STRESS MANAGEMENT IN LAW ENFORCEMENT IN THE PHILIPPINE NATIONAL POLICE CONTEXT

 

 

Module 1: General Subject

 

Lesson Plan

 

Training Reference Used:                       PNP Training Service Manual

       PNPA Lesson Plan Preparation Guidelines

TESDA Trainers Methodology Level I

Knowles, Malcolm. The Adult Learner

 

Evaluation Criteria:                                  Pre-Test & Post-Test: 20%
Workshop Outputs: 30%
Teaching Demonstration: 40%
Participation: 10%

 

 

 

 

 

 

Lesson Goal:

To equip Public Safety Officer candidates with the knowledge, skills, and confidence to design, prepare, and deliver effective instructional plans that meet law enforcement training standards, enhance learning outcomes, and support the operational readiness of the Philippine National Police.

Lesson Objectives:

By the end of the lesson, the learners will be able to:

L.O.1 Define instructional planning and explain its importance in police training.

L.O.2 Identify the components and steps in preparing effective instructional plans.

       L.O. 3 Apply principles of instructional design in developing lesson plans for police training.

       L.O. 4 Prepare a complete instructional plan for a given topic in law enforcement training.

       L.O. 5 Deliver training sessions using prepared instructional plans effectively.

 

 Presentation Outline:

Topics	Time	Methodology
I. Introduction  -  Prayer    -  Instructor’s Self-Introduction                        - Course Orientation                        -  Leveling of Expectation                        -  Assessment	30 minutes	Brainstorming Discussion Pre-test
II. Motivation	15 minutes	Role-Play
III. Lesson Proper   Lecture   TP – 1: Concepts and Principles of Effective Instructional Planning TP – 2: Instructional Planning   TP – 3: Lesson Planning   TP – 4: Instructional Methods and Strategies   TP – 5: Assessment and Evaluation   TP – 6: Sample Lesson Plan Review	1 hour 30 minutes   45 minutes   2 hours 30 minutes   30 minutes    45 minutes   1 hour	Lecture/Discussion
IV. Summary   Synthesis and Wrap-up	10 minutes
V. Practical Exercise   Workshop 1: Developing Learning Objectives   Workshop 2: Preparing an Instructional Plan on a Law Enforcement Topic   Workshop 3: Developing Instructional Materials Teaching Demonstrations with Evaluation and Feedback from the Instructor	2 hours   4 hours     4 hours     6 hours	Group Work, Peer Review Group Work, Peer Review   Hands-on Creation   Performance Demo, Peer Critique
VI. Evaluation Post-Test	5 minutes
TOTAL	4 hours

 

* TP - Teaching Point

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON MANUSCRIPT

Lesson Topic -  Effective Instructional Planning

I. Introduction (30 minutes)

A. Prayer

B. Instructor’s Self-Introduction

1. Name

2. Designation/present unit assignment/work experience

3. Educational background

 

C. Course Orientation

Instructor’s Note: · Overview of time allocation: 8 hours lecture, 16 hours practical exercises. · Explain the evaluation system (Pre-test, workshops, teaching demo, participation). · Emphasize the relevance to their future duties as police trainers. · Presentation of Lesson Goal and Objectives · Conduct of Pre-Test (Assessment)

 

D. Leveling of Expectation

Instructor’s Note: Ask the students: “What are three things you expect to learn from this subject?” · Record responses on the board. · Relate their expectations to the lesson objectives.

 

II. Motivation (15 minutes)

Motivation Activity: “The Unplanned Drill”
Purpose: To make students realize the importance of instructional planning through direct experience.

---

Procedure:

1. Divide the class into two groups.

2. Group 1 is instructed to perform a 3-minute training drill (e.g., basic traffic hand signals, proper salute, or basic arrest stance) with no instructions or preparation — they just “go and teach.”

3. Group 2 is given 5 minutes to plan and 3 minutes to present their drill using a quick outline:

o What to teach

o Step-by-step instruction

o Who will demonstrate

4. Each group performs for the class.

 

Instructor’s Note: Processing / Debrief: Ask: · How did it feel to teach without preparation? · Which group was clearer and more effective? Why? · What problems happened without planning? · How does this relate to police training in the field? Key Takeaway: “In police training, preparation is not optional — it is essential. Instructional planning is our road map to ensure learning is clear, effective, and aligned with our objectives.”

