Physical Learning - Syllabus

 

EDAC 000 Introduction to Physical Learning

Summer Term 1 2021 Syllabus

 

Group Members:	Roles:	Commented On:
Patricia Kupchik	Group Lead/Facilitator and Content Creator	Small Groups 1 and 3
Anthony Hurst	Content Review and Content Creator	Small Group 2

 

Instructors:

Patricia Kupchik: pakupchik@bsu.edu

Anthony Hurst: aahurst@bsu.edu

 

Location: Teacher’s College TC 003

Dates: May 17, 2021 to June 18, 2021

Time: 9:00am-10:00am EST Monday and Wednesday

 

Course Materials:

Textbook:

MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto: University of Toronto Press. ISBN-10: 080203778X   ISBN-13: 978-0802037787

TED Talk:

https://www.ted.com/talks

Introduction:

EDAC 000, Introduction to Physical Learning is a course that is designed to help learners explore concepts related to physical learning such as, how to define physical learning, characteristics of physical learning, and how the processes of physical learning can be implemented in practice.

Course Rationale:

Understanding that all individuals learn differently, EDAC 0000 will look at implementing design and functions of Physical learning in its lessons to help all students discover new and impactful ways to learn and teach. Physical learning is a mixed bag of consuming information, processing it, and recalling it all by direct connection, contact, or movement with the material or topic. This type of educational style helps get students out of their traditional study and learning environment. It strives to get students out from behind their desks and in their communities or in an environment conducive to the style of work they wish to achieve post education.

 The ideas presented from students getting hands on experience in their field are not outweighed by classroom learning. Direct, hands-on, or physical learning can not only begin to help map the synaptic response and recall in the brain, but it can also help to begin to build and develop muscle memory as well. Standard educational or classroom practices are great for creating a baseline and putting theoretical practices into use. Once theoretical practices are explained and understood, putting them to use in the real world helps drive their objectives home and build the maps to continual successful utilization in the future.

 This course will help create the baseline for understanding what physical learning is. It will also help students understand the process of physical learning and how to implement these ideas.

 

 Course Objectives:

 1. Understand the definition of Physical Learning.

 2.  Understand the phases of physical learning and how they can be applied to adult learners.

 3. Use self- reflection to make connections between content learned in this course and

professional experience.

 4. Collect resources to be used as references when implementing aspects of physical learning in professional practice. 

 Course Structure:

 This is an in-person project-based course. Knowledge in this course will be gained from readings, videos, in class activities and participation, and individual written works. Summer terms move quickly! Be sure to read the information in this document carefully, paying special attention to assignment details and due dates.

 Attendance Policy:

 Attendance during each class meeting is required. If a student is unable to attend a class meeting, it is the responsibility of the student to obtain notes and information from the class session. Participation points will be awarded at the end of the semester. Each in-person session will be worth 2 participation points. If a student arrives late, 1 participation point will be deducted.  Participation points will not be awarded for class sessions that are missed.

 Students with Disabilities:

 If a student requires accommodations for this course, the student must be registered through the Office of Disability Services. The student must present documentation from ODS to the instructor. A student may contact DSD by calling (765) 285-5793 or visit: https://www.bsu.edu/about/administrativeoffices/disability-services

 Diversity Statement:

 Ball State University is an institution that embraces learners from all backgrounds and walks of life. The dignity and respect of all course members both inside and outside of the classroom should be upheld with the utmost respect.

 Course Grading Scale:

A	100-95
A-	90-94
B	85-89
B-	80-84
C	75-79
C-	70-74
F	Less than 69

 

Incomplete Grades:

 An “incomplete” grade may be awarded to a student if he or she has completed 50% of the work required for the course by the end of the semester. If less than 50% of all course work is not completed, the student will receive an “F.”

Academic Integrity:

All students are expected to adhere to the Ball State University Code of Student Rights and Responsibilities. Students should be familiar with the Student Academic Ethics Policy. Any form of academic dishonesty will not be tolerated.

