VARK Analysis Paper
NRS 429 VARK Analysis Paper
VARK Analysis Paper
Introduction
A learning style is a technique or the preferred way in which learners absorb, process, comprehend, and retain knowledge. There are various learning styles which are categorized based on the sensible approaches, which are either visual, auditory, read or write, and kinesthetic. The learning styles are found within the VARK model of students learning. VARK is an acronym for the four primary learning styles Visual, Auditory, Read and Write and Kinesthetic (VARK, 2019). The VARK model recognizes that learners have various approaches on how they process information, typically known as the preferred leaning mode. This essay will discuss learning styles for learners and will include a description of my learning style based on the VARK questionnaire. The paper will also explore the importance of educators identifying learners’ learning styles and application of learning styles in health promotion.
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Personal Learning Style According to the VARK Questionnaire
My learning style as per the VARK questionnaire is Very Strong Kinesthetic. The VARK questionnaire results were Visual-2, Aural-2, Read/Write- 2, and Kinesthetic-12. The Kinesthetic learning style is defined as one where a learner understands effectively by using experiences and real things even though they are exhibited as images or on screens (VARK, 2019). In the Kinesthetic learning style, I prefer to encounter several experiences to promote understanding of concepts. Furthermore, ideas become valuable if they seem practical, real, and relevant to me, and I need to do something to understand it.
Preferred Learning Strategies
The Kinesthetic learning style preference uses experiences and real things when they are presented in images and on screens. The preferred learning strategies in the Kinesthetic learning style include the use of autobiographies and documentaries, applications before learning theories, and the use of demonstrations and applying what one has learned (VARK, 2019). Individuals with kinesthetic preference prefer discussing real things in their life, prefer having their own experiences, doing thing things with others and making things happen through actions (VARK, 2019). In addition, they prefer tackling practical problems and using problem-solving techniques, they complete tasks and prefer outcomes that can be measured (VARK, 2019). Besides, they prefer being part of the team, being appreciated for their experiences and prefer interacting with individuals who apply their ideas as well as individuals who are relevant, concrete, and down-to-earth.
My preferred learning strategies are similar to a majority of the preferred learning strategies for the Kinesthetic learning style. For instance, I prefer learning to solve problems using real-life case scenarios and practical experiences since I understand things better and also retain the learned information for a more extended period. I understand concepts better when I learn them practically, such as through projects and lab practical. I prefer having a trainer who explains concepts using real-life scenarios, uses demonstrations to explain a theory, and allows me to apply theory in a real-life setting. When studying, I use case studies whereby I attempt solving the case scenarios to gauge my understanding of a concept. By using case studies and theory application, I can relate the information learned and find the information valuable and relevant.
Effect on Educational Performance and Importance of Identifying Learning Styles for Learners as an Educator
A learner’s learning style affects the degree to which one he or she understands or perform educational activities. Learners understand effectively when they visualize, hear, read, or when hands-on (Bhagat, Vyas & Singh, 2015). A learner will understand more effectively when the teaching style used is in line with their preferred learning style. When the teaching style suits a learner’s learning style, the learner studies effectively, and they can perform an educational activity better when they do not have to adapt to others’ learning styles.
An educator should identify individual learning styles and preferences when dealing with learners so that the teaching style can be modified to suit them. Besides, the educator can select a teaching method that will meet the needs of the learner as well as the teaching resources (Bhagat, Vyas & Singh, 2015). For example, when an educator identifies that learners have auditory learning styles, the teaching methods will include audio recordings, discussions, and lecturers (Bhagat, Vyas & Singh, 2015). The evaluation for the learners can consist of oral examinations. On the other hand, for learners with Kinesthetic learning style, the educator can use demonstrations, lab experiments, and projects and evaluations can include practical assessments.
Learning Styles and Health Promotion
In addition to educators, health providers conducting health promotion activities need to understand individuals’ learning styles to promote learning, understanding, and practising health promotion messages. People become interested in health promotion messages and activities when the teaching style is tailored to meet their learning styles preferences (Whitney, 2018). Understanding individuals’ learning style can help in changing peoples’ behavior since people change their lifestyle practices depending on what they see, hear, or practice in the health promotion activity (Whitney, 2018). Individuals’ learning style influences how they modify their behavior as a person understand and practices the health message when their learning style is used.
