Admin-1 · Admin-1 Lesson Plan Administration Information Course Senior Leader Course-Leader Core Competencies (SLC-LLC) Clearance Access Security Level: Unclassified Requirements:

Admin-1

Lesson Plan

Administration Information

Course Senior Leader Course-Leader Core Competencies (SLC-LLC)

Clearance Access Security Level: Unclassified

Requirements: There are no clearance or access requirements for the lesson.

Foreign Disclosure

Restrictions

FD1. This training product has been reviewed by the training developers in

coordination with the USASMA foreign disclosure officer. This training product

can be used to instruct international military students from all approved countries

without restrictions.

Safety

Brief emergency exit/evacuation procedures including wires/cords, floor outlets,

ramp/step, confined workspace, electronics, and beverages in the classroom.

Risk Assessment

Level

Low

Environmental

Considerations

It is the responsibility of all Soldiers and DA civilians to protect the environment

from damage.

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LP-1

US ARMY SERGEANTS MAJOR ACADEMY

Senior Leader Course

Leader Core Competencies

Lesson Plan for S300

Course Overview

Lesson Author: MSG Paul Caswell

Department Author: MSG Paul Caswell

1. SCOPE:

At the end of this 1-hour lesson the learner will be able to organize an approach to achieve the course learning

outcomes. The Senior Leader Course-Leader Core Competencies (SLC-LCC) prepares the Staff Sergeant for

duties as a Sergeant First Class. Using the Leadership Requirements Model (LRM), learners will collaborate

and exchange ideas on innovative approaches to leadership and training. Learners will examine management

techniques, analyze Mission Command systems, construct an analytical essay, create platoon training and leader

development plans, and learn basic negotiation principles. As a result, learners will gain an understanding of

the significance of becoming a senior noncommissioned officer and the responsibilities inherent in that role.

The Course contains 48 hours of academic instruction covering the following competency areas:

Communications

Leadership

Program Management

Operations

Training Management

Readiness

2. LEARNING OBJECTIVES:

This lesson supports SLC-LCC TLO 400-SLC-S300.1, .2, .3, and .4 as listed in the S300 Advance Sheet.

ELO: 400-SLC-S300

Action: Understand the Learning Outcomes of the Senior Leader Course (SLC-LCC).

Condition: As a learner and leader attending the SLC-LCC, acting as a platoon sergeant using an

organizational-level leadership perspective in a classroom environment, given references, practical exercises

and classroom discussions.

Standard: Understanding includes:

Describe the learning outcomes

Relate what is expected of you in the classroom

Articulate the course requirements

Learning Domain: Cognitive

Level of Learning: Understanding

LP-2

21st Century Soldier Competencies:

Character and accountability.

Comprehensive fitness.

Adaptability and initiative.

Lifelong learner (includes digital literacy).

Teamwork and collaboration.

Communication and engagement (oral, written, negotiation).

Critical thinking and problem solving.

Cultural and joint, interagency, intergovernmental, and multinational competence.

Tactical and technical competence (full spectrum capable).

Characteristics of the Future Operational Environment:

None

Linking Warfighting Challenges to Required Capabilities:

Adapt the Institutional Army

Enhance Training

Improve Soldier, Leader and Team Performance

Develop Agile and Adaptive Leaders

3. ISSUE MATERIAL: a. Advance Issue: S300-Advance Sheet

b. During class: Peer Interview Sheet

4. ASSIGNED LEARNER REQUIREMENTS: None.

5. FACILITATOR ADDITIONAL READING(S) MATERIAL: None.

6. TRAINING AIDS, REFERENCES, AND RESOURCES:

S300- Overview Lesson Plan:

(1) Appendix A, Slides.

(2) Appendix B Test(s) Solution(s). None

(3) Appendix C, Practical Exercise(s) and Solution(s). None

(4) Appendix D, Learner Handouts:

(a) S300-Advance sheet.

(b) Peer Interview Sheet.

