Running head: LESSON PLAN

Inclusive Learning Styles: Working with Diverse Student Populations

Lesson Plan
Ivy Buena
Kira Glynn
Kali Odell
December 5, 2013
Dr. Erica Yamamura
SDAD 578

LESSON PLAN

Student affairs professionals, professors, and students should have critical awareness of
inclusive learning styles and how these can be used to enhance learning. David Kolbs theory of
experiential learning offered a strong foundation for our workshop to explore the use of learning
styles in working with diverse others. Kolb emphasizes the importance of experience in learning
and identifies four different learning styles that embody different kinds of learning experiences.
Using research and best practices developed around learning styles, we sought to show workshop
participants how they could use learning styles to work in groups made up of members with a
variety of learning styles, as well as how to use learning styles as a tool for helping others
improve their connections with different learning experiences. We also introduced other
educational best practices for effective learning. These include the use of communication tools
like social media and visual images, active engagement with others, and critical awareness of
visible and invisible identities.
We viewed the use of learning styles to work with others as a facet of multicultural
competence. In our workshop presentation, we used a working definition of multicultural
competence as the ability to work with diverse others. This definition is based in Pope, Reynolds,
and Muellers (2009) model of multicultural competence, which we used as the framework for
our workshop. Adapting this model, we spoke to participants about developing their
multicultural competence by 1) acquiring self-awareness of their own learning styles; 2) gaining
knowledge about other learning styles; and 3) fostering skills to work with others whose learning
styles are both similar and dissimilar to their own. Our research and presentation were designed
around these as we focused on Kolbs learning styles and effective strategies for working with
diverse students.

LESSON PLAN

Activities and Goals

We developed four learning objectives for this workshop based on its framework of
fostering multicultural competence around learning styles. By the end of the workshop we
expected participants to be able to: 1) recognize Kolbs four learning styles; 2) self-identify their
own learning styles; 3) understand how different learning styles impact individuals learning; and
4) demonstrate basic awareness, knowledge, and skills for working with various learning styles.
Presentation materials and activities were developed around these outcomes, and, following best
practices research on learning styles, each was designed to target specific learning styles
(Ebeling, 2000; Romanelli, Bird, & Ryan, 2009; Tulbure, 2012). An outline of the workshops
lesson plan is included in Appendix A.
The first three minutes of the workshop were devoted to introducing the facilitators and
the workshop participants. Facilitators shared information about our educational and professional
backgrounds. Participants shared their names and used one word to describe how they were
feeling in the moment. This icebreaker helped us gauge participants moods and began to build
familiarity within the group. We then moved into our PowerPoint presentation (see Appendix B).
During the next two minutes, we presented the themes of the workshop and our objective
to teach participants to work with diverse learning styles. We introduced David Kolb with an
explanation of the prominence of his theory of experiential learning in education due to its focus
on adult development and the strong body of research that has been conducted around his
learning styles (Evans, 2010, pp. 137-138). An overview of Pope et al.s multicultural
competence model was provided. We wanted participants to understand the workshops
framework and our goal to help them develop awareness, knowledge, and skills around learning

LESSON PLAN

styles. The focus on theoretical concepts delivered in a lecture format was designed to
particularly appeal to participants who prefer Kolbs assimilating learning style.
Five minutes were devoted to lecturing about Kolbs learning styles. This included
information that an individuals preferred learning style is determined by the combination of
ones preferred methods for perceiving and processing information. The converging learning
style perceives through abstract conceptualization and processes through active experimentation;
the diverging learning style perceives through concrete experience and processes through
reflective observation; the assimilating learning style perceives through abstract
conceptualization and processes through reflective observation; and the accommodating learning
style perceives through concrete experience and processes through active experimentation
(Evans, 2010, pp. 139-140). Participants were also presented with more in-depth details about
learning habits and activities associated with each learning style. These elements were presented
through the lecture and in a handout (see Appendix C). At this point we asked participants to
self-identify their learning styles and to share their style with the group. The lecture format of
this part of the presentation was meant to appeal to assimilating learners. This segment of the
workshop was also designed to meet learning outcomes one and two by helping participants
consider their own learning styles and introducing them to ways that others might prefer to learn.
The lecture on learning styles was coupled with an eight minute activity. Two Lego
models were used: one was assembled inside a paper bag set to one side of the room, and the
other was laid out in pieces for the participants. One participant looked at the assembled model
in the bag for five seconds, and then returned to the group to give the others instructions for
replicating the assembled model using the disassembled pieces. When that participant ran out of
instructions for the group, a new member looked at the assembled model and reported back. The