The different learning styles can be accommodated in health promotion by targeting the senses mainly, hearing, seeing, and touching. Health education activities can use audio recordings, lectures, and seminars to target auditory learner while needs of visual learners can be met by the use of videos, presentations, images, and posters (Whitney, 2018). For read/write learners, pamphlets can be used while case scenarios can target the kinesthetic learners.
Conclusion
In summary, learning styles are grouped according to the senses they target, that is, visual, auditory, read/write, and kinesthetic. The VARK model represents the four primary learning styles mainly, Visual, Auditory, Read and Write and Kinesthetic. The visual learning style present learners who process information using visual tools while auditory present those who understand best when they listen. Read/write style present learners who understand best by reading or writing while kinesthetic style is for those who learn more effectively when they touch and feel. Health educators need to identify the learning style of learners as it guides the teaching methods and resources to use and ensures that their learning needs are met. Besides, health providers should incorporate all the learning styles during health promotion activities to promote understanding and behavior modification.
References
Bhagat, A., Vyas, R., & Singh, T. (2015). Students’ awareness of learning styles and their perceptions to a mixed-method approach for learning. International Journal of Applied and Basic Medical Research, 5(Suppl 1), S58.
VARK Learn Limited. (2019). The VARK questionnaire. Retrieved from
http://vark-learn.com/the-vark-questionnaire/
Whitney, S. (2018). Teaching and learning styles. Health promotion: Health and wellness across the continuum.
VARK Analysis Paper
Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:
VARK Result: Visual 11, Aura 5, Read/write 14, Kinetic 8, Multimodal learning preferences
1. Click “OK” to receive your questionnaire scores.
2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
3. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
4. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
5. Examine how awareness of learning styles has influenced your perceptions of teaching and learning.
In a paper(1000 words),summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:
1. Provide a summary of your learning style according the VARK questionnaire.
2. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
3. Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
4. Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?
Cite to at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.
Prepare this assignment according to the guidelines found in the APA Style Guide,
NO PLAGIARISM PLEASE
| Course Code | Class Code | |||||
| NRS-429VN | NRS-429VN-O505 | VARK Analysis Paper | 100.0 | |||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (75.00%) | Satisfactory (79.00%) | Good (89.00%) | Excellent (100.00%) |
| Content | 80.0% | |||||
| Personal Learning Styles According to VARK Questionnaire | 20.0% | Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire. | Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. | Personal learning style according to the VARK questionnaire is identified and basic summary is provided. | Personal learning style according to the VARK questionnaire is identified and described. | Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection. |
| Preferred Learning Strategies | 20.0% | Personal learning strategy content is missing. | Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. | Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. | Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented. | Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles. |
| Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator) | 20.0% | Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented. | Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies. | Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support. | Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is established. Some rationale or evidence is needed for support. | Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion. |
| Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion) | 20.0% | Understanding the learning styles of individuals participating in health promotion, the correlation to behavioral change and achieving desired outcomes, and the accommodation of different learning styles is not discussed. | Understanding the learning styles of individuals participating in health promotion and the correlation to behavioral change and achieving desired outcomes is partially presented; a correlation has not been established. Accommodation of different learning styles is incomplete. There are inaccuracies. | Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is generally presented; a general correlation has been established. More rationale or evidence is needed to fully establish correlation. Accommodation of different learning styles is summarized. | Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed; a correlation has been established. Accommodation of different learning styles is discussed. Some detail or minor support is needed. | Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcomes. |
| Organization and Effectiveness | 15.0% | |||||
| Thesis Development and Purpose | 5.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. |
| Argument Logic and Construction | 5.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. | Some mechanical errors or typos are present, but they 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 | 5.0% | |||||
| Paper Format (use of appropriate style for the major and assignment) | 2.0% | Template is not used appropriately or documentation format is rarely followed correctly. | Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Template is used, and formatting is correct, although some minor errors may be present. | Template is fully used; There are virtually no errors in formatting style. | All format elements are correct. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 3.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
