Alexandra Commented on Demonstration, etc. for Group 1, Emotions and Learning -- Group 3, Physical Learning, and -- Group 4, Spirit or Soul-based Learning
David Commented on Demonstration, etc. for Group 1 and Group 3.
Project Introductory Video:
https://youtu.be/gwaqniZK60I
Please use the link above to access our final project video. Enjoy!
Project Survival Memo Video:
https://youtu.be/JxgPqOBo8QE
Please follow the link above to access our group survival memo. Hope that you enjoy it!
Project Summary:
EDAC 635 Strategies for Teaching AdultsFinal Project Summary
Professor: Bo Chang
Alexandra Barrett, David Jones
November 16, 2015
Reflection Introduction: For our final project, we set out to create a comprehensive lesson plan that was designed to effectively teach small groups of adults. To this end, we were tasked with inventing a topic on which to base our syllabus, researching the information needed to conduct a thorough literature review that would serve as the foundation for our assignment, and locating a case-study on which to base the rationale of our assignment. Using this information, we compiled our syllabus, and submitted our work to two faculty reviewers. Using the feedback provided from these reviews, we made slight changes to our course design, which led us to the finished product.
Project First-Steps: The first step for us to take was to conduct extensive research on the learning styles of adults, and the impact of learning environment on adult learners. This research phase was critical to the outcome of our syllabus. We were able to glean a great deal of critical information pertaining to lesson plan development, creating an effective learning environment, and developing training material that appeals to all learning styles in general, and adult learners in particular. We used BSU’s online library resources to locate and procure the journals and articles used in the development of this assignment.
Learning Scenario Development: Once we had the necessary research to back up our hypothesis, we developed a fictitious learning scenario, which revolved around addressing the Boy and Girl Scout of America’s scout leader knowledge deficiency in the areas of outdoorsmanship. In this scenario, we imagined that many complaints had surfaced regarding the scout leaders general lack of critical skills needed to both conduct outdoors camping outings, and teach the scouts the requisite skills for merit badge attainment in the general camping areas.
Project Take-Aways: Going into this project, we felt that we had a pretty solid grasp of how to develop an effective syllabus, and developing learning content that appeals to and engages all learning styles. However, during the development process of our syllabus design, we gained a greater understanding and respect for the depth of understanding that one must achieve in order to develop a serviceable syllabus that meets all requirements. Through the course of our research, we began to pick up tips and tricks that served as a guide down the road of adult instruction. Ultimately, during the course of this project, we created a syllabus that will serve as the ideal lesson plan for teaching scout leaders the skills required to improve scout engagement and safety of each camp outing. Although our syllabus is highly focused on the skills required by the Boy and Girl Scouts, the rationale for our content delivery methods, development of our learning objectives, and the application of the concepts learned from the textbooks and our own research can be applied to nearly any syllabus design project.
Project Demonstration PowerPoint:
Please note: the Highlights, and Process Notes are encompassed within the Powerpoint.Enjoy!
Alexia and David
