Building a Framework for Learning

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Building a Framework for Learning
JROTC Leadership Education and Training (Leadershi
p, Character, and Student Success)
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Agenda

• Project Partnership for all
  Students Success (PASS)
• Program Overview
• Challenges
• Curriculum Manager
• Our Goal
• Conclusion

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Take Aways

• Awareness of the State of Cadet Command
• A deeper knowledge of why we do what we do
• Confidence in the direction of the curriculum
• A mental framework for curriculum design
  efforts
• Clarity about the role of the JROTC instructor
• Why JROTC is successful

4
Partnership for All Student Success (PASS)

• Six states (Florida, Georgia, Kentucky, Kansas,
  Mississippi, Nebraska) will participate in the
  pilot
• Eligible Local Education Agencies (LEA) select
  one high school and the high schools feeder
  middle schools to participate in Project PASS
• High schools must have an attrition rate of at
  least 30 and currently be in School Improvement,
  Corrective Action, or Restructuring
• Students at these schools will self-select into
  the program through a school-based application
  process
• Students may begin participating in middle school
  and remain in Project PASS through their high
  school careers

States/Schools/Students
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JROTC Overview
JROTC Goals
Measures of Effectiveness SY 08-09

• Promote citizenship
• Develop leadership critical/creative thinking
• Teach to Communicate effectively
• Improve physical fitness
• Provide incentive to live drug-free
• Strengthen positive self-motivation
• Provide global awareness to include a historical
  perspective of military service
• Train to work as a team member
• Inspire to graduate from High School, attend
  institutions of higher learning, and pursue
  meaningful careers particularly in the areas of
  science, technology, engineering, mathematics

JROTC Curriculum

• Citizenship in Action, Leadership Theory and
  Application
• Foundations for Success in Wellness, Fitness,
  and First Aid
• Geography, Map Skills and Environmental
  Awareness
• Citizenship in American History and Government
• Cadet Safety and Civilian Marksmanship Program
  (Optional)
• Integrated Curricular Activities

286,000 High School Cadets 1645 JROTC Units 31
NDCC Units

• National Competitions
• JROTC Leadership Symposium Academic Bowl
  (JLAB)
• Air Rifle (Army Championship and All-Service)
• Precision Drill (Regional Army JROTC,
  All-Service National)
• Physical Fitness

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Quantitative Justification

• In Maryland, 9.18 of HS students are enrolled in
  Army JROTC.
• JROTC Cadets were awarded 4,092,460 in
  scholarship money.
• JROTC Cadets and Instructors performed 47,352
  hours of community service.

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Challenges

• Re-location to Fort Knox
• Brigade Realignment
• Expansion
• Budget/Funding
• Uniforms
• Credit Licensure
• Continued Accreditation
• Technology
• Actual Curriculum Use
• Training Support
• JROTC Branding
• Crisis in Education
• Your Weapon Military Academic Achievement
  Technology

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U.S. Education On-Going Challenge

• For the last two decades the graduation rate has
  remained relatively stable
• Overall 70
• African American 56
• Hispanic 52

Which means each year 3.5 million youth ages 16
to 25 are not enrolled in school and do not have
a high school diploma!
Information adapted from Information Paper, LTC
Buck, ATAL-AM, U.S. Army 1 Education Working
Paper No. 8. Public High School Graduation and
College Readiness Rates 1991-2002, by Jay P.
Greene and Marcus A. Winters, Manhattan Institute
for Policy Research, February, 2005. Accessed on
the Internet at http//www.manhattan-institute.org
/html/ewp_08.htm, 29 Nov 07. 1 The Silent
Epidemic Perspectives of High School Dropouts,
By John M. Bridgeland, John J. DiIulio, Jr. and
Karen Burke Morison, Civic Enterprises in
Association with Peter D. Hart Research
Associates March, 2006 page, 1.
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U.S. Student Perspective
Information adapted from Information Paper, LTC
Buck, ATAL-AM, U.S. Army 1 The Silent
Epidemic Perspectives of High School Dropouts,
By John M. Bridgeland, John J. DiIulio, Jr. and
Karen Burke Morison, Civic Enterprises in
Association with Peter D. Hart Research
Associates March, 2006 page, 1.
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The Goal

• Work on the Challenges
• ..but keep the Goal in mind
• So what is the Goal?
• To Win the War

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Your New Weapon

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The Time to Improve is Now

• The moment to attack, is more important than all
  others.
• Recognizing and acting at that moment is key.
• Action is hesitations enemy.
• Among military leaders there is an adage that a
  70 percent solution acted on immediately is
  always better than a perfect solution acted on
  later.

