U3C8L3-Core-Project-Reflection-Integration by ashrafp

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									 CORE LET 1
 Unit 3: Foundations for Success
 Chapter 8: Making a Difference with Service Learning
 Lesson 3: Project Reflection and Integration
 Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Competency: Evaluate the effectiveness of a service learning project
McRel Standards: SR1. Sets and manages goals; TR6. Applies decision-making techniques
Program Outcomes: - Build effective relationships with peers, co-workers, and the community (conflict resolution and service
learning) [self management, personal success, life skills]
Lesson Question: Through providing service, how is learning integrated with curricular goals?

                                Thinking Processes                                                          Core Abilities
   Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)              Build your capacity for life-long learning
  Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)                  Communicate using verbal, non-verbal,
  Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)                              visual, and written techniques
                                                                                               Take responsibility for your actions and
  Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
                                                                                                choices
  Part-Whole - Brace Map* (Alt. = Pie Chart)                                                   Do your share as a good citizen in your
  Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)                                      school, community, country, and the world
  Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)                                         Treat self and others with respect
   Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)                                Apply critical thinking techniques
* Thinking Map


Multiple Intelligences       Bloom’s Taxonomy                Authentic Assessment                        Lesson Objectives
   Bodily/Kinesthetic            Knowledge                    Observation Checklist         Relate the projected goals of a service
   Visual/Spatial                Comprehension                Portfolio                     learning project to the project results
   Logical/Mathematical          Application                  Rubric                        Assess the role of structured reflection in
   Verbal/Linguistic             Analysis                     Test and Quizzes              extending learning
   Musical/Rhythmical            Synthesis                    Thinking Map®                 Evaluate a service learning experience
   Naturalist                   Evaluation                    Graphic Organizer             using the four quadrant model
   Interpersonal             Structured Reflection            Notebook Entries              Define key words: advocacy service, after
   Intrapersonal                 Metacognition                Logs                          action review, analysis, direct service,
                                 What?                        Performance                   indirect service, integration, observation,
                                 So What?                     Project                       placement, project
                                 Now What?
                                 Socratic Dialog                                            Legend:
                                 E-I-A-G
                                                                                             Indicates item is not used in lesson
                                                                                             Indicates item is used in lesson


Learning Materials: Student Learning Plan,           Lesson Preview/Setup:
Student text, Flash #1 and #2, Exercise #1,          Energizer – Post a Circle Map sample. Direct cadets to determine who was essential
Exercise #1: Answer Key,: Service Learning           in making exploratory project successful.
Quadrants, Thinking Map® samples, Project
Reflection and Integration Assessment Task           Inquire – Cadets preview Student Learning Plan information. Post a KWL Chart to
                                                     record what key words cadets know and need to know more about. Post a sample Tree
Supplies: Chart paper, Markers, Card
                                                     Map to direct cadets to determine how each team member’s role was essential to the
stock/poster/banner paper                            service learning experience.
Resources: Learning Log, LET CM, computer,           Gather –. Prepare to display Flash #1 and #2. Cadets explore more about project
monitor, Classroom Performance System (CPS),
                                                     reflection and integration. Cadets determine where the exploratory project fits within
Cadet Portfolio                                      the Service Learning Quadrants.
McRel Standards: Grade-level benchmarks for          Process –Copy and distribute Exercise #1 and direct cadets to apply service learning
the McRel Standards can be found in your JROTC       quadrant and integration level to specific scenarios.
Instructor’s Desk Reference.
                                                     Apply –Copy and distribute Project Reflection and Integration Assessment Task. Have
                                                     cadets compile reflection and evaluation documents and begin writing a report or
                                                     developing a presentation. Display Tree Map



                                                                                                                                              1
Chapter 8: Making a Difference with Service Learning                                Lesson 3: Project Reflection and Integration

NOTE: This JROTC lesson serves as a preparatory lesson for TEEN CERT Unit 9 - Review and Disaster Simulation and
materials for this lesson are found in the TEEN CERT Resource Materials Folder. Familiarize yourself with the entire contents
of the TEEN CERT curriculum before implementation. Teen CERT lessons can be implemented as JROTC elective hours of
instruction as agreed upon by the school and/or JROTC education professionals.



                                                       Part 1: 45 minutes

 Icebreaker/Energizer:
 Setup:
       1. Prepare to display multimedia items including: Focusing Question(s) and Circle Map.
       2. Post a Circle Map sample.
       3. Provide chart/banner paper and markers to cadets or card stock for thank you notes.
 Direct Cadet Focus:
      1. Review with cadets where they are in the learning process. Brainstorm on the board the key concepts
         and supporting activities introduced during Part 1 of this lesson.
      2. Direct cadets to think of the people who have provided the opportunity to engage in the exploratory
         project and the help they provided.
 Learning Activity:
       1. Display focusing question(s)
       2. Direct cadets to create a Circle Map to identify the individuals who were an integral part in the success
          of the exploratory project completed during Lesson 2.
       3. Assign either teams or individual cadets to create a thank you poster/banner or design thank you
          cards to express appreciation for their part in the project.
       4. Direct cadets to add thoughts, insights, new processes and answers to the reflection questions into
          their Learning Logs.
 Reflection:
       Use these questions as tools to focus cadet discussion, reflection, and note taking:
           Who has had a hand in making this project possible?
           How much more meaningful is John Dunne’s quote, “No man is an island,” after participating in the
            project?
       Self-paced Option: Direct cadet to create a Circle Map to define who was an integral part of making the
       exploratory project a success. Direct cadet to write at least one thank you note to an individual.
 Total Time: 5 minutes


