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JROTC Curriculum Briefing

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Presentation on theme: "JROTC Curriculum Briefing"— Presentation transcript:

1 JROTC Curriculum Briefing

2 JROTC Curriculum Seven Units of Instruction
Citizenship in Action Leadership Theory and Application Foundations for Success Wellness, Fitness, and First Aid Geography, Map Skills and Environmental Awareness Citizenship in History and Government Cadet Safety and Civilian Marksmanship Program (Optional) Interactive/Multi-media/Developed in conjunction with the latest research on student learning Students can earn up to 8 hours of college credit

3 CURRICULUM BACKGROUND
JROTC curriculum first developed in 1987 – Emphasized citizenship mission Revised one year at a time thereafter until 2000 In 2000 completely revised all 4 years adding technology and aligning by unit 2004 POI revised to identify mandatory core lessons: Matched to standards Basic and Advanced presentations Before this time used field manuals with some “LD” Manuals Revision Plan became very disjointed after 10 years

4 NATIONAL STANDARDS Life Work Citizenship Civics Self Regulation
Mid-continent Research for Education and Learning (McRel Standards) are linked to each lesson to show a cross-connection with the JROTC curriculum and the standard curriculum taught in high schools. National Standards that are addressed are: Life Work Self Regulation Thinking and Reasoning U.S. History Working with Others Citizenship Civics Economics Geography Health Language Arts Life Skills

5 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

6 CORE ABILITIES Core Abilities in each lesson describe broad
life-long skills that every cadet needs for success in career and life roles. 6

7 FOUR PHASE LESSON PLAN Inquire - ask questions - respect what students bring to class. Interest them in the subject and motivate them to learn more about it by relating it to personal experiences Gather - tell, describe, select - get information from mini-lecture, group work, individual research, reading, demonstration, activity…. Process - reason, contrast, solve, explain, analyze - do something to process the information Apply - Evaluate, predict, judge, apply a principle, teach, perform - do something to apply the information 7

8 STUDENT LEARNING PLANS
Each lesson includes a Student Learning Plan that mirrors the Instructor’s 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 Student Learning plan Why is this important? What will I learn to do? How will I know that I’m succeeding? What knowledge and skills will I learn along the way? How will I learn to do it? How will I show that I have learned?

9 THINKING MAPS Thinking Maps are a “common visual language” in the learning community for transferring thinking processes, integrating learning, and for continuously assessing progress.

10 WINNING COLORS WINNING COLORS:
A process to identify a persons major thoughts and much more in a matter of minutes.

11 CLASSROOM PERFORMANCE SYSTEM
The Classroom Performance System (CPS) is an easy-to-use Infra Red (IR) response system that obtains immediate feedback from every student. Streamlines grading Allows students to take tests at their own pace Benchmarks test scores Produces immediate results Provides a non-threatening environment for total participation Stronger accountability for results Reduces workload while it captures achievement data and helps meet accountability goals Includes parents and students in the educational process    

12 CPS IN USE

13 Introduces fundamental financial concepts
FINANCIAL PLANNING JROTC teaches cadets how to manage money The High School Financial Planning Program National Endowment for Financial Education (NEFE) Introduces fundamental financial concepts Teaches essential money management skills Financing College CD-ROM Planner – love financial planning – all in proper place and order. Will eat it up – may someday be a CPA. Will see new and better ways to invest money if backup is blue or red (extrovert) or will be stagnant with brown back up – will not be interested in anything new Builder – will want it to be concrete – once they set it up it will be for life – security – will want a budget but once formed difficult to change – they are blue chips – no high risk. Browns with Blue backups will take family/employee’s future in consideration. Enron was green (Arthur Anderson) and brown (CEO’s and managers) in the negative. Browns with red backups – take more risks but could be crooked without blue) Relater – Will give money to those who need it and if they need new clothes – anything to make one look nice – the center of attention – want everyone to love them so though are charitable will also use money to buy people. Red – Immediate gratification – after finished spending theirs will spend yours. If they are with you they will spend their money on you until they run out. What is yours is theirs. Why is it important to know the financial planning behaviors of your students? You are going to have to take a number of approaches to reach all students – especially those who need what you are teaching (red and blue). If you do not vary teaching you will only reach 25%. This information will help you to relate to the different schemas of your students so your instruction will be more meaningful. You teach them life planning – not just financial planning. What good does it do to know how to make money without understanding relationships – what good does it do to teach life skills without financial skills

14 THE SUCCESS PROFILER The Success Profiler is a systematic, research- based assessment and skill-building system designed for the following purposes: Purpose Learn how to manage anger Adapt to change Develop leadership skills Enhance ability to learn Promote sensitivity & diversity Build teamwork skills Prevent violent behavior Profile Anger Management Profile The Change Profile The Leadership Profile The Learning Profile The Sensitivity Profile The Team Profile The Violence Prevention Profile Show the research that supports the Success Profiler.

15 College Credit for Cadets
Students can earn up to 8 college credits per 2 credit course from University of Colorado, Colorado Springs Personal Management and Community Service – LEAD 150 (HS Financial Planning) Character Development and Community Service – LEAD 151 (Winning Colors) Citizenship and Community Service – LEAD 152 (You The People) Organizational Leadership – LEAD 499 (Cadet Ride)

16 ENTERING COLLEGE March2Success –
An on-line, test preparation course that will provide help with taking standardized tests, and improves Math and English skills.

17 Entering & Financing College
Award winning Financing College CD-ROM

18 JROTC AWARDS

19 CONCLUSION JROTC – Teaches citizenship and leadership roles
Integrates current instructional strategies Maximizes multi-media materials Employs student centered learning Aligns to McRel National Standards Offers 8 hours of cadet college credit (There are 136 National Standards. The Army JROTC curriculum directly supports 74 of them: 0 - Fine Arts, 0 - Foreign Language, 12 out of 12 Language Arts/Literature, 4 out of 14 Math, 14 out of 14 PE/Health, 1 out of 7 Science, 38 out of 49 Social Science and 5 out of 6 Technology)


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