 

III. Lesson Proper (7 hours)

A. Concepts and Principles of Effective Instructional Planning (1 hour 30 minutes)

 

1. Definition and Purpose of Instructional Planning

 

· Instructional planning refers to the systematic process of designing, developing, and managing learning experiences for students. It involves outlining what students will learn, how they will learn it, and how their learning will be assessed. It's a crucial part of teaching that ensures focused, organized, and effective instruction. 

 

· Instructional planning's primary purpose is to systematically design and organize learning experiences to help students achieve specific educational goals. It ensures that teachers are prepared, lessons are well-structured, and students are actively engaged in meaningful learning activities. 

 

Key Purposes of Instructional Planning include:

· Clarity and Focus - Instructional planning provides a clear roadmap for teachers, outlining what students should learn, how they will learn it, and how their progress will be assessed. 

· Strategic Organization - It helps teachers organize content, activities, and materials in a logical sequence, ensuring a smooth and effective learning process. 

· Meeting Diverse Needs - Effective planning considers the diverse learning needs of students, including those with exceptionalities, and incorporates differentiated instruction to cater to various learning styles and abilities. 

· Efficient Resource Use - Instructional planning helps teachers make the most of their time and resources by ensuring that activities are purposeful and aligned with learning objectives. 

· Student Engagement - By planning engaging and interactive lessons, teachers can increase student motivation and participation in the learning process. 

· Improved Learning Outcomes - Ultimately, instructional planning aims to maximize student learning and achievement by providing a framework for effective teaching and assessment. 

 

2. Importance of Instructional Planning in Police Training

 

· Focus and Organization - Provides a clear roadmap for both teachers and students, ensuring everyone knows what is expected. 

· Effective Learning - Helps teachers create engaging and meaningful learning experiences that lead to student success. 

· Resource Optimization - Allows for efficient use of time, materials, and other resources. 

· Reflection and Improvement - Provides opportunities for teachers to reflect on their practice and make adjustments for future lessons. 

· Meeting Diverse Needs - Enables teachers to differentiate instruction and cater to the varying needs of all learners. 

 

3. Principles of Effective Instruction

 

· Effective instruction relies on several key principles that promote student learning. These include establishing clear expectations, fostering active engagement, providing timely feedback, and respecting diverse learning styles. By incorporating these principles, educators can create a

Key Principles of Effective Instruction:

· Clear Expectations and Routines - Establishing clear and consistent routines, procedures, and expectations helps students understand what is expected of them, when, and why, fostering a shared understanding and promoting a more predictable learning environment. 

· Active Learning - Encouraging active participation through discussions, group work, and hands-on activities promotes deeper understanding and retention of information. 

· Feedback and Assessment - Providing regular and constructive feedback, both formative and summative, helps students identify areas for improvement and track their progress. 

· Time on Task - Maximizing time dedicated to learning and minimizing distractions allows students to focus on the material and engage more effectively. 

· Respect for Diverse Learners - Acknowledging and accommodating different learning styles, paces, and backgrounds ensures that all students have opportunities to succeed. 

· Scaffolding - Providing appropriate support and guidance to students as they learn new concepts or skills, gradually reducing the level of support as they become more proficient. 

· Modeling and Explanation - Demonstrating concepts and providing clear explanations, especially when introducing new material, helps students grasp the underlying principles. 

· Review and Practice - Regularly reviewing previously learned material and providing opportunities for practice, both guided and independent, reinforces learning and promotes retention. 

B. Instructional Planning (45 minutes)

 

· An instructional plan is a detailed roadmap that outlines the teaching and learning process for a specific unit, course, or lesson. It involves systematically planning, developing, evaluating, and managing instruction to achieve desired learning outcomes. Effective instructional planning helps teachers stay organized, address diverse student needs, and maximize student learning. 

 

1. Components of Instructional Planning

 

· Defining Learning Objectives - Clearly stating what students should know, understand, and be able to do by the end of the lesson, unit, or course. 

· Selecting Content and Materials - Choosing appropriate subject matter and resources that align with the learning objectives and student needs. 

· Choosing Instructional Strategies - Deciding on the best methods and activities to engage students and facilitate learning, such as lectures, discussions, group work, or projects. 

· Planning Assessments - Determining how student learning will be evaluated, including formative assessments (ongoing feedback) and summative assessments (end-of-unit or course evaluations). 

· Considering Student Needs - Recognizing diverse learning styles, abilities, and backgrounds to ensure all students have access to effective instruction. 

· Time Management - Allocating appropriate time for each activity and lesson component. 

· Sequencing Instruction - Organizing content and activities in a logical order that promotes understanding and retention. 

