Group 1 Syllabus: Learning Styles
Cara Johnson, Linda Wash, Samuel Martin, and Tally Anderson
Ball State University
EDAC 635: Strategies for Teaching Adults
Dr. Bo Chang
March 21, 2021
Introduction
This one-week course will provide guidance on how to be a better teammate and work in a team. The objectives of this course include the following in a team environment: transmitting information effectively using proper communication strategies, being able to successfully partner with team members using proper collaboration techniques, being able to delegate work among team members using specialization techniques, being able to function as a group administrator using proper leadership strategies, and pursuing high-quality work by holding team members accountable. There are many benefits to being a good teammate, including efficiency and productivity in a group setting, being able to accomplish goals with others, and creating better products as a team than would have been created individually. This course is designed for college students interested in better understanding team dynamics and how to work with others, either through a leadership role or supporting role. This will be done using multiple types of learning activities that stimulate each individual’s preferred learning style, while also giving the opportunity to develop non-preferred learning styles.
Rationale
Learning styles are widely used to describe how learners gather, sift through, interpret, organize, and retain information. Along with various learning style models and theories that have been created, learning style inventories are designed to help respondents determine which learning style they have. As educators, it is beneficial that we understand our students' learning styles to adapt instruction accordingly to achieve optimal success. Differentiating instruction based on learning styles is more effective because it targets students’ abilities and preferences in learning. It removes barriers to learning and gives all students equal opportunities to succeed.
There are several learning style theories and inventories that will be implemented in this course to help students of all different learning styles effectively learn. The Felder and Silverman learning style model has four dimensions: the perception dimension, the input dimension, the processing dimension, and the understanding dimension (Adkins & Guerreiro, 2018). The perception dimension is made up of sensing (collecting information with the senses) and intuitive (theorizing) learners, the input dimension is made up of visual and verbal learners, the processing dimension is made up of active (processing through action) and reflective (processing through thought) learners, and the understanding dimension is made up of sequential (step-by-step) and global (big picture) learners (Adkins & Guerreiro, 2018). In order to implement all these learning styles into the course, each daily lesson will begin with a preview of the lesson and proceed in a step-by-step way. There will be both theories and examples in the lessons, including real-life scenarios. There will be a combination of readings, verbal lecture, and visual diagrams used. All lessons will end with a reflection.
The VARK model classifies learners into four categories: visual learners, aural learners, read-write learners, and kinesthetic learners (Prithishkumar & Michael, 2014). In order to accommodate all of these types of learners in the course, lessons will include readings, visual diagrams, lecture, and hands-on activities.
Kolb's model of learning styles uses two different behavioral dimensions, the active-reflective dimension and abstract-concrete dimension, to create four distinct learning styles (MacKeracher, 2011). Learners that match with concrete experience and reflective observation are divergent learners, who are creative and imaginative but can struggle with having too many ideas (MacKeracher, 2011). Learners that match with abstract conceptualization and reflective observation are assimilative learners, who are good at putting sound theories together but may not always have a strong connection with real-life applications (MacKeracher, 2011). Learners that match with abstract conceptualization and active experimentation are convergent learners, who are good at creating solutions to problems and applying them but may not consider all possible ideas (MacKeracher, 2011). Learners that match with concrete experience and active experimentation are accommodative learners, who are good at taking action and trying new things but may struggle having meaning behind what they are doing (MacKeracher, 2011). In this course, all these types of learners will be accommodated. Each lesson will start with clear goals. During the lesson, the objectives of each activity will be identified and there will be brainstorming, lecture, and interactive activities.
Keefe developed his Learning Style Profile, which identified several important factors in learning styles (Keefe & Ferrell, 1990). The cognitive learning styles include spatial, analytic, sequential processing, memory, simultaneous processing, discrimination, and verbal-spatial (Keefe & Ferrell, 1990). The preferred study methods involve mobility, posture, persistence, sound, afternoon study time, and lighting (Keefe & Ferrell, 1990). The response preferences include visual, emotive, and auditory (Keefe & Ferrell, 1990). The possible preferred instructional strategies include early morning or late morning time, temperature, groups, manipulatives, and verbal risk (Keefe & Ferrell, 1990). In order to accommodate these various preferences, the lessons will include both verbal lectures and visuals. The lessons will also include critical thinking/analysis tasks and memorization activities. In addition, the lessons will include activities that require students to work methodically, while other activities will require students to combine several concepts at once. The lessons will also be held at different times of day and students will be able to move around for some of the activities. The lessons will contain a combination of group and individual activities and will use manipulatives at times.
