Running head: ADAPTING TO DIFFERENT LEARING STYLES

Adapting to different Learning styles Larry Timm AET/525 May 5, 2013 Professor L. M. Portugal

ADAPTING TO DIFFERENT LEARNING STYLES

Adapting to different Learning styles Differentiated learning is instructional adaptability. When and instructor uses differentiated learning they are not simply teaching to the average student in the class they are teaching at different levels to different students in the classroom. The instructor must have more than a single construct of what are going to teach. The instructor must have materials, content, ideas, and plan for presenting the subject in a manner that every student in the classroom can comprehend no matter the students ability or disability. This inclusive style of teaching presents the subject knowledge in a manner each student in the classroom can comprehend. Differentiating Content to be learned The program will be taught as a course that will use both intellectual learning and hands on learning. The students will be given the information in different types of instruction. The content will address and accommodate different learning styles of the students such as pace, grouping, and method (Kingore, 2005). The different instructors will provide learning for students through different levels of lecture, hands on, roll play, and group participation to demonstrate the techniques and knowledge needed to perform safety, or care of the sick and injured. Instructional Strategies The class will start with classroom work reading about different cultures. The student will learn CPR and First Aid. Once a student is proficient with these procedures the instructor will start teaching the students from the book. The students will be allowed to review techniques as the class progresses and at their own pace Cercone, K. (2008). The student will receive the first five weeks in the classroom learning about anatomy and physiology. Even though some students learn at different paces the introduction of new techniques and information will be done at the

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same time to attempt to keep the students at the same level of development in patient care and knowledge (Association for Middle Level Education, 2013). The student will split their nights between verbal discussion and hands on practice. These course subjects and material may have to be communicated in a different manner due to a student having trouble speaking English. There will be handouts available in different languages to help the student understand what the instructor is teaching. The movies or films shown may need to have subtitles. The student may need to seek an English as a Second Language course prior to starting the program. The class will need to be taught to the middle of the classes intellectual ability so the students can all understand what is taught. The students showing advanced skills and knowledge will be kept interested in the class by a one-on-one classroom instruction. The instructor may discover the class does not learn well from lecture, Power Point, or handouts so he or she may need to change their instructional style or method. There may need to introduce new strategies so they can include the majority of the subjects, such as additional or less lectures, discussions, case studies, or group projects. These When this happens the instructor may need to explain to him or her, why they will do this in a different way. As mentioned earlier the instructor may need to teach to the middle of class and let students know there is after class help. Some of the instructional techniques would involve pedagogy style lecture. Another technique would involve the use andragogy in open discussion format and short student teach the teacher formats. The ADDIE style will also be used to help emphasize the material through media, handouts, lecturers, and experts brought into the classroom or over the ICN.

ADAPTING TO DIFFERENT LEARNING STYLES

End Product Mastery The students will need to take a sense of satisfaction away from this job due to the excellent training they will receive. The students need to learn how to be empathic, skillful, and knowledgeable in Trauma emergencies and Medical emergencies. The content will address and accommodate different learning styles of the students such as pace, grouping, and method (Kingore, 2005). The different instructors will provide knowledge for the students through different levels of lecture, hands on, roll play, and group participation to demonstrate the techniques and knowledge needed to perform safety, or care of the sick and injured. The instructor will demonstrate to the students how different types of rescues can be accomplished with movies, of actual rescues. The movies will also help the students to see firsthand how mistakes can be made that affect patient care. Students will also hear from real world EMS providers how dangerous EMS can be to them and how easy the patient can die because of a mistake. The students will have Student Achievement goals, SAG they will need to be checked of as they finish the skill correctly. The students will also be reviewed in the clinical areas they will be assigned. These new EMT B are watched very closely so they do not cause any harm to patients or other rescuer. The instructor will need to keep in touch with the nurse and paramedic preceptor to monitor the EMT B students progress. Altering the conditions and Methods for the students to succeed. The students will be run through regular testing of both knowledge and clinical skills two or three times a week. The students evaluations will not be a competition but rather of their personal growth and maturity (Kingore, 2005). The students will be tested after they complete each chapter. There will be nights when the students will practice treating sick or injured patients during the class. When the students are doing there clinical and clinical ride-time he or she will