LESSON PLAN

group had five minutes to see how close it could get to replicating the built model. Then we had
a three minute discussion about the experience. We guided this reflection with questions about
the challenges and strengths participants observed in the process, about the effectiveness of the
instructions participants gave and received, and how instructions varied from person to person.
This gave participants a chance to discuss their own learning experiences as well as listen to
those of others, reinforcing their growing awareness of self and knowledge of others.
The Lego activity was designed to complement the first lecture portion, so it incorporated
some learning preferences of the accommodating, diverging, and converging learners. Group
work appeals to both diverging and accommodating learners. Experimentation with techniques
for accurately describing the assembled model to the group engages the accommodating
preference for trial-and-error problem-solving. Active problem-solving also appeals to the
converging style, even though these learners prefer individual work. Finally, the reflection
portion of the activity engages diverging learners as group revelations offer multiple perspectives
on and suggestions for alternative approaches to the activity.
The second half of the workshop focused on how to work with others learning styles.
Five minutes of lecture, intended to connect with assimilating learners, introduced this portion of
the workshop. The information presented provided a foundation for building the skills to work
with others. To bridge the parts of the workshop, we returned to the multicultural competence
framework, connecting the earlier lecture and activity to the development of awareness and
knowledge of learning styles. Then we shared information on best practices for working with
diverse learning styles. Since the workshop was designed for a higher education setting, we
focused on how to work in groups and help peers or advisees improve connections with
classroom content taught using styles different from their preferred learning styles. We advised

LESSON PLAN

participants to use their new knowledge to identify others learning styles and activities or
approaches that might improve connections to class materials or group tasks (Chen & Ford,
2001; Peacock, 2001). Participants were informed that learning styles are fluid and style
preference can change over a lifetime or vary depending on the type of content an individual is
approaching (Evans, 2010, p. 141; Zhang, 2007; Zhang, Huang, & Zhang, 2005). According to
best practices, we recommended approaching each person as a unique individual and suggesting
a range of learning activities or approaches across multiple learning styles even after an
individuals preferred learning style is identified (Beck, 2001; Chickering, 2006; Ebeling, 2000;
Glenn, 2009; Romanelli et al., 2009; Tulbure, 2012; Zhang, 2007; Zhang et al. 2005).
We also talked to participants about how to work with other student characteristics to
make learning more inclusive. This includes being aware of the features of the millennial
generation (born 1982-2002), which is made up of very diverse, high-achieving students, who
are more team-oriented and sheltered by their families than past generations. Growing up in an
age of technology, these students tend to connect with the use of technology and social media,
regardless of learning style. These methods and the use of visuals are also helpful for connecting
with growing populations of international students and students with learning disabilities, groups
that can struggle with dense reading (DeVita, 2001). Encouraging student engagement with peers
and faculty in a variety of settings is also good practice. Developmentally, this gives students a
stronger connection to their studies, and it also supports learners who do not connect as well with
the lectures that are so prominent in classrooms (Causton, Ashby, & DeClouette, 2009; Myers et
al, 2009). Finally, we emphasized the importance of multicultural competence when working
with others. Although research does not support a strong connection between specific identities
such as race or gender and preferred learning style, there is evidence that environmental factors

LESSON PLAN

influence learning style preferences (Peacock, 2001; Romanelli et al., 2009; Liasidou, 2012;
Tulbure, 2012; Zhang, 2007; Zhang et al., 2005). Therefore, it is important to demonstrate
sensitivity toward the influences of diverse identities when working with students.
This lecture portion was coupled with a twelve minute role-play activity. Each learning
style had a scenario outlining a students struggle with a class, examples of the activities that
challenge the student, and examples of activities that the student enjoys (see Appendix D).
Workshop participants paired up and each received a scenario. The participants took turns
playing the student in their assigned scenarios, while the other played the role of an advisor
offering assistance. The advisor tried to identify the students learning style and make
appropriate suggestions for activities or approaches the student might take to address his or her
problem. To encourage a better understanding of different learning styles, we intentionally
assigned participants the scenario of a learning style that is different from their own. Participants
had seven minutes to role-play and four minutes to discuss the experience as a group. We guided
discussion with questions about the most effective approaches used by advisors, the challenges
that advisors faced, and the difficulty of adopting the mindset of a different learning style.
The role-play activity targeted accommodating learners interest in hands-on experiences
and working with people. Accommodating learners usually enjoy engaging in case studies and
simulations. For diverging learners, the activity connects with their problem-solving abilities and
interest in putting theories into practice. Finally, diverging learners are engaged by the chance to
work with others, to explore alternative perspectives through the adoption of different personas,
and by the design of the scenario which requires them to provide valuable assistance to others.
Also, as with the first activity, the group reflection was designed to appeal to diverging learners
interest in hearing multiple perspectives and listening to group feedback.