Readings and In-Class Activities:

Week:	Day:	Reading/Video	In-Class Activities
1.	Monday	Review the course syllabus	Introduction to the course, syllabus review, questions, comments, and concerns.
	Wednesday	Read Chapter 4	Discuss physical learning readings.
2.	Monday
	Wednesday	TED Talk https://www.ted.com/talks	Share TED talks
3.	Monday
	Wednesday	Read Chapter 5 and 7	Share lesson plan ideas and strategies
4	Monday
	Wednesday	Read Chapter 7 and 10	Spend class time working to collect resources for pamphlet.
5.	Monday
	Wednesday	Read Chapter 10	Course wrap-up, answer questions about final assignment.

 

Assignments and Due Dates:

** All assignments will be due on Saturday’s by 11:59pm.

Week:	Due Date:	Assignment:	Points Possible:
1	5/22/21	Physical Learning Questions	15
2	5/29/21	TED Talk Reviews (2) 10pts each	20
3	6/5/21	Lesson Plan, video, and peer critique	30
4	6/12/21	Resource Pamphlet	20
5	6/19/21	Learning Reflection	20
	All Term	Participation Points	20
		TOTAL:	125

 

Late Assignments:

 Late assignments will be accepted up to three days past the due date. One point will be deducted from the final grade of the assignment.

Ball State Writing Center:

 The Ball State Writing Center is available for students online during the semester by appointment. The writing Center can help with proofreading, brainstorming, and many other writing needs. For assistance visit: https://www.bsu.edu/academics/centersandinstitutes/writingcenter

 Assignments

Assignment 1 Rubric: Physical Learning Questions

As you begin reading and exploring information in this course, reflect on and respond to the questions provided below. Feel free to be creative with how you provide your responses. You may choose to make a video, PowerPoint, Prezi, or submit your responses in written form.

 

Question:	Points Possible
What does “Physical Learning” mean to you?	5
What information are you hoping to gain from this course?	5
How are you planning to use what you learn in this course in your professional practice?	5
Total:	15

 

Assignment 2 Rubric: TED Talk Reviews (2)

Select 2 TED Talks to review. The TED Talks that you review should relate to the process and/or application of physical learning. Write up a critique of each talk using the rubric provided below.

 

Criteria:	Points Possible:
Provide a full APA citation of your TED Talk	5
Who was the presenter? Where was the talk given? Who would benefit from viewing the talk?	5
Provide a summary of the talk.	5
How can you personally apply the information learned in the talk?	5

 

Assignment 3 Rubric: Lesson Plan

Using the ideas of physical learning, begin developing a lesson plan utilizing Physical Learning and the processes of it. You can choose any topic or task you wish. Incorporate the characteristics of physical learning (Fluency of movement, Speed of performance, smooth automated physical actions, Ability to multitask, and Knowledge of specific actions). Develop this lesson plan with Goals, Objectives, and a clearly defined Task.

 Reflect back on how you created your plan. What you learned in this process and how it could benefit students in the future.

 

Criteria:	Criteria
Develop and explain your topics or task to teach.	5
Goals and Objectives are clearly defined.	5
Demonstrate in your lesson plan your understanding of the characteristics of physical learning	10
Describe how you will use the new knowledge that you have gained and how it will benefit students in the future.	10
Total:	30

 

 Assignment 4 Rubric: Resource Pamphlet

Create a pamphlet which demonstrates and explains the five phases of how to facilitate Physical Learning. This pamphlet should include all five phases: Modeling, Coaching, Fading, Solo Performance, and Reflection.

 You may choose to do a pamphlet on the type of learner who would benefit from physical learning. In doing so, discuss and show the characteristics of physical learning and how these individuals may benefit.

Content:	Criteria
Pamphlet shows the 5 phases of physical learning development.	5
Pamphlet is easily read and understood	5
Has a clearly defined target audience.	5
Pamphlet shows clear understanding of physical learning and how it can impact your target.	5
Total:	20

 

 Assignment 5 Rubric: Learning Reflection

This assignment is your opportunity to reflect on your learning. Please be creative with your response presentation. You may present your reflection using: video, PowerPoint, Prezi, or any other form of media. Please respond to the following questions.

