moi_superior_instructor_class_2011

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					                      Houston Independent School District
                        Director, Junior ROTC Programs
                              4400 West 18th Street
                              Houston, Texas 77092


                                                                                15 December 2010
MEMORANDUM FOR SAI/SNSI/SASI

SUBJECT:       SUPERIOR INSTRUCTOR CLASSES

1. The evaluation of superior instructor classes will be conducted by the DJROTC and
members of the staff during the period 18 January – 15 April 2011. SAI’s, SNSI’s and SASI
should contact LTC Marshall or SGM Kahikina, as soon as possible to schedule the day on
which their 2nd, 3rd or 4th year cadet (2nd year cadets by exception only) participants will be
evaluated. A maximum of five (5) cadets/classes will be evaluated at each school.

2. As the time for superior instructor classes draws near, several key points must be re-
emphasized:

   a. Each year several cadets fail because they teach less than the mandatory 25 minutes.
      This is frequently due to a lack of proper rehearsals. Emphasize to cadets that the 25-
      minute rule will be strictly enforced. No credit will be given for a class that is less than
      25 minutes in duration, no matter how outstandingly it is presented.

   b. Questions asked by the student instructor in an attempt to lengthen the class to the
      required 25 minutes are easily recognizable and detract from evaluation of the cadet’s
      ability to teach in a superior manner. Routine thought provoking questions may be
      answered during the class, but detailed questions will not be asked or answered until
      after completing the 25 minutes of instruction. If time-consuming questions do occur,
      time will be stopped and not resumed until instruction recommences. Cadet instructors
      who obviously attempt to consume time by answering numerous and/or lengthy
      questions, or by conducting an excessively lengthy review, will have points deducted
      from their scores, and will be considered for disqualification.

   c. Visual aids, when used to complement the instructional process, are encouraged. Cadet
      instructors, however, should be cautioned to use videos only to enhance specific
      teaching points.

   d. The subject for presentation does not have to be as scheduled on the Master Training
      Schedule for the week of evaluation.

   e. The Instructor Ribbon is awarded to cadets who present three (3) DIFFERENT classes
      satisfactorily is defined as an average grade of “4” or higher (HISD JROTC SOP,
      Chapter 5, Section 2, paragraph I C 8).

   f.   The JROTC instructor-evaluated classes for the Instructor Ribbon should reflect the
        spirit and intent of the program. An indication of administrator laxity would be all “4’s”
        given in all items.

3. District evaluators will complete Unit Visitation checklists during the unit’s Superior Instructor
    evaluations.
SUPERIOR INSTRUCTOR CLASSES
Page 2

4. The current evaluation form that will be used to evaluate Army JROTC cadets is attached
   (Encl 1). Army Instructors will use the form to pre-evaluate the performances of student
   participants. Army JROTC units will use the four phased Lesson Plan. Navy and Air Force
   cadets will be evaluated using the three part evaluation form (Encl 2).

5. Strongly recommend each participant be provided a complete copy of this memorandum
    and copies of pertinent enclosures.

6. POC SGM (Ret) Kahikina, 713-676-9740.



                                                //ORIGINAL SIGNED//
ENCL                                            CORNELL T. MCGHEE
                                                Lieutenant Colonel, USA Retired
                                                Director, JROTC Programs

CTM/BLM:ed
               EXTRACT FROM CHAPTER 3. TRAINING, HISD JROTC SOP
               SECTION 2 - SUPERIOR INSTRUCTORS (MODIFIED OCT 03)

I.   SUPERIOR INSTRUCTOR PROGRAM

     A.   The Superior Instructor Program is one of the best programs we have in the
          system and it will be emphasized. The purpose of this program is to improve oral
          instructions by the cadets. The program includes instructor rehearsal and
          evaluation of cadet presentations, scheduling the unit for DJROTC evaluations,
          and awards. Normally, each JROTC unit will not be allowed more than one (1)
          visit/day for this evaluation. Outlined below are the requirements to be followed.

     B.   Authorized Subjects: Second, third and fourth year cadets may teach any period
          of a sub-course of the POI for the first or second year cadets considered
          appropriate by the SAI/SNSI/SASI except the following:

          1. Curriculum introductory classes.

          2. Weapons Safety and/or range firing.

          3. Leadership Laboratory (Drill).

          4. Examinations or reviews.

     C.   Eligibility Requirements for Cadets.

          1. Must have received the sub-course in Communication.

          2. Must have taught three (3) periods of satisfactory instruction, as evaluated by
             unit instructors.

          3. Must be in their second, third or fourth year of JROTC training.

     D.   The following is pertinent to classes taught by cadets for the Superior Instructor
          rating.

          1. Training films/videos with total running time in excess of five minutes is not
             allowed.

          2. A minimum of twenty-five (25) minutes of instruction is required, maximum is
            40 minutes.

          3. Routine, normal questions may be answered during the class, however,
             answering a series of questions which only prolong the class will not be
             permitted. Cadet instructors are cautioned to avoid penalty or disqualification
             by presenting a properly prepared class within the time limits established.

