VARK Analysis
Since birth, human beings are continually learning, and their learning styles differ depending on the person. It is thus essential for each to identify the learning style that best suits them (Bhagat et al., 2015). A specific analysis tool is the Visual, aural, read/write and kinesthetic (VARK) allows one to recognize their style that better prepares them throughout their educational process. Neil Fleming designed the tool in 1987 as a sixteen question assessment scores. After tallying the results, the tool shows where the individual falls within the five strategies. Understanding an individual’s learning styles improves the capacity of teaching others in different settings. The purpose of the paper is to discuss the nurse’s scores of the VARK questionnaire, compare their identified learning style with the rest and identify the required changes to improve one’s learning behavior.
Learning styles are the modes used to collect, interpret, process and reflect on educational materials. Learning preferences are those modalities in which one has a natural preference for (Almigbal, 2015). Students are different in their learning preferences, and it is crucial for educators to effectively deliver information in accordance with the demands of the students. Learners understand proficiently when teaching approaches combine different activities which exhilarate and enhance the visual, aural, read/ write and kinesthetic learning modalities.
After tallying the scores, I identified myself as a multimodal with a firm emphasis on read/write and kinesthetic. Multimodal refers to the combination of two or more learning types. According to Fleming, multifocal individuals are more flexible on how they deliver information. However, such individuals require sensory input and output through all modes before they become satisfied with what they have learned. As a nurse, I was not surprised with the results as I tend to utilize read/write and kinesthetic modalities in most learning processes.
The highest scores were in kinesthetics, which I agree to, since doing activities hands-on provides me with a better understanding of the educational material. For example, when carrying out clinical rotations, I am better adapted to certain activities after doing them. An example is the insertion of catheters. I excel well by overlapping the two modalities using hands-on approach, visual aids, dictionaries and handouts. When studying for exams and quizzes, I find textbooks and other written materials of great importance.
As a kinesthetic learner, I am partial in acquiring knowledge through practice and exposure. Rather, I find the acquisition of knowledge associated with reality. I grasp information best by utilizing all the senses such as smell, touch, sight, hearing and taste. Particularly, working in the hospital laboratory, participating in field trips, listening to lectures on real-life circumstances, working hands-on and, looking at recipes that are capable of resolving a problem are of great significance. Retaining information is enhanced through the reduction of notes and using illustrations to illuminate a concept.
In the third and fourth position were visual and aural modalities. It reflects my preference for visual modality since picture graphs and coloration grab my attention and enable me to remember the content taught. Particularly, I utilize the aural modality through engagement in discussions with classmates since talking about a subject increases my understanding. During the comparison, I noted that my preferred style is visual and kinesthetic. The fact that the visual modality was not at the top of the list was however astonishing. Kinesthetic modality topped the list, and I found it odd that visual modality and learning from doing correlate.
I scored in all the four modalities, reflecting the usefulness and the capability of adapting in various learning situations. Nonetheless, I feel that aural learning modality presents the possibility of errors. One should learn the relevant knowledge and understand and not repeating it in their head over and over. Similarly, read/ write contributes to memorization. In the field of nursing, nurses should gain knowledge through understanding instead of memorizing a material which could be tested as a broader subject later.
After reviewing the learning styles, it is imperative to note that some modifications are required to improve my learning capabilities. Significant changes include incorporating more books and diagrams. Also using a tape recorder to brainstorm ideas and explaining data to people unfamiliar with what they are learning is essential. Information on learning styles with be of a profound benefit since one effectively understands themselves through acquiring knowledge concerning the overall learning theories. Through incorporation of different strategies, I will improve my study habit, education and grades, contributing to overall satisfaction about my work as well as studies.
According to Michael and Prithishkumar (2014), educators should diversify their teaching styles to gratify the preferences of each learner. Awareness of preferred learning styles for different learners is necessary to allow teaching fluctuate from traditional teacher-centric approach to a student-centric reciprocating process. Diverse knowledge modalities are imperative to the practical moulding of learners educational preferences. People with multimodal educational preference need similar objectives presented in multiple modalities to understand educational materials fully. Previous studies have concluded that educators who match their teaching with the preferred learning styles of students record higher scores (Laxman et al., 2014). It also makes learning easy and enjoyable.
In conclusion, VARK enables an individual to understand their learning style of preference. Utilizing the tools specifically designed for an individual improve their learning and comprehension of various educational materials. I identified myself as a multifocal learner, with a high preference for kinesthetic learning. VARK also highlighted other learning modalities than that can be utilized to reinforce one’s study habits.
References
Almigbal, T. H. (2015). Relationship between the learning style preferences of medical students and academic achievement. Saudi medical journal, 36(3), 349.
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.
Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: using the VARK model. Journal of postgraduate medicine, 60(2), 183.
Laxman, K., Sandip, S., & Sarun, K. (2014). Exploration of preferred learning styles in medical education using VARK modal. Russian Open Medical Journal, 3(3).