 

2. Types of Instructional Plans

 

· Long-range planning: Curriculum mapping for the entire school year or course. 

· Unit planning: Organizing related lessons around a central topic or theme. 

· Lesson planning: Detailed outline for individual lessons, including specific activities and assessments. 

 

3. Benefits of Instructional Planning

 

· Improved Student Learning - Well-structured plans help students stay engaged, understand the content, and achieve learning objectives. 

· Increased Teacher Effectiveness - Planning helps teachers stay organized, manage their time efficiently, and adapt their teaching to meet diverse needs. 

· Enhanced Collaboration - Planning can facilitate collaboration among teachers and other educational professionals. 

· Improved Assessment - Clear goals and assessments allow teachers to monitor student progress and adjust instruction accordingly.

· Effective Use of Resources - Planning helps teachers identify and utilize resources effectively. 

 

C. Lesson Planning (2 hours and 30 minutes)

 

1. Definition of Lesson Plan

· A lesson plan is a teacher's detailed guide for a specific lesson, outlining goals, methods, and assessments. It serves as a roadmap to ensure effective and meaningful learning experiences for students. A well-structured lesson plan helps teachers stay organized, manage time effectively, and adapt to student needs. 

 

2. Components of Lesson Plan

 

- in Education

a. Lesson Title

b. Time Allotment

c. Learning Objectives (SMART format)

d. Content Outline

e. Methods and Strategies

f. Instructional Materials

g. Evaluation Criteria

h. References

 

-in NPTI Standard Training Package

 

a. Course

b. Module

c. Topic

d. Lesson Plan #:

e. Target Audience:

f. Venue:

g. Training Number:

h. Time Allotted:

i. Instructional Methods:

j. Training Aids:

k. Training Requirements:

l. Issue Items:

m. Required Instructional Qualifications:

n. Coordination:

o. References:

p. Lesson Goal:

q. Lesson Objectives:

r. Presentation Outline:

 

3. Steps in Preparing a Lesson Plan

 

a. Define Learning Goal and Objectives:

 

· In educational settings, lesson goals are broad statements outlining the overall purpose of a lesson, while lesson objectives are specific, measurable, and observable statements describing what students should be able to do by the end of the lesson. Objectives are essentially the concrete steps needed to achieve the broader goals. 

 

· Lesson Goal vs Lesson Objectives

Lesson Goals:

· Broad and aspirational: They define the overall direction and purpose of the lesson. 

· Focus on understanding and knowledge: They aim to develop conceptual understanding and critical thinking skills. 

· Example: "Students will understand the concept of fractions." 

Lesson Objectives:

 

A learning objective describes what the learner will know or be able to do after the learning experience rather than what the learner will be exposed to during the instruction (i.e. topics). Typically, it is written in a language that is easily understood by students and clearly related to the program learning outcomes.

 

· Clearly state what students should be able to know, understand, or do by the end of the lesson.

· Ensure objectives are specific, measurable, achievable, relevant, and time-bound (SMART).     

 

How to effectively set lesson objectives:

1. Identify the overarching goal: Begin by considering the broader learning goals or curriculum standards that the lesson will address. This helps ensure the objective is relevant and contributes to larger learning outcomes. 

2. Choose specific and measurable verbs: Use active verbs that describe observable actions students will perform to demonstrate their learning. Examples include "identify," "describe," "explain," "analyze," "apply," "create," etc. Avoid vague verbs like "understand" or "appreciate" as they are difficult to assess. 

3. Make objectives SMART: Ensure objectives are Specific, Measurable, Achievable, Relevant, and Time-bound (SMART). 

· Specific: Clearly define what students will learn. 

· Measurable: Include criteria for assessing whether the objective has been met. 

· Achievable: Ensure the objective is realistic given the students' prior knowledge and available resources. 

· Relevant: Connect the objective to real-world applications or prior learning. 

· Time-bound: Establish a timeframe for achieving the objective. 

4. Consider Bloom's Taxonomy: Align objectives with different levels of cognitive complexity using Bloom's Taxonomy (remembering, understanding, applying, analyzing, evaluating, creating). Higher-level objectives (analyzing, evaluating, creating) promote deeper learning and critical thinking. 

 

5. Write concise and clear statements: Express objectives clearly and concisely, avoiding jargon or overly complex language. Make the objective visible to students and refer to it throughout the lesson.       

 

 

 

                                                         

 

b. Plan Learning Activities

 

When planning learning activities you should consider the types of activities students will need to engage in, in order to develop the skills and knowledge required to demonstrate effective learning in the course.

