. Assignment of participants toteams.

2. Explanation of procedures. NOTE: The ideal is to createteams of three members each.

a. Teams will be assigned aspecific workplace, and willremain there throughoutthe session.

b. Volunteer drinkers will bebrought to the teams.

c. For each volunteer, oneteam member will bedesignated the “examiner”,another will be the“recorder”, and the thirdwill be the “coach”.

CLARIFICATION: Each timea volunteer drinker is broughtto a team, the participant whois designated the “examiner”will administer all tests andmeasurements to that drinker,the “recorder” will write downthe results of all those testsand measurements, and the“coach” will carefully observewhat the “examiner” does andcritique their performance.

d. The team members will“swap” roles when they gettheir next volunteer.

Solicit participants’ questionsabout these procedures.

3. Monitoring participants’practice.

a. Ideal Situation: Eachinstructor is responsible formonitoring a single team.

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HS 181C R2/06 VII-12

b. Acceptable Case: Eachinstructor monitors twoteams.

Emphasize that, if instructorstry to monitor more than twoteams, they couldn’t possiblydevote sufficient attention toeach participant.

c. Instructors must observeeach of their participantsserving as the “examiner”.

Solicit participants questionsabout controlling the workshop.

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HS 181C R2/06 1

ATTACHMENT ADRINKING VOLUNTEER LOG

Subject’s Name______________________________________________________________

PRELIMINARY EXAMINATION Time: BAC %

Horizontal Gaze Nystagmus Left Right Pupil Size

Left Right

Lack of Smooth Pursuit

Distinct Nystagmas At Max.Dev.

MM MM

Angle of Onset Prior to 45°

Optional:Pulse Rate bpm Blood Pressure / mmHg

INTERMEDIATE EXAMINATION Time: BAC %


Left Right


Distinct Nystagmus At Max.Dev.

MM MM



FINAL EXAMINATION Time: BAC %


Left Right


Distinct Nystagmus At Max.Dev.

MM MM



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HS 181C R2/06 1

ATTACHMENT B

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

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HS 181C R2/06 1

ATTACHMENT C

SFST FIELD ARREST LOG

Date Name HGN WAT OLSBAC

+/- .08%Arrest

Not ArrestMeasured

BAC Remarks

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HS 181C R2/06

1 Hour

SESSION EIGHT

GUIDELINES FOR CONDUCTINGVIDEO OPTIONS FOR SFST TRAINING

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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 For Using the Videos

C. Use and Maintenance of the SFST Field Arrest Log



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HS 181C R2/06 VIII-1

60 Minutes

GUIDELINES FOR CONDUCTINGVIDEO OPTIONS FOR SFSTTRAINING


15 Minute

A. Overview

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

August 1993 Study “The Useof Video in Training forSFST.” (See Appendix C inAdministrative Guide for basicSFST course.)

2. Initiated over concerns ofliability, prohibitions againstuse of alcohol in academies.

National Public ServiceResearch Institute, Landover,Maryland.

3. SFST course modified to allowtwo video options to the corecurriculum.

IACP/NHTSA conducted alco-hol workshop taping in Georgiain October 2004.

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

NOTE: VIDEO I IS USEDFOR THIS OPTION ONLY.

Course Administrators electingthis option MUST conduct a“live” alcohol workshop inSession XIV.

DisplayVIII-3

5. Video Option Two: videos ofdrinking subjects used inSESSION XI-A, “TESTINGSUBJECTS PRACTICE:FIRST SESSION, AND INSESSION XIV-A, “TESTINGSUBJECTS PRACTICE:SECOND SESSION.

NOTE: USE VIDEOS I ANDII FOR THIS OPTION.

Selectively display slide,showing the two options.

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20 Minutes

B. Procedures

DisplayVIII-4

1. Divide class into two groups.

o Participants work in thesame teams that wereconstituted for the dry RunPractice Session.

Each team member willadminister a complete SFSTbattery on another participantunder the direct supervision ofan instructor.

Make sure that all participantsunderstand the practiceprocedures.