(5) Appendix E, Lesson Training Outline (TDC Generated, if needed). None

(6) Appendix F, Facilitator Materials:

(a) Assessment Plan.

b. Video(s): None

LP-3

7. CONDUCT OF LESSON:

a. Lesson Timeline:

10 minutes Concrete Experience (CE) (Slide 1) (LSA 1)

05 minutes Publish & Process (P&P) (LSA 2)

25 minutes Generalize New Information (GNI) (Slides 2-12) (LSA 3)

05 minutes Develop (LSA 4)

05 minutes Apply (LSA 5)

10 minutes Break

b. Concrete Experience (10 minutes): LSA 1

Slide 1, Concrete Experience

Facilitator Note: Divide the class into two groups and provide a butcher block or

white board. One group focuses on attributes and the other,

competencies. Tell the first group to identify attributes of

character, presence, and intellect and the second group to

identify competencies of leads, develops, and achieves.

c. Publish and Process (05 minutes): LSA 2

Facilitator Note: Ask the following questions (or substitute your own).

What did you think about this activity?

Where does the information on the slide come from? (ADRP 6-22, Army Leadership, Figure 1-1, The

Army Leadership Requirements Model)

How does your Army educational experiences impact your pre-conceived ideas about the Army

Leadership Requirements Model?

d. Generalize New Information (30 minutes): LSA 3

Facilitator Note: Transition to GNI discussion.

LP-4

Slide 2, Course Overview

Facilitator Note:

Welcome to the Senior Leader Course-Leader Core

Competencies (SLC-LCC) This lesson is designed to give

you an overview of the course and its requirements. Just as

importantly, we will spend some time getting to know each

other and exploring classroom expectations.

Slide 3 Lesson Scope

Facilitator Note:

Summarize by stating that this scope encompasses the entire

course outcome.

Slide 4 Lesson ELO

Facilitator Note:

LP-5

Slide 5, Peer Introductions

Facilitator Note:

Pass out a Peer Interview Sheet (H-1) to each learner.

Divide the class into partners. Have the partners interview

each other. This should take 5 minutes. The partners will

now introduce each other to the remainder of the class.

This should take 15 minutes.

Facilitator Note: Students should ask each other the questions and write down the answer given by their partner;

they should not merely write down the answers about themselves and give their answers to their partners. Once the

interviews are complete, go around the room having each student introduce their partner to the rest of the class

followed by the facilitators.

Slide 6, Classroom Expectations (D0)

Facilitator Note:

Discuss the expectations, making the point that this is not

an all-inclusive list, however, it is what each individual

should expect of themselves and their peers at a minimum.

Slide 7, Classroom Expectations (Do Not)

Facilitator Note:

Discuss the expectations, making the point that this is not

an all-inclusive list, however, it is what each individual

should expect of themselves and their peers at a minimum.

Facilitator Note: Before showing the next slide, ask learners if they know what constitutes plagiarism.

Slide 8 , Plagiarism

LP-6

Facilitator Note:

Facilitator Note: Use the following notes to address slide 13 (Plagiarism):

There are some actions that can almost unquestionably be labeled plagiarism. Some of these include buying,

stealing, or borrowing a paper (including, of course, copying an entire paper or article from the Web); hiring

someone to write your paper for you; and copying large sections of text from a source without quotation marks or

proper citation.

But then there are actions that are usually in more of a gray area. Some of these include using the words of a source

too closely when paraphrasing (where quotation marks should have been used) or building on someone's ideas

without citing their spoken or written work. Sometimes teachers suspecting students of plagiarism will consider the

students' intent, and whether it appeared the student was deliberately trying to make ideas of others appear to be his

or her own.

The key to avoiding plagiarism is to make sure you give credit where it is due. This may be credit for something

somebody said, wrote, emailed, drew, or implied. Many professional organizations, including the Modern Language

Association (MLA) and the American Psychological Association (APA), have lengthy guidelines for citing sources.

