Small Teaching: Big Impact in the JROTC Classroom
Explore simple, evidence-based strategies to engage and inspire cadets.
Click Start to continue.
Start
Pre-Training Course Survey
CLICK HERE: Pre-Training Course Survey
Learning Objectives
- Define the concept of Small Teaching and its purpose.
- Identify three evidence-based small teaching strategies applicable to JROTC classrooms.
- Apply each strategy by completing brief interactive practice or reflection activities.
What is Small Teaching?
Small Teaching means using small, targeted changes in your instruction that create powerful learning moments.
Click the arrow to continue.
What is Small Teaching?
APPLY
THINK
ENGAGE
Help cadets apply learning right away.
Encourage critical thinking in small bursts.
Keep cadets active through mini-interactions.
Click the arrow to continue.
Small Teaching Defined
Small, intentional teaching changes—like quick reflection or retrieval activities—that improve learning without redesigning the entire course. Simple strategies, big impact.
Click the arrow to continue.
Why Small Teaching Works
Small Teaching draws from cognitive science - the study of how people learn. These core principles explain why small, intentional teaching adjustments have a big impact on retention and understanding.
3 Science-BaCKED principles behind small teaching
RETRIEVAL PRACTICE
SPACED LEARNING
ACTIVE ENGAGEMENT
Practice remembering.
Review over time.
Learn by doing.
Click the arrow to continue.
Retrieval Practice
Ask students to pull information from memory—through quick quizzes, prompts, or reflection—without looking at their notes. Retrieving knowledge strengthens long-term learning more than re-reading or reviewing.
Retrieval Practice
Break learning into short reviews spread out over time instead of covering everything at once. Revisiting content in small intervals strengthens memory and long-term understanding.
Spaced Learning
Learn --> Step Away --> Return Small, repeated reviews over time strengthen memory.
Spaced Learning
Break learning into short reviews spread out over time instead of covering everything at once. Revisiting content in small intervals strengthens memory and long-term understanding.
Active Engagement
Students learn more when they do something with the content. Active engagement means learners participate, respond, or interact—rather than just listen.
Active Engagement Strategies
Discuss It
Apply It
Try It
What haveyou learned?
Take Quiz
Retrieval Practice Review
Retrieval Practice Review
Retrieval Practice Review
Retrieval Practice Review
Great job!
Reflection Activity: Enhancing Engagement with Small Teaching
In this activity, you’ll read a short classroom scenario, then reflect on how a Small Teaching practice could be applied to engage cadets and improve learning outcomes.
Start Scenario
Click the arrow to continue.
Reflection Activity:
Scenario Script:Scene 1: Instructor is leading a lesson on leadership traits. Some cadets look distracted, one is doodling, another is whispering.
Scene 2: Instructor asks a broad question: “What makes a good leader?” Silence. Cadets avoid eye contact.
Scene 3: Instructor moves on quickly without student responses.
What is one strategy the instructor could use to engage the cadets?
Click the arrow to continue.
Reflection Activity: Enhancing Engagement with Small Teaching
Structured Question Time: Require all cadets to participate in a group discussion by making a comment or asking a question. This will encourage accountability and engagement with the learning materials and participation within the class building community and conversation.
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Design Sequence
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Design a Spaced Learning Sequence Activity
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Design a Spaced Learning Sequence Activity
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Excellent work!
Summary: Small Teaching: Big Impact in JROTC Classroom
- Define the concept of Small Teaching and its purpose.
- Identify three evidence-based small teaching strategies applicable to JROTC classrooms.
- Apply each strategy by completing brief interactive practice or reflection activities.
Click the arrow to continue.
Course Evaluation Survey Link
CLICK HERE: Course Evaluation Survey
Click the arrow to continue.
‘The very small changes—micro-moves—we make on a daily basis can create powerful learning experiences.’
James M. Lang, Small Teaching
Course Complete
You're now ready to start implementing Small Teaching techniques and strategies into your classroom. Practice makes perfect!
Download Certificate
Close the browser when you are finished.
Give students a quick problem or example to complete.
Turn to a partner and share one takeaway.
Use short prompts or quick-writes that get cadets to recall or predict. Example: ‘What do you think will happen if leadership fails to communicate?’
Incorporate 3-minute discussions, quick polls, or brief peer sharing moments to maintain focus and participation.
Write a great headline
We are in the era of digital information explosion. This causes our way of obtaining information to have changed, moving from traditional reading to a cognitive strategy based on navigation.
Write a great headline
We are in the era of digital information explosion. This causes our way of obtaining information to have changed, moving from traditional reading to a cognitive strategy based on navigation.
