Vark Analysis

Topics: Learning styles, Education, Learning Pages: 5 (1017 words) Published: August 13, 2014


VARK Analysis Paper
Tonya Kelly
Grand Canyon University
Family Centered Health Promotion
NRS-429V
Serina Madden
August 03, 2014
VARK Analysis Paper
Learning style is a way of learning that helps an individual learn best by a given modality (Cherry, 2014). Individuals typically display diverse modes of learning with multiple and varied talents with differing modalities of learning (Kumar, Smriti, Pratap, & Krishnee, 2012). The VAK instrument was expanded by Fleming and Mills in 1992 into the VARK. The original VAK founded in 1970 was original Visual, Aural, and Kinesthetic learning (Bernardes & Hannah, 2009, p. 1-12). The Read-Write method was added to comprise of the VARK and the questionnaire was created with 16 multiple choice questions with four items each corresponding to the four sensory modalities V for visual, A for aural, R for read-write, and K for Kinesthetic (Bernardes & Hannah, 2009). The questionnaire, which is accessible online, is very easy to complete. The VARK instrument can help the student determine their learning style and enable them to apply specific strategies that fit into their preferred learning style and modality. An individual taking the VARK questionnaire with scores of Visual 11, Aural 7, Read-Write 14, and Kinetic 10 would indicate that the preferred or primary method of learning would be the Read-Write method or modality. The Scores of Visual 11 and Kinesthetic of 10 could indicate that the individual could also possibly be a multi-modal learner. A multi-modal learner is someone who uses several different types of modalities to learn and incorporates each one to a specific need or situation to enhance their knowledge. A multi-modal learner would put that individual in the vast majority approximately, sixty percent of the population, are multi-modal learners (Fleming, 2011). The individual who is a Visual learner would learn best from observing and kinesthetic learners benefit from hands on learning (Fleming, 2011). The VARK profile indicates for a score of 14 in the Read-Write category that this is the individuals preferred method of learning and receiving information. With scores of Visual 11 and Kinesthetic 10 the individual may benefit from incorporating these other modalities into their learning strategies as a means to complement and enhance their learning and specific situations or class. An individual with the Read/Write preferred method of learning should try to incorporate several strategies into their learning methods, such as putting details into written form, using lists, power points, and textbooks. The individual would be sensitive to word usage and outlines; they would benefit from taking meticulous notes and prefer to use dictionaries and other print aides, such as handouts (Fleming, 2011). An individual with a preferred read/write modality of learning, would benefit from written exam answers, written paragraphs and beginning and ending numbers, such as 1,2,3 (Fleming, 2011). A multimodal learner would use all their modes for learning. They would incorporate all the learning strategies from each group they learn best from and either use which modes best fits the situation or use them to enhance each other respectively. An individual with the highest score in Read/Write, but also with high scores in the Visual and Kinesthetic modalities would benefit from incorporating all strategies that overlap into each learning situation. Visual learners would be able to incorporate books with diagrams and pictures, posters and slides into the learning process, in addition they would also benefit from writing exam answers that overlaps with the Read/Write modality (Fleming, 2011). Kinesthetic learners would benefit from using all their senses, real life examples, and hands on approach from the intake side of learning, with the output the method once again overlaps with the Read/Write modality as they would also benefit from writing practice answers and...

References: Alexandra, M. I., & Georgeta, M. (2011). How to better meet our student’ learning style through course resources. Annals of The University of Oradea, Economic Science Series, 20(2), 578-585.
Bernardes, E., & Hannah, M. (2009, January). . International Journal for the Scholarship of Teaching and Learning, 3(1), 1-12.
Cherry, K. (2014). VARK Learning Styles. Retrieved from http://psychology.about.com/od/educationalpsychology/a/vark-learning-styles.htm
Fleming, N. (2011). VARK a guide to learning styles. Retrieved from http://www.vark-learn.com/english/page.asp?p=questionnaire
Kumar, A. A., Smriti, A., Pratap, S. A., & Krishnee, G. (2012, January-March). An analsysis of gender differences in learning styles preferences among medical students. Indian of Journal of Forensic Medicine and Pathology, 5(1), 9-16.
Nirmal Kumar Sinah, Amit Bhardwaj, Simerjit Singh, Adinegara Lufti Abas. (2013). Learning Preferences of clinical students: A study in Malaysian medical college. International Journal of MEDICINE AND PUBLIC HEALTH, 3(1), 60-63. http://dx.doi.org/10.4103/2230-8598.109325
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