One of the most important takeaways from this module is that students bring a wide range of learning preferences into the classroom—visual, auditory, reading/writing, and kinesthetic—and it’s our responsibility as educators to recognize and respond to that diversity. Like many of you mentioned (Gema Herrera, Katina Young, Mark Galan), it’s easy to default teaching in the style we learn best ourselves, but that can unintentionally leave some students behind.
What really stood out to me was the reminder that even small adjustments—like offering movement breaks, allowing doodling or chewing gum for kinesthetic learners (Aidan McFall), or incorporating more visuals and discussion into lectures—can make a big impact.
Going forward, I plan to:
I plan to use quick assessments or surveys early in the course to identify student learning preferences
Vary my delivery by combining visual aids, discussions, hands-on activities, and reading materials regularly.
Be mindful of my own learning style and avoid leaning too heavily on it (thanks, Katina Young!).
Include breaks and movement-friendly activities in longer lessons to support kinesthetic learners
This approach not only supports deeper understanding and retention but also shows students that their unique learning needs are seen and valued. It’s a powerful step toward building a more inclusive and supportive learning environment.
