Syllabus Design

EDAC 635

Syllabus Design Assignment

Ben England, AJ Richardson

October 27, 2012

Interpretation of Rationale

Based on the programs that were previously investigated and the literature that has been reviewed, there are a few concepts that the proposed syllabus will implement. The first concept that will be integrated into the syllabus design stems from the annual conference of the International Learning Styles Network. The first feature of this particular conference that will be integrated is the conference’s objective to teach educators how to identify and cater to various learning styles. The second feature that will be integrated into the syllabus design is to identify the learning styles of those who are instructed. The third feature of the conference that will be utilized is the idea of mixing instructional styles to cater to more styles.

The second program that was analyzed and will be implemented into the syllabus design comes from the new employee training from Salem International University. The first feature that will be implemented is the concept of assessing an individual’s learning style in the beginning, rather than waiting until learning is underway and adjusting accordingly. Another feature that will be utilized has to do with encouraging the collaboration of learners and educators.

There are also main ideas from assigned literature that will be implemented into the syllabus design. Many of the points that were derived from the literature correlate with the proposed features that will be included into the design of the syllabus. For instance, with regard to the third feature of the annual conference of the International Learning Styles Network, there is a need for educators to identify and cater to various learning styles. This particular feature shows correlation to the writings of Dorothy Mackeracher. According to Mackeracher, Kolb’s Model of Learning Styles provides usefulness in the sense that “you can become a more well-rounded, all-purpose learner by improving the skills associated with the learning styles you least prefer” (Mackeracher, 2004).  The feature of catering to more than one learning style will prove useful for the syllabus design.

Another feature that draws a correlation with the assigned literature comes from the new employee training, more specifically the encouragement of collaboration among educator and learners. Based on Mackeracher’s writings, collaboration “calls for learners and facilitators to share as co-learners in the discovery and creation of shared meanings and values” (Mackeracher, 2004). This is yet another feature that will be implemented into the design of the syllabus.

These features previously mentioned will serve as a basis for the design of the proposed syllabus. There are four main features that will be implemented:

1.     Teach educators how to identify and cater to various learning styles.

2.     Mix instructional styles to cater to more styles.

3.     Assess an individual’s learning style in the beginning, rather than waiting until learning is underway and adjusting accordingly.

4.     Encourage the collaboration of learners and educators.

In order to implement these features into the design of the syllabus, there is a need to tailor the features to fit the needs of the syllabus. For the first feature, the majority of the activities that will be included in the syllabus will be centered on teaching leaders to identify and cater to various learning styles. For the second feature, the syllabus will include activities that will teach instructors the importance of mixing instructional styles to reach a wider demographic of learners. For the third feature, the syllabus will be designed in a way that will teach educators how to design and implement a curriculum that will identify a learner’s learning style early in the education process. And for the fourth feature, the syllabus will provide educators with information on the benefits of collaboration between the educator and learner.

Learning Styles: Identifying, Interacting, and Integrating

Seminar Outline

Seminar Meeting and Location

This seminar will meet two Saturdays in a row: Saturday, November 10^th and Saturday, November 17^th.  The first meeting will be from 8:30 AM until 12:30 PM, and the second Saturday meeting will dismiss by 11:00 AM. The seminar will occur in the 3^rd floor conference room in the south wing.

Seminar Objectives

1.     To learn how to identify and cater to various learning styles (visual, auditory, kinesthetic)

2.     To learn how to plan seminars and adapt teaching strategies to suit the learning styles of one’s employees

3.     To learn to mix instructional styles in larger group formats

4.     To become familiar with appropriate evaluations and questionnaires that are commonly used to identify learning styles

5.     To identify one’s own learning style

6.     To learn how learners and facilitators can collaborate toward greater learning

Research has suggested that seminars and conferences are most efficacious if the learning styles of those in attendance are taken into consideration during the planning of these seminars or conferences.  The goal of this two-week seminar is to enable leaders in organizations to assess the learning styles of those they oversee.  In recognizing these learning styles, leaders will be able to effectively plan future seminars and conferences that are taught in ways that cater to those who will be in attendance. 

Seminar Format

The seminar will include both large group and small group work.  A variety of instructional methods will be implemented, including lecture presentations, Q & A, small group discussion, case study evaluations, videos, testimonials, and role-playing.  Handouts and worksheets for notes will be provided.  Nametags will also be provided upon check in.  It is expected that each attendee arrive on time and be ready to participate.  There will be one assignment that is to be completed during the week in between the two Saturday meetings. 

Learning Tools and Methods

By implementing mixed instructional styles during this seminar, an inherent example exists of one of the skills that should be developed as a result of completion of this seminar.  It is expected that the learning of all attendees be accomplished through visual, auditory, and kinesthetic methods; therefore, this seminar will be hands-on and interactive.  By engaging many senses, all attendees should maximize their comprehension and learning.

The six seminar objectives will be accomplished through the aforementioned methods.  Specifically, lecture presentations will educate attendees in objectives one, two, three, and six.  Small group discussions and Q & A time will aid in accomplishing objectives two, three, four, and six.  Case studies, videos, testimonials, and role playing will address objectives one through four as well as six.  Objective five will be accomplished by completing a questionnaire at the beginning of the seminar.    

Assignment

There will be one assignment that will need to be completed in the week in between the two meetings.  The assignment will be for each attendee to administer a learning styles questionnaire to three of their employees they oversee.  Once all three have completed the questionnaire, each seminar participant is to prepare thoughts on the best methods of instruction that would maximize the learning of the three employees, based on the results of their questionnaires.

Schedule

Saturday, November 10^th

8:00 – 8:30 AM                      Registration/Check-in

8:30 – 9:00 AM                      Opening comments/welcome/ice breaker

9:00 – 9:15 AM                      Complete learning styles questionnaire

9:15 – 9:30 AM                      Evaluate questionnaire responses; identify preferred learning style

9:30 – 10:00 AM                    Presentation on main learning styles

10:00 – 10:15 AM                  Break

10:15 – 10:45 AM                  Video and testimony: Typical methods for identifying learning           styles

10:45 – 11:15 AM                  Presentation/Q&A: How to plan seminars with mixed instructional styles

11:15 – 12:00 PM                   Small group discussion of relevant case studies

12:00 – 12:30 PM                   Role playing examples of effective and ineffective teaching strategies

12:30 PM                                Dismissal and Explanation of Assignment

Saturday, November 17^th

8:00 – 8:30 AM                      Registration/Check-in

8:30 – 9:30 AM                      Small group discussion of assignment results and suggested techniques for effectively instructing employees

9:30 – 10:30 AM                    Case study examples and role-playing examples of collaboration

between facilitators and learners

10:30 – 11:00 AM                  Seminar evaluation/closing remarks/dismissal

Standards

Successful completion will be judged based on participation and readiness for discussion, especially during the second meeting.  Both meetings must be attended for successful completion.  We ask that all participants clear their schedules so that they can participate the whole time.  We also request that cell phones be set to vibrate or silent to minimize disruption.  If there will be any attendees who may need special accommodations due to disabilities or any other reason, they are asked to contact the facilitators in advance so that the appropriate accommodations can be made. 

Bibliography

Mackeracher, D. (2004). Making Sense of Adult Learning (2nd Edition ed.). Toronto, Canada: University of Toronto Press.

Group Members

Ben England- Wrote syllabus

Andjulon Richardson- Wrote Interpretation Rationale