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Enhancing Curriculum Design and Delivery Through Students' Preferred Learning Styles

Explore the impact of students' auditory, visual, and kinesthetic learning styles on curriculum design and delivery. Learn how to tailor lectures, labs, and distance learning to accommodate diverse learning preferences for effective educational outcomes.

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Enhancing Curriculum Design and Delivery Through Students' Preferred Learning Styles

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  1. The Impact of Students’ Preferred Learning Styleson Curriculum Design & Delivery:Past, Present & Future Dr. Beverly Barham Dr. Lori Woeste CTLT Presentation 1/9/08

  2. Learning Styles • Auditory • Visual • Kinesthetic • Determined by using a brief preferred learning styles inventory at start of junior cohort • Haroun, L. & Royce, S. 2004. Teaching ideas and classroom activities for health care. New York: Thomson Learning

  3. CLS Background • Progress through curriculum as cohorts • Majority are junior status upon entry • 2 semesters theory/lab intensive pre-professional practice as juniors • 1 semester professional practice in fall of senior year • 1 semester distance learning theory based advanced courses spring of senior year

  4. Auditory Curricular Design • Auditory component of lectures • Reading to themselves as they study • Reiterating question so they process question and answer together • In laboratory settings they need to hear instructions before performing

  5. Visual Curricular Design • Pictures or other visuals such as flow charts or algorithms to break down complex curricular components • Notes or drawings • In laboratory settings they need to see it done prior to performing

  6. Kinesthetic curricular design • Need to have some sort of movement or activity • Manipulatives aid in the learning process • In laboratory settings prior practice of performance is needed

  7. Delivery:Traditional Classroom • Classroom • Capped enrollment/lecture • Try to incorporate each learning style into each individual lecture • Assignments tailored to diverse learning styles • Lab Setting • Capped enrollment/lab • Designed labs to incorporate “pods” • Lab groups assigned to incorporate diverse learning styles

  8. Delivery:Distance Learning • Include audio with lecture material • Include suggestions or assignments that include a kinesthetic component • Include resources that will enhance auditory and visual learners

  9. How is it Working? • Challenges • Proctored Exams • Self paced vs benchmarked distance courses • “Waves” • Transitioning from WebCT® to Blackboard ®

  10. Future Impacts • Podcasting • Flexible curriculum delivery based on cohort learning style composite

  11. THANK YOU • Any questions? • Contact Information • Dr. Beverly Barham 8-2177 • Dr. Lori Woeste 8-8810

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