     E.   Number authorized.

          1.     Each school is authorized to schedule five (5) cadets for the Superior
                Instructor competition.

          2. No cadet is authorized to teach more than one (1) class.
               3. The presenter and assistants, to include any demonstrators, will be in the
              prescribed uniform.


       F.     A folder prepared for each cadet presenting a class is to be presented to the
              district evaluator. The folder will contain the following:

              1. A copy of the lesson plan which must be prepared in its entirety by the cadet
                 making the presentation. The lesson plan need not be typewritten, but must be
                 legible.

              2. A copy of HISD JROTC Form 3-5 evaluation sheets used by unit instructors
                  when evaluating the cadet for the Instructor Ribbon. A copy of the evaluation
                  form is attached.

              3. Copy of school order awarding the Instructor Ribbon, N-1-7.

II.   RECORD OF AWARDS

      Upon award of a superior instructor rating, the DJROTC will publish appropriate orders to
      award the Superior Instructor Ribbon (N-1-8) and certificate. The SAI/SNSI/SASI will post
      this award to the cadet’s JUMS record (Awards section).
                                           SUPERIOR INSTRUCTOR EVALUATION
SCHOOL:_________________________________ DATE:_______________                              TIME START:________________
INSTRUCTOR__________________________________________________                               TIME STOP:________________
SUBJECT: ____________________________________________________                              TOTAL TIME: _______________

 RATINGS:           5 – Outstanding             3 – Average                1 - Poor             N/A – Not Applicable
                    4 – Above Average           2 -= Below Average         0 - Unsatisfactory
                    To get area score, add the score for each item evaluated, and divide by number of items evaluated To
                    get total score, add the result of each area score and divide by number of areas evaluated.

PREPARATION (4)                              APPLY (3)                                  PLATFORM MANNER (6)
  Lesson Plan                                  Direct Cadet Focus                          Movements
  Arrangement of Classroom                     Reflection                                  Gestures
  Distracting Material                         Closing Statement                           Facial Expressions
  Distracting Noises                         SPEECH (7)                                    Mannerisms
ICEBREAKER/ENERGIZER (4)                       Voice/Volume                                Posture
  Opening Statement                            Vocabulary                                  Poise
  Direct Cadet Focus                           Pronunciation                            MANNER OF PRESENTATION (10)
  Tie-in                                       Inflection                                  Confidence
  Objectives                                   Grammar                                     Organization
INQUIRE (5)                                    Rate                                        Knowledge of Subject
  Assess Student Knowledge                     Fluency                                     Sense of Communication
  Direct Cadet Focus                         QUESTION TECHNIQUE (4)                        Use of Notes
  Conduct Learning Activity                    Thought Provoking                           Eye Contact
  Reflection                                   Correctly/Clearly asked                     Use of Illustrations
  Transition                                   Appropriateness                             Enthusiasm
GATHER (3)                                     Response to Answer                          Control of Class
  Direct Cadet Focus                         TRAINING AIDS (3)                             Sincerity
  Conduct Learning Activity                    Adequacy                                 GENERAL EFFECTIVENESS (4)
  Reflection                                   Relevance                                   Did Students Learn
PROCESS (4)                                    Use                                         Were all Students Involved
  Direct Cadet Focus                         APPEARANCE (3)                                Lesson Plan Followed
  Conduct Learning Activity                    Bearing                                     Time Management
  Reflection                                   Neatness
                                                                             TOTAL POINTS
 Assessment                             Uniform
NOTE: An overall rating of unsatisfactory will be given for classes with less than 25 minutes instructi onal time.

                       :
 RATING:_________     SI CERTIFICATE: _________                 DISCUSSED WITH CADET: ______            DISCUSSED WITH CADRE: ________
           SUGGESTIONS FOR IMPROVEMENT:
                                      AWARDED:______
Suggestion for improvement:




                                                                                                                           Encl 1
                COMPONENTS AND PHASES OF THE LESSON PLAN OUTLINE

NOTE: Icebreaker/Energizers are physically active games that increase group interaction and
introduce the concept or lesson objectives.

I. INQUIRE: The purpose of this phase is to determine what cadets already know or don’t know
about the lesson. Questions like “What do you know?” What don’t they know?” “What do cadets
want to know?” “What are their past experiences?” "What are some practical reasons to participate in
this lesson?"

