Group 4 Program Demonstration Apr. 21, 2013


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Group 4 Program Demonstration Apr. 21, 2013

  1. 1. Page 1Learning StylesProjectDemonstrationby Katie O’Neal, MichaelWatkins, and Candace GristEDAC 635
  2. 2. Page 2IntroductionThe purpose of this project was to explore theconcept of learning styles by reviewing theliterature, examining existing programs inwhich learning styles are applied, andcreating a syllabus for a program whichadapts learning style features from otherprograms investigated.This project was completed in six steps.
  3. 3. Page 3Step Two:Literature ReviewThe Six-Step ProcessStep Three:Program InvestigationStep Four:Syllabus DesignStep Five:Syllabus EvaluationStep Six:ProjectDemonstrationStep One:Select a Topic
  4. 4. Page 4Topic SelectionOur group chose the topic “learning styles.” This concept is based onthe idea that learners are more motivated to learn and learn moreefficiently when they can exercise their preferred learning methods.By examining this concept and understanding how and whypeople learn the way they do, we could enhance our teachingmethods so that the overall learning experience is more enjoyableand successful.Step One:Select a Topic
  5. 5. Page 5Literature ReviewsStep Two:Literature ReviewA Learning style is defined as the preferred way in which an individual approachesa task or learning situation (Cassidy, 2004). Several theories have evolved on thesubject, each working to describe the different ways in which an individual learns.Supporting literature claims that when learning activities accommodate differentlearning styles, motivation will increase, causing the overall learning experience tobecome more enjoyable, effective, and efficient (Valley, 2011). The concept oflearning styles encompasses written materials, as well as commercial activities.Commercial activities include measuring devices that are published and sold tohelp educators assess individual learning styles and classify learners into differentstyle categories (Pashler, McDaniel, Rohrer, & Bjork, 2009).
  6. 6. Page 6Programs we Investigated• ASCE ExCEED Teaching Workshop• Carole Buncher & Associates: The Competency Company• The Council for Adult and Experiential LearningStep Three:Program Investigation
  7. 7. Page 7ASCE ExCEED Workshop Communication and LearningStylesCouncil for Adult andExperiential LearningFeature 1 Demonstration classes that modelhigh-quality teaching methodsMixed-methods structure fordiscussing and applying differentlearning style preferencesVast array of deliverymethods including webinars,conferences, live and onlineclassesFeature 2 Hands-on assessment, preparingand teaching three classes to smallgroupsLarge group and small groupdiscussionsEach training program isunique to the needs of theorganizationFeature 3 Identifying participants’ ownlearning style by taking a learningstyle assessmentCompleting learning style toolsto identify and apply personallearning style preferencesAssessment program toidentify students needs andlearning stylesFeature 4 Seminar provides examples toeffectively use the learning styles.Providing contact information(phone, email, webpage) forquestions, comments, orinquiries about workshopsOffers certifications in careeradvising and prior learningassessmentAdaptable Features Complete a learning style self-assessment; provide useful, hands-on examples to supplementmaterial; survey students post-workshop on unclear areas andmost effective pointsImplement a mixed-methodsstructure to discuss and applylearning styles; evaluation aftercompletion of workshopDelivery methods andinformation changesdepending on needs of thelearners; learning styleassessmentsMain Features from the ProgramsStep Three:Program Investigation
  8. 8. Page 8Syllabus RationaleStep Four:Syllabus DesignThe purpose of the Educational Institute of the American Hotel & Lodging Association CertifiedHospitality Educator (CHE) Workshop is to review, discuss, and practice the principles of effectiveteaching so that participants, who are adult educators working in the field of hospitality, can provide thebest learning experience for their hospitality students.Adaptable features for the Syllabus Design, based on the literature review and program investigations:•Implementation of a mixed-methods structure to discuss and apply learning styles•Completion of a learning style self-assessment•Post-workshop survey to address unclear areas and most effective points•Evaluation of the program
