Learning Design Blueprint

EDCI 335:

Pod 2 – Learning Design Blueprint

Julie Amauchi

Larissa Kurtz

Sophie Cheng

Fletcher Chan

June 14, 2020

1: Description and rationale for Interactive Learning Resource

In our Interactive Learning Resource, we will be teaching the theory and application of parallel structures, or parallelism, as a literary device in English writing through a direct instruction model. Direct instruction will provide a structured lesson that teaches parallelism at an introductory level and allows learners to construct their knowledge from their existing understandings as they apply to English writing. Starting at an introductory level will be important since students may be at different skill levels in their writing and reading, especially since we will have English as a foreign language learners in our group.

We chose to teach a literary device to the increasing demand of knowing English as an additional language in personal, corporate, and academic environments. As well, parallelism is a component of writing that is heavily based in style as opposed to grammar which is more relevant to high education learners who most likely have a working proficiency in English. But the concept can still be learned and applied with any level of English proficiency.

2: Concept analysis 

A: Concept definition and theory

Parallelism is a stylistic literary device that is constructed from structural repetition. The use of repetition can include the use of sounds, verbs, nouns and grammatical patterns.The rhythm of parallelism creates clarity and flow that aids in  the understanding of English writing. Parallelism is often used in speeches and has been an effective tool for the speeches presented by many notable speakers including Abraham Lincoln Steve Jobs.

A phrase without parallelism would be “Cookies are delicious but have poor nutrition”.  This sentence does make sense but does not have coordinating conjunctions which results in an irregular flow. An improved version of this sentence that utilizes parallelism would be “Cookies are delicious but are not nutritious”. Here the conjunctions are coordinated resulting in an improved grammatical flow. A second aspect of parallelism is correlative conjunctions. These could be phrases such as “either…or”, “neither… nor”, “both…and”, and “not only…but also”. These four phrases can be used alongside a parallel sentence and provide a correlation between two statements. Using parallelism when teaching English can improve grammar and writing skills. 

A sentence with parallelism looks concise and clear. When the reader sees the coordinate elements (i.e. and), it automatically elicits the reader’s expectation of parallelism (Poirier et al., 2012). As a result, the material from the first conjunct is reactive and sustained until the integration with the second conjunct being completed (Callahan et al., 2010).

Parallelism can be used at various levels of structure, such as phonology, syntax, semantics, and discourse to express comprehensive thoughts and ideas. From the literature perspective, parallel structure improves the clarity, conciseness, rhythm, and comparability (Callahan et al., 2010). It eliminates repetitive messages, allowing writings to be more effective and sophisticated.

B: Examples of Parallelism

  1. I like to watch movies and to travel abroad.
  2. The job demands professional qualifications, managerial abilities, and global experience.

C: Non-examples of Parallelism

  1. Let’s start by checking your essay and look for any faulty parallelism.
  2. She wanted love, happiness and to feel secure.

D: Essential features of Parallelism

“Parallelism is the use of components in a sentence that are grammatically the same; or similar in their construction, sound, meaning, or meter.” (https://literarydevices.net/parallelism/)

Parallelism occurs when a sequence of items are mentioned in a harmonic form. When there is a list of items in a sentence, all of them should follow the same forms of speech to keep a balanced structure (verbs should be listed with verbs, nouns with nouns, using the same verb tenses, prepositions etc.). 

E: Accidental features of the concept

  • When parallel structures are used, writing often utilizes repetition
  • When parallel structures are used, writing may also incorporate assonance or alliteration

3: Learning outcomes

Student will:

  • Define parallelism as a literary tool used in English writing
  • Identify the usage of parallelism in example sentences and paragraphs
  • Write a blog post utilizing parallelism in both their sentences and paragraphs
  • Identify the usage of parallelism in their classmate’s post in response to others’ writing

4: Sub-topics progression in lesson 

Production and self-assessment: 

Learners will write a post on the course’s blog thread with at least one sentence using parallel structure.

Assessment and formative feedback: 

At this point, learners are gathering grammar concepts that make up the larger picture of the English language learning process. 

Through reflection, learners are encouraged to comment on the posts from two different peers by making constructive comments and suggestions to their classmates. This learning feedback will provide students with the opportunity for them to incorporate the reflections into future attempts (Madland, 2020).

5: Resources that learners will need to access: 

Technology tools
  • Personal WordPress blog to post coursework online to OR email to submit coursework to instructor if not comfortable posting publicly online 
  • Access to a laptop/computer (free public computers are available at most public libraries), tablet, smartphone, or other digital device
  • Internet connection or data plan (free internet connection is available at most public libraries)
Learning resources https://www.khanacademy.org/humanities/grammar/syntax-conventions-of-standard-english/dangling-modifiers-and-parallel-structure/v/parallel-structure-syntax-khan-academy

Written theory about Parallelism

Video examples of parallelism

Extra practice

 

6: Responsibility distribution for Interactive Learning Resource. 

Team member Component:
Sophie An overview of the resource
Julie A description and rationale for the learning theory upon which your resource will be based (cognitivism)
Larissa A description and rationale for the learning design you chose (direct instruction)
Fletcher A description of your learning demographic (higher ed)
Fletcher 2-4 learning outcomes
Julie, Fletcher Brief commentary about each learning outcome and activity
Sophie One interactive activity for each learning outcome based on a resource aligned with that topic
Larissa An overview of your assessment plan.
Sophie, Julie An overview of your plans to design for inclusion of diverse learners/learning contexts (colour blindness – Sophie; ELL – Julie)
Larissa A rationale for your technology choices.
Sophie Links to each peer review of your resource
Everyone A rationale for why you did or did not incorporate your peers recommendations into your final resource
Everyone A bibliography or reference list of all resources cited and/or required for your learners – Use whatever citation format you are comfortable with (APA, MLA, etc) but please be consistent throughout.

 

Bibliography

 

Madland, C. (2020). [blog post]. Assessing Learning: Formative and summative assessment. Accessible at https://edtechuvic.ca/edci335/assessing-learning/

 

Poirier, J., Walenski, M., & Shapiro, L. P. (2012). The role of parallelism in the real-time processing of anaphora. Language and cognitive processes, 27(6), 868–886. 

Accessible at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3670214/

 

Callahan, S. M., Shapiro, L. P., & Love, T. (2010). Parallelism effects and verb activation: the sustained reactivation hypothesis. Journal of psycholinguistic research, 39(2), 101–118. Accessible at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2846240/