 Phase 1 -- Inquire:
 Setup:
       1.   Prepare to display multimedia items including Key Word(s) and Tree Map.
 Direct Cadet Focus:
      1. Guide cadets to preview the information in the Student Learning Plan including the competency,
         learning objectives, performance standards, key words, learning activities and assessment activities.
      2. Guide cadets to Student Learning Activities 1 and 2.
      3. Ask cadets the following questions:
           In what ways did you make a difference with your exploratory project?
           How was the project a meaningful service learning experience?
 Learning Activity:           (addresses Student Learning Activities 1 and 2)

Unit 3: Foundations for Success                                                                                                    2
Chapter 8: Making a Difference with Service Learning                            Lesson 3: Project Reflection and Integration

        1. Display the Key Word(s)
        2. Guide cadets to from teams according their team roles for the exploratory projects. Group all
           Facilitators, Recorders, Reporters, Timekeepers, and Debriefers together.
        3. Have each team discuss ways that their role made a difference to the success of the exploratory
           project and how it was an important service experience. Have teams chart their contribution and role
           descriptions on chart paper and share with other cadets in the class.
        4. Create a Tree Map (or Double T chart) to show how each team member’s role and responsibility was
           important to the success of the service learning experience.
        5. Guide cadets to add thoughts, insights, and answers to the reflection questions into their Learning
           Log.
       Self-paced Option: Instruct cadets to describe their exploratory project experience in detail in the
       Learning Log. Lead cadets to record their experiences, how they made a difference, how they felt, what
       they learned, and how it was an important service experience. Remind cadets to add answers to the
       reflection questions into their Learning Log.
 Reflection:
       Use these questions as tools to focus cadet discussion, reflection, and note taking:
           What was your experience?
           What did you learn from the experience?
           What needs did you meet?
           How did you feel about the service learning activity?
 Total Time: 20 minutes


 Phase 2 -- Gather:
 Setup:
        1. Prepare to display multimedia items including: Flash #1and #2 and Reinforcing Question(s).
 Direct Cadet Focus:
       1. Direct cadets to read Student Learning Activities 3 and 4 in the Student Learning Plan.
       2. Ask cadets, “Where does the exploratory project rank in the quadrants?”
 Learning Activity:           (addresses Student Learning Activities 3 and 4)
       Option 1:
       1. Display Flash #1: Service Learning Quadrants.
       2. Lead cadets in a discussion on the Service Learning Quadrants.
       3. Explain the difference between high/low service and high/low integration.
       4. Lead a discussion to determine which quadrant and level of integration the exploratory project belongs
          in.
       5. Display Flash #2: Project Reflection and Integration.
       6. Guide cadets into jigsaw teams and assign each team a part of the Project Reflection and Integration
          presentation. Encourage cadets to locate additional information in the student text. Guide each team
          to read their lesson and create a graphic organizer (or Thinking Map®) of their choice to illustrate the
          content assigned.
       7. Guide cadets to Jigsaw the material and teach each other about the lessons within the text. Conduct a
          question and answer review using the questions presented in the lesson review.
       8. Display reinforcing question(s).




Unit 3: Foundations for Success                                                                                                3
Chapter 8: Making a Difference with Service Learning                            Lesson 3: Project Reflection and Integration

       9. Remind cadets to add thoughts, insights, new processes and answers to the reflection questions into
          their Learning Log.
       Option 2:
       1. Display Flash #1: Service Learning Quadrants.
       2. Lead cadets in a discussion on the Service Learning Quadrants.
       3. Explain the difference between high/low service and high/low integration.
       4. Lead a discussion to determine which quadrant and level of integration the exploratory project belongs
          in.
       5. Guide cadets into jigsaw teams and assign each team a part of the Project Reflection and Integration
          section in the student text. Guide each team to read their lesson and create a graphic organizer (or
          Thinking Map®) of their choice to illustrate the content assigned.
       6. Guide cadets to Jigsaw the material and teach each other about the lessons within the text. Conduct a
          question and answer review using the questions presented in the lesson review.
       7. Remind cadets to add thoughts, insights, new processes and answers to the reflection questions into
          their Learning Log.
      Self-paced Option: Cadets read the Project Reflection and Integration section of the student text. Cadets
      check their comprehension and answer the lesson review questions. Cadets reflect on which quadrant and
      level of integration the exploratory project belongs and record thoughts on this in the Learning Log. Remind
      cadets to add answers to the reflection questions to their Learning Log.
 Reflection:
       Use these questions as tools to focus cadet discussion, reflection, and note taking:
           Which quadrant does the exploratory project belong in?
           Why does the exploratory project belong in the selected quadrant?
           Why evaluate both service and integration?
 Total Time: 20 minutes



