LET 2
1st Semester, Intermediate Leadership and Character Development
COURSE DESCRIPTION: This course includes classroom instruction and laboratory
instruction expanding on skills taught in LET I. This course introduces equal opportunity
and sexual harassment. It provides instruction on leadership styles and practical time to
exercise leadership theories as well as the basic principles of management It provides
self assessments that help students determine their skill sets and opportunities to teach
using accepted principles and methods of instruction. The performance standards in this
course are based on the performance standards identified in the curriculum for the US
Army JROTC. Successful completion of at least three units of credit in the Army JROTC
program will qualify the student for advanced placement in a college ROTC program or
accelerated promotion in the military service.
COURSE PREREQUISITES: LET I
Celebrating Differences - Culture and Individual Diversity
1. Demonstrate knowledge of the leadership role in celebrating diversity, treating
women and minorities fairly and equitably, and the prevention of sexual
harassment.
Power Bases and Influence
2. List the different types of power and influence.
3. Describe the appropriate application of power and influence.
4. Use individual and system power respectfully and effectively to increase
performance.
Styles of Leadership
5. Identify different styles of leadership.
6. Determine what style works best and when.
Management Skills
7. Define management.
8. Identify five management principles.
9. Outline the difference between management and leadership.
Communication
10. Recognize the important role communication plays in leadership.
11. Identify the basic flow and purpose served by informal communication.
12. Chart the major elements of a communication model.
13. Demonstrate the main types of nonverbal communication.
14. Discuss how feedback and effective listening help communication effectiveness.
Motivation
28.03200 - 2
15. Demonstrate that individual performance within a group is influenced by
expectations, ability, and motivation.
16. Discuss the fourteen principles of motivation and how they impact motivation.
Development
17. Conduct a Force Field Analysis identifying strengths and areas of focus for
development.
18. Conduct an assessment of current level of competence in the fifteen leadership
dimensions and create a plan of action to be totally involved in the leadership
development process.
Taking Charge - Knowing Your Responsibilities as a Leader
19. Identify four steps that leaders should utilize when taking on a new leadership
position.
20. Identify the major duties or responsibilities of a team leader, squad leader, platoon
sergeant and platoon leader.
21. Demonstrate the responsibilities of a team leader or other higher position in drill.
Company Formations and Movement
22. Demonstrate correct response to the commands for forming the company, changing
interval, aligning the company, opening and closing ranks, and dismissing the
company.
23. Demonstrate correct response for changing the direction of march of a column,
correcting distance between platoons, and forming a column of twos and reforming.
24. Demonstrate correct response for forming, aligning, and changing the direction of
march of a company mass formation, and forming a company in column from a
company mass formation.
25. Demonstrate correct response to the commands for forming a company in column
with platoons in line and reforming.
26. Identify the different types of company formations and relate specific drill
commands to them.
27. Identify the locations of the key platoon and company personnel in company
formations.
Brain Structure and Function
28. Explain why the brain stem is sometimes called “the reptilian brain.”
29. Identify key areas in the midbrain/limbic system and describe their primary
function.
30. Label the four lobes of the cerebral cortex.
31. Label major regions in the brain and match them to key functions.
32. Sketch and label three main parts of a neuron.
33. Name three elements involved in transmitting a stimulus from outside the body to
the brain.
34. Explain why neural networks change and grow to enhance the brain’s processing
power.
28.03200 - 3
Left Brain/Right Brain
35. Match activity descriptions to hemisphere based on research regarding specialized
brain functions.
36. Complete a brain dominance inventory.
37. Describe the differences between global and analytical thinking.
38. Explain how brain dominance helps determine personality and behavior.
39. Explain two things you have learned about your own information processing
preferences.
40. Provide at least three reasons why the ability to specialize and synchronize are both
important aspects of how the brain functions
Learning Style and Processing Preferences
41. Name at least three sensory (perceptual) systems.
42. Explain at least three essential elements of the learning process and describe how
the elements relate.
43. Compare and contrast an automatic versus a purposeful response to stimuli.
44. State three reasons it is important to become aware of the unique ways in which
people learn.
45. Explain each step in Senge’s ladder of inference, using an example from your own
life.
