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1. My learning style is visual learning, and my teaching style is Transitional/student-influenced. Both of these surprisingly correlate with each other. Student-Influenced teaching style, Per Carlton Education, “uses a variety of image and diagram types, and sometimes videos, to illustrate a few observations related to the concept” (2016), which is spot on for a visual learner. In addition, some of the highlights from Carlton’s education stated, “Students not only see but use models, drawings, maps, etc. to answer questions’ ‘ (2016), which correlates best with visual learners. These two surveys are accurate regarding the type of learner I am and the teaching style I prefer for students.
2. After completing the learning type checklist, I can confirm that I am a visual learner. I find that visuals help me retain information and retain it longer (Chetty et al., 2019). So now I can say that using individual metacognitive strategies with my students is my preferred way of instruction. I prefer to learn by observational methods, and I am a visual and kinesthetic learner whose understanding is enhanced by visual aids such as pictures, drawings and charts. I learn best when I can make connections between concepts, thus I often use my fingers and index cards to do this.
CORD created the teaching style inventory in order to better understand teachers’ individual preferences and methods of instruction. Because of this, I consider my learning and instructing methods to be inseparable; as a kinesthetic learner, I find that teaching by doing is the most effective method for imparting knowledge to my students. Touching or manipulating the material is essential for learning. Interestingly, when students are tasked with developing information alone or in groups throughout the course, teaching as a method of facilitating the learning process, they are often significantly more motivated to actively participate in the course, thereby transitioning to a deep learning strategy.
With the results of the learning style inventory, we may get a clearer picture of our own learning and retention processes (Chetty et al., 2019). Students are much more likely to be engaged in class when they are given opportunities to learn on their own or in small groups. To succeed in this mode, you’ll need exceptional listening skills, which are usually developed by repeated exposure. Yet, it is time intensive and challenging when applied to a large audience.
In conclusion, a good educator will switch between the two or mix techniques based on the topic, the audience, and other factors. A student-led inquiry method entails preplanning research, developing a solution proposal, presenting that proposal to educators and reflecting on and revising that proposal as necessary. Instructors play a facilitating role, but students are ultimately responsible for the process’s material, time, and passion.
3. Educational psychologist Dr. Benjamin Bloom first published his taxonomy of learning concepts, now known as Bloom’s, in 1956 (Wu et al., 2020). There are three types of schoolwork, or areas of study, including mental, emotional, and physical development. For example, the learning aim for a nursing ethics course might fall into one of six broad areas of cognition: knowledge, comprehension, application, analysis, synthesis, and evaluation.
Knowledge
Knowledge, the foundation of the cognitive domain, is what nurses need to learn in order to grasp the theories and practices behind ethical conduct on diagnostic test (Wu et al., 2020).
Comprehension
In order to make an accurate nursing diagnosis, nurses need to be able to comprehend a variety of occurrences. Be able to interpret, interpolate, and deduce the moral question arising from the code of ethics.
Application
The cognitive domain continues with the application stage, when nurses may put their theoretical understanding and skill sets to use in practical settings.
Analysis
Become familiar with the fallacious reasoning behind a moral conflict. Being able to identify logical fallacies and prejudice, as well as spotting implicit assumptions in an argument, distinguishing between normative and descriptive claims, distinguishing between a premise and a conclusion, and so on, all fall under this umbrella of critical thinking skills (Wu et al., 2020).
Synthesis
Integrate the parts into a whole with a new order or interpretation. Having the ability to distinguish between and comprehend several sources makes synthesis a challenging learning method. Integrating knowledge from several resources is required. The ability to put one’s knowledge and analysis to use is also usually required.
Evaluation
Assess the quality of information or resources. The capacity to evaluate a situation and then take a stance on it is crucial. Rather of having students merely regurgitate what they have already learned, instructors might incorporate evaluation by having them write a final paper that both synthesizes course material and introduces new material (Wu et al., 2020).
