Syllabus

Group Members	Roles	Commented On
Donna Turner	Rationale
Dakota Nicely	Introduction, tables, revising	Group 3
Erika Duplock	Transcribe rationale, syllabus, reflection	Group 1 & 4

Learning Styles Syllabus Design

Group 2:  Donna Turner, Dakota Nicley, Erika Duplock

Ball State University

EDAC 635 Strategies for Teaching Adults

March 15, 2020

Introduction

There is a wide variety of literature that has identified an array of learning styles including visual and spatial, logical, sequential, auditory, linguistic, kinesthetic learning styles, and their implication on learners’ education (Rogowski et al., 2014; Saeed et al., 2009). In the literature, researchers are finding that matching instructional methods to learning styles and taking enough time to incorporate these into the design of the course engages learners with the material and can help them achieve positive learning outcomes (Tonsing-Meyer, 2013). The following manuscript presents a syllabus for a French language course designed for adult learners seeking to further their French language knowledge and competency. This 10-week course is designed for a range of inquisitive adult learners, and thoughtfully integrates an array of teaching methods and learning activities that were designed around accommodating an array of learning styles identified in the literature.

The concepts and methodology used in this course will assist students in developing their French language. Additionally, it will aid in developing the foundation for students who wish to further their linguistic skills for personal or work-related reasons, French language competency, and content knowledge through advanced study. A rationale is provided that summarizes methods of accommodation for different learning styles, technology integration approaches for differentiating instruction, developing an adaptive learning style curricula, challenges associated with different types of learners, and best practices that are linked in the literature to positive learning outcomes for individual learning styles. 

Rationale 

The structure of the syllabus for an Introduction to French for Adult Learners course is based upon the application of accommodating a range of learning styles. The application of different learning styles will allow students to stay more engaged and to demonstrate their abilities more effectively. In addition, it will inform the instructor of the diversity of their classroom and how to change their instruction if needed. Implementing the accommodation of different learning styles will also help the instructor identify the strengths and weaknesses of their students. Most importantly, the instructor will be able to reflect on their own teaching and prevent their learning style from influencing and taking over how they teach.

In order to apply the accommodation of varied learning styles, the structure of this syllabus is also based on the use of Kolb’s Model of Experiential Learning. In the literature, MacKeracher (2004) identifies that a central point of Kolb’s Model is that participation as experience is essential for learning to take place. That is why participation is emphasized and implemented into the syllabus through grading criteria and standards. It is made clear to students that participation is fundamental and without it, substantial points will be deducted. Attendance and participation make up 15% of the overall grade.

Methods of accommodation for different learning styles will be achieved through the encouragement of varied participation techniques. Examples of ways that participation will be used to ensure an adaptive learning style curriculum include integrating 21st-century classroom technology through established best practices for matching technology with learning styles (Saeed, Tun, Sinnappan, 2009). Time was allocated in the design of the course to enable showing videos and podcasts that help French language development. To engage learners and empower learners, a number of group activities have been arranged such as open discussions, group skits, think-pair-share, and movies followed up with a group worksheet. These group activities eliminate passive learning and promote the transformation of knowledge through collaboration and exchanging ideas (Alfonseca, et al., 2006).

An assortment of educational tools will be utilized throughout the course. The use of mnemonics and other literary devices to aid learning will be strongly encouraged in lectures. These can help learners understand conjugations.  Because students are found to learn best with hands-on, multisensory activities, the course has been designed to include the aid of competitive and non-competitive vocabulary classroom games including board races, Simon-says, and translate-a- thon. These varied games will encourage interactive learning and promote the strength of encoding material into memory.

All of the planned activities such as vocabulary classroom games, open discussion, and think-pair-share collectively allow the student to make connections between concrete and abstract information and are designed to give learners the chance to engage in the manner that suits them best.  The goal is to expose students to varied styles of learning and encourage a diverse learning experience.

