Abstract:

Lecturing is one of the most widely used and fundamental instructional methods. In any education system, a carefully crafted lecture help learners to quickly grasp a concept. However, a single lecture cannot cater to every learner's learning needs because learners are having differences in their learning ecosystem. This research classifies learners based on their learning styles to overcome the above-listed problem. To articulate a perfect lecture for a classified set of learners, the learners learning style and teachers teaching style must match. Apart from this, the overall lecture architecture must be designed according to the learners learning needs. This research uses Bloom's taxonomy in close association with child development psychology to derive commonly occurring trends, patterns and tradeoffs between learning style and teaching variants concerning different age-dependent pedagogical aspects associated with the K-12 education system. These tradeoffs are balanced using the lecture architecture. These tradeoffs provide a way of designing good quality lectures for learners with different learning styles present in the K-12 education system. The tradeoffs, along with associated pedagogical elements, are discussed in detail in this research. We strongly believe that this study helps online/offline educators, course designers and lecture architects to design pedagogically effective lectures suitable for different types of learners present in the K-12 education system.

Keywords:

Lecture Architecture, Learning Styles, Teaching Styles, Blooms's Taxonomy, K-12 Education System.