 

· Design engaging and meaningful activities that align with the learning objectives. 

· Consider a variety of activities to cater to different learning styles and preferences. 

· Plan for both direct instruction and opportunities for guided and independent practice. 

 

Content sequencing in lesson planning involves strategically ordering instructional material to optimize student learning. It ensures that foundational concepts are presented before more complex ones, building a strong base for understanding and skill development. This approach enhances student motivation and helps them achieve learning objectives effectively. 

 

Key aspects of content sequencing:

· Building a solid foundation - Sequencing ensures that students grasp basic concepts before moving on to more advanced topics. For example, teaching addition before multiplication is a logical sequence. 

· Logical progression - Content should be presented in a way that is both logical and complete, with each lesson building upon the previous one. 

· Scaffolding - Sequencing allows for scaffolding, where teachers gradually increase the complexity of the material, providing support as students progress. 

· Consideration of learning styles - Sequencing can also involve varying activities and approaches to cater to different learning styles. 

· Connection to learning objectives - The chosen sequence should directly support the overall learning objectives for the unit or course. 

 

Types of Content Sequencing:

· Concrete to Abstract: Start with concrete examples and gradually introduce abstract concepts.

· Easy to Difficult: Begin with simpler tasks and gradually increase the difficulty.

· Hierarchical: Present information in a top-down approach, starting with broad concepts and then delving into specifics.

· Procedural: Follow a step-by-step approach, especially when teaching processes or procedures.

· Deductive: Present general principles first and then illustrate them with specific examples. 

 

c. Assess Student Understanding

 

Assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the learning objectives, and for instructors to offer targeted feedback that can guide further learning.

 

· Incorporate formative and summative assessments to gauge student learning throughout the lesson. 

· Use a variety of assessment methods, such as quizzes, class discussions, projects, and presentations. 

· Provide timely feedback to students to help them improve. 

 

d. Plan to sequence the lesson in an engaging and meaningful manner.

 

Robert Gagne proposed a nine-step process called the events of instruction, which is useful for planning the sequence of your lesson. Using Gagne’s 9 events in conjunction with Bloom’s Revised Taxonomy of Educational Objectives (link) aids in designing engaging and meaningful instruction.

 

1. Gain attention: Obtain students’ attention so that they will watch and listen while the instructor presents the learning content.

 

· Present a story or a problem to be solved

· Utilize ice breaker activities, current news and events, case studies, YouTube videos, and so on. The objective is to quickly grab student attention and interest in the topic

· Utilize technologies such as clickers, and surveys to ask leading questions prior to lecture, survey opinion, or gain a response to a controversial question

 

2. Inform learner of objectives: Allow students to organize their thoughts regarding what they are about to see, hear, and/or do.

· Include learning objectives in lecture slides, the syllabus, and in instructions for activities, projects and papers

· Describe required performance

· Describe criteria for standard performance

 

3. Stimulate recall of prior knowledge:

· Help students make sense of new information by relating it to something they already know or something they have already experienced.

· Recall events from previous lecture, integrate results of activities into the current topic, and/or relate previous information to the current topic

· Ask students about their understanding of previous concepts

 

4. Present new content: Utilize a variety of methods including lecture, readings, activities, projects, multimedia, and others.

· Sequence and chunk the information to avoid cognitive overload

· Blend the information to aid in information recall

· Bloom's Revised Taxonomy can be used to help sequence the lesson by helping you chunk them into levels of difficulty.

 

5. Provide guidance: Advise students of strategies to aid them in learning content and of resources available. Provide instructional support as needed – as scaffolds (cues, hints, prompts) which can be removed after the student learns the task or content

· Model varied learning strategies – mnemonics, concept mapping, role playing, visualizing

· Use examples and non-examples

 

6. Practice: Allow students to apply knowledge and skills learned.

· Allow students to apply knowledge in group or individual activities

· Ask deep-learning questions, make reference to what students already know or have students collaborate with their peers

· Ask students to recite, revisit, or reiterate information they have learned

· Facilitate student elaborations – ask students to elaborate or explain details and provide more complexity to their responses

 

7. Provide feedback: Provide immediate feedback of students’ performance to assess and facilitate learning.

· Consider using group / class level feedback (highlighting common errors, give examples or models of target performance, show students what you do not want)

· Consider implementing peer feedback

 

8. Assess performance: To evaluate the effectiveness of the instructional events, test to see if the expected learning outcomes have been achieved. Performance should be based on previously stated objectives.