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We Have Reached the 70 Solution

• with a team effort!!

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The Instructional Designers
Nancy Hite Project Lead and Sr ISD
Caryn Small ISD
LaDonna Haynes-Cottrell ISD
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The Programmers
Husam Saoudi Lead Software Developer
Janice Donovan Web DL Developer
Teresa Hahn Software Developer
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The Graphic Artists
Carl Early Video Editor and 3D Animator
Emily Knick Video Editor and 3D Animator
Chris Toon Video Editor and 3D Animator
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Narrator
QA
Jennifer Willis Narrator for Cadet DL
John Williams Lead QA and Analyst/Programmer
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eInstruction

SAIC
Janet Sankar ISD/Training Developer
Sonny Bynum Magic Man
Steve Huff, Ph.D Director of Federal Accounts
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WIDS Team
Leah Osborn
Hal Zenisek
Kim Vosicky
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My Right Hand, Bryon
....z z z z z z z z z These civil service hours
of 5 to 8 and sometimes midnight are killing me!
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21st Century Vision Design
Hands-on
InteractiveActivities
Feedback
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The Challenge Mission
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The Challenge (3 Clicks or less)
ADMIN TIME
Log In
Training/ How Tos
Instructional Effectiveness
Planning
Build MTS
Attendance/Roster
Deliver Instruction
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Its All in There!

• Embedded Training
• JUMS School Calendar Data Exchange
• Revised Lessons Designed for Block Traditional
  Schedules
• Lesson Links for
• 3rd Party Software
• History Timeline
• NEW Quarterbacks of Life Lessons
• Cadet Distance Learning
• Enhanced Success Profiler
• Revised POI Increased Flex for meeting
  requirements!
• Revised MTS and Reporting Process
• NEW Financing College Distance Learning

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Based on Research

• Learner Centered and Performance-based
• Outcomes-based framework and critical thinking
  Robert Marzano
• Blooms Taxonomy Benjamin Bloom, et. al.
• Understanding by design and authentic assessment
  Grant Wiggins/Jay McTighe
• Brain compatible learning and 4-phase lesson plan
  Steven Dunn
• Learning Styles Bernice McCarthy
• Multiple intelligences Howard Gardner/Thomas
  Armstrong
• Differentiated learning Carol Ann Tomlinson
• Learning for results Michael Schmoker
• Thinking Maps David Hyerle

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This is your -- EVIDENCE OF SCIENCE BEHIND THE
DESIGN
This is your -- SCRIPT FOR RESEARCH BASED
INSTRUCTION
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Competencies

• Address the intended learning results
• Describe discipline-specific skills, knowledge,
  and attitudes that are measurable and observable.
  
• Provide specifications for assessing mastery of a
  competency.
• Show they were learned when applied in the
  completion of assessment tasks that require one
  or more of the following
• make a decision
• perform a skill
• perform a service
• solve a problem
• create a product

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Student Learning Plans

• Each lesson includes a Student Learning Plan that
  mirrors the Instructors Lesson Plan to
• Answer the questions students need to know
• Guide students through the four-phase lesson
• Help learners take responsibility for own
  learning
• Support student metacognition

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Current Lesson Plan
Before Class
Energizer Phase
Select Screen Saver
Screen Saver Playing
Energizer activity
Reflection Questions
Pick Lesson
Current Lesson Presentation
Inquire Phase
Cadets answer Agree/Disagree Questions
Review Key Words
Review SLP
Reflection Questions