LESSON PLAN

The final six minutes of the workshop were for reflection and assessment of participants
experiences. Participants received a reflection template (see Appendix E) as an opportunity to
write down individuals thoughts. This activity targeted the reflective natures of diverging and
assimilating learners, and the individualistic aspects of converging and assimilating learning
styles. Participants were invited to share their reflections with a partner, giving diverging
learners the opportunity to share feedback with others. Participants were also asked to fill out an
assessment (see Appendices F and G) so we could determine if the learning outcomes had been
met and if participants had any constructive feedback about the workshop.
Conclusion and Lessons Learned
Reflecting on the workshop process, our group identified strengths and areas for
improvement. It helped that our team had the chance to present our workshop twice. Presenting
twice benefited us because it gave us the chance to discuss what worked and what could be
improved between workshops, allowing us to implement some of these changes for our second
session. For instance, before the second workshop, we moved one table out of our room to create
a smaller and more intimate space that we felt made it easier for participants to work with us and
with each other. This really showed us the importance of the room layout, especially in our more
challenging activities, such as our case studies. Creating a more intimate space fostered deeper
reflection upon our activities, leading to a more meaningful experience for our participants.
Our workshop also had many elements that remained strong through both sessions. The
first of these strengths was the design of our activities. After reviewing the assessments
participants completed, we noticed that many of the participants commented that they enjoyed
our two main activities. While most participants noted our Lego activity was fun and engaging,
several other participants also noted the importance of the case study. Our case study activity

LESSON PLAN

provided participants space to practice using learning styles in their work, something many
participants had not done prior to the workshop. This led improved participants multicultural
competency skills, leading to a successful workshop experience.
A final significant strength in this process was the layout of our workshop. Although we
had changed the layout several times prior to the workshop, our final workshop was structured to
give participants awareness and knowledge and then the space to put that knowledge in practice.
This layout really helped solidify the material, and also helped break up the workshop to keep all
styles of learners engaged for the 45 minutes. In reviewing the assessments, one participant
commented, loved that you had activity lecture activity lecture, again reaffirming the
structure of our workshop.
Although we believe that the strengths of our workshop resulted in an overall positive
experience for our participants, we noted several components of the workshop that we could
improve. These include inclusiveness, support for participants during the activity, and the use of
alternative formatting of materials.
Our biggest challenge during the workshop was related to inclusiveness. While our group
was conscious of using gender inclusive terminology and was conscious of most salient
identities, ableism was something we failed to acknowledge in our planning process. Our entire
presentation was based around a PowerPoint presentation as well as several handouts, items that
are not inclusive for those with visual impairments. It was only when one of our participants
expressed difficulty reading one of our handouts because the print was too small that we realized
this weakness. We realized we had not even considered printing larger handouts or providing
them in other mediums. This also made us reflect on our activities, and realizing that they were
not accessible to people with certain disabilities. For instance, our Lego activity was centered on

LESSON PLAN

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individuals viewing a model and then instructing the other participants to build the replica from
disassembled pieces. However, this is not inclusive of individuals who have visual impairments.
If we were to do this workshop again, our group would reexamine our handouts and activities to
make them more inclusive for all participants.
Another improvement to be made is in offering support to participants throughout the
activities. During the first workshop, we provided instructions to the participants and then
observed during the activities. However, we noticed that having all three of us observe the small
number of participants seemed to make the participants uncomfortable or self-conscious. During
the second workshop, two of our group members participated in the case study activity alongside
the participants. This created a more comfortable environment and enriched the group discussion
afterwards. In the future, facilitators should engage in the activities, with at least one facilitator
participating in each of the activities to create a more dynamic and safe environment.
Our final major challenge during the workshop was the medium of materials used. As
previously discussed, both the handouts and the PowerPoint presentation were not accessible to
all participants. In addition to the lack of accessibility, our group realized there was a common
theme in the medium used. All handouts were printed, which neither reflected the diversity of
learning styles nor our best practices for using technology when working with millennial
students. Upon reflection, our group composed several suggestions for improvement. Firstly, our
groups assessment can be done electronically, through iPods, or in an alternative format to pen
and paper, such as a dot sticker poster assessment. Secondly, our handouts can also be given in
an electronic form, sent out via email to any participant who requests it. Finally, our PowerPoint
information could have been presented as a Prezi, poster, or other format. Doing this would have
presented the information in several different ways, for more inclusive learning.