                                                       Part 2: 45 minutes

 Phase 3 -- Process:
 Setup:
      1. Prepare to display multimedia items including: Exercise #1 and Reinforcing Question(s).
      2. Copy and distribute Exercise #1: Service Learning Quadrants
      3. On the board or chart paper post the following evaluation questions:
               Is the activity high service?
               Is it highly integrated?
               What quadrant does it belong in and why?
      4. Distribute chart paper and markers to each team.
 Direct Cadet Focus:
       1. Direct cadets to read Student Learning Activities 5 and 6 in the Student Learning Plan.
       2. Guide cadets to answer the posted questions for each scenario, focusing on what makes a good
          service learning experience. Explain that a goal of service learning is to provide high service and high
          integration.
 Learning Activity:           (addresses Student Learning Activities 5 and 6)



Unit 3: Foundations for Success                                                                                                4
Chapter 8: Making a Difference with Service Learning                            Lesson 3: Project Reflection and Integration

       1.   Direct cadets to individually complete Exercise #1: Service Learning Quadrants to ensure
            understanding of service learning evaluation principles.
       2.   Regroup cadets into teams to share the results of Exercise #1.
       3.   Lead discussion using Exercise #1: Answer Key.
       4.   Display reinforcing question(s).
       5.   Remind cadets to add thoughts, insights, new processes and answers to reflection questions into their
            Learning Log.
      Self-paced Option: Direct cadets to complete Exercise #1: Service Learning Quadrants using the answer
      key to check their work.
 Reflection:
       Use these questions as tools to focus cadet discussion, reflection, and note taking:
            Which scenarios were both high service and high integration and why?
            What examples did you create for the other quadrants?
            What suggestions would you make to improve the service and/or integration in these examples?
 Total Time: 25 minutes


 Apply:
 Setup:
       1. Prepare to display multimedia items including: Tree Map Sample and Project Reflection and
          Integration Assessment Task.
       2. Distribute chart paper and markers to each team.
       3. Copy and Distribute the Project Reflection and Integration Assessment Task.
 Direct Cadet Focus:
       1. Direct cadets to read Student Learning Activities 7 and 8 in the Student Learning Plan.
       2. Ask cadets how they can integrate service learning into the JROTC curriculum by unit.
 Learning Activity:           (addresses Student Learning Activities 7 and 8)
       1. Lead a discussion on “After the Service” review. Discuss the importance of reflecting on the
          experience and evaluating the results of a service learning project.
       2. Guide the class in creating a Tree Map listing examples of various ways of accomplishing structured
          reflection, demonstration and evaluation of a service learning project. Have cadets highlight those
          activities that they have already been involved with (i.e. Learning Logs, Service Learning Quadrants).
       3. Distribute the Project Reflection and Evaluation Assessment Task. Provide cadets with any additional
          information that they need to complete their report, presentation, or additional reflection and evaluation
          assignments.
       4. Have cadets compile all completed documents and begin working on their report/presentation. Work
          with cadets to schedule their briefings and/or presentations.
       5. Remind cadets to add new thoughts, processes, insights and answers to reflection questions into their
          Learning Log.
       Self-paced Option: Same as above.
 Reflection:
       Use these questions as tools to focus cadet discussion, reflection, and note taking:
            Which services activities would you like to do, during each unit, and why?
            How can you use service learning to address the goals/objectives of the units?
            What have you learned about conducting a proper service learning experience?
 Assessment: (addresses Student Assessment Activities 1 and 2)


Unit 3: Foundations for Success                                                                                                5
    Chapter 8: Making a Difference with Service Learning                                          Lesson 3: Project Reflection and Integration

           Cadets complete the Project Reflection and Integration Assessment Task. Direct the cadets to use the
           scoring guide to self-asses their work. Remind cadets to submit their completed assessments to the
           instructor for evaluation and a grade.
      Total Time: 20 minutes
     Homework:
           Direct cadets to complete Learning Activity 7 if time does not allow in class.




       Note on Cadet Portfolios:
       As cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be
       arranged by topic, chapter, or LET depending on your needs. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s
       Desk Reference for ideas on setting up and evaluating Cadet Portfolios.
       Note on using the Classroom Performance System:
       Use the Classroom Performance System (CPS) with cadets to ask questions during lecture, administer tests, quizzes and other class
       work, grade homework, and/or engage in team activities. Refer to the CPS Training for additional uses of this tool for learning and
       assessment.




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    Unit 3: Foundations for Success                                                                                                              6

								
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