2. Distribute video score sheets,have participants fill in theirname and team number.

NOTE: Have sufficient copiesof handout XI-A1 available. (Minimum six per participant.)

a. Advise participants thateach subject will be viewedperforming all three tests. Pauses are providedbetween each test to allowparticipants time to recordobserved clues.

NOTE: Point out thatparticipants will have only onechance to view each subject. Review can be conducted afterthe “wrap-up”.

b. Advise participants thatwhen viewing theadministration of HGN (inthe check for angle of onset)they will be provided twoviews. The first will showthe stimulus in relation tothe subject’s shoulder atonset. The second view willbe a close-up of the eyecaptured in that position.

Participants shall record thenumber of clues observed, inthe boxes located opposite eachtest.

000191



c. Advise participants that twoviews of the subject per-forming the walk and turnare also provided. The firstis an overall view of bothstages. The second is a closeup of the subject’s feet whilewalking.

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

Only one instructor is needed todirect the viewing of the videos.

EACH team member viewingthe videos must determine ifthe subject should or shouldnot be arrested. Emphasize that each officer isto prepare a descriptive,written test record on eachvideo subject, using thestandard notetaking guide.

Emphasize that teams will notbe informed of the volunteers’BACs until the session “Wrap-Up”.

4. If time permits, participantswill administer additional testto each other.

5. Officers report theirobservations of video subjects(Session Wrap-Up).

Solicit officer’s SFST results oneach video subject. Recordresults on dry-erase board(Sample dry-erase board arrayAttachment A).

6. Instructors notify participantsof video subjects’ BACs.

Instructor notifies participantsof video subjects’ BACs.(Advance video to end forsubjects’ BAC).

Write BACs next to videosubjects’ names or code letterson the dry-erase board.

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Solicit participants’ comments,questions or observationsconcerning the relationshipbetween video subjects’ BACsand their performances on thetests.

25 Minutes

C. Use and Maintenance of theSFST Field Arrest Log

1. The SFST Field Arrest Log isused to record the results of theSFSTs performed on suspectedimpaired subjects.

Point out log should be used torecord the results of ALLSFSTs administered.

Emphasize: THIS INCLUDESSUBJECTS NOT ARRESTEDAND INACCURATEDETERMINATIONS.

2. This log is extremely importantin documenting an officer'sexperience and proficiency inperforming and interpretingSFSTs.

Emphasize: The logs may beused as evidence in court.

3. This log has the followingcomponents:

Direct participants to transfertheir documentation from thenotetaking guide to the log.

Display VIII-5

a. The actual date the SFSTswere administered.

b. Subject's full name.

c. Results of each SFST test.

Point out each category as it isaddressed.

d. Classification of BAC asabove or below 0.08 BAC.

000193



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.

NOTE: Enter refusals, referralsto DRE or other appropriateinformation.

NOTE: THE USE OF THISLOG IS STRONGLYRECOMMENDED WHENVIDEO TRAINING OPTIONSARE EXERCISED.

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HS 181C R2/06 1

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"

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HS 181C R2/06 1

ATTACHMENT B

SFST FIELD ARREST LOG

Date Name HGN WAT OLSBAC

+/- .08%Arrest

Not ArrestMeasured

BAC Remarks

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HS 181C R2/06

1 Hour

SESSION NINE

TRAINING SUMMARY AND CONCLUSION

000197

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

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Aides Lesson Plan Instructor Notes

HS 181C R2/06 IX-1

60 Minutes

TRAINING SUMMARY ANDCONCLUSION

30 Minutes

A. Quiz Distribute. Allow 30 minutesfor completion. Passing gradeis 80%.

10 Minutes

B. Closing Remarks

Each instructor should have anopportunity to make an appropriateremark. They may want to letparticipants know how much theyhave enjoyed the opportunity towork with them during the week,etc. These remarks should be keptbrief. Also, if an agency official orother representative desires tomake appropriate remarks, this isthe time for them to make them.

10 Minutes

C. Course CompletionCertificates

Hand out completion certificates.