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Given the opportunity to present this workshop again, our group would build upon our
strengths and improve the materials for future sessions. We would work on inclusivity, facilitator
engagement, and different information mediums. However, many of the core features, such as
the importance of physical space, the format of the lecture, and the key features of our activities
would be maintained.

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References

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Chickering, A. W. (2006). Every student can learn if About Campus, 11(2), 9-15.
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Ebeling, D. G. (2000). Adapting your teaching to any learning style. Phi Delta Kappan, 82(3),
247-248.

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Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. Student development in
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hooks, bell (1994) Teaching to Transgress. Education as the practice of freedom, London: Routledge.
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Upper
Saddle River, NJ: Prentice Hall.
Liasidou, A. (2012). Inclusive education and critical pedagogy at the intersections of disability, race,
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Myers, S. A., Bogdan, L. M., Eidsness, M. A., Johnson, A. N., Schoo, M. E., Smith, N. A., & Zackery, B.
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Pashler, H., McDaniel, D. R., & Bjork, R. (2009). Learning styles: Concepts and evidence.
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Peacock, M. (2001). Match or mismatch? Learning styles and teaching styles in EFL. International
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Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student affairs. San
Francisco, CA: Jossey-Bass.

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Rafal, J. (2009). Inclusive Education: Innovation or Merely the Reproduction of Hegemonic Ideology?
International Journal of Learning, 16 (8), 235-246.
Tulbure, C. (2012). Investigating the relationships between teaching strategies and learning styles in
higher education. Acta Didactica Napocensia, 5(1), 65-74.
Tumkaya, S. (2012). The investigation of the epistemological beliefs of university students according to
gender, grade, fields of study, academic success and their learning styles. Educational Sciences:
Theory & Practice, 12(1), 88-95.
Zhang, L. F. (2007) From career personality types to preferences for teachers teaching styles: A new
perspective on style match. Personality and Individual Differences, 43, 1863-1874.
Zhang, L. F., Huang, J., & Zhang, L. (2005). Preferences in teaching styles among Hong Kong and US
university students. Personality and Individual Differences, 39, 1319-1331.
[Untitled cartoon of penguin]. Retrieved November 19, 2013, from:
http://www.talentsprint.com/insights/experiential-learning-1
[Untitled diagram of Kolbs learning styles]. Retrieved November 19, 2013, from:
http://www.talentsprint.com/insights/experiential-learning-1
[Untitled drawing of bunnies and cat]. Retrieved November 19, 2013, from:
http://www.etsy.com/listing/168668321/two-bunnies-and-a-cat-share-aride?ref=sr_gallery_1&sref=sr_7f331919274c0795fbae7ba56ceda2e8bec263360eecb47b001cf11
634cc6065_1385937537_14323547_bunny&ga_search_query=Two+Bunnies+and+a+Cat+Share
+a+Ride&ga_order=most_relevant&ga_view_type=gallery&ga_ship_to=US&ga_search_type=al
l

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[Untitled group image]. Retrieved November 19, 2013, from:

http://www.bing.com/images/search?q=people+interacting+with+each+other&qs=IM&form=QB
IR&pq=people+interact&sc=815&sp=2&sk=IM1#view=detail&id=7E229A3B261A828D90CE191179612BEC2AF52B4C&sel
ectedIndex=13
[Untitled logo images]. Retrieved November 19, 2013, from:
http://ianandrewsgolfdesignblog.blogspot.com/2012/03/power-of-social-media-part-1.html
[Untitled logo images]. Retrieved November 19, 2013 from:
http://www.bing.com/images/search?q=social+media+images&qpvt=social+media+images&FO
RM=IGRE#view=detail&id=65466E6D108A60B55B2FB3ECE604FBE83B2281C1&selectedIn
dex=60
[Untitled meme]. Retrieved November 19, 2013, from: http://www.quickmeme.com/
[Untitled photograph of Albert Einstein]. Retrieved November 19, 2013, from:
http://www.amnh.org/exhibitions/past-exhibitions/einstein
[Untitled photograph of David Kolb]. Retrieved November 19, 2013, from:
http://en.wikipedia.org/wiki/David_A._Kolb
[Untitled photograph of hands around world]. Retrieved November 19, 2013, from:
http://icfheadquarters.blogspot.com/2011_06_01_archive.html
[Untitled photograph of woman jumping]. Retrieved November 19, 2013, from:
http://blogdailyherald.com/2012/10/14/omg-im-obsessed-with-abroad/
[Untitled shirt design]. Retrieved November 19, 2013, from:
http://www.zazzle.com/i_love_role_playing_t_shirts-235187922736678692

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Appendix A
Lesson Plan Outline

Learning Outcomes
By the end of the workshop, student will be able to:
1. Identify Kolbs four learning styles.
2. Self-assess their own learning styles.
3. Understand how various learning styles impact learning.
4. Demonstrate that they have awareness, knowledge, and skills to address various learning
styles.

Activity

Time

Facilitator(s)

Supplies

Theoretical
Framework/
Learning Style

-Candy
-Hard copies
of
PowerPoint

Learning Outcome/
Purpose

Introduction
-Facilitators names
-1 word to
describe how
youre feeling

3 minutes

Introductions;
Background
information

Introduction to
David Kolb and
Multicultural
Competency
(lecture)

2 minutes

Kali

Kolbs Learning
Styles
(lecture)

5 minutes

Kira

-Learning
styles
handout
-Pens

Pope: Awareness
and knowledge
Kolb: Assimilating

Outcome 1
Outcome 2

Lego Activity

8 minutes
(5 minutes
Legos
3 minutes
reflection)

Ivy

-Legos

Pope: Awareness
and knowledge
Kolb: Diverging,
Accommodating,
Converging

Outcome 2

Learning Styles
& Working With
Others
(lecture)

5 minutes

Ivy
Kali

Pope: Knowledge
and skills
Kolb: Assimilating

Outcome 3
Outcome 4

Kolb: Assimilating

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Role-Play
Activity

12 minutes
(7 to work, 4
to report
out)

Reflection

4 minutes
(2 for self, 2
for pair and
share)

Assessment

2 minutes

Wrap Up

1 minute

Kira
(introduces)
Ivy (time)
Kali

-Role-play
scenarios
-Learning
styles
handout

Pope: Knowledge
and skills
Kolb: Converging,
accommodating,
diverging

Outcome 1
Outcome 4

Kali
introduces

-Reflection
templates
-Pens

Pope: Awareness
Kolb: Converging,
assimilating,
diverging

Outcome 2

Kira

-Assessment
-Pens

To gauge
participants
learning during
workshop and to
measure the learning
outcomes

Candy

To thank
participants

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Appendix B
PowerPoint Presentation

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19

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20

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21

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Appendix C
Handout: Kolbs Learning Styles

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Running head: LESSON PLAN

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Appendix D
Role-Play Scenarios

Learning style: Accommodating

You are a self-confident, social person who is not afraid to make daring choices and push the
envelope. You recently enrolled as a freshman at Seattle U and were very excited by the subjects
of the classes you had been enrolled in. However, once classes actually started, you found some
of them to be very boring. The professors rely heavily on lectures and PowerPoint presentations,
which you do not find engaging. Even though you are getting decent grades in all of your
classes, you feel like you are not learning as much in them as you should be, so you are seeking
advice for additional ways to engage the course materials.

You enjoy hands-on learning experiences that give you the opportunity to put learning into
practice. You prefer to do work in a small-group group setting and enjoy working on projects.
You are intuitive in your problem-solving abilities.

Learning Style: Diverging

You self-identify as a people person. You are very generous to and supportive of both your
friends and your larger community. You find the most meaning in helping and working with
others. You are excelling in the humanities course that you are currently taking, but you are
struggling in your physics class, particularly when it comes to organizing your thoughts around
the more theoretical concepts. You are seeking advice because you want suggestions for some
strategies for engaging with the material in a more meaningful way.