Syllabus

Course Information

French 100 – Introduction to French for Adult Learners

Department of Modern Languages and Classics, Ball State University 

Credit hours: 3 credit hours

Professor

Dr. Jane Doe

Email: jdoe@bsu.edu

Phone: (765)-888-0000

Location

North Quad, Room 1, Ball State University, Muncie, IN 47306

Course Description

This course is designed for adult learners seeking to build their French linguistic skills and will aid in developing a solid foundation of knowledge and competency in the French language. Students will be engaged in active learning methods that will develop proficiency in the four basic communicative skills of speaking, listening, reading and writing in French.  During class time, you should expect to engage in group and individual work and to actively participate in class. Attendance, participation, and individual preparation outside of class are essential for success.

Objectives

After completing this course, students should be able to: 

1. Comprehend and communicate directly with others and generate writing in French at a beginner’s level

• Greet people 

• Ask questions & find out basic information about others

• Talk about daily activities 

• Express likes and dislikes

• Describe people, places and things

2.    Understand French grammar and the language’s different grammatical structures

• Know the French alphabet and pronunciation guide

• Demonstrate verb tense and personal pronoun usage 

• Use future and present tense

• Demonstrate preposition usage

• Know how to use an adjective

Class meeting time

Tuesday and Thursday 9:00-10:15 AM

May 11, 2020-July 17, 2020 (10 weeks)

Office hours
Tuesday and Thursday 10:15AM - 2:00 PM

Prerequisites

None, this course is open to all students.

Grading Criteria and Standards

Course Grading

	Points Each	Total Points
Quizzes (8)	20	160
Assignments (10)	20	200
Project (1)	2 parts, 50 points each	100
Participation/Attendance (20)	4	80
	Total:	540

Grading Scale (%)

Student grades will be determined by the points earned as a percentage of the total points possible using this scale:

94–100  A	87–89 B+	77–79 C+	67–69 D+	≤ 59 F
90–93 A–	84–86 B	74–76 C	64–66 D

Each lesson will be accompanied with interactive practice activities as well as a brief 20 pt. lesson quiz to reinforce what you have learned.

Required Text

Anderson, B., & Dolidon, A. (2020). En avant! Beginning French. 3rd edition. Indianapolis, IN: McGraw-Hill. ISBN: 1259999823

Tentative Course Plan

Week		Readings and Assignments	Due Date
1	May 12 & 14	Introduction to course and Chapitre 1: Pour commencer; The Alphabet and Pronunciation Guide  Homework - Assignment 1	May 14
2	May 19 & 21	Chapitre 2 Comment sont-elles?; Start Building Your Vocabulary Quiz 1 Homework - Assignment 2	May 21
3	May 26 & 28	Chapitre 3 Qu’est-ce que tu aimes faire?;  Talking About Daily Routines: Introduction To The Present Tense In-class video: Parlons du présent Quiz 2 Homework - Assignment 3	May 28
4	June 2 & 4	Chapitre 4 En famille; Talk about family, possessive articles, irregular verbs, use of definite articles  Quiz 3 Homework - Assignment 4	June 4
5	June 9 & 11	Chapitre 5 Bon appétit!; Ordering food, partitive article and expressions of quantity Quiz 4 Part 1 of project due*** Homework - Assignment 5	June 9 June 11
6	June 16 & 18	Chapitre 6 On est à la mode!; Use of prepositions, describing people's clothing, more verbs, the interrogative quel(le)(s) Quiz 5 Homework - Watch movie Les Choristes & complete Assignment 6	June 18
7	June 23 & 25	Chapitre 7 Le week-end dernier; Introduction to past tense, talk about events, indefinite pronouns Group skit performance Quiz 6 Homework - Assignment 7	June 25
8	June 30 & July 2	Chapitre 8 L’image de soi; Asking for advice/recommendations, additional forms for asking questions, parts of the body Quiz 7 Homework - Assignment 8	July 2
9	July 7 & 9	Chapitre 9 Chez nous; Describe what you liked to do in the past, express ongoing actions, the comparative and superlative of adjectives Part 2 of project due *** Homework - Assignment 9	July 7 July 9
10	July 14 & 16	Chapitre 10 Ça se fête!; Talk about holidays/celebrations, use of don’t, use of future tense Final quiz Homework - Assignment 10	July 16

Attendance policy

Attendance and participation are required for all sessions to successfully complete this course. Attendance will be taken daily, and absences will detract from your participation score. Perfect attendance (zero absences, excused or not) will earn you 10 extra credit points at the end of the course.  