  9. 9. Page 9May 22-24, 2013Johnson & Wales UniversityXavier Complex, Room 222Day 1: 8 am to 5 pmDay 2: 8 am to 5 pmDay 3: 8 am to 1 pm (with option of taking the CHE Examination in the afternoon)COURSE FACILITATOR:Holly Hospitality - CHE Training SpecialistAmerican Hotel and Lodging Association Educational Institute2113 North High Street Lansing, Michigan 48906Phone: 517-372-8800hhospitality@ahla.comWORKSHOP DESCRIPTION:• A systematic approach to becoming an effective and confident teacher or industry trainer. It includesan analysis and application of principles essential to effective hospitality instruction.TEACHING PHILOSOPHY:• It is our responsibility as workshop presenters to structure an environment in which you can learn. Toward thatend we intend to identify, prepare, and present elements essential to effective teaching. In addition, we willconduct the workshop in an atmosphere of participation and interaction among professions, recognizing andappreciating the experience, observations, and concerns you bring as participants. We are sincerely interested inyour growth as teachers and welcome the opportunity to foster that growth.• As teachers you have a responsibility to your students and the hospitality industry to conduct yourself with thehighest academic standards. Therefore, each workshop participant is expected to study workshop materials,complete assignments, and participate actively in activities and discussions. You are encouraged to study withfellow workshop attendees so you can learn from your peers and enhance one anothers growth.Step Four:Syllabus DesignTHE EDUCATIONAL INSTITUTE OF THE AMERICAN HOTEL & LODGINGASSOCIATIONCERTIFIED HOSPITALITY EDUCATOR (CHE) WORKSHOP SYLLABUS
  10. 10. Page 10WORKSHOP MATERIALS:1. Pre-workshop self-study unit2. CHE notebook.3. Relevant handoutsWORKSHOP OBJECTIVES:The growth and success of students in the classroom are highly dependent on the quality on theinstruction they receive. This workshop presents the opportunity to review, discuss, and practice theprinciples of effective teaching so that you can provide the best learning experience for your students.As a result of completing the CHE Workshop, you should be able to:1. Design a course syllabus.2. Write complete instruction objectives.3. Distinguish appropriate learning levels for instructional objectives.4. Identify general learning outcomes.5. Establish a positive classroom culture.6. Demonstrate an effective personal presentation style in the classroom.7. Demonstrate the appropriate use of support media.8. Apply appropriate content presentation methods.9. Identify and employ effective classroom communication methods.10. Select appropriate interactive teaching methods for various instructional objectives.11. Employ appropriate methods for ending a class.12. Discuss student, teacher, and course evaluations.13. Complete CHE Workshop exam.14. Create and present a classroom video presentation employing appropriate teaching methods.WORKSHOP FORMAT:The workshop utilizes a combination of lecture, discussion, and interactive activates. As adultlearners, you bring years of experience to the workshop setting. Therefore you are urged to volunteerexamples, questions, and comments throughout the workshop.Step Four:Syllabus Design
  11. 11. Page 11WORKSHOP REQUIREMENTS:All workshop participants will fulfill these requirements:1. Participation - Actively participate in all workshop discussions and group activities.2. Assignments - Successfully complete evening assignments.3. Examination - Take the CHE Examination by proctor within two weeks after workshopcompletion.4. Post-Workshop Video Presentation - prepare and present on digital video a 45 to 60-minute classroom presentation employing the techniques and skills addressed in the CHEworkshop.PARTICIPANT EVALUATION:You will receive Certified Hospitality Educator (CHE) designation upon successfullycompleting the CHE Program. To complete the program you must:1. Participate in workshop discussions and complete individualized assignments.2. Pass the CHE Examination (75 percent correct to pass).3. Give a successful Post-Workshop Classroom Video Presentation (75 points out of apossible 100) within six months.WORKSHOP POLICIES:Because the workshop time is valuable and limited, all session will begin on time. Participantsshould arrive promptly and attend all workshop sessions.Step Four:Syllabus Design
  12. 12. Page 12Step Four:Syllabus DesignWORKSHOP OUTLINE:DAY ONEMorningIntroduction to the CHE workshopReview Pre-Workshop Assignments from NotebookUnderstanding Learning Styles•Take a Learning Styles self-assessment•Adapting various learning styles in the classroomAfternoonWorking with Learning Styles•Small group work based on preferred learning styles. Create a mini-lesson on exceptionalcustomer service using various learning styles.•Presentation of "mini -lessons" using various learning styles"Muddy Points“•Write questions and concerns for Facilitator to review with participants at the beginning ofDay ThreeEvening•Assignment - Finalize instructional objective•Assignment - Preview sections 4, 5 and 6 from the Workshop Notebook•Review Day One workshop material for CHE Examination
  13. 13. Page 13Step Four:Syllabus DesignDAY TWOMorningReview "Muddy Points"Establishing Positive Classroom Culture and Communication•Video demonstrating positive classroom cultures•Small group discussionINTROs and videoEffective EndingsAfternoonContent Presentation Methods•Interactive Teaching Methods"Muddy Points“•Write questions and concerns for Facilitator to review with participants at the beginning ofDay ThreeEvening•Assignment - Preview Sections 7 and 8•Review workshop material from Days One and Two.•Assignment - Prepare for your Capstone Presentation.