     Objectives: State the specific things the cadets are expected to learn.
     Reasons: What are some practical reasons for cadets to participate in the lesson?
     Tie-in: Relate to previous instruction or knowledge.
     Direct cadet focus: Tell students about the instructional activities that will occur during
      the lesson.
   o Learning Activity: Appropriate Inquiry Phase learning activities are Panel Discussions,
      Debates, "Know-Want to Know-Learned (K-W-L)" charts, pre-quizzes, or pre-tests.
    Reflection: Ask questions that make students think about the activities that have just
     occurred.

NOTE: A good introduction should take 2-5 minutes.

II. Gather: The purpose of this phase is to research and collect information from a variety of
sources, to synthesize information, to evaluate existing information, collect data, or evaluate ideas.
Questions like ”What new and essential information or new concepts did we find?” “What are some
new, critical component skills?” ”What new understanding can be constructed?” "What connections
or associations can be made?"

      Direct Cadet Focus: Keep students focused on specific elements of the learning
       activity.
      Conduct a Learning Activity: Appropriate Gather Phase activities Graphic organizers,
       Interviewing experts, demonstrations.
      Reflection: Ask question that help students to think about, reflect on, or make sense of
       the activities just completed

III. Process: The purpose of this phase is to use the new information, practice new skills, and
engage in different activities. Questions such as “What can I do with this new information/” What
ways can cadets practice and improve their skill(s)?” “How can cadets ensure the new information is
stored in long-term memory?” Conducting a learning activity will reinforce that learning has taken
place.

      Direct Cadet Focus: Involve students in practical applications that serve to assess
       retention and skills.
      Conduct a Learning Activity: Appropriate Process Phase activities include games, lab
       experiments, role playing peer teaching, or simulations.
      Reflection: As questions that promote understanding and retention of the points
       emphasized.
      Assessment: Conduct an activity that enables the instructor to determine if learning has
       taken place. This can be accomplished by an exercise, skit conducted by class
       members, or verbal feedback.
IV. APPLY:     This phase is to help cadets make real-life applications of the new information or
ideas. Cadets can consider ways to integrate the lesson concepts or skills into personal use outside
the classroom. Questions that can help in this phase include “What else can de done with the
information?” What else is needed to make the information usable?”

      Direct Cadet Focus: Keep students focused on ways to utilize the learning experience
       both inside and outside of the classroom
      Conduct a Learning Activity: Appropriate Apply Phase activities include action
       research, personal goal setting and objectives, problem-based projects, or interviews.
      Reflection: Evaluate the learning that has taken place based on the lesson objective (s).
       Ask questions that help students think about, reflect on, or make sense of the learning
       experience.
      Closing Statement: Develop a strong closing statement to reinforce the lesson objective
       (s).

NOTE: Do not try to re-teach the lesson during the Apply Phase.
                               TIPS – LESSON PLAN OUTLINES

Types of Outlines. There are two principal types of outlines: the sentence outline and the
topic outline. The basis of classification as with the rule of parallel construction is the
grammatical nature of the headings.

        Sentence Outline. In the sentence outline, every heading is a complete sentence.
        Topic Outline. In a topic outline, every heading is a word, phrase, clause, or group of
         these elements in a combination which is not a complete sentence.

Student Text Unit 3, Chapter 5, page 127.

                            EIGHT TIPS FOR LESSON PLANNING

        When teaching a class, structure your presentation by following the eight tips outlined
below. What is important is that you have a logical and orderly method of teaching your lesson.
These eight tips will help you to capture the attention of your class, keep their attention
throughout your presentation, build their respect in your ability as a teacher, and increase your
self-confidence.

1. Practice the material you plan to present to the class. Pay close attention to your pace.
   Know how long each section of your lesson will take. Do not waste time. You may need
   that time to adequately discuss the main points or for questions and answers.
2. Use an opening that will grab the attention of the class.
3. Inform the students of the lesson’s learning objectives and of your expectations. This tells
   them specifically what you will be teaching and how well you will expect them to know the
   material.
4. Briefly review any material from previous lessons (prerequisites) that relates to the
   material you are teaching.
5. Inform or advise the students of any precautions, safety requirements, or special
   instructions regarding the lesson.
6. Present the material according to your lesson plan. Use your training aids effectively.
   Describe any assignments or practical exercises you plan to give and ensure the class
   knows how to accomplish them.
7. Use demonstrations and/or other forms of practical exercises, when appropriate, to
   reinforce your instruction. Give your class examples that will help them understand and
   complete their assignments or practical exercises.
8.    Repeat any material discussed that your class did not fully understand, time permitting.
     Allow time for questions and answers. That is your measurement of how well the class
     understood the material you discussed. However, plan to spend additional time with certain
     students before or after class to ensure they understand the lesson. You may wish to make
     a list of supplemental material students can review to help them better understand the
     lesson. Then, conclude or review the main points of your material and the lesson learning
     objectives.
                                          “For Air Force and Navy JROTC Units”
                                   SUPERIOR INSTRUCTOR EVALUATION
SCHOOL:_________________________________ DATE:_______________     TIME START:________________
INSTRUCTOR__________________________________________________      TIME STOP:________________
SUBJECT: ____________________________________________________     TOTAL TIME: _______________