The Learning Style Profiler (LSP) is based on Chris J. Jackson's hybrid model of learning in personality and suggests that learning styles are influenced by various factors, including environment, social interaction preferences, information processing preferences, and personality (iAssess, n.d.). The LSP will be incorporated into the course. Students will take the LSP before they begin the course in order to give the instructor a better idea of each of their learning styles and to help the instructor form small groups that contain a variety of learning styles to expose students to other ways of learning. The lessons will then be accommodated as necessary to ensure that everybody’s learning preferences are met.
Syllabus
Becoming a Better Teammate/Team Player
Summer 2021
This course is a one-week course designed for college students to learn how to be a better teammate and work better with others, with a focus on communication strategies, collaboration strategies, division of tasks, leadership, and accountability.
Instructor
Dr. John Green
Whitinger Business Building
Ball State University
2000 W University Avenue
Muncie, Indiana 47306
Office: WB310
Office Phone: (765) 240-3587
Email: john.green@bsu.edu
Class Location
Whitinger Business Building
Room: WB230
Ball State University
2000 W University Avenue
Muncie, Indiana 47306
Class Dates/Times
Monday May 3rd, 2021-Friday May 7th, 2021
May 3rd – 10:00 AM-12:00 PM
May 4th – 2:00 PM-4:00 PM
May 5th – 10:00 AM-12:00 PM
May 6th – 2:00 PM-4:00 PM
May 7th – 6:00 PM-8:00 PM
Office Hours
Every day from 9:00 AM-10:00 AM. If assistance is needed at any other time, email would be the best contact method (john.green@bsu.edu).
Course Materials
Readings:
Bradberry, T. (2016, February 12). The 8 secrets of great communicators. Entrepreneur. https://www.entrepreneur.com/article/270631
Campbell, S. (2017, October 5). 10 simple ways to build a collaborative, successful work environment. Entrepreneur. https://www.entrepreneur.com/article/302126
Ahmed, A. (2019, May 8). How to distribute team work. Bizfluent. https://bizfluent.com/how-8350148-schedule-tasks-employees.html
Olson, J. (2018, December 10). Lead by example: 12 ways to be a successful team leader. Portent. https://www.portent.com/blog/project-management/lead-example-guide-successful-team-leader.htm
Bregman, P. (2016, January 11). The right way to hold people accountable. Harvard Business Review. https://hbr.org/2016/01/the-right-way-to-hold-people-accountable
Videos:
Teaching learning English. (2020, October 16). 7 types of communicative strategy: Oral communication in context [Video]. YouTube. https://www.youtube.com/watch?v=VDXOFyoBcow
Potential. (2018, January 8). 6 steps building a collaborative team environment [Video]. YouTube. https://www.youtube.com/watch?v=6v5dzeq7FOY
Nool-Ontario Tech University. (2011, May 27). Group work to teamwork: How should we divide tasks among us? [Video]. YouTube. https://www.youtube.com/watch?v=dkCjeWY1tqA
Practical Psychology. (2018, February 8). How to lead-Top 3 qualities of a great leader and other leadership skills [Video]. YouTube. https://www.youtube.com/watch?v=JtKC2vnXjPE
Bridges, J. [Project Management Videos]. (2018, June 18). 5 ways to improve accountability in the workplace-Project management training [Video]. YouTube. https://www.youtube.com/watch?v=ijtudIQjVg8
Learning Style Profiler: Must be ordered from iAssess
iAssess. (n.d.). Learning style profiler. https://iassessonline.com/assessments/learning-style-profiler-lsp/
Course Calendar
Course Objectives
After completing this course:
In a team environment, learners will be able to transmit information effectively using proper communication strategies
In a team environment, learners will be able to partner with team members using proper collaboration techniques
In a team environment, learners will be able to delegate work among team members using specialization techniques
In a team environment, learners will be able to administrate using proper leadership strategies
In a team environment, learners will be able to pursue high-quality work by holding team members accountable
Course Structure
Pre-Course Requirements: Students must complete the Learning Style Profiler (refer to course materials for the link) before the first day of class. The Learning Style Profiler will be used to assign students to groups with students with a variety of learning styles in order to create comfort with other learning styles.
