Learning Styles Name Institution Instructor Course Date Learning Styles Learning styles involves the implementation of different learning styles for different students

Learning Styles
Name
Institution
Instructor
Course
Date
Learning Styles
Learning styles involves the implementation of different learning styles for different students. Different students require different learning styles to acquire, process, and retain information (Billings & Halstead, 2016). Some use verbal information to understand new information while others must use visual aids to gain knowledge regarding certain information. It is important for educators to understand what strategies will work best for their students who have different personalities requiring the implementation of different learning styles (Billings & Halstead, 2016). Some of the factors, which influence the learning styles, include emotional, experience, environmental as well as cognitive factors. By educators understanding the different learning styles to integrate in their teaching curriculum, it will improve the learning and performance of their students (Billings & Halstead, 2016). This paper will plan a 4-hour class that will accommodate the different learning styles of 10 students.
4-Hour Class That Would Accommodate the Learning Style of Each of the Students
This leadership strategies course is meant to accommodate the learning styles for 10 students who have completed a learning style inventory. Being able to accommodate every learning style will give all students an opportunity to learn without being left behind (Cannon & Boswell, 2016). Three students are determined visual learners, four are kinesthetic learners, and three are auditory learners. The intended audience for the course are newly graduated nurses. Visual learners use images and graphs to access and process new information where else auditory learners prefer listening through lectures and discussions to understand new information (Cannon & Boswell, 2016). Kinesthetic learners prefer representation of information by figuring out how things work to understand new information, which can include the simulation of real life situations. This will improve the leadership skills owing to the little time available to teach the students (Cannon & Boswell, 2016).
Given four hours, the educator should minimize the course objectives and delegate some responsibilities to the students through delegation. Delegation will help the educator to perform the responsibility of overseeing the learning activities. The educator can implement interactive lessons and activities to engage the students, more that will help the kinesthetic learners (Cannon & Boswell, 2016). Auditory learners can be accommodated by the use of videos and verbal repetitions during the learning sessions. Visual learners can be accommodated by using images to help the students visualize the concepts presented to them. This also helps them in remembering information (Cannon & Boswell, 2016). The educator should create a balanced curriculum for all learners. Activities planned should be suited for visual, auditory, and kinesthetic learners. This will meet the learning needs of all students and each activity is able to reach out to all learners (Cannon & Boswell, 2016).
Learner Objectives for the Course
The newly graduated nurses should be able to explain the leadership strategies after the four hours of the course outline. This is important, as the new graduates will use this knowledge on their practice on the nursing profession. This is aimed to improve their performance and improve the healthcare outcomes (Oermann, Shellenbarger, & Gaberson, 2017). The students should be well informed on the leadership styles and how to implement this in their practice to improve the quality of their services. Their understanding will be determined through an administered written test, which will test their level of knowledge about leadership styles, which will be done after the learning session (Oermann, Shellenbarger, & Gaberson, 2017). The test will include questions regarding leadership styles and how it can be integrated into their profession to improve their performance. The students should be able to demonstrate what leadership strategies are and how they can be applied into their new nursing profession (Oermann, Shellenbarger, & Gaberson, 2017).

Class Content and Agenda
This includes planning the course content and schedule. The topic of the course is leadership strategies, which includes the different types of leadership strategies. Students should be able to understand what each type of leadership strategies entails, and how the new graduates can integrate this into the nursing profession (Halstead, 2012). The learning materials necessary should also be included which include books, articles, videos, and audio equipment, which will be used in the learning process (Halstead, 2012). The course will also be organized from theory to its application after a successful assessment of the students. This will help in achieving the set learning objectives. The teaching strategy will include the different teaching styles aimed at enabling all students to acquire, access, and understand the topic materials (Halstead, 2012).
This will enable the educator to achieve the learning objectives. This can be achieved through lectures, discussions, and assignments (Halstead, 2012). The 4-hour class will be divided into 4 classes with each session taking up an hour with a 20 minutes break in between the classes. Assignments will be done after every class to determine the understanding and to provide planning of addressing any arising issues in the following class (Halstead, 2012). Some of the considerations will include the scheduling of viewing and discussions on the same class to enable a better retaining of information discussed. There will be a session to address any issues and allow the students to relate and analyze on the learning process (Halstead, 2012).
Describe the Learning Activities and the Rationale for the Learning Activities Selected for the group of Students
Learning activities are aimed at engaging the students to enable the educators to achieve the desired learning outcomes. Learning activities impact the students as they participate in the activities more than the educators do (Oermann, 2015). This is because the learning activities are aimed to impact the students since they are the ones required to gain certain information. The learning activities should be aimed at increasing the understanding of the students on the leadership strategies topic. Some of the learning activities to be integrated into the course outline include the use of open forums where issues are discussed (Oermann, 2015).
This will help the auditory learners in understanding the topic. Debates will also allow the students to engage more which will improve the learning process. This will also increase the interaction between the students and the educator (Oermann, 2015). Open forums will also help students to respond to certain questions, which are aimed at determining their understanding. Other learning activities include the use of media where students are allowed to watch videos and listen to audio Medias, which will help the visual learners to understand the new information (Oermann, 2015).
Strategies to Assess Learning, Based On the Learner Objectives
Since learning occurs in the minds of individuals, which cannot be physically determined, learning must be determined through performance strategies. Performance strategies determine how students can apply their knowledge on different performance elements (Billings & Halstead, 2016). Strategies to assess learning are meant to determine how well the students have understood the course and should be aligned to the learning objectives and all activities involved in the learning process (Billings & Halstead, 2016). These strategies are aimed to determine if students can recall what they have learned during the course. Students can be assessed if they can recall the learning objectives through tests, which can involve filling in blank spaces related to leadership strategies. The tests can also involve multiple choices where the students are able to choose between different answers. This will be able to test their remembrance on facts and concepts learned in the course (Billings & Halstead, 2016).
Another assessment strategy based on Bloom’s taxonomy is the class discussions, which require students to summarize what they have learned on leadership strategies. This summary can include information on cases, speeches, or videos used in the learning process (Oermann, 2015). Students can be allowed to illustrate a concept or a theory that they learned during the learning session. Students can also be assessed through problem situations where they are allowed to solve certain tasks based on the concepts learned from the course objectives (Oermann, 2015). This can be in form of simulations to determine how the students can apply their new acquired knowledge about the certain topic. Students can also be required to plan or create activities based on their understanding regarding a particular concept (Oermann, 2015).

References
Billings, D. M. G., ; Halstead, J. A. (2016). Teaching in nursing: A guide for faculty. St. Louis, Missouri: Elsevier.

Cannon, S., ; Boswell, C. (2016). Evidence-based teaching in nursing: A foundation for educators. Burlington, MA: Jones ; Bartlett Learning.

Halstead, J. (2012). Nurse educator competencies: Creating an evidence -based practice for nurse educators. New York, NY: Wolters Kluwer Health.

Oermann, M. H. (2015). Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development. New York, NY: Springer Publishing Company, LLC.

Oermann, M. H., Shellenbarger, T., ; Gaberson, K. B. (2017). Clinical teaching strategies in nursing. New York, NY: Springer Publishing Company, LLC.