 RATINGS:             5 – Outstanding          3 – Average                 1 - Poor             N/A – Not Applicable
                      4 – Above Average        2 -= Below Average          0 - Unsatisfactory

To get area score, add the score for each item evaluated, and divide by number of items evaluated.
To get total score, add the result of each area score and divide by number of areas evaluated.
PREPARATION (4)                              CONCLUSION (2)                              TRAINING AIDS (3)
  Lesson Plan                                   Direct Cadet Focus                         Adequacy
  Arrangement of Classroom                      Reflection                                 Relevance
  Distracting Material                          Closing Statement                          Use
  Distracting Noises                         SPEECH (7)                                  MANNER OF PRESENTATION (7)
INTRODUCTION (4)                                Voice/Volume                               Confidence
  Opening Statement                             Vocabulary                                 Sense of Communication
  Purpose                                       Pronunciation                              Use of Notes
  Tie-in                                        Inflection                                 Eye Contact
  Objectives                                    Grammar                                    Enthusiasm
BODY (7)                                        Rate                                       Control of Class
  Emphasis on key points                        Fluency                                    Sincerity
  Knowledge of subject                       QUESTION TECHNIQUE (4)                        GENERAL EFFECTIVENESS (3)
  Organization                                 Thought Provoking                           Did Students Learn
  Accuracy                                     Correctly and Clearly asked                 Lesson Plan Followed
   Illustration                                 Appropriateness                            Time Management
  Transition                                    Response to Answer
  Clarity                                    PLATFORM MANNER (6)
                                                Movements                                APPEARANCE (3)
  DEMO/APPLICATION (5)                          Gestures                                   Bearing
  Adequacy                                      Poise                                      Neatness
  Timing                                        Mannerisms                                 Uniform
  Teaching Value                                Posture
  All Students included                         Facial Expressions
                                                                                         TOTAL POINTS
  Organization


NOTE: An overall rating of unsatisfactory will be given for classes with less than 25 minutes instructional time.

  RATING:______
                  :                                          DISCUSSED WITH CADET:_______            DISCUSSED WITH CADRE:________
                       SI CERTIFICATE_AWARDED:______
  ___
 SUGGESTIONS FOR IMPROVEMENT:




                                                                                                                       Encl 2
                                                                                       For Air Force and Navy JROTC Units



Title of Course:

Subject of Lesson:

                                            PREPARATION DATA
Total Hours:                 Period of Course:                     Method of Instruction:

References:


Instructor:                            Assistant Instructor:

Equipment & Training Aids:

Lesson Objectives:




                                                                                                                       TIME
                                 TOPIC OUTLINE (with time breakdown)                                            ESTIMATES

        I.     INTRODUCTION                                                                                            MIN.

       II.     BODY                                                                                                    MIN.

   III.        SUMMARY                                                                                                 MIN.

                                                    TOTAL INSTRUCTION TIME                                             MIN.

                                                 LESSON OUTLINE
                                                   Continue on blank page(s)

  I.         INTRODUCTION




                                                 (See reverse side for outline tips)
                                         OUTLINE TIPS

I.   INTRODUCTION

     NOTE: If some special technique is used to gain attention of the class, such as a
     demonstration or skit, put it into the lesson plan as a NOTE.

     a. Objectives:     State the specific things the cadets are expected to learn.

     b. Reasons: Tell how the class will benefit the cadets. Stress its importance.

     c. Tie-in:     Relate to previous instruction or knowledge

     d. Procedure:      Indicate the instructional activities that will occur during the lesson.

     NOTE: A good introduction should take 3-4 minutes. This is where the instructor
     motivates the students desire to learn what is to be taught. This is the attention getting
     phase.

II. BODY

     a. Arrange material in sentence or narrative outline format.

     b. List information in order in which it is to be presented.

     c. List when training aids are to be used.

     d. Indicate where and what questions to be asked.

     e. Indicate where and what training activities are to be included.

     f. Insure that all students and included.

     g. Insure that all objectives are satisfactorily covered.

     h. Stress key points and review as appropriate

     NOTE: This is the core of the lesson. The instructor should maintain focus and control
     student’s questions/involvement.

III. SUMMARY

     a. Review main points of the lesson.

     b. Reemphasize the objectives.

     c. Use a strong closing statement.

     NOTE: A good summary should not require more than 3 minutes. Do not try to re-teach
     the lesson.

				
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