Syllabus Design

 

I commented on Syllabui from groups 3 & 5

 

 

 

 

Brain-Based Learning Syllabus Design

William (Chris) Cathcart

Ball State University

October 3, 2013

 

Introduction:

            This paper is designed to show an example of a simple syllabus design for a brain-based learning program.  Specifically, for this assignment an outline is created for a five day training session built around teaching adults basics of health, fitness and exercise practices.  The target audience here is the working adult who is interested in weight management, exercise and fitness, and nutrition basics.  This mock syllabus will provide key information about the course including:

·         Course Meeting Dates & Locations

·         Course Objectives

·         Purpose

·         Format

·         Materials Needed

·         Schedule 

Students are given a very clear understanding of the expectations of the course and what deliverables will be required at each step in the program.  Helpful links are also provided as examples of how to approach different assignments.  At the conclusion of the course students should have a self-created quick reference guide that they can use to develop their own fitness and nutrition plans or as a study guide to use in preparation for a nationally recognized personal training certification program.

The assignments draw heavily upon work presented by Cain and Cain (1991) to provide a set of general principles upon which active brain functions are engaged to optimize learning and retention.  Other key concepts that are explored include brain plasticity as it relates to learning, Tri-brain hierarchy, optimal brainwave activity, and left/right brain skill dominance. The basic structure of this design is based on work previously outlined in a literary review of brain-based learning and two program reviews with the same subject focus. 

Rationale

This program uses traditional theories of brain-based learning to introduce a few key components necessary for the development of a solid exercise and fitness routine when partnered with sound nutrition practices.  The subject matter is presented in a format that builds on itself with each successive day.  The syllabus is designed to provide a detailed account of what to expect at each stage in the program.  The schedule provided in the syllabus will define what topics are covered on each day and what exercises the student will be expected to complete.  A final deliverable is also described so that students can begin planning their work from day one.  The design follows the same formula for success as other popular programs of similar focus.  Documented principles of brain-based learning are used to maximize potential for learning and successful demonstration of subject matter presented. 

Drawing from several theories of brain-based learning, this program seeks to activate learning centers by activities that stimulate cognitive interaction with physical interactions.  Several key assumptions are made about learning processes that are related to brain function that are key to this program’s execution:

·         Repetition of action increases opportunities for learning

·         Pattern recognition and relationship based learning can occur more quickly through brain plasticity concepts

·         Controlled brainwave activity through the use of external stimuli maximize learning potential and retention

·         Time limits and structured learning

·         Mixing knowledge transfer methods will stimulate brain hemispheres to achieve different types of learning (Caine & Caine, 1994)

Each of these assumptions is embedded at differing levels within the program and is made clear in through the layout and design of the syllabus.  For example, sequencing of information is very important to the learning process (Dendy, 2011).  Each session is delivered in three parts:

1.      Lecture – introduces new concept and relevant information near the beginning of the session when the brain is most engaged and likely to remember information

2.      Group practice – Students work in groups to practice newly learned concepts and develop deeper knowledge through shared experience and repletion of exercises

3.      Reflective demonstration – Students demonstrate their learning through reflective writing exercise to reinforce the day’s learning activities.

Ideally all activities are performed in an environment that is comfortable but not relaxing and presented in a way that students feel free to question, explore and reflect on their experience from day to day.  The continuous change in activity and mixing of lecture, group and hands on learning should act to stimulate both analytical/temporal centers and gestalt, more non-linear centers at the same time.  By doing this the student is not hindered by an individual learning style and is instead able to take in information as he or she deems appropriate. 

Because this is a course focused on exercise and fitness, some consideration is given to the potential physical needs of the body.  Students are encouraged to get up and stretch grab water and interact as necessary to ensure the optimal level of mental activity is maintained.  All these techniques are designed to maintain brainwave activity at or near the level consistent those of typical beta waves, 13-26 cycles per second (Mackeracher, 2004 p.95).

The ideas presented in this course are designed to be portable and easily adapted to the specific needs of the student.  Links and other helpful Information are provided within the syllabus.  Students are encouraged to seek share their own personal experiences of success or failure with their fitness commitment and to form their own support teams to help facilitate future success. 