Daily Structure: Each day, the lesson will begin with a statement of the objective for the day and a brief preview of the day’s lesson. Students will then be asked to brainstorm effective techniques in small groups (identified based on the Learning Style Profiler). The lesson will then proceed into the reading and video for the day. After this is completed, the teacher will provide a brief lecture overview of the material and the students will discuss the material in their small groups. Students will then apply what they have learned in a case study or role play. The lesson will finish with an assessment and a reflection discussion in the students’ small groups.
Readings/Videos: Each day, there will be a reading and video relevant to that day’s objective. Students will be expected to critically read/watch the material, take notes, and discuss the material in their small groups.
Activities: Each lesson will include a case study or role play activity to be completed in small groups. Students will be expected to actively participate in the activity and apply what they have learned from the readings/videos. These activities will be counted for a participation grade (20% of the total course grade).
Quizzes: At the end of the first four classes, there will be a 10 question quiz to assess comprehension on the day’s material. Each quiz will be worth 10% of the total course grade, for a total of 40% of the final grade.
Final Exam: At the end of the final class, there will be a 25 question comprehensive final exam to demonstrate understanding of all the material in the course. The final will be worth 40% of the final course grade and students must pass the final (70% or above) to pass the class.
Grading
Participation – 20 pts (20% of course grade)
Quizzes (4) – 40 pts (10 pts each, 40% of course grade)
Final Exam – 40 pts (40% of course grade)
100 pts
90-100 pts – A
80-90 pts – B
70-80 pts – C
60-70 pts – D
Less than 60 pts – F
Class Schedule
Day 1 (May 3rd)
Assign groups based on Learning Style Profiler (due by the beginning of class)
Brainstorm communication strategies in small groups
Complete reading #1 and video #1 with a short lecture and small group discussion
Reading #1: Bradberry, T. (2016, February 12). The 8 secrets of great communicators. Entrepreneur. https://www.entrepreneur.com/article/270631
Video #1: Teachinglearning English. (2020, October 16). 7 types of communicative strategy: Oral communication in context [Video]. YouTube. https://www.youtube.com/watch?v=VDXOFyoBcow
Complete role play #1 in small groups
Each group will be given a different difficult workplace scenario and given roles. They will be asked to act out the scenario and use the communication strategies learned from the reading and video. Students will act out the scenario in different roles in order to practice communicating from different perspectives.
Complete quiz #1 (communication strategies)
Engage in reflection discussion on communication strategies in small groups
Day 2 (May 4th)
Brainstorm collaboration strategies in small groups
Complete reading #2 and video #2 with a short lecture and small group discussion
Reading #2: Campbell, S. (2017, October 5). 10 simple ways to build a collaborative, successful work environment. Entrepreneur. https://www.entrepreneur.com/article/302126
Video #2: Potential. (2018, January 8). 6 steps building a collaborative team environment [Video]. YouTube. https://www.youtube.com/watch?v=6v5dzeq7FOY
Complete role play #2 in small groups
Each group will be given a different team project scenario seen in a workplace and roles. Students will be asked to act out the scenario and use the collaboration strategies from the reading and video. Students will act out the scenario in different roles in order to practice collaborating with others from different viewpoints.
Complete quiz #2 (collaboration strategies)
Engage in reflection discussion on collaboration strategies in small groups
Day 3 (May 5th)
Brainstorm delegation techniques in small groups
Complete reading #3 and video #3 with a short lecture and small group discussion
Reading #3: Ahmed, A. (2019, May 8). How to distribute team work. Bizfluent. https://bizfluent.com/how-8350148-schedule-tasks-employees.html
Video #3: Nool-Ontario Tech University. (2011, May 27). Group work to teamwork: How should we divide tasks among us? [Video]. YouTube. https://www.youtube.com/watch?v=dkCjeWY1tqA
Complete case study #1 in small groups
Each small group will be given a different list of workers with qualifications and skills and a team project and asked to divide the project tasks among the list of workers using proper delegation techniques.
Complete quiz #3 (delegation techniques)
Engage in reflection discussion on delegation techniques in small groups
Day 4 (May 6th)
Brainstorm leadership techniques in small groups
Complete reading #4 and video #4 with a short lecture and small group discussion
Reading #4: Olson, J. (2018, December 10). Lead by example: 12 ways to be a successful team leader. Portent. https://www.portent.com/blog/project-management/lead-example-guide-successful-team-leader.htm
Video #4: Practical Psychology. (2018, February 8). How to lead-Top 3 qualities of a great leader and other leadership skills [Video]. YouTube. https://www.youtube.com/watch?v=JtKC2vnXjPE
Complete role play #3 in small groups
Each group will be given a different team project scenario and one person will be asked to act in the leadership role, while the others will act as the other team members. Each person will be able to act through the scenario as the leader. When a group member is playing the role of the leader, he or she is expected to implement the leadership tactics discussed in the lesson.