Learning Models
46. Assess your own preferences in each dimension of the Dunn and Dunn model.
47. State the 5 dimensions included in Dunn and Dunn’s learning model.
48. List at least two specifics within each of the five dimensions in Dunn and Dunn’s
learning model.
49. Name two actions you can take, using knowledge of your preferences, to become a
more active, effective learner.
50. Explore how to expand beyond your current preferences.
51. State three reasons why knowing individual preferences of team members helps a
team to achieve goals.
Multiple Intelligences
52. Compare and contrast your current understanding of intelligence with Gardner’s
definition.
53. Match a list of statements to one of the eight types of intelligence identified by
Gardner.
54. Distinguish between inter- and intra- personal.
55. Present three activities to develop intelligence in one of the eight areas Gardner has
defined.
56. Design two activities you can do in the next two weeks, using what you have
learned about your intellectual strengths, to improve in one of your classes at
school.
57. Discuss how ineffective speakers can improve their speech making.
28.03200 - 4
58. Strategize to improve speaking ability by avoiding common mistakes.
59. Develop coping strategies for stressful speaking situations.
60. Provide constructive feedback to speakers.
Communicating in Groups
61. Identify the elements in the communication process.
62. Create a case study that highlights a topic unique to small group communication.
63. Apply knowledge of small group communication process to the analysis of a piece
of literature or media.
Roles and Group Communication
64. Identify the elements in the communication process.
65. Create a case study that highlights a topic unique to small group communication.
66. Apply knowledge of small group communication process to the analysis of a piece
of literature or media.
Finding Solutions - Conflict and Behavior
67. Apply knowledge of Winning Colors® to conflict situations and resolution.
68. Evaluate the steps to managing conflicts and personal conflict management skills.
69. Recognize different hot buttons and the behavior style they indicate.
70. Respond to conflict situations positively through role-play.
71. Evaluate the pros and cons of alternatives to determine potential solutions to
conflict.
Preparing to Teach
72. Describe five critical elements you need to consider in preparing to teach.
73. Write effective learning objectives by constructing each to include the task,
condition and standard for student performance.
74. Identify the various types of training aids and describe how to effectively use them
in a classroom.
75. Describe at least six tips for planning a lesson.
Using and Developing Lesson Plans
76. Explain the purpose of a lesson plan.
77. Identify the four phases of a lesson plan, and each phase’s purpose.
78. Describe the teacher’s role and the potential benefits to students in each phase.
79. Create a lesson plan utilizing the four-phase process.
Delivering Instruction
80. Describe a lesson objective, quantitative standard and training aids.
81. Describe seven types of teaching methods and identify when to use each type in a
classroom.
82. Identify the five types of practical exercises.
83. Explain the process of rehearsing.
28.03200 - 5
84. Design a presentation using one of the seven teaching methods.
Use Variety in Your Lesson Plan
85. Define cooperative learning and identify the benefits of using cooperative learning
strategies in the classroom.
86. Identify and describe at least two cooperative learning strategies you could use in a
lesson plan that encourage team building.
87. Identify and describe at least two cooperative learning strategies you could use in a
lesson plan that require students to respond to or discuss questions posed in the
lesson.
88. Identify and describe at least four cooperative learning strategies you could use in a
lesson plan so that learners could gather, share, and learn a great deal of material in
a short amount of time.
89. Explain how incorporating a variety of learning styles and multiple intelligences
benefit learners in the classroom.
Graphic Organizers
90. Define graphic organizers and describe the benefits of graphic organizers to the
learner.
91. Identify the graphic organizers that help learners brainstorm or associate ideas and
concepts.
92. Identify the graphic organizers that are useful for learners when comparing or
prioritizing information.
93. Identify the graphic organizers that are most useful to learners when they need to
analyze or compare information.
94. Identify the graphic organizers that are most effective in sequencing and visualizing
information.
95. Identify the graphic organizers that are most useful for connecting or reflecting on
ideas or concepts.
Using Feedback in the Classroom
96. Describe the purpose of feedback in a classroom and four ways that feedback can
be effective.