However, students are often so busy trying to learn the rules of MLA format and style or APA format and style that

they sometimes forget exactly what needs to be credited.

Bottom line, document any words, ideas, or other productions that originate somewhere outside of you.

LP-7

Slide 9, Course Modules

Facilitator Note:

Read the outcome of each module. Answer any questions

students may have.

Slide 10 , Module 1 Lessons

Facilitator Note:

These are the lessons for the Army Leadership and the

Profession.


Facilitator Note:

These are the lessons for Mission command.


Facilitator Note:

These are the lessons for the Human Dimension.

LP-8


Facilitator Note:

These are the lessons for Professional Competence.

Slide 14 , Assessments

Facilitator Note:

Your Leader Core Competencies Contribution to Group

work, Speaking, and Writing assessments are incorporated

with your technical assessment on one DA Form 1059.

LP-9

Slide 15 , ELM

Facilitator Note: This Slide depicts a diagram of the ELM. Explain that this

is how new PME courses are structured, Leader Core

Competencies classes will follow this pattern.

Facilitator Note: Hopefully, the Senior Leader Course will not only present new material to you, it will familiarize

you with a new learning strategy. This course uses the Experiential Learning Model, or ELM, which is designed

specifically for adult learners. ELM consists of 5 steps: the Concrete Experience (CE), which is designed to get

students thinking creatively about the lesson topic (in this lesson, the group activity on attributes and competencies

was the CE); Publish and Process (P&P), which takes time to share student reflections about the CE; Generalize

New Information (GNI), during which the Facilitator facilitates discussion regarding new information; Develop is

the step where the class contemplates how they will use the information in the future; and finally, the Apply step is

where students actually put the information to use through PEs, briefings, papers, or other assessments.

Slide 16 , Apps

Facilitator Note:

Tell learners that in their folder for S300 they will find the

next two slide to helping them in setting up these Apps in

their mobile devices for easy access to doctrinal

information.

Slide 17, Apps (cont.)

Facilitator Note:

LP-10

Slide 18, Questions

Facilitator Note:

Read the paragraph below and ask for questions.

e. Develop (05 minutes): LSA 4

Facilitator Note: Ask the following questions.

Do you think this course is going to help you in developing the Attributes and Competencies as outlined

in the Army Leadership Requirements Model?

What are you most interested in learning about?

What are some of your concerns?

How will you use this information in the course?

f. Apply (05 minutes): LSA 5

This is the “check on learning.” Take a few minutes to determine if the learners understand the course

learning outcomes.

8. ASSESSMENT:

Refer to S300 Advance Sheet for information on all course assessments.

A-1





Course Overview

Appendix A

Slides

Slide Number Description/Title

1 Concrete Experience

2 Title Slide

3 Lesson Scope

4 Lesson ELO

5 Peer Introductions

6 Classroom Expectations (Do)

7 Classroom Expectations (Don’t)

8 Plagiarism

9 Course Modules

10 Module 1: Army Leadership and Profession

11 Module 2: Mission command

12 Module 3: Human Dimension

13 Module 4: Professional Competence

14 Assessments

15 ELM

16 Apps

17 Apps (cont.)

18 Questions

B-1





Course Overview

Appendix B

Test(s) and Test Solution(s)

None

C-1





Course Overview

Appendix C

Practical Exercises(s) and Solutions(s)

None

D-1





Course Overview

Appendix D

Learner Handouts

This appendix contains the items listed in this table--

Title / Synopsis Page(s)

S300-Advance Sheet AS-1 and 2

Peer Interview Sheet H-1

AS-1





Course Overview

Advance Sheet

1. SCOPE:

At the end of this 1-hour lesson the learner will be able to organize an approach to achieve the course learning

outcomes. The Senior Leader Course-Leader Core Competencies (SLC-LCC) prepares the Staff Sergeant for

duties as a Sergeant First Class. Using the Leadership Requirements Model (LRM), learners will collaborate

and exchange ideas on innovative approaches to leadership and training. Learners will examine management

techniques, analyze Mission Command systems, construct a persuasive essay, create platoon training and leader

development plans, and learn basic negotiation principles. As a result, learners will gain an understanding of

the significance of becoming a senior noncommissioned officer and the responsibilities inherent in that role.