  14. 14. Page 14DAY THREEMorningReview "Muddy Points“Program EvaluationsConclusion•Workshop dismissedAfternoon (Optional)CHE ExaminationStep Four:Syllabus Design
  15. 15. Page 15Evaluation 1Step Five:Syllabus EvaluationSyllabusDetailsPositive Areas Areas for ImprovementIntro Was clear and easy to follow. Theteaching philosophy is well writtenand gives participants an idea on thepurpose of the workshop.WorkshopFormatGood job taking into account thatadults are a unique group of learnersWorkshopObjectivesVery clear and precise objectives Seems to have a long list ofobjectives. While all are relevant,maybe consolidating, as the list issomewhat overwhelmingParticipantEvaluationI like that completion of the workshopcan lead to a CHE designationExplain the optional CHEexamination, so participants candetermine if they are going to take itduring the workshop or at a later dateWorkshopRequirementsClearly shows what is expected of theparticipantsWorkshopOutlineOutline was detailed and easy tofollow giving you a good idea on whatto expect at the workshopThe assignments could use somemore explanation. While they arelisted under the requirements, it couldalmost use its own section soparticipants have a clearerunderstanding of the at homeassignments.
  16. 16. Page 16Evaluation 2Syllabus Details Positive Areas Areas for ImprovementIntro Provides easy to read basic informationWorkshopFormatWorkshopObjectivesVery clear, I like how they were listed Somewhat lengthyParticipantEvaluationShows what participants will get from theworkshopWorkshopRequirementsShows what is expected of participants. How can you grade/evaluate ifsomeone actively participates in theworkshop, this could be a spot forsomeone to dispute with youWorkshopOutline-Liked that part of it is based on learning styles- “muddy points” is a good way of gauging theeffectiveness of the workshop- a couple parts could be more clear onwhat each part is, like is it a video,lecture, discussion, etcStep Five:Syllabus Evaluation
  17. 17. Page 17Evaluation 3• What do you like most about the syllabus design?The course objectives were clearly described andseemed to be attainable through the course completion.It very clearly lays out the description, philosophy,requirements, and policies. There is a daily outline ofexactly what will be covered and completed. The courseis completed using group work, interactive teachingmethods, assignments, lectures, and technology. Theworkshop begins with assessment test and ends with anevaluation.• What do you think should be improved? Why?How? Prerequisites to the course being taken would begood to add. Some sort of grading scale for thestudents to refer to. Add some sort of office hours forthe students to be able to meet with the teacher foradditional needs.Step Five:Syllabus Evaluation
  18. 18. Page 18Evaluation 4Professor Gelinas’ evaluation focused primarily on the“polishing” of the syllabus. She provided areas wheresome minor adjustments to wording and spacing wouldenhance the syllabus.On Day Two, the third evening assignment, ProfessorGelinas suggested that we use consistent wordingthroughout the syllabus when discussing the final project.She suggested, “Maybe ‘capstone’ should be used aboveor not here so the wording is consistent and goes alongwith objectives and requirements.”Step Five:Syllabus Evaluation
  19. 19. Page 19How we would improveour syllabus…• Include more detailed descriptions ofassignments• Provide more information on CHE exam• Consolidate list of objectives• Adjust wording throughout the syllabus so thatthe project name is consistent throughoutStep Five:Syllabus Evaluation
  20. 20. Page 20ReferencesAmerican Hotel & Lodging Educational Institute. (2010). Certified hospitalityeducator workshop materials. (pp. 25-30). Lansing, Michigan:American Hotel & Lodging Educational Institute.Cassidy, S. (2004). Learning styles: An overview of theories, models, andmeasures. Educational Psychology, 24(4), 419-444.Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles:Concepts and Evidence. Psychological Science in the PublicInterest, 9(3), 105. doi: 10.1111/j.1539-6053.2009.01038.xValley, K. (2011). Learning styles and courseware design. Research inLearning Technology, 5(2). doi: 10.3402/rlt.v5i2.10561