Teaching to Learning Styles | Origin: ED103
This is a general discussion forum for the following learning topic:
Student Learning and Assessment--> Teaching to Learning Styles
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
I think it is always important to inquire about what learning method students prefer.
Presenting material in many forms is imparative to meeting the needs of all students. This can be done in class or by providing resources.
I learn to understand the styles my students desire to learn better and faster
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I plan to know each individual in my classroom by asking them their preferences, and what makes their learning fun.
Learning about different learning styles, and strategies for instructors is thought provoking. Also it brings an element of time management to the solution of trying to maximize teaching efficiency.
Understanding the the different learning styles really allows the instructor to show empathy towards the individuality of the student. For example I learned that some students can actually learn while there is music on and tossing the ball around while memorizing. Its opened my eyes to recognize they are not being distracted but trying to learn!
Incorporating a wide range of learning styles ensures the entire classroom has a chance to learn in their best respective learning style.
This module helped me understand the importance of standardized interventions in delivering consistent, evidence-based care. I plan to apply this by using clinical guidelines and care bundles more intentionally in practice to support safe, timely, and patient-centered care.
The different learning styles help to keep the students engaged and wanting to learn more. It also helps the instructor keep on their toes.
what i took away is not every student takes information the same way. some may be written leaners other maybe visually. using different types of teaching style can help students comprehend things better in away that is more clear for them.
This module helped me broaden my understanding of assessment as more than just tests and grades. Effective assessment is really about gauging understanding, supporting growth, and improving instruction. Like many of you shared, it’s important to choose the right kind of assessment for the learning objective (Frances Diaz, Matt McGilberry).
I especially liked learning about Classroom Assessment Techniques (CATs) like the minute paper, knowledge probe, and punctuated lectures (Aidan McFall, Julian Watson). These low-stakes tools give immediate insight into student comprehension and help instructors adjust their teaching in real time. I plan to use these weekly to stay responsive to student needs.
It was also helpful to see how professional communication can be a key part of assessment, especially in career-focused programs (Katina Young). I’ll be more intentional about evaluating not just what students know, but how clearly and professionally they express that knowledge—both in writing and speaking.
Going forward, I intend to:
Use a mix of formative and summative assessments to monitor progress and measure outcomes (Mark Galan).
Incorporate anonymous surveys and quick quizzes to identify where students are struggling
Design authentic assessments that reflect real-world tasks and decision-making
Include time for student reflection to promote metacognition and ownership of learning (Andrew Gradall).
Ultimately, assessment should be a two-way street—giving both students and instructors the feedback they need to improve. When done thoughtfully, it not only measures learning but supports it
This module helped me realize how powerful purposeful questioning can be—not just for checking understanding, but for deepening learning, encouraging reflection, and building classroom engagement. I appreciated what many of you shared, especially the emphasis on wait time (Katina Young). Increasing both Wait Time 1 and Wait Time 2 allows students to process the question and each other’s answers more thoughtfully, leading to more meaningful discussions.
One key insight was that wrong answers aren’t failures—they’re opportunities (Aidan McFall, Shantelle Boudreau). Encouraging students to try, even if they’re unsure, helps build a risk-tolerant environment where learning is the focus. I also loved the idea of using a question board for anonymous questions (Shantelle Boudreau), which can reduce anxiety and help quieter students participate more actively.
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.
First understanding what your learning style is and recognize that when you teach to accommodate each students learning style.
I've learned that auditory and written learning styles are different, and I've learned a ton of useful examples of how to leverage different learning styles to teach more effectively.
Is there an assessment to help identify your or your students "learning styles"?
What I’ve learned is to recognize the importance of understanding my own preferred learning style so I don’t unintentionally teach in only that style. This self-awareness helps me avoid bias in my instructional approach. I’ve learned that varying my teaching methods is essential to accommodate the different learning styles my students bring to the classroom.
Utilize different teaching styles in the classroom setting. Didn't know about Kinesthetic learning
finding different ways to adapt to students' needs for best possible learning experience.
I hadn't thought about learning aids for a kinesthetic learner in didactics - highlighters, chewing gum, standing etc.