 

Syllabus

 

Exercise, Fitness and Nutrition: An introduction for working adults

Course Meeting Dates & Location

This is a 5 day course that meets Monday-Friday From 12pm and ends at 3pm in the Student Life Center Computer Lab A across from the gym.  The course will be offered 4 times during the semester on the first week of every month. 

Objectives   

At the conclusion of this course students will:

·         Be introduced to basic concepts of healthy living

·         Be able to identify key muscle groups

·         Develop a safe and effective workout routine

·         Track and improve dietary habits

·         Prepare for personal training certification training

 

Purpose    

To provide students with a comprehensive understanding of the importance of good exercise and fitness through practical learning experiences leading to the development of a framework for a lifetime of healthy living

 

Format

This training course is meant for small to medium sized groups of no more than 15 students.  The course will progress in three stages from lecture with time for question and answer in the first hour; partner assignments with skill repetition components in hour two; and reflective activity in the final hour of the course.  The each day is focused on a specific topic and will provide a unique exercise that will come together at the end of the program to form a comprehensive outline for future use.  Students are welcome to participate in the entire course or drop in for individual sessions as needed.  The final day will be extended by one hour to accommodate awards and certificate of completion celebration.

 

Materials Needed

·         Textbook: Villepigue, J & Rivera, H (2011).Fitness Bible for Men/Women: The Way to

Physical Perfection. (3rd Ed.). New York, Heatherleigh Press

·         Internet access to my fitness pal http://www.myfitnesspal.com/

·         Appropriate exercise and fitness attire for indoor training

 

Assignment

Students will work each session on the creation of a comprehensive workout and meal plan that will be evaluated at the end of the week.  The plan will be self-directed however students are expected to work with a partner to collaborate and share ideas.  The plan will be based on the information provided during each part of the lecture progressing from cardiovascular training to specific muscle groups.  Once all lectures are complete, each student will compile the work into a binder for peer review on the final day of class.  Students may reference their text book for examples as well as the following links as additional resources:

http://www.nerdfitness.com/blog/2010/02/15/how-to-build-your-own-workout-routine/

http://www.sparkpeople.com/resource/fitness_plan_generator.asp

http://www.myfit.ca/fitnessprograms/designaworkout.asp

 

Schedule

Monday                               12pm-1pm: Intro to Health & Fitness

                                                1pm – 2pm: Partner Assignment and Tour

                                                2pm-3pm: Lab Assignment – Register for My Fitness Pal online

 

Tuesday                               12pm-1pm: Cardiovascular Health Systems and Fitness

                                                1pm-2pm: Partner Assignment Vital signs tracking and measurements

                                                2pm-3pm: Demonstration of selected Cardio equipment and create

                                                                   exercise plan for cardiovascular health

 

Wednesday                        12pm-1pm Muscle Groups & Targeted Exercise

                                                1pm-2pm Partner training exercise

                                                2pm-3pm Develop full body workout plan using selected exercises and

                            equipment

 

Thursday                             12pm-1pm Nutrition Basics

                                                1pm-2m Partner exercise my fitness pal tracking

                                                2pm-3pm create meal plan

 

Friday                                    12pm-1pm Summary of key concepts

                                                1pm-2pm Evaluate partner workout & meal plan

                                                2pm-3pm Revise individual plans and present for evaluation

                                                3pm-4pm Certificate & Award Celebration

 

Grading Criteria

This course is meant to be a personal enrichment exercise aimed at improving the students understanding of his or her own personal fitness goals and providing resources for future use.  While there is no formal grading criteria students will receive a certificate of completion and will be eligible to participate in the next level of course which aims to build on the information provided in this course with the goal of becoming a certified personal trainer. 

 

References

Caine, R. N., & Caine, G. (1994). Making Connections: Teaching and the Human Brain. Reading, MA: Addison-Wesley.

Dendy, C. A. (2011). Teaching Teens with ADD, ADHD and Executive Function Deficits: A Quick Reference Guide for Teachers and Parents (2nd Edition). Woodbine House

Mackeracher, D. (2004). Making Sense of Adult Learning (2nd Edition). Toronto, Canada:   University of Toronto Press.