The Course contains 48 hours of academic instruction covering the following competency areas:

Communications

Leadership

Program Management

Operations

Training Management

Readiness

2. LEARNING OBJECTIVES:

This lesson supports SLC-LCC TLOs 400-SLC-LCC-S300.1, Analyze Army Leadership and the Profession,

S300.2, Mission Command, S300.3, Human Dimension, and S300.4, Professional Competence.

ELO: 400-SLC-LCC-S300

Action: Understand the Learning Outcomes of the Senior Leader Course (SLC-LCC).

Condition: As a learner and leader attending the SLC-LCC, acting as a platoon sergeant using an

organizational-level leadership perspective in a classroom environment, given references, practical exercises

and classroom discussions.

Standard: Understanding includes:

Describe the learning outcomes.

Relate what is expected of you in the classroom.

Articulate the course requirements.

Learning Domain: Cognitive

Level of Learning: Understanding

21st Century Soldier Competencies:

Character and accountability

Comprehensive fitness

Adaptability and initiative

Lifelong learner (includes digital literacy)

AS-2

Teamwork and collaboration

Communication and engagement (oral, written, negotiation)

Critical thinking and problem solving

Cultural and joint, interagency, intergovernmental, and multinational competence

Tactical and technical competence (full spectrum capable)

Characteristics of the Future Operational Environment:

None

Linking Warfighting Challenges to Required Capabilities:

Adapt the Institutional Army

Enhance Training

Improve Soldier, Leader and Team Performance

Develop Agile and Adaptive Leaders

3. ASSIGNED LEARNER REQUIREMENTS: None

4. ASSESSMENT:

See Appendix F, Assessment Plan, of this lesson.

H-1





Course Overview

Peer Interview Sheet

Name:

Unit:

MOS: (i.e. Combat Engineer, not 12B)

Years of Service:

Component: (Active Army, Army Reserve, or National Guard)

Family: (Single or Married with xx children)

Hobbies:

E-1





Course Overview

Appendix E

Lesson Training Outline

None

F-1





Course Overview

Appendix F Facilitator Materials

This appendix contains the items listed in this table--

Title/Synopsis Page(s)

S300-IM-Assessment Plan IM-1 to 11

IM-1




Form 1009C, Assessing Contribution to Group Work

NAME:

ASSIGNMENT TITLE: DATE:

MODULE:

FACILITATOR:

RATING: UNSATISFACTORY SATISFACTORY SUPERIOR

RANGE: 0 – 69.9 70 – 89.9 90 - 100

SCORE:

Facilitator’s Comments:

Facilitator’s Signature:

Learner’s Comments:

Learner’s Signature:

IM-2




Form 1009C, Assessing Contribution to Group Work

Category Unsatisfactory Needs Improvement Satisfactory Superior Points

Given

0 - 5 5.1 - 6.9 7 - 8.9 9 - 10

Problem

Solving

Rarely anticipates or

adapts to uncertain

or changing

situations. Rarely is

able to identify, let

alone, define the

problem.

Not interested in

multiple

perspectives and

approaches.

Opinions and

guesses are often

suspect. Does not

try to solve

problems or help

others solve

problems. Let

others do the work.

Fails to apply or

does not consider

the elements and

standards of critical

reasoning.

Unable to identify

second order effects

let alone third order

effects. Displays

limited capacity for

creative or

innovative thinking.

Marginally anticipates

or adapts to uncertain

or changing situations.

From time to time but

not always, is able to

recognize problems

and draw from

constructive dialogue

to fix them.

Challenged by

multiple perspectives

and approaches.