Reflection

Highlights: The highlights of our syllabus include the application of the main ideas in the literature. Knowing the methods behind integrating experiential learning and accommodating a diverse range of learning styles into this French course really brought our work together. We tried to incorporate an array of learning styles including visual and spatial, logical, sequential, auditory, linguistic, and kinesthetic. Participation is heavily encouraged in this course to promote active learning and engage students. That is why we incorporate a number of learning activities. These group activities eliminate passive learning and promote the transformation of knowledge.

Process: We divided the work according to our group plan. Donna was responsible for writing the group rationale. Erika then transcribed Donna’s rationale into the syllabus and expanded on it.  Erika also created the syllabus. Dakota wrote the introduction and made the table/summary of the syllabus. Erika and Dakota worked together to proof-read the assignment and make sure everything was intact. We collaborated by way of email, google docs, canvas, and texting.  We communicated back and forth about advice and confirmation of ideas. 

Table 1.

Summary of Syllabus Design

	Main Ideas in the Literature	Application
1	Methods of Integrating Kolb’s Learning Model into classroom design	Lecture, Homework, Projects Quizzes, Collaborative Work, Competitive and Non-Competitive Games
2	Best practices for understanding and facilitating lessons to a variety of learning styles in the classroom	An assortment of educational tools will be utilized throughout the course. The use of mnemonics and other literary devices to aid learning will be strongly encouraged in lectures. These can help learners understand conjugations.
3	Matching instructional methods to learning styles	Applying multiple solutions from the literature into practice in order to reach students. We found some findings that suggest learners don’t always perform best when learning style is matched with delivery, so including more can cast a wider net. This is better than assuming one solution will fit each one.
4	Developing an adaptive learning style curricula	Engagement in human-computer activities (Yang, Hwang, Yang, 2013). A flexible curriculum that provides multiple educational software and technologies that are linked to positive learning outcomes.