97. Identify the five characteristics or conditions of effective feedback.
98. Identify the basic ground rules and tips for giving effective feedback.
28.03200 - 6
28.03201 LET 2 (Traditional) 2nd Semester, Intermediate Life Skills,
Geography and Government
COURSE DESCRIPTION: This course includes classroom instruction and laboratory
instruction expanding on the skills taught in LET 2 (Traditional), 1st Semester. It
emphasizes community projects to assist in drug prevention efforts, includes dietary
guidelines and fitness and introduces map-reading skills. It discusses the significant
events that helped shape and develop the Constitution and government and teaches
the role of political parties in the election process. The performance standards in
this course are based on the performance standards identified in the curriculum for
the US Army JROTC. Successful completion of at least three units of credit in the
Army JROTC program will qualify the student for advanced placement in a college
ROTC program or accelerated promotion in the military service.
COURSE PREREQUISITES: LET 2 (Traditional) 1st Semester
Making the Right Choices
1. List at least two effective strategies for decision-making.
2. Name at least two ineffective strategies for decision-making.
3. Apply the F-I-N-D-S model to make decisions.
4. Analyze potential solutions to determine the best alternative.
5. Evaluate decisions for effectiveness.
Goals and Goal Setting
6. Define goals and differentiate among short-, medium- and long-term goals.
7. Define a set of personal goals that includes short-, medium- and long-term goals.
8. Analyze goals to determine what makes them meaningful.
9. Create a plan for achieving one long-term goal.
Career: Labor You Love
10. Observe the criteria employers look for in employees (SCANS)
11. Relate career factors to earnings potential.
12. Discuss the effects of education and training on a career.
Dietary Guidelines
13. Identify the 9 NAS dietary goals and ways to achieve them.
14. Identify factors that affect the nutritional requirements of individuals at various life
stages.
15. Identify signs and symptoms of anorexia nervosa and bulimia.
16. Examine varying viewpoints on vitamin and mineral supplement usage.
17. Calculate your personal supplement blueprint. (Optional)
Controlling Fat
18. Identify 5 health problems that an obese or overweight person is at greater risk of
getting.
19. Identify tendencies that encourage the accumulation of fat.
28.03200 - 7
20. Define current and desired state for healthy lifestyle.
21. State 4 steps that can lead to a lean body fat content.
22. State the relationship of food intake and physical activity to weight control.
Taking Care of Yourself
23. Recognize the benefits of maintaining good hygiene habits.
24. Explain how to keep clean in field conditions.
25. Explain the correlation between physical fitness and hygiene.
26. Describe ways to get adequate sleep/rest in unfamiliar places and to remain
awake/alert, when necessary, in field situations.
27. Recognize stress-reducing techniques.
28. Identify possible results of poor sanitation.
29. Detail procedures for 4 methods of disinfecting water.
30. Explain how to guard against food poisoning and the spread of germs through
waste.
Understanding and Controlling Stress
31. Identify ways in which stress and anxiety can be both beneficial and harmful.
32. Identify/recognize the physical and psychological effects of stress.
33. Identify/recognize common causes of stress in young people as well as causes of
stress in your own life.
34. Practice prevention of stress overload including relaxation and anger management
techniques.
35. Identify/practice leadership strategies that promote healthy stress levels within a
group.
36. Identify/recognize causes and symptoms of depression and anxiety and positive
ways to deal with them.
Ready, Go...Crossing the Finish Line - Year 2
37. Practice improving your scores.
38. Recognize scores necessary to achieve the Presidential Physical Fitness Award.
First Aid for Burns
39. Identify the degrees of burns and their characteristics.
40. Demonstrate how to treat first-, second-, and third-degree heat burns.
41. Explain how to prevent heat burns.
42. Demonstrate how to treat electrical burns.
43. Explain how to prevent electrical burns.
44. Demonstrate how to treat chemical burns to the skin and eyes.
45. Explain how to prevent chemical burns.
First Aid for Poisons, Wounds, and Bruises
46. Recognize causes and symptoms of poisoning.
47. Demonstrate how to treat for poisons.
48. Identify the four kinds of wounds.
28.03200 - 8
49.
No comments:
Post a Comment