Gather Phase
Instructor Briefing on Bleeding
Cadets in small groups jigsaw topics
Cadets in small groups create flow map
Cadets present findings to class
Reflection Questions
Apply Phase
Process Phase
Assessment
Cadets in small Groups Complete Scenarios
Review of How To Cards
Cadets complete How To cards
Reflection Questions
Reflection Questions
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Revised Lesson Plan Design
Energizer Phase
Before Class
Select Screen Saver
Screen Saver Playing
Attention Screen
Pick Lesson
CPS
CPS
CPS
Reflection Student Picker Icon
Self Assessment
Focusing
Inquire Phase
How you will learn
What you will Learn
Why Important
CPS
CPS
CPS
Reflection Student Picker Icon
Keywords
Agree /Disagree Statements
Gather Phase
Video Content
Video Content
Video Content
Video Content
Video Content
Video Content
CPS
CPS
Video Content
CPS
CPS
CPS
Application
Application
Reinforcement
Application
Reflection Student Picker Icon
Apply Phase
Process Phase
Assessment
Practice Skills
What did you Learn
Simulation Game
CPS
CPS
CPS
Reflection Student Picker Icon
Reflection Student Picker Icon
Application
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Health and PE curriculum
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Enhancements/Learning Strategies
Success Profiler/Personal Skills Map
Winning Colors
You the People
Written Communication for Sergeants
eCybermission
March2Success
JLAB
Chief Justice
We the People
Thinking Maps
PA Veterans
Service Learning
Junior Achievement
Financing College and Admissions
CPS
Quarterbacks of Life
High School Financial Planning Program
Cultural Awareness (AFJROTC)
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Prevention of Sexual Assault

• It is NECESSARY for SAIs and AIs to work as a
  team to maintain the integrity of the JROTC unit
  and prevent the perception of inappropriate
  relationships
• This scenario based simulation from WILL
  Interactive will include choices to react to
• the appearance of an inappropriate relationship
  between a colleague and a student and
• inappropriate attentions and attempts to interact
  from a student
• what to do

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Cadet dL Courses
www.JROTCDL.com FOR CADETS!

• How to Write Effectively
• Internet Safety
• Conflict Resolution
• Improve Test Taking Skills
• Time Management
• First Aid
• Financing College

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Your Role Responsibility
Bridge the Gap Win the war
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Your Role Responsibility
X
Use your arsenal so your cadets will say.
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In JROTC I Learned to

• Be a confident, organized leader
• Communicate orally and in writing
• Develop a capacity for life-long learning
• Take responsibility for my actions and choices
• Do my share as a good citizen in my school,
  community, country, the world
• Treat myself and others with respect
• Learn how to learn/Apply critical thinking
  techniques
• How to be fit and adopt a healthy lifestyle
• Graduate from High School Pursue a meaningful
  and productive career

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I Learned Through A

• 21st Century JROTC Multi-media Curriculum which
  includes
• Global Awareness
• Financial, Economic, Business, and
  Entrepreneurial Literacy
• Civic Literacy
• Health and Wellness Awareness
• Learning and Thinking Skills
• Information and Communications Technology (ICT)
  Literacy
• Life Skills (to include leadership)
• 21st Century Assessments (high quality
  standardized testing along with effective
  classroom assessments)

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I Traveled Because of Competence in

• Precision Drill
• SAT and ACT Test Questions
• Leadership Tenets
• Citizenship Skills
• Army Values
• Cultural Awareness
• Technology
• Curriculum Knowledge
• Current Event Awareness
• Financial Literacy

JROTC Academic Bowl and Leadership Symposium
(JLAB) Washington DC
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When I Arrived I Had a Weak Leader Profile On the
Skills Map Assessment used in JROTC
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Now I am a Successful Leader with a College
Scholarship
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I Overcame Challenges

• Challenges
• Cerebral palsy
• legally blind even with corrective lenses
• Victories
• Successful JROTC Graduate
• Named a top 100 Senior
• I Dare You reward
• 3.74 GPA
• 4-H scholarship for academic achievement
  leadership
• Scholarship to Lipscomb

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Because of My JROTC Instructors

• I want to help others. Motivating young people
  to be better citizens is one of the basic
  principles of JROTC, but it is more than just a
  motto to me. It has become my personal mission
  statement.
• Not being someone most teenagers would choose to
  hang out with, I found a strong group of peers in
  the JROTC program together with caring and
  supportive adult leaders. JROTC gave me the
  foundation to focus on leadership skills, the
  opportunity to serve others by completing many
  hours of community service, and most importantly
  the feeling of acceptance.
• And to think it all happened because I did not
  want to take PE.

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And They Showed their Appreciation
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The Other Cadets Stood in Line to Get
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Their Pictures Taken with Me
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You Do it Right!
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Thank You!
JROTC
Leadership Character Student Success!