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You prefer working and processing information in groups. You like to consider information from
many different perspectives. You are much less connected to lectures or working individually.
You value meaningful experiences like service-learning.

Learning style: Converging

You are a senior undergraduate student who is majoring in business. You are currently enrolled
in a management class that is required as part of your major. While the idea of some of the
hands-on activities excited you, it bothers you that so much of the work you do in class is groupbased. You often feel that dealing with your groups indecisiveness and lack of focus limits the
time in class actually spent on learning and detracts from your ability to get all of your work
done. Although you are still doing well in the class, you are seeking guidance on how to make
more out of the experience than you are currently receiving.

You prefer to work on technical tasks. You excel at problem-solving and decision-making. You
enjoy reading theory, but also like having opportunities to gain experiences on field trips.

Learning Style: Assimilating

You are a mathematical genius majoring in physics. You also enjoy exploring complex
theoretical concepts in your spare time. As a sophomore, you are trying to complete your core
class requirements, one of which is a theology class. As someone who values logic so highly,
you are having trouble understanding and connecting with faith-based concepts and experiences.
To make things even more difficult, most of the class is based on group discussions of personal
experience. You receive very few reading assignments. You have never done poorly in a class

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before, but you are worried that this class might change that. You are looking for advice that will
help you somehow connect to the course and make the material more appealing.

You have difficulty relating to people. You believe that logical consistency is more important to
theory than its practical use, and sometimes you have difficulty focusing on practical solutions to
problems. You are very interested in abstract concepts.

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Appendix E
Reflection Template
SDAD 578
Workshop Examen
November 21, 2013

Tonight we talked about Kolbs learning styles and ways to apply these learning styles to
students we work with. This Examen is a good place to articulate what you notice and to name
about issues. It is in this spirit that you are invited to respond to the following questions:
Was there anything new that I discovered in tonights workshop? Was there a topic that holds
some excitement or energy for me?

Is there something that remains unsettled for me as we finish the workshop tonight? If so,
what is it?

As a result of tonights workshop, do I want to approach anything in a new or different way as

I move forward?

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Appendix F
Assessment Template

Please complete the following questions:

1. I best identify my learning style as:

2. What is one way that learning styles impact student learning?

3. As a result of this workshop, I have discovered strategies to effectively work with

students with learning styles other than my own.
Strongly Disagree

Disagree

NeutralAgree

Strongly Agree

4. I feel the facilitators thoroughly understood the material.

Strongly Disagree

Disagree

NeutralAgree

Strongly Agree

5. I would recommend this workshop to my peers.

Strongly Disagree

6. Other comments/ feedback

Disagree

Neutral Agree

Strongly Agree

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Appendix G
Summary of Assessments

Total participants: 8

Learning Styles
Strategies to work
with learning styles
other than my own
Facilitators
thoroughly
understood
material
Recommend this
workshop to peers

Accommodating:
3
Strongly
Disagree:
0
Strongly
Disagree:
0

Diverging: Assimilating:
4
1
Disagree: Neutral:
0
Disagree:

0
Neutral:

Converging:
0
Agree:
Strongly
Agree:
6
2
Agree:
Strongly
Agree:
2
6

Strongly
Disagree:
0

Disagree:

Neutral:

Agree:

Strongly
Agree:
5

Qualitative Responses

How learning styles impact student learning

o How well the students do in a class can be affected by learning styles
o Things may feel much more comfortable when working with similar learning
styles and will require us to stretch ourselves when working with different
learning styles
o It can determine or influence how well or not a student understands the class
o What types of learning strategies are effective for individual students
o Each student learns in a different way, not all activities/ tasks will resonate with
all students
o Student connect with some material/ classes/ professors more than others, so
understanding this is the 1st step towards providing suggestions to help them
engage in every class or campus activity
o It impacts their enjoyment of the course and how effectively/ efficiently they are
able to learn.

Other comments/ feedback

o Love the Lego activity it was great! Partner activity was tricky but helpful.
o I appreciated the variety of activities to engage a variety of learning styles
o I think it was important to do the role playing activity and I also found the Kolb
learning style activity sheet helpful
o Great job!
o I thought the Lego activity was really fun
o Creative Lego idea! That was fun!

LESSON PLAN

30

o Very well done presentation. Clear, concise powerpoint, excellent lego activity.
Loved that you had activity lecture activity lecture. Great eye contact
and tone throughout, appreciated the confidence and solid voice tone while
presenting