Ask learners to link new concepts to real-world examples or JROTC experiences—like connecting teamwork principles to drill formation success.
Ask students to connect the idea to their real-world experience.
Small Teaching: Big Impact in the JROTC Classroom
Jessica Spears
Created on October 28, 2025
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Transcript
Small Teaching: Big Impact in the JROTC Classroom
Explore simple, evidence-based strategies to engage and inspire cadets.
Click Start to continue.
Start
Pre-Training Course Survey
CLICK HERE: Pre-Training Course Survey
Learning Objectives
What is Small Teaching?
Small Teaching means using small, targeted changes in your instruction that create powerful learning moments.
Click the arrow to continue.
What is Small Teaching?
APPLY
THINK
ENGAGE
Help cadets apply learning right away.
Encourage critical thinking in small bursts.
Keep cadets active through mini-interactions.
Click the arrow to continue.
Small Teaching Defined
Small, intentional teaching changes—like quick reflection or retrieval activities—that improve learning without redesigning the entire course. Simple strategies, big impact.
Click the arrow to continue.
Why Small Teaching Works
Small Teaching draws from cognitive science - the study of how people learn. These core principles explain why small, intentional teaching adjustments have a big impact on retention and understanding.
3 Science-BaCKED principles behind small teaching
RETRIEVAL PRACTICE
SPACED LEARNING
ACTIVE ENGAGEMENT
Practice remembering.
Review over time.
Learn by doing.
Click the arrow to continue.
Retrieval Practice
Ask students to pull information from memory—through quick quizzes, prompts, or reflection—without looking at their notes. Retrieving knowledge strengthens long-term learning more than re-reading or reviewing.
Retrieval Practice
Break learning into short reviews spread out over time instead of covering everything at once. Revisiting content in small intervals strengthens memory and long-term understanding.
Spaced Learning
Learn --> Step Away --> Return Small, repeated reviews over time strengthen memory.
Spaced Learning
Break learning into short reviews spread out over time instead of covering everything at once. Revisiting content in small intervals strengthens memory and long-term understanding.
Active Engagement
Students learn more when they do something with the content. Active engagement means learners participate, respond, or interact—rather than just listen.
Active Engagement Strategies
Discuss It
Apply It
Try It
What haveyou learned?
Take Quiz
Retrieval Practice Review
Retrieval Practice Review
Retrieval Practice Review
Retrieval Practice Review
Great job!
Reflection Activity: Enhancing Engagement with Small Teaching
In this activity, you’ll read a short classroom scenario, then reflect on how a Small Teaching practice could be applied to engage cadets and improve learning outcomes.
Start Scenario
Click the arrow to continue.
Reflection Activity:
Scenario Script:Scene 1: Instructor is leading a lesson on leadership traits. Some cadets look distracted, one is doodling, another is whispering. Scene 2: Instructor asks a broad question: “What makes a good leader?” Silence. Cadets avoid eye contact. Scene 3: Instructor moves on quickly without student responses.
What is one strategy the instructor could use to engage the cadets?
Click the arrow to continue.
Reflection Activity: Enhancing Engagement with Small Teaching
Structured Question Time: Require all cadets to participate in a group discussion by making a comment or asking a question. This will encourage accountability and engagement with the learning materials and participation within the class building community and conversation.
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Design Sequence
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Click the arrow to continue.
Design a Spaced Learning Sequence Activity
Excellent work!
Summary: Small Teaching: Big Impact in JROTC Classroom
Click the arrow to continue.
Course Evaluation Survey Link
CLICK HERE: Course Evaluation Survey
Click the arrow to continue.
‘The very small changes—micro-moves—we make on a daily basis can create powerful learning experiences.’
James M. Lang, Small Teaching
Course Complete
You're now ready to start implementing Small Teaching techniques and strategies into your classroom. Practice makes perfect!
Download Certificate
Close the browser when you are finished.
Give students a quick problem or example to complete.
Turn to a partner and share one takeaway.
Use short prompts or quick-writes that get cadets to recall or predict. Example: ‘What do you think will happen if leadership fails to communicate?’
Incorporate 3-minute discussions, quick polls, or brief peer sharing moments to maintain focus and participation.
Write a great headline
We are in the era of digital information explosion. This causes our way of obtaining information to have changed, moving from traditional reading to a cognitive strategy based on navigation.
Write a great headline
We are in the era of digital information explosion. This causes our way of obtaining information to have changed, moving from traditional reading to a cognitive strategy based on navigation.
Ask learners to link new concepts to real-world examples or JROTC experiences—like connecting teamwork principles to drill formation success.
Ask students to connect the idea to their real-world experience.