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4. Learning Step/Activity 4 – Communicate the significance of old principles and new realities: Measuring Army Effectiveness in Operation Uphold Democracy Method of instruction: CO Instructor to student ratio is: 1:25 Time of instruction 1:00 Media: Powerpoint Slides Note: All the terms, concepts, and principles presented in this ELO are consistent with Army doctrine, even if every word in each definition is not the exact same as that appearing in an Army Field Manual. Note: Show Powerpoint Slide 162: Historical Context of American Intervention, Planning for Intervasion: The Strategic and Operational Setting for Uphold Democracy, Operation Uphold Democracy: The Execution Phase, Old Principles and New Realities: Measuring Army Effectiveness in Operation Uphold Democracy, Uphold Democracy: A Comparative Summary and Conclusion _____________________________________________________________________________ 5. Learning Step/Activity 5 – Communicate the significance of Uphold Democracy: A Comparative Summary and Conclusion Method of instruction: CO Instructor to student ratio is: 1:25 Time of instruction 1:00 Media: Powerpoint Slides Note: All the terms, concepts, and principles presented in this ELO are consistent with Army doctrine, even if every word in each definition is not the exact same as that appearing in an Army Field Manual. Note: Show Powerpoint Slide 162: Historical Context of American Intervention, Planning for Intervasion: The Strategic and Operational Setting for Uphold Democracy, Operation Uphold Democracy: The Execution Phase, Old Principles and New Realities: Measuring Army Effectiveness in Operation Uphold Democracy, Uphold Democracy: A Comparative Summary and Conclusion _____________________________________________________________________________ Note: Note: Conduct a check on learning and summarize the learning activity. Solicit and answer the students' questions. This is not a graded activity. Note: Show Powerpoint Slide 163: Check on Learning: Invasion, Intervention, “Intervasion”: A Concise History of the U.S. Army in Operation Uphold Democracy _____________________________________________________________________________ SECTION V. STUDENT EVALUATION Note: Explain how students will be tested to determine if they can perform the TLO to standard. Refer student to the Student Evaluation Plan. Testing Requirements: Students will receive two roughly 60-minute written tests, one each for Lessons “R” and “LL.” In order to receive a Go, students must score a 70 of 100 questions correctly. 131
Note: Rapid, immediate feedback is essential to effective learning. Schedule and provide feedback sessions on the evaluation and any information to help answer questions about the test. Provide remedial training as needed. Feedback Requirements: If remedial/refresher training is required, students will be trained by peer instructors, the instructor who taught the class, or another qualified instructor. Have students review all material and references covered in the lesson. Testing Requirements: Performance Tests 1-4 – Class Discussion of Instructor-Selected Reading Given the assigned chapter-length reading for this lesson, any personal notes taken during preparation for the lesson, and the classroom setting, have students conduct a discussion of the historical and military significance of the topic that meets one-hundred percent of criteria listed on the Class Discussion of Instructor-Selected Reading Evaluation Checklist. Failure to meet all of the criteria will result in a NO-GO. Use the Class Discussion of Instructor-Selected Reading Checklist to evaluate the results. This checklist is participation-scored; it lists specific criteria that the Class Discussion of Instructor-Selected Reading must meet to be acceptable. The checklist is found at Appendix B and takes about 5 minutes to complete. Note: Rapid, immediate feedback is essential to effective learning. Schedule and provide feedback sessions on the evaluation and any information to help answer questions about the test. Provide remedial training as needed. Feedback Requirements: Provide students with feedback concerning how well their Class Discussion of Instructor-Selected Reading meets the standard as follows: Step: 1. Action: Complete the Class Discussion of Instructor-Selected Evaluation Checklist, recording specific justification for any NO-GO rating and recommending areas for improvement. GO/NO-GO. Step: 2. Action: Provide student with a copy of the completed Class Discussion of Instructor-Selected Reading Evaluation Checklist. GO/NO-GO. Step: 3. Action: Inform students of your availability to discuss their performance and rating. GO/NO-GO. Step: 4. Change a NO-GO to GO rating if the student can discuss shortcomings and a means of improvement with an instructor or peer coach. GO/NO-GO. Testing Requirements: Performance Tests 5-7 – Book Review and Analysis Given the student handout for this lesson, any personal notes taken during the lesson, and a personal study environment, have students develop a 5-7 page, double-spaced Book Review and Analysis that meets one-hundred percent of criteria listed on the Book Review and Analysis Evaluation Checklist. Failure to meet all of the criteria will result in a NO-GO. Use the Book Review and Analysis Evaluation Checklist to evaluate the results. This checklist is productscored; lists specific criteria that the Book Review and Analysis must meet to be acceptable. The checklist is found at Appendix B and takes about 15 minutes to complete. Note: Rapid, immediate feedback is essential to effective learning. Schedule and provide feedback sessions on the evaluation and any information to help answer questions about the test. Provide remedial training as needed. Feedback Requirements: Provide students with feedback concerning how well their Book Review and Analysis meets the standard as follows: 132
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Appendix pages 1-343 10/2/14 CCC Me
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EXCEPTIONS). C. POSSESS AN ADVANCED
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OPTIONAL REPORTS MUST BE RECEIVED,
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ENLISTED RANKS, THE DOCUMENT WILL N
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Task Task title: Conditions: Standa
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ELO X: Analyze how peace evolved in
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___________________________________
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Learning Objective Action: Conditio
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Note: Show PP S 2 - What is Militar
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Note: Show Powerpoint Slide 5: The
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*Identifies the significance of the
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___________________________________
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___________________________________
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Note: All the terms, concepts, and
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F. ENABLING LEARNING OBJECTIVE F No
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Note: Show Powerpoint Slide 21: Ori
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Note: Show Powerpoint Slide 24: Org
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Media: Powerpoint Slides Note: All
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Method of instruction: CO Instructo