· Utilize a variety of assessment methods including exams/quizzes, written assignments, projects, and so on.

 

9. Enhance retention and transfer: Allow students to apply information to personal contexts. This increases retention by personalizing information.

· Provide opportunities for students to relate course work to their personal experiences

· Provide additional practice

 

 

e. Create a Realistic Timeline:

 

· Estimate the time required for each activity and the overall lesson. 

· Adjust the timeline as needed based on student progress and engagement. 

· Be prepared to modify the plan as needed based on student needs and classroom dynamics. 

 

Here are some strategies for creating a realistic timeline:

 

- Estimate how much time each of the activities will take, then plan some extra time for each

 

• When you prepare your lesson plan, next to each activity indicate how much time you expect it will take

• Plan a few minutes at the end of class to answer any remaining questions and to sum up key points

• Plan an extra activity or discussion question in case you have time left

 • Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to be more productive rather than sticking to your original plan

 

f. Plan for Lesson Closure: 

 

· Lesson closure provides an opportunity to solidify student learning. Lesson closure is useful for both instructors and students.

 

You can use closure to:

 

· Check for student understanding and inform subsequent instruction (adjust your teaching accordingly)

· Emphasize key information

· Tie up loose ends

· Correct students’ misunderstandings

· Preview upcoming topics

· Summarize key points and learning outcomes.

· Provide opportunities for students to reflect on their learning.

 

 

 

 

Additional Considerations:

 

· Analyze the standard: Break down the content standard into smaller, manageable components. 

· Determine the nature of competencies: Identify the knowledge, skills, and values embedded in the content. 

· Select appropriate assessment strategies: Choose methods that align with the learning objectives and content. 

· Plan for diverse learners: Consider students with IEPs and provide differentiated activities and resources. 

· Gather materials: Ensure all necessary materials, including handouts, manipulatives, and technology, are prepared in advance. 

· Reflect on the lesson: After teaching, reflect on what worked well and what could be improved for future lessons. 

 

 

D. Instructional Methods and Strategies for Adult Learners (30 minutes)

 

1. Adult Learning Principles:

· Relevance - Training should be directly linked to the officers' job duties and address their immediate needs. Explain the "why" behind the training to increase motivation and engagement. 

· Prior Knowledge - Build upon existing knowledge and experience to facilitate the absorption of new concepts. 

· Self-Directed Learning - Encourage autonomy and provide opportunities for officers to take ownership of their learning. 

· Active Participation - Involve officers in discussions, activities, and scenarios to promote engagement and knowledge retention. 

· Feedback - Provide regular and constructive feedback to help officers understand their strengths and areas for improvement. 

2. Active Learning Strategies:

· Case Studies - Present real-life scenarios for officers to analyze, discuss, and problem-solve, enhancing their critical thinking and decision-making skills. 

· Role-Playing - Simulate real-life situations to allow officers to practice their skills in a safe and controlled environment, such as de-escalation techniques or interviewing procedures. 

· Scenario-Based Training - Use interactive scenarios that require officers to apply their knowledge and make decisions under pressure, preparing them for real-world situations. 

· Group Discussions - Facilitate open discussions where officers can share their perspectives, experiences, and learn from each other. 

· Problem-Based Learning (PBL) - Present real-world problems that require officers to research, analyze, and develop solutions, fostering critical thinking and teamwork. 

· Interactive Technology - Utilize tools like Kahoot or other interactive platforms to make learning engaging and assess knowledge retention. 

· Return demonstration - is an active learning strategy where students first observe a demonstration of a skill, then actively replicate it themselves, receiving feedback and reinforcement. This approach is particularly effective for psychomotor skills, engaging multiple senses and promoting hands-on learning and skill mastery. 

· Simulations - serve as powerful active learning strategies by immersing students in realistic scenarios, encouraging them to apply knowledge, and fostering critical thinking skills within a safe and controlled environment. They promote deeper learning by allowing students to experience situations that might otherwise be inaccessible or risky, and by providing opportunities for immediate feedback and iterative refinement of their understanding. 

 

E. Assessment and Evaluation (45 minutes)

 

1. Assessment

 

Definition:

Assessment in instructional planning is the process of gathering information about student learning to inform and improve teaching practices. It helps educators understand student strengths and weaknesses, ensuring learning objectives are met and providing valuable feedback for both teachers and learners. This involves aligning assessments with learning objectives and using the data to adjust instruction and support student progress. 

