JROTC (Junior Reserve Officer Training Corp) helps young adults build leadership, character, and teamwork skills. This program will encourage students to learn how to lead and teach them responsibility. It will teach people skills and take the best out of each student. This program will require students to think logically and for students to make decisions for them and take on responsibility. JROTC will teach students responsibility and life skills to make it in the real world.
2. Describe a few additional things have you learn in this chapter that illustrate the difference between curriculum planning by theme and the project approach. 3. What ideas have you gained about getting started on an in-depth investigation with children? What are some things to look for and some things to avoid?
In this theory, three things must be done in order for an individual to reach this stage of their lives. The first is finding out who you are as a person. This involves re-assessing lessons parents have taught and lessons an individual learns on their own, and deciding which qualities you believe are important and will help you become independent. In addition, adolescents must create relationships outside of the household to ensure they have emotional stability. Finally, adolescents must dedicate themselves to a job that will provide them with financial stability.
They must learn to master new skills and abilities. They also loose there cense of childhood and feel a need to conform to fit in. The fifth stage is Identity vs. Role Confusion. This is from age twelve to twenty-one. At this time they must develop a personal identity and a cense of who they are, what they value and there goals in life are.
Distinction Presentation Notes Slide 1 For the purposes of this presentation I will refer to the child as “Jack”, not his real name. Slide 2 In order to consider both the internal and external barriers to learning for the child I am helping ,I will briefly look at the setting, particularly being aware of how this may affect his learning. I will then give a brief outline of the child . I will then identify my understanding of some of the internal barriers to learning I believe are experienced by him. This list cannot be exhaustive.
(Katz & Chard, 2000, p. 2)” The two essential elements of the project approach are “child-centered activities” and “social reconstruction”. Child-centered is means that enables children to follow their interests and fascinations. That is spontaneous learning method that they can learn about practical information and a theoretical framework through the process of developing a project in group. This learning-method leading developmental objectives: physical, cognitive and language, affective and social and aesthetic development (Guide to the Pre-primary Curriculum,2006, p.17). Phases 1: Beginning a project Children are leading learners but no only received information.
Students then are to choose a personality trait from a list that best describes how they feel/behave most of the time. At the end of the scoring process, each student identifies his or her four-letter personality type, these types consisting of E or I which is extraversion or introversion. They stand for where people prefer to get their energy and focus their attention. Next is S or N sensing or intuition, which covers how people prefer to process information. Then there is Tor F thinking or feeling.
Second, given your understanding of style commentary and relying heavily on the mentor text analysis, write a style commentary on EACH of the below extracts (THREE TOTAL). Each commentary should be typed and between 2-4 pages double-spaced. Chosen extracts: 1) page 21-23 2) page 58-59 (ending with “Maureen”) 3) page 78 Other extracts that we will mostly likely focus on in class, but you are not required to write a formal style commentary, though you
It applies in young adults as the stage when a person learns to make commitments to others. 3. List and explain Kohlberg’s three stages of moral development. Then, explain how an individual in each stage of moral development might answer the Heinz dilemma. (15 points) Preconventional, which is decision making based on avoiding punishment.
Moderators sample records of learners to assess if their learning objectives and assessment criteria have been met. Moreover, the moderator assesses if tutors’ decisions were valid and any actions in relation to the learner were implemented? For example, was good feedback given and was there good evidence of this? It’s important for our moderator to know that students are achieving level 3. An example of the feedback loop: on our course, the external moderator noticed that one assessment criteria asked for evidence for the role of the note taker and agencies supporting disabled students.