Vark Analysis Paper

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VARK Analysis Paper: Preferred Learning Styles

Grand Canyon University
NRS- 429V

March 10, 2013

VARK Analysis Paper: Preferred Learning Styles
Introduction
The following will discuss the preferred learning styles as evidence by the VARK analysis. VARK represents visual, aural, read/write and kinesthetic learning styles (Fleming, 2011). Everyone learns in different ways which are unique to the individual. By answering a few simple questions, the VARK analysis test gives an individual a snap shot summary of their particular learning style. Aural Learning Technique

After completing the sample questions on the VARK analysis website, this writer was discovered to have an aural learning style. A person with an aural learning style is described by the University of Phoenix as somebody who applies different techniques using sound and music to help them learn, for example using rhymes of songs for memorization (Aural (Auditory-Musical) Learning Styles, 2011). University of Phoenix also explains that aural learners prefer to have music playing in the background as they are studying, or using motivating songs to help get through tests and final examinations (2011). Characteristics of an aural learner include those who: enjoying talking aloud and to others, like to explain things to others, have difficulty following written directions, slow reading, enjoy music and often sing or hum, enjoy being around others, and understand concepts by talking about them (Helping Auditory Learners Succeed, 2013). The VARK analysis test resulting in an aural learning style has produced the following examples for successful learning: “attend class, attend discussions and tutorials, discuss topics with others as well as teachers, explain new ideas to other people, use a tape recorder, remember the interesting examples, stories, and jokes, describe the overheads, pictures, and other visuals to someone who was not there, and lastly leave spaces in your notes for later recall” (Fleming, 2011). For all students there is always a common goal: to learn as much as possible and to do well on all examinations and assignments. VARK has suggested several strategies for the aural learner’s output goals: “imagine talking with the examiner, listen to the instructor’s voices and write them down [i.e. note taking], spend time in quiet places recalling ideas, practice writing answers to old exam questions, and speak your answers either aloud or inside your own head” (2011). This writer is able to say that during the associate program and on the path to becoming a registered nurse, this learning style was adopted. The strategies listed above were used for assignments, examinations, and reports. Note taking was key, as well as explaining things that were learned to others just to hear aloud about the particular new subject. This added confirmation and self-confidence to really knowing the material that was being taught in class. These types of learning strategies and techniques lead this writer through nursing school, all the way up until the day of the NCLEX-RN (National Council Licensure Examination for Registered Nurses) where this writer sat outside the testing building listening to the same particular song over and over again because the thought was that it would help get this writer through the test. All through college this writer thought of herself as having visual learning tendencies, although when the aural tendencies are displayed, it is very clear that this could not be more incorrect. This writer was confusing the two different senses of sight and sound. The thought was that in order to understand new information, the new information needed to be seen. In actuality the new information that was being learned needed to be heard and talked about in order to obtain full understanding. This writer’s preferred learning strategies are very similar to the above aural strategies. Speaking out loud in regards to what is being learned is the best...
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