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be evaluated as to quality of care they are rendering to the patients he or she are assisting the paramedics and nurses to treat. Once this feedback is given an instructor can look at the class and decide if they accommodated the students enough who needed accommodations. These adult learners will have the opportunity to progress at their own pace when learning how to care for sick and injured patients. It may be that the classroom was not set up properly for all students to acquire the knowledge he or she needed to become a successful student, and changes may need to be made by the instructor. Some students may have needed more hands on practice to be competent and comfortable in their abilities. The students may have needed the instructor to slow down so they could grasp the information. Finally the instructor may need to change the entrance qualifications so that English as a second language is taught prior to enrolling into the program or more medical experience, or more classes to be taken such as CPR, First Aid, basic anatomy, and basic physiology. The collaboration with other instructors as far as to technique and depth may be helpful in design, information, and structure of the program (Ginsberg & Wodkowski, p. 329, 2009). Conclusion At the end of the program the student will recognize and know how to deal with sick and injured patients. Adult learners process information at different paces, modes, and with different methods Cercone, K. (2008). The varied methods and modes of learning can be used to interest the student in learning how to be a better EMT B. An instructor should not make the students at the lower end of the learning curb feel inferior to the middle or upper level of the class through special attention or a lack of privacy in their development. The different types of adult learners will require an instructor to be flexible and alert to the needs of the student. During and after a program the instructor will need to debrief with other instructors to find areas that the students

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did not receive clear or precise information or skill (Ginsberg & Wodkowski, p. 326, 2009). This debrief will help future classes to be more informative for students. There will be continuous education plans that student will need to attend to check their abilities are staying sharp. An instructor must look at the lesson plan when the class is finished and decide where it can be changed the program to make it better next time.

ADAPTING TO DIFFERENT LEARNING STYLES

References, Association for Middle Level Education. (2013). Heterogeneous Grouping. Retrieved on May 4, 2013, from http://www.amle.org/Research/ResearchSummaries/HeterogeneousGrouping/tabid/1264/ Default.aspx Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159. Ginsberg, M.B., & Wodkowski, R.J. (2009). Diversity and motivation: Culturally responsive teaching in college. (2nd ed.). Retrieved from The University of Phoenix eBook Collection database. Kingore, B. (2005). Differentiating Instruction:. Retrieved May 3, 20013, from http://www.bertiekingore.com/diffinstruct.htm Warren, L. (n.d.). Class in the Classroom. Retrieved on May 4, 2013, from http://isites.harvard.edu/fs/html/icb.topic58474/class.html

ADAPTING TO DIFFERENT LEARNING STYLES

Previous class project, An Emergency Medical Services Training Program I am putting together. The course is designed to teach the student how to act in a safe manner and to provide appropriate care to the patient. The class will entail learning about the human body and helping people who are hurt or sick. The EMT B chief duty to patient is to do no harm. This can be done by not exciting the patient and applying appropriate care to the patient. The Emergency Medical Services, EMS was created to help prevent long-term care or death of the sick and injured. Audience Admittance into the program will be people who are interested in a career in helping others. The audience will consist of those who pass an entrance Examination and slight agility test. These candidates will be taken from the best scores of all candidates who compete. Both male and female any age, or any level of educational backgrounds are welcomed? Objectives The course is designed to teach the student that how to act in a safe manner for him or her to provide appropriate care to the patient. The class will entail learning about the human anatomy and physiology to help the patients who are sick or injured. At the end of this Emergency Medical Technician Basic, EMT B program the students will be able to assist people who have had falls, car accidents, and Illnesses. Some situations will demand the EMT B to provide expedient care and other times will call for a measured response to the medical emergency or illness. This program is designed to teach an EMT B how to determine which response is appropriate for that situation. The EMT B chief duty to patient is to do no harm. This can be done by not becoming excited or careless which can put the patient in danger by applying

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inappropriate care to the patient. The Emergency Medical Services, EMS was created to help prevent or reduce long-term hospital stays or death of the sick and injured. The program will be taught as a course that will use both intellectual learning and hands on learning. The students will be given the information in many different types of instruction. The content will address and accommodate different learning styles of the students such as pace, grouping, and method (Kingore, 2005). The different instructors will provide knowledge for the students through different levels of lecture, hands on, roll play, and group participation to demonstrate the techniques and knowledge needed to perform safety, or care of the sick and injured. Each of the students will learn how to recognize injuries and the proper care for the patient. The students will need to recognize different types of medical emergencies and perform the appropriate care. These classes will be taught by the instructor with reflection of personal care given to patients along with as much physiology, anatomy, and basic treatment as the student can understand. This will be done in different levels depending on the student. The students will be taught the basic knowledge while advance students will have the availability to seek a deeper knowledge of physiology and advanced treatment as time will allow. These areas are important due to the fact the better the EMT B is at recognizing these injuries the quicker the care and transportation can occur. The EMT B will have the ability to triage an area when more than one patient is injured. Any patient with a life threatening will be treated and transported first. A patient who can wait will be kept on seen until the high-risk patients have been transferred. When time does matter the dead and critical patients will be left at triage station until the more serious trauma, and medical patients have been transferred.