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Note: Solicit and answer the studen
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Time of instruction 1:00 Media: Pow
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*Identifies the significance of mob
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Note: Show Powerpoint Slide 58: Mod
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Q. ENABLING LEARNING OBJECTIVE Q No
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S. ENABLING LEARNING OBJECTIVE S No
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What roles, missions, and operation
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Note: Show Powerpoint Slide 76: Str
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Instructor to student ratio is: 1:2
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5. Learning Step/Activity 5 - Commu
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Page 145 and 146: 8. Learning Step/Activity 8 - Commu
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Page 155 and 156: Note: Show Powerpoint Slide 110: Cr
Page 159 and 160: GG. Enabling Learning Objective GG
Page 161 and 162: Conditions: Standards: Gulf to Army
Page 163 and 164: *Identifies the significance of Pha
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Page 171 and 172: Note: Solicit and answer the studen
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Page 175 and 176: Note: All the terms, concepts, and
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Page 185 and 186: Note: Show Powerpoint Slide 153: Ch
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Page 189 and 190: Note: Show Powerpoint Slide 158: EL
Page 191: 1. Learning Step/Activity 1 - Commu
Page 195 and 196: APPENDIX A Powerpoint Slide MASTERS
Page 197 and 198: Testing Requirements: Performance T
Page 199 and 200: Appendix C Simulations While tactic
Page 201 and 202: APPENDIX D STUDENT HANDOUTS (See MS
Page 203 and 204: 5. In the final one-quarter of your
Page 205 and 206: Appendix E References on Line The f
Page 207 and 208: F-2
Page 209 and 210: 2. Food and Drink: Food and drinks
Page 211 and 212: Attachment 2--Common Errors Not fol
Page 213 and 214: 2. Food and Drink: Food and drinks
Page 215 and 216: Attachment 2--Common Errors Not fol
Page 217 and 218: INTRODUCTION TO LEADERSHIP-HYBRID M
Page 219 and 220: Identify the leader attributes and
Page 221 and 222: COURSE OUTLINE: MODULE/ MODE: LESSO
Page 223 and 224: Numeric: 1000-930 A 929-900 A- 899-
Page 225 and 226: http://www.army.mil/readyandresilie
Page 227 and 228: Leadership 120/ MS I: Spring Semest
Page 229 and 230: Leadership 120/ MS I: Spring Semest
Page 231 and 232: Air Force Aerospace Studies 201: Th
Page 233 and 234: Class Schedule Date Subject Reading
Page 235 and 236: Shuffling and pounding your feet—
Page 237 and 238: 4. Uniform: Uniform wear is optiona
Page 239 and 240: Common Errors Not following syllabu
Page 241 and 242: Foundations of Leadership Leadershi
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Fundamentals of Leadership/ Leaders
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Fundamentals of Leadership/ Leaders
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Air Force Aerospace Studies 303/Lea
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5. NO CELL PHONES ALLOWED IN THE CL
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I will assign letter grades as foll
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22 14 Nov Problem Solving (cont.)
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Air Force Aerospace Studies 304/Lea
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giving a brief overview of the read
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Not following syllabus!!! Grammar!
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LDRSHP 310, Fall Semester 2014 Cour
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LDRSHP 310, Fall Semester 2014 Cour
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LDRSHP 320, Spring Semester 2014 Re
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LDRSHP 320, Spring Semester 2014 Al
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LDRSHP 320, Spring Semester 2014 02
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Exams - One mid-term exam and one f
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Week 11 (19NOV) Lessons 32-34 Week
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2. Uniform: Uniform wear is not man
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Attachment 1 - Class Schedule Date
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Attachment 2 - Regional Studies Top
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Air Force Aerospace Studies 402: Pr
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Grading You will have opportunity t
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Week 11 31 Mar 2 Apr Week 12 7 Apr
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to those points. This will help in
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assignments, practical exercises an
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- Demonstrates the ability to plan,
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classes. Unless otherwise stated AL
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Final Term Projects (10%): There wi
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FURTHER READING (NOT EXHAUSTIVE): B
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Interview a current Company or Fiel
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Leadership (25%): MSL420 is the ROT
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RECCOMENDED MANUALS (NOT EXHAUSTIVE
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MS420 Leadership in a Complex World
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Course Objectives 1. All LLAB lesso
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Attendance 1. Unless classified as
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MSL 101: SY 2013-14 Leadership and
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MSL 102: SY 2013-14 Introduction to
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MSL 201: SY 2013-14 Foundations of
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Overview Course Map MSL 301: Adapti
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Course Overview MSL 401: SY 2013-14
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Course Overview MSL 402: SY 2013-14
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Summary Table 1 UWW ROTC Goals & Ac
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3 4. To prepare for the deployments
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5 V. Professional & Personal Integr
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7 cultures on leader development; u
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9 Other Inclusive Excellence goals
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11 planning goals listed above. tra
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Professional Competence Appendix A
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Teamwork Appendix A to General Lear
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Lifelong Learning Appendix A to Gen
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Appendix A to General Learning Outc
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Attributes Competencies Character A
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