1. Learning Styles
Project
Demonstration
by Katie O’Neal, Michael
Watkins, and Candace Grist
EDAC 635
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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.
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3. The Six-Step Process
Step One:
Select a Topic
Step Two:
Literature Review
Step Three:
Program Investigation
Step Four:
Syllabus Design
Step Five:
Syllabus Evaluation
Step Six:
Project
Demonstration Page 3

4. Step One:
Select a Topic
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.
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5. Step Two:
Literature Review
Literature Reviews
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).
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6. Step Three:
Program Investigation
Programs we Investigated
• ASCE ExCEED Teaching Workshop
• Carole Buncher & Associates: The Competency Company
• The Council for Adult and Experiential Learning
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7. Step Three:
Program Investigation
Main Features from the Programs
ASCE ExCEED Workshop Communication and Learning Council for Adult and
Styles Experiential Learning
Feature 1 Demonstration classes that model Mixed-methods structure for Vast array of delivery
high-quality teaching methods discussing and applying different methods including webinars,
learning style preferences conferences, live and online
classes
Feature 2 Hands-on assessment, preparing Large group and small group Each training program is
and teaching three classes to small discussions unique to the needs of the
groups organization
Feature 3 Identifying participants’ own Completing learning style tools Assessment program to
learning style by taking a learning to identify and apply personal identify students needs and
style assessment learning style preferences learning styles
Feature 4 Seminar provides examples to Providing contact information Offers certifications in career
effectively use the learning styles. (phone, email, webpage) for advising and prior learning
questions, comments, or assessment
inquiries about workshops
Adaptable Features Complete a learning style self- Implement a mixed-methods Delivery methods and
assessment; provide useful, hands- structure to discuss and apply information changes
on examples to supplement learning styles; evaluation after depending on needs of the
material; survey students post- completion of workshop learners; learning style
workshop on unclear areas and assessments
most effective points
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8. Step Four:
Syllabus Design
Syllabus Rationale
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
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9. Step Four: THE EDUCATIONAL INSTITUTE OF THE AMERICAN HOTEL & LODGING
Syllabus Design ASSOCIATION
CERTIFIED HOSPITALITY EDUCATOR (CHE) WORKSHOP SYLLABUS
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. Page 9

10. Step Four:
Syllabus Design
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. Page 10

11. Step Four:
Syllabus Design
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.
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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
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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.
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14. Step Four:
Syllabus Design
DAY THREE
Morning
Review "Muddy Points“
Program Evaluations
Conclusion
•Workshop dismissed
Afternoon (Optional)
CHE Examination
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15. Step Five:
Syllabus Evaluation
Evaluation 1
Syllabus Positive Areas Areas for Improvement
Details
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 Good job taking into account that
Format adults are a unique group of learners
Workshop Very clear and precise objectives Seems to have a long list of
Objectives objectives. While all are relevant,
maybe consolidating, as the list is
somewhat overwhelming
Participant I like that completion of the workshop Explain the optional CHE
Evaluation can lead to a CHE designation examination, so participants can
determine if they are going to take it
during the workshop or at a later date
Workshop Clearly shows what is expected of the
Requirements participants
Workshop Outline was detailed and easy to The assignments could use some
Outline follow giving you a good idea on what more explanation. While they are
to expect at the workshop listed under the requirements, it could
almost use its own section so
participants have a clearer
understanding of the at home
assignments.
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16. Step Five:
Evaluation 2
Syllabus Evaluation
Syllabus Details Positive Areas Areas for Improvement
Intro Provides easy to read basic information
Workshop
Format
Workshop Very clear, I like how they were listed Somewhat lengthy
Objectives
Participant Shows what participants will get from the
Evaluation workshop
Workshop Shows what is expected of participants. How can you grade/evaluate if
Requirements someone actively participates in the
workshop, this could be a spot for
someone to dispute with you
Workshop -Liked that part of it is based on learning styles - a couple parts could be more clear on
Outline - “muddy points” is a good way of gauging the what each part is, like is it a video,
effectiveness of the workshop lecture, discussion, etc
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17. Step Five:
Evaluation 3
Syllabus Evaluation
• 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.
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18. Step Five:
Syllabus Evaluation
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.”
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19. Step Five:
Syllabus Evaluation
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
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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
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