10 Minutes

D. Course Evaluation

Distribute evaluation forms andrequest they be honest in providingtheir input. If they feel theprogram can be improved, solicittheir recommendations forimprovement.

Distribute critique forms.

000199

HS 181C R2/06 1

HANDOUT IX-2

Course Location_________________________________________ Date________________

DWI DETECTION AND STANDARDIZED FIELD SOBRIETYINSTRUCTOR TRAINING

Participant’s Critique Form

A. Course Objectives

Please indicate whether you feel that you personally achieved the objectives of thisSFST Instructor School:

NotYes No Sure

1. Can you describe the objectives, content and learning activities of the curriculum entitled “DWI Detection and Standardized Field Sobriety Testing”? _____ _____ _____

2. Can you apply the fundamental concepts and principles of instruction that were described in this school? _____ _____ _____

3. Can you apply the four-step process of teaching and learning? _____ _____ _____

4. Can you use the SFST lesson plans that were developed by NHTSA? _____ _____ _____

B. Course Value

On a scale from 1 (= not at all important) to 5 (= highly important), please indicatehow important to you personally you found this course and its various topics to be:

Concepts of Adult Learning and Teaching ____________________

The SFST Curriculum Package ____________________

Teaching Preparation Techniques ____________________

Techniques for Effective Classroom Presentations ____________________

Planning and Managing a Live Alcohol Workshop ____________________

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HS 181C R2/06 2

Conducting Video Training ____________________

Watching Others Practice Teach ____________________

C. Course Design

Please indicate whether you agree or disagree with each of the followingstatements.

1. I wish that I had more opportunities to teach on Wednesday and Thursday.

Agree_______________ Disagree_______________ Not Sure_______________

2. This Instructor School could be shortened by at least one full day.


3. The SFST lesson plans that I was assigned to teach were very clear and well-organized.


4. I expect to help teach at least one SFST within the next six months.


5. I believe that, with a little preparation, I will be able to use the SFST lessonplans effectively.


6. It would have been good enough if I had only practice teaching assignments.


7. This Instructor School should have been at least one day longer.


8. Some of the teaching concepts and guidelines taught in this school areimpractical for law enforcement training.


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HS 181C R2/06 3

9. I already knew how to teach when I came to this program; the first two dayswere basically just a review for me.


10. I find the SFST lesson plans very difficult to use.


11. I very much doubt that my department will let me spend three full daysteaching SFSTs to other officers.


12. I did not have enough time to prepare properly for my teaching assignments.


13. I did not get as much out of this Instructor School as I had hoped to.


14. I feel fully prepared to teach the SFST School now.


15. I very much doubt that my department will permit me to conduct two “alcoholworkshops” when I teach the SFST School.


16. This Instructor School was much better than I thought it would be.


17. I had trouble understanding some parts of the lesson plans that I was assignedto teach.


18. We spent too much time on the adult learning concepts.


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HS 181C R2/06 4

19. I believe that the concepts and principles of adult learning taught in this schoolare very practical for law enforcement training.


20. I am personally convinced that two alcohol workshops are essential for theSFST School.


21. I feel that the video training now being used for SFST instruction is practicaland effective.


D. Course Deletions

If you absolutely had to cut four hours out of this Instructor School, whatportions would you eliminate or reduce?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

E. Course Additions

If you could add four hours to this Instructor School, how would you spendthe extra time?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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HS 181C R2/06 5

F. Quality of Instruction

On a scale from 1 (= “poor”) to 5 (= “excellent”), please rate the quality of eachinstructor of this School:

_______________________________________________ ________________________Instructor Rating




G. Course Quality

On that same scale from 1 (= “poor”) to 5 (= “excellent”), please indicate yourassessment of the overall quality of this Instructor School:

___________________________

H. Likes and Dislikes

Please complete the following sentences:

1. The thing I liked best about this instructor school was:

__________________________________________________________________________

2. The thing I disliked most about this instructor school was:

__________________________________________________________________________

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HS 181C R2/06 6

Please offer any final comments or suggestions that you believe are appropriate.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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Public Disclosure Withholding Log SFST Instructor Training ...

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