4. Learning Objectives: Students will define substance abuse disorders, list substance abuse disorder public health problems. Describe, explain negative stigmatization attitudes that healthcare professions display toward patients with substance abuse disorders that can create barriers to effective patient care of patients with substance abuse disorders (Muszyk et al., 2018)
Learning Experience: Your learning experience will focus on effective care of patients with substance abuse disorders. You are to read chapters 4-6 in your textbook for definition of substance abuse disorders and introduction to effective care of patients with substance abuse disorders. You are to watch the introduction video on substance abuse disorders, read the power point presentation on barriers that hinder effective care and interactions toward patients with substance abuse disorders, and complete the quiz questions at the end of the power point to analyze your learning. To explain your understanding in effective care of patients with substance abuse disorders each of you will briefly describe your knowledge and attitude toward the care of patients with substance disorders and your biases about it. To deepen your knowledge and understanding on how to provide effective care to patients suffering from substance abuse disorder; you will be presented with topics on principles of motivational interviewing, counseling, and processes. Then you will be assigned in groups of four students to practice effective counseling skills and motivational interviewing skills on each other. In addition, each group will be assigned a substance abuse disorders topic to research and share the researched information with the class. To analyze and evaluate what you have learned each group will compose four major substances abuse public health issues and four solutions to the problems to discuss in class and compose four sentences explaining what you have learned from your assigned topics to present to the class (Muszyk et al., 2018) & (Halstead, 2021).
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Nursing Assignment Help
Introduction:
As a medical professor in charge of creating college assignments and evaluating student performance, it is essential to understand the learning styles and teaching preferences of both the students and the instructor. By considering these factors, we can design assignments and lectures that cater to different learning styles and promote effective learning. Additionally, utilizing Bloom’s taxonomy can help us create learning objectives that encompass various cognitive domains and promote critical thinking skills. Lastly, focusing on specific topics and providing practical learning experiences can enhance student engagement and understanding of the subject matter.
Answer:
1. The correlation between being a visual learner and a student-influenced teaching style is indeed interesting. Visual learners learn best when they can see and use visual aids such as images, diagrams, and models. Incorporating these visual elements into the teaching style can effectively engage visual learners and facilitate their understanding of complex concepts. By using a variety of image and diagram types, along with videos, instructors can illustrate observations and help visual learners make connections between concepts. This teaching style aligns with the needs of visual learners, allowing them to see and utilize various visual materials to answer questions and deepen their understanding.
2. Being a visual learner myself, I can relate to the preference for using visual aids to retain information. Visuals, such as pictures, drawings, and charts, enhance comprehension and help visual learners make connections between concepts. As an instructor, utilizing individual metacognitive strategies, such as observational methods and visual aids, can effectively engage visual learners and promote their understanding. By encouraging students to use their fingers and index cards to make connections, instructors can further facilitate the learning process for visual and kinesthetic learners.
3. Bloom’s taxonomy provides a comprehensive framework for designing learning objectives that encompass different cognitive domains. In the context of a nursing ethics course, the learning objectives can be categorized into various levels of cognition, ranging from knowledge to evaluation. Understanding the foundational knowledge behind ethical conduct is crucial for nurses and falls under the knowledge domain. Comprehension involves the ability to interpret and deduce moral questions from ethical codes, which is essential for accurate nursing diagnoses. Application comes into play when nurses can utilize theoretical understanding and skill sets in practical settings. Analysis requires nurses to identify fallacious reasoning, logical fallacies, prejudice, and implicit assumptions in ethical arguments. Synthesis involves integrating knowledge from various sources and applying it in different contexts. Lastly, evaluation entails assessing the quality of information or resources and taking a stance on the matter. By addressing these different cognitive domains in assignments and examinations, instructors can foster critical thinking skills and a deeper understanding of the subject matter.
4. The learning objectives for this assignment focus on substance abuse disorders and effective care for patients with such disorders. The students are required to define substance abuse disorders, list public health problems related to these disorders, and describe the negative stigmatization attitudes displayed by healthcare professionals. The objective is to identify how these attitudes can create barriers to effective patient care. The learning experience involves reading relevant chapters, watching videos, and completing quizzes to analyze their learning. To deepen their knowledge, students will engage in group activities to practice counseling skills and motivational interviewing techniques. Each group will also research a specific substance abuse disorder topic and present the information to the class. Finally, students will analyze and evaluate their learning by discussing major substance abuse public health issues and proposing solutions. Through this assignment, students will develop a deeper understanding of substance abuse disorders and effective care approaches.
In conclusion, designing college assignments and assessments requires consideration of various factors, such as learning styles, teaching preferences, cognitive domains, and practical learning experiences. By catering to different learning styles, engaging students through visual aids, addressing different cognitive domains, and providing practical learning experiences, instructors can promote effective learning and enhance student understanding and engagement in medical education.