Shows limited ability

to form sound

opinions and

occasionally makes

reliable guesses. In

some occasions, but

not always will

develop and suggest a

solution to a problem

despite lack of some

facts.

Only a few times will

develop solutions

suggested by others.

In rare occasions will

take into account and

employ the elements

and standards of

critical reasoning. Has

difficulty identifying

the second order

effects and struggles

with discovery of third

order effects.

Solutions proposed are

narrow in creativeness

or innovativeness.

Frequently anticipates

or adapts to uncertain

or changing situations.

Is able to recognize

problems and usually

can draw from

constructive dialogue

to fix them.

Appreciates multiple

perspectives and

approaches. Usually

shows the ability to

form sound opinions

and occasionally

makes reliable guesses.

Usually will develop

and suggest a solution

to a problem despite

lack of some facts.

Many times will

develop solutions

suggested by others.

Solutions usually take

into account and

employ the elements

and standards of

critical reasoning.

Usually can identify

the second order effect

but struggles with

discovery of third order

effects.

Solutions proposed are

somewhat creative or

innovative.

Easily anticipates,

appraises, and then

adapts to Uncertain

or changing

situations.

Is able to rapidly

recognize and

accurately define

problems to control

situations. Readily

seeks out multiple

perspectives and

approaches. Easily

formulates sound

opinions and

willingly makes

reliable suggestions.

Actively looks for

and suggests

solutions to

problems despite

lack of some facts.

Significantly

demonstrates

complete integration

of the elements and

standards of critical

reasoning.

Readily identifies

second and third

order effects of

proposed solutions.

Creative or

innovative capacity

is evident in many

proposed solutions.

IM-4

Debate and

Class

Discussion

Disrespectful of

other points of view.

Does not

participate.

Comments not

logical or relevant

to the debate.

Unable to connect

topic to assigned

readings, previous

topics, current

events, or personal

experience.

Hardly ever

incorporates or

builds off ideas of

others.

Respectful, but at

times conflicting with

relevant debate.

During class

discussion is at times

disorganized when

engaging and

connecting to assigned

readings, previous

topics, current events,

or personal

experience. Seldom

incorporates ideas or

builds off others in

constructive manner.

Respectful and

supporting of relevant

debate. During class

discussion is organized,

engaging, and usually

connected to assigned

readings, previous

topics, current events,

or personal experience.

Usually constructively

incorporates or builds

off others ideas.

Creates respectful,

well-supported,

insightful debate.

Class discussion is

astute, relevant, and

interesting.

Readily connects the

topic to readings,

previous topics,

current events, or

personal experiences.

Appraises and

incorporates the ideas

of others, builds new

and valid information

that inspires new

ideas.

Collaborative

Work Skills

Rarely provides

useful ideas when

participating in a

group. Reluctant to

participate. Often

publically critical of

the work of others.

Often has a negative

attitude.

Rarely focuses on

the task and what

needs to be done.

Rarely shares with

and supports the

efforts of others.

Often is not a good

team player.

Grudgingly or does

not assist even when

asked. Finds ways

out of tasks.

Sometimes, but not

always combines the

useful ideas of others

when participating in a

group. A marginal

group member who

participates on few

occasions and does not

tries hard. At times


the work of others. On

occasions does not

present a positive

attitude. Has problems

focusing on the task

and what needs to be

done most of the time.

Occasionally shares

with and supports the

efforts of others. At

times creates conflict

within the group.

Rarely offers

assistance by asking

“what can I do?”

Combines the useful

ideas of others when

participating in a group.

A strong group member

who participates wholly

and tries hard. Rarely

publically critical of the

work of others. Often

has a positive attitude.

Focuses on the task and

what needs to be done

most of the time.

Usually shares with and

supports the efforts of

others. Does not cause

issue “waves” within

the group. Offers

assistance by asking

“what can I do?”