	Purpose/Objective	Activities	Methods, Tools, & Strategies	Rationale, Theories, & Ideas
1.	Integrate 21st-century classroom technology to accommodate learning styles	Using videos and podcasts that help french language development	We will integrate the use of multiple platforms of technology to accommodate a variety of learning styles outlined in the literature with a focus on visual, audial and linguistic learning styles. We understand learning a new language is a difficult language, so educational video and podcasts will reach be used in class and can be accessed outside of the classroom as a resource.	As suggested by Saeed et al. (2009), today’s students are ready to experience new technologies in their study routines. Additionally, podcasts, vodcasts, email, and blogs are reported to be the preferred technologies for sequential, visual, sensing and intuitive learners in that order.
2.	Advance student understanding of French language, people, and culture	In-class activities Projects Homework  Quizzes	Learners will be required to complete weekly homework and comprehension quizzes over the required reading for that week. This material will be supplemented with lectures and in-class activities to further enrich learning opportunities.	Careful planning is essential to a well-designed curriculum. To help maximize knowledge development, the curriculum needs to take learning styles and fundamental pedagogical strategies into consideration in the design to provide sufficient activity to enhance learning outcomes.
3.	Accommodate multiple learning styles through the use of  group work	Group Discussions Group skits performed in French  Think-Pair-Share Movie + Group Worksheet	As Vygotsky correctly assumed, social influences play a large part in learning and how learners encode information during the learning process. One way to get students engaged in this process while also presenting information across a variety of individual learning styles is group work. This course will provide multiple opportunities for collaboration amongst students to work on assignments. The activities provide stimulating group activities that have been found to be effective in developing language competency. These teaching methods are linked to positive learning outcomes.	Working together can empower learners (Alfonseca et al., 2006). Collaboration amongst group members and good communication allows them to freely exchange ideas and get feedback. Peer feedback is important because it can provide valuable learning opportunities for growth.
4.	Accommodating multiple learning styles with the aid of competitive and non-competitive vocabulary classroom games	Board Races Simon-Says  Translate-a-thon	Games can be an effective way to tackle tough subjects or approach facilitating content from a different perspective. Another advantage is that games can be played individually or as a team. As reported by Lander (2018) board races, Simon-says and translate-athon are amongst classic language learning games. They have been used in school districts around the nation and have been found to be a reliable teaching tool when used planned out and executed correctly.	Using games as a teaching tool not only shows creativity, but it can be used in an adaptable curriculum to drastically add to the experience if planned out accordingly and implemented right.
5.	Construct a curriculum that can be adapted to accommodate a range of learning styles within the capabilities of this class including, but not limited to auditory, visual, linguistic, and kinesthetic learners.	Incorporating reading from the text-book,  facilitating teacher-led instruction, collaborative work in small groups where students get control of their learning,    Integrating 21st-century teaching technologies into the course  Integrating web 2.0 tools to direct students to educational resources	When approaching the design of this course it was decided that using multiple platforms across the 10-week course would be appropriate to achieve our mission. In the research portion of this assignment, we found a couple of articles on various strategies and teaching technologies that can bridge the gap to meet learning styles and found a few creative methods to incorporate. Games and group work can break-up the monotony of teacher-led lecture. Videos and podcasts were also highly rated by students, which demonstrates these technologies can be adapted into a student-centered approach to linguistic development.  Another aspect this is making sure learners are being given the right resources to bring clarity to their own understanding of the language, which is where a powerful tool like the internet can be used to bring the learner to that resource (like blogs, articles, and so on).	Taking enough time to match learning styles to teaching methods, and finds ways to incorporate these into the design of the course engages learners with the material and can help them achieve positive learning outcomes (Fowler & Thomas, 2015; Tonsing-Meyer, 2013).

References

Alfonseca, E., Carro, M. R., Martin, E., Ortigosa, A., Paredes, P. (2006). The impact of learning styles on student grouping for collaborative learning: A case study. User Modeling and User-Adapted Interaction, 3(4), 377-401.

Boender, C. (2017, February 27). Accommodating Different Learning Styles: 3 Tips to guide you. Retrieved February 9, 2020, from https://www.wgu.edu/heyteach/article/accommodating-different-learning-styles-3-tips-guide-you-01702.html

Fowler, K., & Thomas, V. L. (2015). Creating a professional blog: The impact of student learning styles on perceptions of learning. Journal of Marketing Education, 37(3), 181–189.

Lander, E. 10 Best ESL Games for English Teachers Abroad. Go Overseas. https://www.gooverseas.com/blog/10-best-games-esl-teachers

MacKeracher, D. (2004). Making Sense of Adult Learning (2nd ed). University of Toronto Press. 

Rogowski, A. B., Talla, P., and Calhoun, M. B. (2014). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107(1), 64-78.

Saeed, N., Yun, Y., Sinnappan, S. (2009). Emerging web technologies in higher education: A

case of incorporating blogs, podcasts, and social bookmarks in web programming course based on students’ learning styles and technology preferences. Journal of Educational Technology & Society, 12(4), 98-109.

Tonsing-Meyer, J. (2013). Examination of online instructional practices based on the learning styles of graduate education students. The Quarterly Review of Distance Education, 14(3), 141-149.

Yang, T.-C., Hwang, G.-J., & Yang, S. J.-H. (2013). Development of an adaptive learning system with multiple perspectives based on students' learning styles and cognitive styles. Educational Technology & Society, 16 (4), 185–200.