 

Question:	Criteria
What aspect(s) of the course content did you find most meaningful and useful? Why?	5
What aspect(s) of the course did you find most challenging? Why?	5
Why does the learning that occurred during this course matter to you?	5
How will you use the new knowledge that you have gained?	5
Total:	20

 

Patricia

Reflection: Creating this syllabus allowed me to be a reflective practitioner, draw upon previous experience, and develop a greater sense of appreciation for the detailed process that is involved in creating a meaningful and through course experience. Prior to this course, I have not created a full syllabus. In my work, I typically only create weekly outlines. Being able to create this syllabus with a part er was extremely helpful. I enjoyed collaborating with another individual because we were both able to share ideas and combine our thought processes into one well-rounded piece of work. What the two of us have created is something that I would be interested in taking if it were a requirement.

 Highlights: The highlights of the syllabus are:

      The syllabus allows the learner to express his or her creativity in a variety of ways.

      The syllabus incorporates a variety of materials.

      The syllabus addresses key components of physical learning and allows the learner to reflect on how he or she will use what they have learned in their own work.

      Just as we have done in this course, the syllabus encourages collaboration and making connections with others in the course because we chose an in-person style of instruction.

Process: I began the planning process for this assignment by creating a list of all necessary components. To do this, I used the syllabus from this course as a guide. Then, I pulled up the instruction sheet from Canvas to make sure that I was including all requirements to fulfill each section. As I completed a section, I crossed the task off of my list. Once I had the outline of categories on paper, I began to fill each section in. I then sent the document to Anthony. He was then able to add or change any or all segments of the document. He also filled in the sections that were incomplete. At this point, we spoke several times on the phone to brainstorm and make changes where necessary. To develop activities for our course, I reflected in assignments from previous courses and how they could be used to satisfy requirements for this course. I selected assignments that I enjoyed and found most beneficial.

 

 Anthony

 Reflection: Designing a syllabus is something new to me. As an instructor, I am responsible for creating lesson plans and lesson plan covers which highlight and go into detail on topics I am going to instruct. Typically, these lesson plans are only for myself or other instructors. I do not create course content for students aside from printouts. The courses I typically teach are as short as one hour classes to one week courses. I can see the benefit, especially for my longer classes, in creating a brief syllabus for students to help guide and prepare them for the content they are about to receive. It would be beneficial to send this to them in advance of the course so they can better prepare themselves for taking my classes.

 Highlights: The most significant part of our syllabus is how we organized and developed our assignments and the goals. This syllabus is designed to make information easily accessible and understood. It is organized with contact information at the beginning and assignments at the end. The syllabus looks at explaining not only what physical learning is, but how it will be incorporated into the class session.

 Process: I began this assignment after Patricia created a very thoroughly and detailed initial syllabus outline and design. I went through the syllabus and added sections and pieces which could bolster the design. We spent time on the phone with one another brainstorming and covering concerns and ideas to help make this project successful. I used theories and practices from both of our papers and incorporated them into the rationale section of this syllabus. I looked at Chapter 7 of our text, Making Sense of Adult Learning, to help create ideas for some of the assignments. I used topics on physical learning and the theories behind it to help create the rubric on assignments three and four. I have learned how beneficial a well-designed syllabus is for not only the instructor but the student. Having all the information and a map or sorts for how the class will go have benefits beyond measure for all parties involved.

 

Table 1: Summary of Syllabus Design

	Aims you wish to achieve in your design	Main Theoretical Ideas	Main activities in the syllabus	Main methods/tools/strategies in the syllabus
1.	Accommodates a variety of learning styles	We look specifically at addressing the physical learner in this class and teaching those who aren’t, how to develop and work with those who are.	We start with assignment one, by asking the students to develop their own functional understanding of what Physical learning is.	The syllabus incorporates class discussions, peer feedback, self-reflection, readings, and videos.
2.	Understandable	We attempted to make the course content and information contained within our syllabus reachable and understandable.	We spelled out each due date, assignment, topic, and task in the syllabus. Also covered, very plainly were class guidelines.	The syllabus has clearly defined expectations for all assignments and course and university policies.