Routinely

recommends useful

ideas when

participating in a

group. A definite

leader who

contributes a lot of

effort. Never


others work. Always

has a positive

attitude. Consistently

stays focused on the

task and what needs

to be done. Always

shares with and

supports the efforts

of others. Tries to

keep people working

together.

Supports without

being asked.

IM-5

Interpersonal

Characteristics

Interactions are

ineffective. Does not

interact well with

others. Unaware of

how others see them.

Unaware of the

character and

motives of others.

May require

warnings about

conduct.

Very often is

impolite or

discourteous. Does

not listen when

others are speaking.

Often interrupts.

Possesses

confrontational style

of dialogue that is off

putting to the team.

Hardly ever recognizes

the character, motives of

others, and rarely

interacts appropriately

to the situation.

Generally aware of how

others see them and

usually interacts with

other effectively. On

the odd occasion

enthusiastic and

positive.

On several occasions

display lack of

politeness and courtesy.

Does not always listens

when others talk.

Usually recognizes the

character, motives of

others, and typically

interacts appropriately to

the situation. Generally

aware of how others see

them and usually interacts

with other effectively.

Usually enthusiastic and

positive.

Consistently polite and

courteous. Listens when

others talk.

Deduces the character,

motives of others, and

adjusts interactivity

for appropriate

situation outcomes. Is

self-aware and relates

how others see them.

Is able to interact with

others very

effectively. Always

enthusiastic and

positive as well as

polite and courteous.

An attentive and

active listener of

others ideas constructs

new examples for

consideration.

There are 40 points available. To compute the

percentage take the points awarded and divide by

points possible i.e. 32 points for the student then

32/40=80%

Total

IM-6




Form 1009S, Assessing Speaking and Presentations (Special-Decision Briefing)

NAME:


FACILITATOR:

RATING UNSATISFACTORY SATISFACTORY SUPERIOR

RANGE 0 – 69 70 – 89 90 – 100

GRADE

COGNITIVE LEVEL ATTAINED: Higher levels include characteristics of lower levels.

ANALYZING: Breaking material into constituent parts, determining how the parts relate to

one another and to an overall structure or purpose through differentiating,

organizing, and attributing.

APPLYING: Carrying out or using a procedure through executing, or implementing.

UNDERSTANDING: Constructing meaning from oral, written, and graphic messages through

interpreting, exemplifying, classifying, summarizing, inferring, comparing,

and explaining.

REMEMBERING: Retrieving, recognizing, and recalling relevant knowledge from long-term

memory.

Assignment





IM-7




Form 1009S, Assessing Speaking and Presentations (Special-Decision Briefing)

Performance Level

Unsatisfactory Satisfactory Superior

0-69 70-89 90-100

Assessment Areas

Introduction (12 points)

Possible Points

0 Points (Per Item) 1 Point (Per Item) 2 Points (Per Item)

No attention step. Attention step

was vague or not tied to

presentation.

Attention step grabbed

audience’s attention and was

appropriate.

Attention step automatically

captivated the audience.

No clear purpose. Purpose was

presented, but not focused or

completely relevant.

Purpose was stated, focused, and relevant to the presentation.

Purpose was eloquently and professionally articulated

Did not state classification. Stated

classification but it was not

appropriate for purpose.

Stated classification.

Stated classification and showed audience it was appropriate for the presentation.

Did not state type of briefing.

Stated type of briefing, but the

type chosen was not appropriate

for the task and purpose.

Stated type of briefing and it was appropriate.

Stated type of briefing and

showed audience how it

linked to the purpose of

the briefing.

Did not state the problem.

Vaguely stated the problem.

Introduced statement of the

problem.

Presented the statement of the problem in a detailed manner covering all the elements to be solved during COA development.

Did not state the recommendation.

Vaguely stated the

recommendation.

Stated the recommendation.

The recommendation offered the audience detailed and concise information needed to promptly render a decision.

Development (60 points)

2 Points (Per Item) 8 Points (Per Item) 10 Points (Per Item)

Facts did not support purpose.

