The session will take up a total of ten students with different learning styles. This diversity should be designed to work well such that the students gain maximum knowledge at the end of the session and can indicate a grasp of the content as has been set out in the course objectives (Rohner, 2016). In this case, there are four main objectives all which have to be met even within the diversity. The objectives include; an ability to recognize old age changes, an ability to conduct and understand the functional assessment for these individuals, an ability to conduct and utilize the results of physical assessment and an ability to distinguish differences in assessment of older adults and young adults.
Therefore, to accommodate these three types of learners, three major techniques of teaching will be utilized; the Online module, lecture session, Work groups and the use of the Work book. The online module will be effective for the kinesthetic learners who prefer methods that engage them and increase their overall creativity (Jackson, et al., 2014). These learners are uniquely active and curious and they will have a platform where they can engage with their colleagues, with the instructors and with the resources available over the internet related to the course content. This session will be accomplished in the first one hour of the session just after the introduction of the course (Rohner, 2016). The purpose is to ensure that the kinesthetic group keeps the session lively since they will; afford to listen and watch and relate that to the content they have on their online modules. In the second hour, a lecture will be given on the course content which will go on for forty five minutes and this will be suitable for the auditory learners (Jackson, et al., 2014). The students will be required to make short notes over the lecture session as reference for future use.
In the third session, the students will be organized into two work groups during which they will engage each other in discussion on the course content. This session will go on for one hour and each group will be required to make a report at the end which will include any new concepts they have learned and three pertinent issues they would wish to have expounded by the instructor (Mayo, Sharples & Moen, 2012). In the third session, the instructor will utilize a PowerPoint demonstration and a projector in which he will demonstrate the various aspects of the course. This session will specifically target the visual learners. The students will be required to make short notes in addition to those made in an earlier session and this session will take up to thirty minutes (Jackson, et al., 2014).
The last session will include the use of the Work book which contains questions that the students will have to answer individually. The session will take up the twenty five minutes during which each student is expected to have answered each of the questions in the Work Book. The last session of twenty minutes will include peer-review and general appraisal during which the students will exchange the Work books and rate their colleagues based on correct responses with the help of the instructor (Mayo, Sharples & Moen, 2012). These two last sessions will be used as the evaluation sessions for the entire group.
References
Jackson, D., Hickman, L. D., Power, T., Disler, R., Potgieter, I., Deek, H., & Davidson, P. M. (2014). Small group learning: Graduate health students' views of challenges and benefits. Contemporary Nurse: A Journal for the Australian Nursing Profession, 48(1), 117-128.
Mayo, R., Sharples, M., & Moen, A. (2012). Collaborative Knowledge Creation: Practices, Tools, Concepts. Rotterdam, the Netherlands: Sense Publishers.
Rohner, M. (2016). Learning styles: auditory, visual, kinesthetic. Retrieved from http://www.pitsco.com/Classroom_Solutions/?tree=11&art=5565#sthash.3p9Bsem7.dpuf
