this module was many based on the experience of veteran instructors that have the opportunities to teach multiple different type of learners and in the process, they were learning different avenue's on communication, possibly hands-on. And at one point it referred to giving time by asking questions to the class and writing their answers on the board, it gives the feeling that they are being heard as well, creating a classroom that is in sync together.
This module reinforced the importance of catering to different learning styles. I often have my students take notes, listen, read out loud, and question them to reinforce my lessons. I believe the more your brain is introduced to something, the easier it is to digest the information. I plan to engage my students more and have them teach-back the information they have learned because if they can explain or teach a theory/lesson then they will have a better understanding. A "teach-back" will also allow me to identify and correct any misunderstandings.
At any given time an instructor should expect to reach 50 to 60% of the class understanding that auditory and visual learners will learn most efficiently from lecture and PowerPoint presentations. While kinesthetic and written word learners may require extra time and activity to consume and understand information.
It is important to identify your student's learning style so that you can then adapt it to your approach by doing so you will make your everyday lesson one that's effectible and enjoyable on an everyday basis.
I learn using a variety of teaching methods can engage students more effectively. I plan to apply this by creating lessons that includes visual, and hands on elements, and encouraging students to reflect on how they learn best.
Students can learn from their non preferred styles as well as their preferred styles, so it is important to cover as many as possible. It can also help to make this a habit, to help prevent teaching to your personal preference and avoiding missing the other styles accidentally.
Use different teaching styles to get your point across
Stay open with students on how you can optimize the learning process for them. Hear out any ideas they might have to improve the overall class comprehension.
Do not be afraid to try new teaching styles and see how the students react to it.
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.