Facts partially supported purpose.

Facts supported

purpose.

Presented facts in a detailed manner and fully illustrated how

they supported the purpose.

Did not identify necessary

assumptions made to bridge any

gaps in factual data. Presented

multiple assumptions made to

bridge any gaps in factual data,

but did not completely bridge

any gaps

Identified necessary assumptions made to bridge any gaps in factual data.

The assumptions presented showed a high degree of critical thinking and logical thought.

Failed to discuss the various options that can solve the problem. Partially discussed the various

Discussed the various options

that can solve the problem.

The options generated offered a clear link to the lines of effort needed to solve the problem.

IM-8

options that can solve the problem.

Speaker failed to provide a rationale or criteria to solve the problem and provide advantages and disadvantages of each COA. Partially provided a rationale or criteria to solve the problem and provide advantages and disadvantages of each COA

Speaker provided a rationale or criteria to analyze the problem and provided advantages and disadvantages of each COA.

The rationale or criteria used to analyze the problem showed the briefer’s knowledge of the elements of thought and intellectual standards.

Did not show how the

courses of action

compare against each

other. Partially showed

how the courses of

action compare against

each other.

Showed how the courses of action compare against each other.

The courses of action provided a high degree of detail and easily illustrated the unique elements that separated them from each other.

Did not describe why the recommended solution is best. Partially described why the recommended solution is best

Described why the recommended solution is best.

The recommendation offered,

articulated in great detail how

the given course of action will

achieve the desired endstate.

Conclusion (6 points)

Unsatisfactory Satisfactory Superior

1 Point (Per Item) 4 Points (Per Item) 6 Points (Per Item)

Did not ask for questions and did not briefly recap main ideas and restated the recommendation. Partially asked for questions and briefly recap main ideas and restate the recommendation.

Asked for questions. And

briefly recap main ideas and

restate the recommendation.

Asked for questions at the end of

the presentation and offered

categorical answers to the

audience’s concerns.

Style and Mechanics (15 points)


Diction or tone was not appropriate for audience or purpose Body language was inappropriate. Diction and tone were generally appropriate for audience and purpose. Body language did not

Diction and tone were clear, articulate and drew the audience into the presentation. Body language enhanced the presentation.

Diction and tone gave value

and firm understanding to the

purpose of the briefing. Made

a clear connection with

audience with his/her public

speaking ability and his/her

knowledge of the subject.

IM-9

always enhance the presentation.

Did not anticipate or respond

to questions. Did not fully

answer the questions that

were asked.

Anticipated questions and p ro v id e so u nd a nd f ac t ua l answers.

When asked questions, the briefer drew from his/her understanding of the problem and offered answers with clarity, accuracy, and precision.

Inappropriate setting, classroom, or use of equipment. Demonstrated some difficultly managing the setting, classroom, or equipment.

Managed the setting, classroom, or equipment.

Prepared the briefing site

and showed evidence that

he/she followed the plan,

prepare, execute and

assess model to deliver an

outstanding briefing.

Time (7 points)


Clearly did not meet the time

standard by the approved

parameters. There were times

the speaker was rushed to the

point where their composure

caused the appearance of

confusion or the speech

organization became

confusing

Met the time standard within the

parameters and the flow of the

speech was without confusion

hitting all key areas

Met the time standard without

having to use the plus or minus

two minutes parameters.

Total

IM-10



Common Core

Form 1009W, Assessing Writing

IAW TP 350-70-7 Appendix C Assessment Instruments

IAW TP 350-70-7 appendix C Assessment Instruments

IAW TP 350-70-7 appendix C Assessment Instruments

NAME:


FACILITATOR:

RATING UNSATISFACTORY SATISFACTORY SUPERIOR

RANGE 0 – 69.9 70 – 89.9 90 – 100

GRADE

COGNATIVE LEVEL ATTAINED: Higher levels include characteristics of lower levels.