Complete quiz #4 (leadership techniques)
Engage in reflection discussion on leadership techniques in small groups
Day 5 (May 7th)
Brainstorm accountability strategies in small groups
Complete reading #5 and video #5 with a short lecture and small group discussion
Reading #5: Bregman, P. (2016, January 11). The right way to hold people accountable. Harvard Business Review. https://hbr.org/2016/01/the-right-way-to-hold-people-accountable
Video #5: Bridges, J. [Project Management Videos]. (2018, June 18). 5 ways to improve accountability in the workplace-Project management training [Video]. YouTube. https://www.youtube.com/watch?v=ijtudIQjVg8
Complete case study #2 in small groups
Each group will be given a different scenario where in a group project, a team member did not accomplish his or her objectives/goals in the project. The groups will be asked to hypothesize how this situation should be handled using the accountability strategies learned.
Complete final exam
Engage in reflection discussion on entire course in small groups
Grading Criteria/Standards
Participation: The participation grade will be based on how actively the students are participating in the case studies/role plays. The professor will walk around the class and observe the groups to determine how well each group member is participating in his or her group. This will count for 20% of the course grade.
Quizzes/Final Exam: The quizzes and final exam will be graded by peers. The professor will go over the correct answers with students and answer questions from students during the peer grading process. The quizzes will count for 40% of the course grade and the final exam will count for 40% of the course grade and must be passed with a score of 70% or above.
Attendance Policy: Attendance is required each day. If students must miss a class, students will be able to make up the quiz/final exam, but will lose 20% of their course participation points.
Academic Integrity Policy: Students are expected to uphold Ball State’s academic integrity policies at all times. If students are caught cheating on any quiz or test, they will be disciplined based on Ball State’s academic integrity policy. For more information on Ball State’s academic integrity policy, please visit https://www.bsu.edu/about/administrativeoffices/vice-provost/student-services/academic-integrity
Reflection
Highlights
The key point in this assignment is how learning styles can be used in the classroom. In our syllabus, we were able to successfully combine several different learning styles theories to create one plan to accommodate many different styles. Many of the learning style theories work well together and build on each other, so we were able to successfully implement them all together. The most common learning style concept across the theories is the concept of using several modes of delivery, including lecture, visuals, readings, and interactive activity. This appears to be the most important and critical concept we implemented throughout our syllabus.
Process
During this assignment, we had to work together to collaborate on ideas, while not being able to meet in person due the global pandemic. Dividing up work in a group project can be difficult, because working separately often means relying on all group members to be on the same page. Utilizing the group plan was critical for us in this project. Creating deadlines for different stages throughout the process helped our group to stay on track. Having a designated group leader helped to keep our group on task and up to date with the deadlines we set in our group plan. Through this assignment, we got to design a course about teamwork, designed to stimulate various learning styles, while having to utilize a fair amount of our own teamwork. This assignment also showed me the intentionality that goes into designing a course.
Summary Table
Table 1
Summary of Syllabus Design
References
Adkins, D., & Guerreiro, M. (2018). Learning styles: Considerations for technology enhanced item design. British Journal of Educational Technology, 49(3), 574-583. https://doi.org/10.1111/bjet.12556
Ahmed, A. (2019, May 8). How to distribute team work. Bizfluent. https://bizfluent.com/how-8350148-schedule-tasks-employees.html
Bradberry, T. (2016, February 12). The 8 secrets of great communicators. Entrepreneur. https://www.entrepreneur.com/article/270631
Bregman, P. (2016, January 11). The right way to hold people accountable. Harvard Business Review. https://hbr.org/2016/01/the-right-way-to-hold-people-accountable
Bridges, J. [Project Management Videos]. (2018, June 18). 5 ways to improve accountability in the workplace-Project management training [Video]. YouTube. https://www.youtube.com/watch?v=ijtudIQjVg8
Campbell, S. (2017, October 5). 10 simple ways to build a collaborative, successful work environment. Entrepreneur. https://www.entrepreneur.com/article/302126
Keefe, J. W., & Ferrell, B. G. (1990). Developing a defensible learning style paradigm. Educational Leadership, 48(2), 57-61.
iAssess. (n.d.). Learning style profiler. https://iassessonline.com/assessments/learning-style-profiler-lsp/
MacKeracher, D. (2011). Making sense of adult learning (2nd ed.). University of Toronto Press.
