Evidence-Based Strategies for Multigenerational Assignment

Thank you for your insightful discussion on strategies to meet a multigenerational classroom’s learning styles and educational expectations. I agree with your assessment that such classrooms present diverse age groups, each with unique perspectives and learning styles. This makes it essential for educators to employ evidence-based strategies to cater to their needs effectively.

I appreciate your focus on students’ developmental stages, particularly young adults. It is alarming to see the rising health issues in this age group. Your suggestion to address these through audiovisual aids and open group discussions is spot on. According to Namaziandost and Nasri (2019), this approach accommodates different learning styles and promotes a holistic view of health. Evidence-Based Strategies for Multigenerational Assignment

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Your ideas for middle-aged adults are also well-founded. This is because of the various life stages and challenges they may face. Fitzgerald and Konrad (2021) assert that recognizing potential sources of stress and health risks is crucial for creating a supportive learning environment.

Incorporating high-fidelity simulation labs and personal response systems is a smart move to engage different age groups effectively. It allows for hands-on learning, which appeals to visual learners among young adults. It also bridges the technological gap for older adults. Additionally, using personal response systems to stimulate active learning and encourage discussion is an excellent way to tap into the collective knowledge of the class.

In conclusion, your evidence-based strategies prioritize inclusivity and engagement in a multigenerational classroom. You create an exciting and enriching learning environment where every student’s voice is valued. This can be achieved by fostering open group discussions and tailoring teaching methods to address the specific needs of each age group. Thank you for sharing these valuable insights. Evidence-Based Strategies for Multigenerational Assignment

Reference

Fitzgerald, A., & Konrad, S. (2021). Transition in learning during COVID‐19: Student nurse anxiety, stress, and resource support. In Nursing Forum (Vol. 56, No. 2, pp. 298-304). https://doi.org/10.1111/nuf.12547

Namaziandost, E., & Nasri, M. (2019). The impact of using audio-visual aids on teaching listening among Iranian pre-intermediate EFL learners. LLT Journal: A Journal on Language and Language Teaching, 22(2), 246-259. 

Responses/cross posts should be 200 words for each. Students must respond to a minimum of two of their peers’ postings on two different days with at least one current, scholarly reference to support each cross post. I have pasted the discussion below. Reference must be within the past 5 years.

Learning styles and educational expectations of a multigenerational classroom is a focus of interest that is in essence tremendously diverse and unique. The makeup of the classroom contains a variety of different age groups, genders, and personalities, all with different views of thought process, learning styles, and perspectives. Each student brings their unique skill set to the table which contributes to an environment in which learning can flourish amongst class members. The challenge for the educator becomes how to formulate objectives and learning models that maximize and tap into each students learning style through the use of transcending technological advancements while meshing social expectations throughout the generations. The purpose of this discussion is to address this question through the use of evidence based strategies that will support development and success of generational learning styles within the classroom. Evidence-Based Strategies for Multigenerational Assignment

When formulating teaching strategies within a multigenerational classroom it is important to become aware of the developmental stages of the class. Young adulthood is a time in which many developmental challenges begin including the transition out of college into the working class, marriage, and starting families. In terms of teaching strategies, the most neglected aspect of this age group relates to health promotion (Bastable, 2023). Because of the stress and demands of this stage, young adults tend to place less emphasis on healthy eating habits, and physical activity. “The National Longitudinal Study of Adolescent Health (Add Health) found that obesity rates more than tripled from adolescence (11 percent in 1995) to young adulthood (37 percent in 2008). More than one in four of those aged 24-32 had hypertension, 69 percent were prehypertensive, 7 percent had diabetes, and 27 percent were prediabetic”(National Research Council et al., 2014). Teaching strategies would be formulated to address these areas through the use of concepts, such as audiovisual aids, and open group discussion pertaining to parenting, prenatal guidance, dieting, and exercise classes. Evidence-Based Strategies for Multigenerational Assignment

Middle aged adulthood is a stage in which some are enjoying the fruits of their labor seeing family succeed, grow, and come into their own, while some are struggling for financial security and taking care of ailing family members. Many

teaching strategies are similar to the young adult group stage which are relate to open discussion, while being aware of potential sources of stress, health risk factors and typical concerns of mid-life.

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As an instructor, I would implement high fidelity simulation labs as well as personal response systems in order to accommodate the learning styles of this multidimensional age group. High fidelity simulation labs are comprised of mannikins which are used to mimic actual clinical scenarios, which leads to bolstering student clinical thinking and skill set (Bradshaw, 2021). By incorporating this “hands on approach” it would tailor to the visual aid of the young adult group, while enhancing the technological weaknesses of the older adult group. Moreover, this environment will foster group discussion allowing students to discuss knowledge base to those who are not understanding as easily. This will provide an environment fostering strengths and weaknesses of both generations. Personal response systems are organized systems that are utilized in the classroom amongst larger audiences. Many instructors acquire “clickers” in response to questions delivered in the classroom by instructors. “The clicker methodology, in combination with the question cycle, is designed to increase active learning”(Fitzpatrick et al., 2011). I would utilize this approach, as well as follow up questions in regards to how they came to their answer in order to obtain their confidence level. This ensures the “why” of the answer they chose. By constructing thoughtful questions that are multiple choice constructed, clicker questions can be the catalyst for open discussion amongst class members. Evidence-Based Strategies for Multigenerational Assignment

In conclusion, applying these teaching methods will allow for open group discussion that will ultimately contribute to the learning styles amongst the multigenerational classroom. By combining these techniques and promoting a classroom allowing each voice to be heard, the students will benefit from each students knowledge base while fostering an environment that is exciting to learn in. Evidence-Based Strategies for Multigenerational Assignment