Benchmark-Learning Styles: Leadership Strategies, Methods

As faculty members, you have been asked to design a 4-hour Leadership Strategies course that would accommodate the learning styles for a selected 10 students. The students have all completed a learning style inventory in which three of the students are determined visual learners, four are kinesthetic learners, and the rest are auditory learners. Note: The intended audience for the course can be either newly graduated nurses or experienced staff nurses as you choose.
Compose a 1,000-1,250-word paper which describes your plan to accommodate the learning styles of each student. This plan starts with defining course objectives; use the "A-B-C-D Method of Writing Objectives" resource as a guide. The objectives should incorporate Bloom's taxonomy, be written at the appropriate level for the audience, and include at least two learning domains (cognitive, psychomotor, and affective). Make sure to include the following:
An outline of the course content and agenda that will be covered.
Descriptions of the learning activities and the rationale for the learning activities selected
Strategies to assess learning, based on the learner objectives
Use at least three scholarly, peer-reviewed resources less than 5 years old in addition to the course materials.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.
Refer to "Learning Styles Rubric," prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Rubric:
Learning Styles Rubric
Criteria % Value No Submission 1: Unsatisfactory
0-75% 2: Less Than Satisfactory
76-80% 3: Satisfactory
81-88% 4: Good
89-92% 5: Excellent
93-100%
% Scaling 0% 75% 80% 88% 92% 100%
Content – 75%
Designed a 4 hour class that would accommodate the learning style of each of the students 15% None Barely designs a 4 hour class that does not accommodate the learning style of each student. Minimally designs a 4 hour class that would accommodate the learning style of each student. Designs a 4 hour class but does not clearly accommodate the learning style of each student. Clearly designs a 4 hour class but does not clearly accommodate the learning style of each student. Clearly designs a 4 hour class that would clearly accommodate the learning style of each student.
Composed the learner objectives for the course 15% None Incorrectly composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with many errors. Minimally composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with some errors. Composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with few errors. Clearly composes the learner objectives for the class design. Uses Blooms taxonomy appropriately and the A, B, C, D format for objectives, but not expertly. Clearly composes the learner objectives for the class design. Expertly uses Blooms taxonomy appropriately and the A, B, C, D format for objectives.
Outline the class content and agenda 10% None Barely outlines the class content and agenda - substantially unorganized. Minimally outlines the class content and agenda - somewhat unorganized. Outlines the class content and agenda, but neither is clear. Clearly outlines the class content or agenda, but not both. Clearly outlines the class content and agenda.
Describe the learning activities and the rationale for the learning activities selected for the group of students 15% None Barely describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. Minimally describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. Describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. Clearly describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. Description is not always comprehensive. Clearly and comprehensively describes the learning activities and explains the rationale for the learning activities you have selected for your group of students.
Describe the strategies to assess learning based on the learner objectives 15% None Barely describes the strategies to assess learning based on the learner objectives. There is no logical connection between the assessment strategies and the learner objectives. Minimally describes the strategies to assess learning based on the learner objectives. There is little logical connection between the assessment strategies and the learner objectives. Describes the strategies to assess learning based on the learner objectives. There is a logical connection between the assessment strategies and the learner objectives. Clearly describes the strategies to assess learning based on the learner objectives. Description is not always comprehensive. There is a logical connection between the assessment strategies and the learner objectives, although the connection is not evident without description. Clearly and comprehensively describes the strategies to assess learning based on the learner objective. There is a clearly evident logical connection between the assessment strategies and the learner objectives.
Scholarly references Utilizes at least 3 scholarly, peer-reviewed resources less than 5 years old other in addition to course materials 3% None Selected literature is irrelevant and insufficient. Does not meet stated criteria. Does not use evidence-based sources when available. Uses only course materials. Weak selection of sufficient and relevant literature (less than 5 years old) no scholarly, peer-reviewed references used - other than course materials) Uses only course materials. Fair selection of sufficient and relevant literature (less than 5 years old) at least 1 scholarly, peer-reviewed references used - other than course materials) Does not use evidence-based sources when available. Partial selection of sufficient and relevant literature (less than 5 years old) at least 2 scholarly, peer-reviewed references used - other than course materials) Uses evidence-based sources when available. Excellent selection of sufficient and relevant literature (less than 5 years old) at least 3 scholarly, peer-reviewed references used - other than course materials) Uses evidence-based sources when available.
Length 2% None Unacceptable adherence to assignment length criteria (less than or more than 50 percent of stated criteria). Poor adherence to assignment length criteria (within 50 percent of stated criteria). Weak adherence to assignment length criteria (within 25 percent of stated criteria). Adequate adherence to assignment length criteria (within 10 percent of stated criteria). Excellent adherence to assignment length criteria (within stated criteria).
Organization and Effectiveness – 20%
Thesis Development and Purpose 8% None Paper lacks any discernible overall purpose or organizing claim. The main thesis claims are insufficiently developed and/or vague; purpose is not clear. The main thesis claims are apparent and appropriate to purpose. The main thesis claims are clear and forecast the development of the paper. It is descriptive, reflective of the arguments, and appropriate to the purpose. The main thesis claims are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
Paragraph Development and Transitions 7% None Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5% None Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
Format – 5%
APA Format 4% None Correct APA format is not evident in the paper. Correct APA format is infrequently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Correct APA format is inconsistently used in the paper: cover page, margins, double-spacing, and all other elements of APA. Correct APA format is mostly used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Correct APA format is consistently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Such as headings and pagination.
Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) 1% None No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error.
A-B-C-D approach guidelines:
A-B-C-D Approach to Objective Writing
Writing objectives is much like writing outcomes in the nursing process. Objectives must be measurable, contain action verbs, be specific, include timelines, and indicate the degree to which you expect the leaner to achieve.
A helpful formula to write objectives is the A-B-C-D approach:
• Audience: Who is the audience for the class? Is it a student nurse? A staff nurse? A participant in a class?
• Behavior: What do I want the audience to accomplish by the end of the class? An example of a behavior is being able to identify the signs and symptoms of infection.
• Condition: How will students demonstrate mastery and be assessed in their learning? An example could be that students will demonstrate their knowledge of a lab or clinical area by taking a written test.
• Degree: How well will students perform their new knowledge? Should students be able to identify all signs and symptoms of infection, or would it be satisfactory if they identified only two symptoms?
A sample objective that illustrates these points is: “After reading this lecture (condition), the graduate student in the nurse educator track (audience) will be able to write an objective (behavior) using the A-B-C-D approach (degree).”
The above objective dictates that the student will be able to write an objective, as opposed to discussing or identifying it. Since the objective says “write,” the student must write an objective to meet this objective. If the objective instead said: “List the components of a complete learner objective,” the appropriate evaluation would require that the student list the A-B-C-D; whereas the objective “describe the components” would have students describe the meaning of each A-B-C-D step. Well-written objectives will dictate the evaluation process.