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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).