ANALYZING: Breaking material into constituent parts, determining how the

parts relate to each other and to an overall structure or purpose

through differentiating, organizing, and attributing.

APPLYING: Carrying out or using a procedure through executing, or implementing.

UNDERSTANDING: Constructing meaning from oral, written, and graphic messages

through interpreting, exemplifying, classifying, summarizing,

inferring, comparing, and explaining.

REMEMBERING: Retrieving, recognizing, and recalling relevant knowledge from

long-term memory.

Writing Assignment

Analyze and evaluate the major points of your case study for research to write your persuasive essay. Use your

time to develop a deep understanding of your topic to fully explain your stance on the topic. You are required to

give an in depth introduction of your topic. Provide transitional sentences from one topic to the next. Then develop

the body of the paper fully using no less than 3 full pages and no more than 5 pages, this does not include the APA

format title and references page. Finally, provide a summative conclusion. Provide a total of two references for

your references page. Ensure you use Times New Roman 12 point font and the current APA Writing Style.





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Common Core

Form 1009W, Assessing Writing

INTRODUCTION 10%

Unsatisfactory

0-6.9 pts.

Satisfactory

7-8.9 pts.

Superior

9-10 pts.

Does not adequately convey topic.

Does not describe subtopics to be

reviewed. Does not support thesis

statement.

Conveys topic, describes

subtopics to be reviewed.

Generally supports Statement.

Strong introduction of topic clearly

delineates subtopics to be

reviewed. Fully supports thesis

statement.

points for introduction

TOPIC BODY 40%

Unsatisfactory

0-27 pts.

Satisfactory

28-35 pts.

Superior

35-40 pts.

Did not introduce any aspect of the

topic or any instances were so

vague as to imply there was much

more information needed. Made

little attempt to correlate the topic

to the overarching theme. The

body is less than three pages.

Partially introduced some of

aspects of the topic. Developed

and linked the topic to the

overarching theme. The body

meets 3-5 pages requirement.

Solidly introduced all aspects of

the topic preparedness. Fully

linked the topic to the overarching

theme. The body meets 3-5 pages

requirement.

points for body

SEQUENCING AND TRANSITION 10%

Unsatisfactory

0-6 pts.

Satisfactory

7-8 pts.

Superior

9-10 pts.

Little evidence material is

logically organized into topic,

subtopics or related to topic.

Many transitions are unclear or

nonexistent.

Most material clearly related to

main topic and subtopic. Material

may not be organized within

subtopics. Attempts to provide

variety of transitions.

Strong organization and

integration of material within

subtopics. Strong transitions

linking subtopics, and main topic.

points for sequencing and transition

GRAMMAR AND CORRECTNESS 10%

Unsatisfactory

0-6 pts.

Satisfactory

7-8 pts.

Superior

9-10 pts.

Grammatical errors or spelling

& punctuation substantially

detract from the paper.

Very few grammatical, spelling or

punctuation errors interfere with

reading the paper.

The paper is free of grammatical

errors and spelling & punctuation.

points for grammar and correctness

READABILITY (sentence structure) 10%

Unsatisfactory

0-6 pts.

Satisfactory

7-8 pts.

Superior

9-10 pts.

Word choice is informal in tone.

Writing is choppy, with many

awkward or unclear passages.

Writing has minimal awkward or

unclear passages.

Writing flows and is easy to

follow.

points for readability

APA FORMATTING 10%

IM-12

Unsatisfactory

0-6.9 pts.

Satisfactory

7-8.9 pts.

Superior

9-10pts.

Errors in APA style detract

substantially from the paper.

No more than 3 errors in APA

style that do not detract from the

paper.

No errors in APA style.

Possesses a Scholarly style.

points for formatting

REFERENCES 10%

Unsatisfactory

0-6.9 pts.

Satisfactory

7-8.9 pts.

Superior

9-10 pts.

No reference. One reference. 2 references. More than 2 references.

points for references

TOTAL POINTS

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