这方面的一个例子是，一天教一个班的合格护士学生学习更高的学位，最小的在她二十出头，最大的在她五十多岁。我要求对所采用的各种教学风格进行反馈，并要求对所教的每个元素进行匿名评分。这一天包括各种各样的报告，测验式的论文，小组作业和学生报告。我将晚些时候重新考虑这些结果在本文探索人的不同的方式学习但是我试图建立理论如果年纪大的学生可以更好的了解更多的说教的方法教育因为内部模式在早期风格的教学中遇到与当前的更为多样化性质的教学过程遇到了年轻的学生吗?反馈显示，尽管小组成员都很享受学习过程，但有些人似乎更喜欢被雇佣者。对这一反馈的进一步考虑表明，班级中年龄较大的成员比年龄较小的学生更喜欢坐着听一种建构性更强的说教方式，这种方式更喜欢小组作业和个人研究。
澳洲护士学作业代写:合格护士学生
An example of this is a day teaching a class of Qualified Nursing Students studying towards a higher degree, the youngest in her early twenties and the oldest in her fifties. I requested feedback on the various teaching styles employed and asked for an anonymous score for each element taught. The day consisted of a variety of Presentations, Quiz style papers, group work and student presentations. I will revisit these results later in this paper while exploring the different ways in which people learn but I am attempting to theorise if older students may be better acquainted with more didactic approaches to education because of internal schemas made in earlier styles of teaching encountered in contrast to the more diverse nature of current teaching process’s encountered by younger students? The feedback shows that although the group enjoyed the learning process, the employed seemed to please some more than others. A further consideration of this feedback shows that the older members of the class preferred to sit and listen to a constructed more didactic approach liking the group work and personal research less than the younger students.