Nool-Ontario Tech University. (2011, May 27). Group work to teamwork: How should we divide tasks among us? [Video]. YouTube. https://www.youtube.com/watch?v=dkCjeWY1tqA
Olson, J. (2018, December 10). Lead by example: 12 ways to be a successful team leader. Portent. https://www.portent.com/blog/project-management/lead-example-guide-successful-team-leader.htm
Potential. (2018, January 8). 6 steps building a collaborative team environment [Video]. YouTube. https://www.youtube.com/watch?v=6v5dzeq7FOY
Practical Psychology. (2018, February 8). How to lead-Top 3 qualities of a great leader and other leadership skills [Video]. YouTube. https://www.youtube.com/watch?v=JtKC2vnXjPE
Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: Using the VARK model. Journal of Postgraduate Medicine (Bombay), 60(2), 183-186. https://doi.org/10.4103/0022-3859.132337
Teachinglearning English. (2020, October 16). 7 types of communicative strategy: Oral communication in context [Video]. YouTube. https://www.youtube.com/watch?v=VDXOFyoBcow
Great job, Group 1! Your Syllabus Project is comprehensive in many ways. Because of the shorter length of your course, I especially liked seeing the breakdown of the daily schedule. As a learner, that is a detail that is important to me.
ReplyDeleteI agree that virtual teamwork continues to be challenging. Also, I was going to say too, that this assignment showed me the intentionality that goes into designing a course.
Group 1,
ReplyDeleteYour syllabus design is very neat and easy to follow! Additionally, the content seems very engaging. When I am reviewing a class syllabus, I can often get lost with due dates and what the course will cover due to the layout, but that was not the case here. The information was very straightforward and provided in a way that the reader can easily follow along. I would definitely take this course! :)
Hello all!
ReplyDeleteThis is a great syllabus full of wonderful information on activities. If I were given the opportunity, this would be something that I would love to participate in. Being able to be an effective leader and part of a team is something that I think often gets overlooked. People have so many other things to worry about that the team building aspects of work tend to be forgotten about.
Hi Group 1,
ReplyDeleteGreat syllabus! I especially appreciated that you not only ensured that the diverse delivery of your activities catered to different types of learning styles, but you also had your learners complete an assessment so that they are aware of their own preferred learning style. This also must have come in handy when you have them go into groups that involved an intentional mix of different learning styles so that they could learn to work with others who don't share their same learning style. By the time they finish this course, they'll have both an awareness of how they work by themselves and with others, both of which are important. Great job!
Keila
Hi Group 1,
ReplyDeleteThanks for sharing your syllabus. I appreciated the diverse array of learning content outlined. I appreciate courses that aren't all lecture or all reading and I think you did a job of mixing things up.
This comment has been removed by the author.
ReplyDeleteThis is an excellent layout for a 5-day course on how to be a better teammate in a team! The pre-course requirements of completing the Learning Style Profiler really set the groundwork for this course. The students will learn about different learning styles by engaging in teams with mixed learning style preferences based on the results of the Learning Style Profiler. I really like how you accommodated all types of learners by providing step-by-step instructions for each lesson of readings, lectures, discussions, and videos. This is a great way to connect with all learners. The clear goals and objectives defining all the activities provide structure and cadence for the course. Using the VARK model in your case studies and role playing encourages learners to participate and learn from other classmates. This was a thorough syllabus and an interesting way to demonstrate learning styles. Nice work Group 1!
ReplyDeleteTomie Gartland
Hi All!
DeleteI enjoyed reading your syllabus. I would love to take this course. While I have a grasp on the learning styles, engaging with those concepts a way similar to that outlined in the syllabus, could change the way that I view them in my day to day life. I also enjoyed that you noted the intentionality that is needed when developing a syllabus. As someone who hasn't created a course, I found this task engaging, challenging, and enlightening. While I enjoyed it, it was a lot of work to think about every step of the course. Thanks for sharing.
Totally didn't mean to reply just to Tommie. Sorry!
DeleteHi All!
ReplyDeleteI enjoyed reading your syllabus. I would love to take this course. While I have a grasp on the learning styles, engaging with those concepts a way similar to that outlined in the syllabus, could change the way that I view them in my day to day life. I also enjoyed that you noted the intentionality that is needed when developing a syllabus. As someone who hasn't created a course, I found this task engaging, challenging, and enlightening. While I enjoyed it, it was a lot of work to think about every step of the course. Thanks for sharing.