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The class will be 128 hour of instructional, and 60 hours of real life experience with approved supervisors. The training will consist of three methods of classroom training and then an additional six months to complete ride time and clinical time. There will be two evenings per week chosen for classroom. Each night will start at 6pm CST and end at 10pm CST. The course should be completed in a nine-month period. Exceptions to the time will need to be evaluated on a case-by-case situation by the program director. Over the period of how long? A month, or a few months? Are there set times for classes, such as every Monday night from 79pm, . Instructional Module/Training Plan Goal This class is to teach individuals how to intervene and interact with other people towards a goal of improving patient care or removing a person from a stressful environment. The class will be a mixture of lecture on line, ICN describe ICN, classroom instruction in skills and real life ride along and hospital training. The ICN is the Iowa Cable Network System that was designed to bring quality education to rural Iowa residents. The classrooms can be created in a dozen different locations scattered around the state. This program is designed to teach an EMT B how to determine which response is appropriate for that situation where the EMT B chief duty to patient is to do no harm. This can be done by not exciting the patient and applying appropriate care to the patient. The Emergency Medical Services, EMS was created to help prevent longterm care or death of the sick and injured. The students will learn about the human body, to treat injuries or illness and to transport a patient to definitive care of the injured patient. Each week will consist of two three-hour classroom sessions and any needed extra study by the student. Each section will be evaluated by both written and practical testing. The class will have State evaluators come to each class site to

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test the abilities of each student. The students once they have obtained practical testing certification will take a written exam administered by the State. The class will be evaluated by both the students and the training institution for quality and quantity of information presented during the class. These assessments will help the instructor to know if the material has been delivered. Write out each objective as its own sentence, following the ABCD method of writing performance based objectives. Performance-Based Objectives The students will have to pass both written and hands on testing in order to be allowed to continue in the class. In EMS you always check you patients repeatedly until you realize them to the doctor. Every ambulance requires a report to be written and ran through the Q.A. department. The students are not checked off on a skill until they actually do the work. Their preceptors will also keep a list of skills and hour performed by each student and contacts the instructor with a pass or fail. Any failing in the classroom, hospital, or ambulance with patient care will meet with probation. The students may have different needs for learning. This is why we have been testing them and having reports sent to us by their clinical supervisors. Also the students progress or lack of progress has been measured in the classroom by their instructor. Lastly the training organization will poll the as to what they liked about the class and what they did not like about the class. The state will also come in, test their knowledge and skills, and let the instructor know if a quality job was done. Conclusion At the end of the program the student will recognize and know how to deal with sick and injured patients. Adult learners process information at different paces, modes, and with different methods Cercone, K. (2008). The students will know how to document the patients condition

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upon arrival and what they did while traveling to the hospital. Also you want to keep reassessing the patient to the hospital. Doing the job correctly, will win you the respect of the community he or she lives in. Summative Assessment Description There will be four modules. Each module will have a module didactic and clinical test that must be passed by 80%. There will be a final didactic and clinical test at the end of the program, which must be passed by 80%. There will also be a state test. a. The first two weeks will consist of a first aid and CPR class b. The next two weeks will be used to study the systems of the human body c. Weeks, five and six will be involved in teaching of disease process. d. On week seven respiratory emergencies will be studied. e. Basic airway adjuncts will be studied on the eighth week. f. Hospital clinical time may start per instructors approval. g. Medical Emergencies and treatments will be studied on week ten and eleven. h. Trauma and its effects on the human body will be studied weeks 13, 14, and 15. I. Ambulance ride along time may begin with instructors approval. j. Environmental emergencies will be studied on week 16. k. Week 17 will be course review. l. Week 18 will consist of an Extrication class and class final hands on testing. m. Week 19 will consist of class final testing and State written testing. There will be observation by instructor during training of technique and quality of care.

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Instructional Strategies Some of the instructional techniques would involve pedagogy style lecture. Another technique would involve the use andragogy in open discussion format and short student teach the teacher formats. The ADDIE style will also be used to help emphasize the material through media, handouts, lecturers, and experts brought into the classroom or over the ICN. Formative Assessment The assessments of the students and success of the class will be done throughout the program. There will be an entrance Examination, eight unit quizzes, four module Examinations, and a final test. The students will also meet a minimum competency test administered by the State of Iowa. This Examination will be used to get to know students prior to them entering the program. The quizzes and Examinations will also be used during and after the program to help guide the student needs. The final Examination will be used to judge the students competency for in the basics of the programs. The State Examination is used by the Stated to decide if the student has basic skills and knowledge to act as a prudent EMS provider. Closure When all information is gathered and put together, this will communicate to the instructor and education body if the class is successful in meeting the needs the program was designed to meet. This information will show if the information given, handouts, instruction, and time was adequate to fill the needs of creating a basic level Emergency Medical Technician.

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Reference, Cercone, K. (2008). Characteristics of adult learners with implications for Online learning design, AACE Journal, 16(2), 137-159. Kingore, B. (2005). Differentiating Instruction:. Retrieved May 3, 20013, from http://www.bertiekingore.com/diffinstruct.htm