Group 4 program demonstration apr. 21, 2013 1
- 1. Page 1 Learning Styles Project Demonstration by Katie O’Neal, Michael Watkins, and Candace Grist EDAC 635
- 2. Page 2 Introduction The 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.
- 3. Page 3 Step Two: Literature Review The Six-Step Process Step Three: Program Investigation Step Four: Syllabus Design Step Five: Syllabus Evaluation Step Six: Project Demonstration Step One: Select a Topic
- 4. Page 4 Topic Selection Our 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. Step One: Select a Topic
- 5. Page 5 Literature Reviews Step Two: Literature Review 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).
- 6. Page 6 Programs we Investigated • ASCE ExCEED Teaching Workshop • Carole Buncher & Associates: The Competency Company • The Council for Adult and Experiential Learning Step Three: Program Investigation
- 7. Page 7 ASCE ExCEED Workshop Communication and Learning Styles Council for Adult and Experiential Learning Feature 1 Demonstration classes that model high-quality teaching methods Mixed-methods structure for discussing and applying different learning style preferences Vast array of delivery methods including webinars, conferences, live and online classes Feature 2 Hands-on assessment, preparing and teaching three classes to small groups Large group and small group discussions Each training program is unique to the needs of the organization Feature 3 Identifying participants’ own learning style by taking a learning style assessment Completing learning style tools to identify and apply personal learning style preferences Assessment program to identify students needs and learning styles Feature 4 Seminar provides examples to effectively use the learning styles. Providing contact information (phone, email, webpage) for questions, comments, or inquiries about workshops Offers certifications in career advising and prior learning assessment Adaptable Features Complete a learning style self- assessment; provide useful, hands- on examples to supplement material; survey students post- workshop on unclear areas and most effective points Implement a mixed-methods structure to discuss and apply learning styles; evaluation after completion of workshop Delivery methods and information changes depending on needs of the learners; learning style assessments Main Features from the Programs Step Three: Program Investigation
- 8. Page 8 Syllabus Rationale Step Four: Syllabus Design The purpose of the Educational Institute of the American Hotel & Lodging Association Certified Hospitality Educator (CHE) Workshop is to review, discuss, and practice the principles of effective teaching so that participants, who are adult educators working in the field of hospitality, can provide the best 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. Page 9 May 22-24, 2013 Johnson & Wales University Xavier Complex, Room 222 Day 1: 8 am to 5 pm Day 2: 8 am to 5 pm Day 3: 8 am to 1 pm (with option of taking the CHE Examination in the afternoon) COURSE FACILITATOR: Holly Hospitality - CHE Training Specialist American Hotel and Lodging Association Educational Institute 2113 North High Street Lansing, Michigan 48906 Phone: 517-372-8800 hhospitality@ahla.com WORKSHOP 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 another's growth. Step Four: Syllabus Design THE EDUCATIONAL INSTITUTE OF THE AMERICAN HOTEL & LODGING ASSOCIATION CERTIFIED HOSPITALITY EDUCATOR (CHE) WORKSHOP SYLLABUS
- 10. Page 10 WORKSHOP MATERIALS: 1. Pre-workshop self-study unit 2. CHE notebook. 3. Relevant handouts WORKSHOP OBJECTIVES: The growth and success of students in the classroom are highly dependent on the quality on the instruction they receive. This workshop presents the opportunity to review, discuss, and practice the principles 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 adult learners, you bring years of experience to the workshop setting. Therefore you are urged to volunteer examples, questions, and comments throughout the workshop. Step Four: Syllabus Design
- 11. Page 11 WORKSHOP 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 workshop completion. 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 CHE workshop. PARTICIPANT EVALUATION: You will receive Certified Hospitality Educator (CHE) designation upon successfully completing 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 a possible 100) within six months. WORKSHOP POLICIES: Because the workshop time is valuable and limited, all session will begin on time. Participants should arrive promptly and attend all workshop sessions. Step Four: Syllabus Design
- 12. Page 12 Step Four: Syllabus Design WORKSHOP OUTLINE: DAY ONE Morning Introduction to the CHE workshop Review Pre-Workshop Assignments from Notebook Understanding Learning Styles •Take a Learning Styles self-assessment •Adapting various learning styles in the classroom Afternoon Working with Learning Styles •Small group work based on preferred learning styles. Create a mini-lesson on exceptional customer 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 of Day Three Evening •Assignment - Finalize instructional objective •Assignment - Preview sections 4, 5 and 6 from the Workshop Notebook •Review Day One workshop material for CHE Examination
- 13. Page 13 Step Four: Syllabus Design DAY TWO Morning Review "Muddy Points" Establishing Positive Classroom Culture and Communication •Video demonstrating positive classroom cultures •Small group discussion INTROs and video Effective Endings Afternoon Content Presentation Methods •Interactive Teaching Methods "Muddy Points“ •Write questions and concerns for Facilitator to review with participants at the beginning of Day Three Evening •Assignment - Preview Sections 7 and 8 •Review workshop material from Days One and Two. •Assignment - Prepare for your Capstone Presentation.
- 14. Page 14 DAY THREE Morning Review "Muddy Points“ Program Evaluations Conclusion •Workshop dismissed Afternoon (Optional) CHE Examination Step Four: Syllabus Design
- 15. Page 15 Evaluation 1 Step Five: Syllabus Evaluation Syllabus Details Positive Areas Areas for Improvement 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 Format Good job taking into account that adults are a unique group of learners Workshop Objectives Very clear and precise objectives Seems to have a long list of objectives. While all are relevant, maybe consolidating, as the list is somewhat overwhelming Participant Evaluation I like that completion of the workshop can lead to a CHE designation Explain the optional CHE examination, so participants can determine if they are going to take it during the workshop or at a later date Workshop Requirements Clearly shows what is expected of the participants Workshop Outline Outline was detailed and easy to follow giving you a good idea on what to expect at the workshop The assignments could use some more explanation. While they are listed under the requirements, it could almost use its own section so participants have a clearer understanding of the at home assignments.
- 16. Page 16 Evaluation 2 Syllabus Details Positive Areas Areas for Improvement Intro Provides easy to read basic information Workshop Format Workshop Objectives Very clear, I like how they were listed Somewhat lengthy Participant Evaluation Shows what participants will get from the workshop Workshop Requirements Shows what is expected of participants. How can you grade/evaluate if someone actively participates in the workshop, this could be a spot for someone to dispute with you Workshop Outline -Liked that part of it is based on learning styles - “muddy points” is a good way of gauging the effectiveness of the workshop - a couple parts could be more clear on what each part is, like is it a video, lecture, discussion, etc Step Five: Syllabus Evaluation
- 17. Page 17 Evaluation 3 • 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. Step Five: Syllabus Evaluation
- 18. Page 18 Evaluation 4 Professor 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.” Step Five: Syllabus Evaluation
- 19. Page 19 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 Step Five: Syllabus Evaluation
- 20. Page 20 References American 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.x Valley, K. (2011). Learning styles and courseware design. Research in Learning Technology, 5(2). doi: 10.3402/rlt.v5i2.10561