 

Purpose of Assessment in Instructional Planning:

· To Measure Learning - Assessments gauge how well students are achieving the intended learning outcomes. 

· To Inform Instruction - Data from assessments helps teachers understand what students know, identify areas needing improvement, and adjust teaching strategies accordingly. 

· To Provide Feedback - Assessments offer valuable feedback to both students and teachers, guiding future learning and teaching. 

· To Ensure Alignment - Assessments should be aligned with learning objectives, ensuring that what is being taught is also being assessed. 

 

Types of Assessments:

· Formative Assessments - Conducted during the learning process (e.g., quizzes, observations, class discussions) to provide ongoing feedback and guide instruction. 

· Summative Assessments - Given at the end of a unit or course (e.g., exams, projects) to evaluate overall learning and achievement. 

· Diagnostic Assessments - Administered at the beginning of a unit or course to assess prior knowledge and identify learning gaps. 

Focus: Student learning, strengths, and weaknesses in specific areas. 

Methods: Various techniques like oral interviews, role-plays, presentations, student-teacher conferences, pre-tests, and observations. 

 

 

2. Evaluation

 

      Definition:

Evaluation in instructional planning is a crucial process for determining the effectiveness of teaching and learning. It involves assessing whether the instructional design meets its intended goals and whether learners can effectively apply the acquired knowledge and skills. This process helps refine teaching strategies and materials, ensuring a more impactful learning experience. 

     Purpose:

Evaluation helps clarify the purpose of instruction, identify potential challenges, and ensure that learning styles are addressed. 

     Types of Evaluation:

· Formative Evaluation: Conducted during the design and implementation phases to provide feedback and make adjustments. 

· Summative Evaluation: Conducted at the end to assess overall effectiveness and achievement of objectives. 

· Confirmative Evaluation: Conducted over time to assess the long-term impact and retention of learning. 

       Focus:

· Evaluation focuses on aligning instruction with learning objectives, assessing the quality of instruction, and gathering feedback from learners. 

                   

                       Methods:

· Evaluation can involve various methods such as observations, surveys, interviews, and analysis of student work. 

                    

           Benefits:

· Effective evaluation leads to improved teaching practices, better learning outcomes, and a more engaging learning environment. 

· By incorporating evaluation into the instructional planning process, educators can ensure that their teaching is effective, efficient, and impactful, leading to better learning experiences for all students. 

 

                       Types of Evaluation Tools:

Traditional Assessments:

· Quizzes and Tests: Assess knowledge and understanding of specific concepts. 

· Homework Assignments: Evaluate application of learned material. 

· Exams: Comprehensive assessments of student learning over a period. 

 

Informal Assessments:

· Classroom Observations: Observing student engagement and participation. 

· Student Feedback: Gathering student opinions on lessons and teaching methods. 

· Choral Responses: Quick checks for comprehension. 

· Reflective Writing: Students reflect on their learning and identify challenges. 

 

Modern Assessment Tools:

· Surveys: Gather student feedback on various aspects of the lesson and teaching. 

· Presentations: Students present what they've learned to the class. 

· Peer Assessments: Students evaluate each other's work. 

· Rubrics: Provide clear criteria for evaluating student work. 

· Self-Assessments: Students reflect on their own learning. 

 

 

 

 

 

 

F. Sample Lesson Plan Review (1 hour)

Instructor’s Note: Group Analysis · Analyze 2 sample NPTI Standard Training Package · Identify strengths and areas for improvement.

 

IV: Summary (10 minutes)

Instructor’s Note: - After the lecture, ask or assist learners in retaining the knowledge discussed. Ask them to summarize the topic being discussed.

 

V: Practical Exercise (16 hours)

 

Workshop	Time	Activity Description	Expected Output
Workshop 1: Developing Learning Objectives	2 hrs	Groups formulate SMART objectives for a given police training topic.	List of measurable objectives
Workshop 2: Preparing an Instructional Plan	4 hrs	Groups prepare a complete lesson plan for a topic.	Draft lesson plan
Workshop 3: Developing Instructional Materials	4 hrs	Hands-on creation of visual aids, PPTs, and handouts.	Set of training materials
Workshop 4: Teaching Demonstrations	4 hrs	Each group delivers a 20–30 min training session using their plan.	Conducted training session
Workshop 5: Evaluation & Feedback	2 hrs	Peer and instructor feedback; revision of plans.	Finalized instructional plan

 

VII. Evaluation (5 minutes)

 

Post Test (10-item Multiple Choice Type)