Group 4 Program Demonstration Apr. 21, 2013


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Group 4 Program Demonstration Apr. 21, 2013

  1. 1. Learning Styles Project Demonstration by Katie O’Neal, MichaelWatkins, and Candace Grist EDAC 635 Page 1
  2. 2. IntroductionThe purpose of this project was to explore the concept of learning styles by reviewing the literature, examining existing programs in which learning styles are applied, and creating a syllabus for a program which adapts learning style features from other programs investigated.This project was completed in six steps. Page 2
  3. 3. The Six-Step Process Step One:Select a Topic Step Two: Literature Review Step Three: Program Investigation Step Four: Syllabus Design Step Five: Syllabus Evaluation Step Six: Project Demonstration Page 3
  4. 4. Step One: Select a Topic Topic SelectionOur group chose the topic “learning styles.” This concept is based on the idea that learners are more motivated to learn and learn more efficiently when they can exercise their preferred learning methods. By examining this concept and understanding how and why people learn the way they do, we could enhance our teaching methods so that the overall learning experience is more enjoyable and successful. Page 4
  5. 5. Step Two:Literature Review Literature Reviews A Learning style is defined as the preferred way in which an individual approaches a task or learning situation (Cassidy, 2004). Several theories have evolved on the subject, each working to describe the different ways in which an individual learns. Supporting literature claims that when learning activities accommodate different learning styles, motivation will increase, causing the overall learning experience to become more enjoyable, effective, and efficient (Valley, 2011). The concept of learning styles encompasses written materials, as well as commercial activities. Commercial activities include measuring devices that are published and sold to help educators assess individual learning styles and classify learners into different style categories (Pashler, McDaniel, Rohrer, & Bjork, 2009). Page 5
  6. 6. Step Three: Program Investigation Programs we Investigated• ASCE ExCEED Teaching Workshop• Carole Buncher & Associates: The Competency Company• The Council for Adult and Experiential Learning Page 6
  7. 7. Step Three: Program Investigation Main Features from the Programs ASCE ExCEED Workshop Communication and Learning Council for Adult and Styles Experiential LearningFeature 1 Demonstration classes that model Mixed-methods structure for Vast array of delivery high-quality teaching methods discussing and applying different methods including webinars, learning style preferences conferences, live and online classesFeature 2 Hands-on assessment, preparing Large group and small group Each training program is and teaching three classes to small discussions unique to the needs of the groups organizationFeature 3 Identifying participants’ own Completing learning style tools Assessment program to learning style by taking a learning to identify and apply personal identify students needs and style assessment learning style preferences learning stylesFeature 4 Seminar provides examples to Providing contact information Offers certifications in career effectively use the learning styles. (phone, email, webpage) for advising and prior learning questions, comments, or assessment inquiries about workshopsAdaptable Features Complete a learning style self- Implement a mixed-methods Delivery methods and assessment; provide useful, hands- structure to discuss and apply information changes on examples to supplement learning styles; evaluation after depending on needs of the material; survey students post- completion of workshop learners; learning style workshop on unclear areas and assessments most effective points Page 7
  8. 8. Step Four: Syllabus Design Syllabus RationaleThe 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 Page 8
  9. 9. Step Four: THE EDUCATIONAL INSTITUTE OF THE AMERICAN HOTEL & LODGING Syllabus Design ASSOCIATION CERTIFIED HOSPITALITY EDUCATOR (CHE) WORKSHOP SYLLABUSMay 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 includes an 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 that end we intend to identify, prepare, and present elements essential to effective teaching. In addition, we will conduct the workshop in an atmosphere of participation and interaction among professions, recognizing and appreciating the experience, observations, and concerns you bring as participants. We are sincerely interested in your 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 the highest 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 with fellow workshop attendees so you can learn from your peers and enhance one anothers growth. Page 9
  10. 10. Step Four: Syllabus DesignWORKSHOP 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. Page 10
  11. 11. Step Four: Syllabus DesignWORKSHOP 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. Page 11
  12. 12. Step Four:Syllabus Design WORKSHOP 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 Page 12
  13. 13. Step 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. Page 13
  14. 14. Step Four: Syllabus DesignDAY THREEMorningReview "Muddy Points“Program EvaluationsConclusion•Workshop dismissedAfternoon (Optional)CHE Examination Page 14
  15. 15. Step Five:Syllabus Evaluation Evaluation 1 Syllabus Positive Areas Areas for Improvement Details Intro Was clear and easy to follow. The teaching philosophy is well written and gives participants an idea on the purpose of the workshop. Workshop Good job taking into account that Format adults are a unique group of learners Workshop Very clear and precise objectives Seems to have a long list of Objectives objectives. While all are relevant, maybe consolidating, as the list is somewhat overwhelming Participant I like that completion of the workshop Explain the optional CHE Evaluation can lead to a CHE designation examination, so participants can determine if they are going to take it during the workshop or at a later date Workshop Clearly shows what is expected of the Requirements participants Workshop Outline was detailed and easy to The assignments could use some Outline follow giving you a good idea on what more explanation. While they are to expect at the workshop listed under the requirements, it could almost use its own section so participants have a clearer understanding of the at home assignments. Page 15
  16. 16. Step Five: Evaluation 2Syllabus Evaluation Syllabus Details Positive Areas Areas for Improvement Intro Provides easy to read basic information Workshop Format Workshop Very clear, I like how they were listed Somewhat lengthy Objectives Participant Shows what participants will get from the Evaluation workshop Workshop Shows what is expected of participants. How can you grade/evaluate if Requirements someone actively participates in the workshop, this could be a spot for someone to dispute with you Workshop -Liked that part of it is based on learning styles - a couple parts could be more clear on Outline - “muddy points” is a good way of gauging the what each part is, like is it a video, effectiveness of the workshop lecture, discussion, etc Page 16
  17. 17. Step Five: Evaluation 3Syllabus Evaluation• What do you like most about the syllabus design? The course objectives were clearly described and seemed to be attainable through the course completion. It very clearly lays out the description, philosophy, requirements, and policies. There is a daily outline of exactly what will be covered and completed. The course is completed using group work, interactive teaching methods, assignments, lectures, and technology. The workshop begins with assessment test and ends with an evaluation.• What do you think should be improved? Why? How? Prerequisites to the course being taken would be good to add. Some sort of grading scale for the students to refer to. Add some sort of office hours for the students to be able to meet with the teacher for additional needs. Page 17
  18. 18. Step Five:Syllabus Evaluation Evaluation 4Professor Gelinas’ evaluation focused primarily on the “polishing” of the syllabus. She provided areas where some minor adjustments to wording and spacing would enhance the syllabus.On Day Two, the third evening assignment, Professor Gelinas suggested that we use consistent wording throughout the syllabus when discussing the final project. She suggested, “Maybe ‘capstone’ should be used above or not here so the wording is consistent and goes along with objectives and requirements.” Page 18
  19. 19. Step Five:Syllabus Evaluation How we would improve our syllabus…• Include more detailed descriptions of assignments• Provide more information on CHE exam• Consolidate list of objectives• Adjust wording throughout the syllabus so that the project name is consistent throughout Page 19
  20. 20. ReferencesAmerican Hotel & Lodging Educational Institute. (2010). Certified hospitality educator workshop materials. (pp. 25-30). Lansing, Michigan: American Hotel & Lodging Educational Institute.Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419-444.Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and Evidence. Psychological Science in the Public Interest, 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 Page 20