Peer Observations
Choose 3 of the Youtube videos to watch and analyze (there are videos from math, science, social studies, art, etc. You can choose any of the 3 to watch.) You will complete the Peer Observation Reflection form (Appendix A) as if you were visiting the classroom in person.
https://www.youtube.com/watch?v=1obw7XyIDcg
https://www.youtube.com/watch?v=t8t3axJytqI Peer Observation Reflection Form.
Choose 3 of the Youtube videos to watch (you must choose from list sent by your professor). Answer the questions thoroughly below.
Video #1
1. Name/Case # of video:
2. Briefly describe what happened during the observation (this can be bulleted).
3. What concepts was the teacher teaching?
4. What worked well during the observation?
5. Pay careful attention to the students, are they learning? What type of evidence is shown to suggest the students are learning?
6. Describe the physical environment of the classroom and aesthetics (how materials are organized, student/desk arrangement, use of space, attractive, etc.)
7. Was there a time when the students were lost? What did the teacher do to get the students back on track?
8. Was the lesson teacher centered or student centered? Provide justification/evidence of your answer.
9. How did the teacher check for student understanding? How does he/she know the students are learning what he/she is teaching?
10. What suggestions do you have for the teacher to improve his/her teaching (so that student learning can increase)?
11. What is one concept you observed that you would like to use in your classroom?
Video #2
1. Name/Case # of video:
2. Briefly describe what happened during the observation (this can be bulleted).
3. What concepts was the teacher teaching?
4. What worked well during the observation?
5. Pay careful attention to the students, are they learning? What type of evidence is shown to suggest the students are learning?
6. Describe the physical environment of the classroom and aesthetics (how materials are organized, student/desk arrangement, use of space, attractive, etc.)
7. Was there a time when the students were lost? What did the teacher do to get the students back on track?
8. Was the lesson teacher centered or student centered? Provide justification/evidence of your answer.
9. How did the teacher check for student understanding? How does he/she know the students are learning what he/she is teaching?
10. What suggestions do you have for the teacher to improve his/her teaching (so that student learning can increase)?
11. What is one concept you observed that you would like to use in your classroom?
Video #3
1. Name/Case # of video:
2. Briefly describe what happened during the observation (this can be bulleted).
3. What concepts was the teacher teaching?
4. What worked well during the observation?
5. Pay careful attention to the students, are they learning? What type of evidence is shown to suggest the students are learning?
6. Describe the physical environment of the classroom and aesthetics (how materials are organized, student/desk arrangement, use of space, attractive, etc.)
7. Was there a time when the students were lost? What did the teacher do to get the students back on track?
8. Was the lesson teacher centered or student centered? Provide justification/evidence of your answer.
9. How did the teacher check for student understanding? How does he/she know the students are learning what he/she is teaching?
10. What suggestions do you have for the teacher to improve his/her teaching (so that student learning can increase)?
11. What is one concept you observed that you would like to use in your classroom?
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Week 3 Assignment – Target Selection. NO PLAGARISM PROFESSOR USES TURNITIN
After reading Chapter 6 answer the following questions:
Define Target Selection and what is its purpose?
Define and Discuss the significance of the following terms:
Recording crime details
Threat assessments
Objective targeting and offender self-selection
Playing well with others
Investigative Intelligence- Chapter 6 Lecture Notes
TARGET SELECTION
Many analysts receive little direction and are responsible for targeting decisions.
a. Recording crime details
Most targeting decisions are based on recorded crime details.
Many variables are recorded, but few analysts have time to analyze them. For example, modus operandi is a variable that is little understood for targeting.
Distance between crime events is believed to be a reliable indicator for crime linkages.
ViCAP is a initiative that tries to better utilize modus operandi variables, but suffers from underreporting.
b. Threat assessments
Published threat assessments, often from agencies with national or regional responsibility, is a way to influence the target selection of local agencies.
Harm, and social harm based models are starting to feature in threat assessments. Met Police have four types: social, economic, political, indirect.
Risk assessment may be a more accurate name for these documents.
OBJECTIVE TARGETING AND OFFENDER SELFSELECTION
The snowball approach to targeting criminal gangs works to increase the intelligence available to police departments, but it runs the risk of focusing police attention on the usual suspects.
This creates a positive feedback loop. For example, RCMP Sleipnir program drew attention to the need for information on outlaw motorcycle gangs, and this request alone made police departments focus more on OMCGs.
Offender selfselection may be a more ethical approach. Existing criminal triggers are used to identify more serious offenders. Offenders bring police attention on themselves.
a. Playing well with others
Information sharing is a US priority after 9/11 but the organization of police departments militates against it.
Small agencies rarely have the resources to address wider concerns.
Bureaucratic hurdles often limit info sharing, so informal networks spring up to solve the problem.
Solutions include teambased task forces, wider dissemination of intelligence products, and liaison officers attached to neighboring agencies.
INFORMATION COLLATION
The intelligence cycle is often adhered to in a more informal state, and an understanding of the desired style of final product can help with collation.
Intelligence requirements provide a structured mechanism, useful when agencies collaborate
Strategic and Tactical Intelligence Requirements (SIRs and TIRs)
But overreliance on law enforcement data can create products with significant limitations.
a. Improving information sharing
Kelling and Bratton note, The problem for American policing is not so much getting the intelligence but making sense of it and sharing it with those who can use it (2006: 5).
b. A role for liaison officers?
Liaison officers are becoming de rigor in many fusion centers and agencies that have to reach out across jurisdictional boundaries.
However, few guidelines for the position of liaison officer exist.
c. Confidential informants
Within intelligenceled policing, informants have become a central mechanism to better understand the criminal environment.
Their use is limited, in that few offenders have a view of the bigger picture of criminality outside their own immediate area.
A key part of intelligenceled policing is that informants should be used in a more strategic manner.
ANALYTICAL TECHNIQUES
Note that results analysis is simply evaluation, a key component of POP.
a. Strategic thinking
Strategic analysis often involves a range of skills that are quite different from tactical analysis. This is often a challenging area for police analysts, and one that is not high on training agendas.