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 ( http://vark-learn.com/the-vark-questionnaire/ ), and then complete the following:
- Click “OK” to receive your questionnaire scores.
- Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
- Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
- Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
- Examine how awareness of learning styles has influenced your perceptions of teaching and learning.
In a paper (900-words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:
- Provide a summary of your learning style according the VARK questionnaire.
- Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
- 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.
- 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 4 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 APA guidelines.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite, so no plagiarism.
| 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% |
VARK Analysis
Since birth, human beings are continually learning, and their learning styles differ depending on the person. It is thus essential for each to identify the learning style that best suits them (Bhagat et al., 2015). A specific analysis tool is the Visual, aural, read/write and kinesthetic (VARK) allows one to recognize their style that better prepares them throughout their educational process. Neil Fleming designed the tool in 1987 as a sixteen question assessment scores. After tallying the results, the tool shows where the individual falls within the five strategies. Understanding an individual’s learning styles improves the capacity of teaching others in different settings. The purpose of the paper is to discuss the nurse’s scores of the VARK questionnaire, compare their identified learning style with the rest and identify the required changes to improve one’s learning behavior.
Learning styles are the modes used to collect, interpret, process and reflect on educational materials. Learning preferences are those modalities in which one has a natural preference for (Almigbal, 2015). Students are different in their learning preferences, and it is crucial for educators to effectively deliver information in accordance with the demands of the students. Learners understand proficiently when teaching approaches combine different activities which exhilarate and enhance the visual, aural, read/ write and kinesthetic learning modalities.
After tallying the scores, I identified myself as a multimodal with a firm emphasis on read/write and kinesthetic. Multimodal refers to the combination of two or more learning types. According to Fleming, multifocal individuals are more flexible on how they deliver information. However, such individuals require sensory input and output through all modes before they become satisfied with what they have learned. As a nurse, I was not surprised with the results as I tend to utilize read/write and kinesthetic modalities in most learning processes.
The highest scores were in kinesthetics, which I agree to, since doing activities hands-on provides me with a better understanding of the educational material. For example, when carrying out clinical rotations, I am better adapted to certain activities after doing them. An example is the insertion of catheters. I excel well by overlapping the two modalities using hands-on approach, visual aids, dictionaries and handouts. When studying for exams and quizzes, I find textbooks and other written materials of great importance.
As a kinesthetic learner, I am partial in acquiring knowledge through practice and exposure. Rather, I find the acquisition of knowledge associated with reality. I grasp information best by utilizing all the senses such as smell, touch, sight, hearing and taste. Particularly, working in the hospital laboratory, participating in field trips, listening to lectures on real-life circumstances, working hands-on and, looking at recipes that are capable of resolving a problem are of great significance. Retaining information is enhanced through the reduction of notes and using illustrations to illuminate a concept.
In the third and fourth position were visual and aural modalities. It reflects my preference for visual modality since picture graphs and coloration grab my attention and enable me to remember the content taught. Particularly, I utilize the aural modality through engagement in discussions with classmates since talking about a subject increases my understanding. During the comparison, I noted that my preferred style is visual and kinesthetic. The fact that the visual modality was not at the top of the list was however astonishing. Kinesthetic modality topped the list, and I found it odd that visual modality and learning from doing correlate.
I scored in all the four modalities, reflecting the usefulness and the capability of adapting in various learning situations. Nonetheless, I feel that aural learning modality presents the possibility of errors. One should learn the relevant knowledge and understand and not repeating it in their head over and over. Similarly, read/ write contributes to memorization. In the field of nursing, nurses should gain knowledge through understanding instead of memorizing a material which could be tested as a broader subject later.
After reviewing the learning styles, it is imperative to note that some modifications are required to improve my learning capabilities. Significant changes include incorporating more books and diagrams. Also using a tape recorder to brainstorm ideas and explaining data to people unfamiliar with what they are learning is essential. Information on learning styles with be of a profound benefit since one effectively understands themselves through acquiring knowledge concerning the overall learning theories. Through incorporation of different strategies, I will improve my study habit, education and grades, contributing to overall satisfaction about my work as well as studies.
According to Michael and Prithishkumar (2014), educators should diversify their teaching styles to gratify the preferences of each learner. Awareness of preferred learning styles for different learners is necessary to allow teaching fluctuate from traditional teacher-centric approach to a student-centric reciprocating process. Diverse knowledge modalities are imperative to the practical moulding of learners educational preferences. People with multimodal educational preference need similar objectives presented in multiple modalities to understand educational materials fully. Previous studies have concluded that educators who match their teaching with the preferred learning styles of students record higher scores (Laxman et al., 2014). It also makes learning easy and enjoyable.
In conclusion, VARK enables an individual to understand their learning style of preference. Utilizing the tools specifically designed for an individual improve their learning and comprehension of various educational materials. I identified myself as a multifocal learner, with a high preference for kinesthetic learning. VARK also highlighted other learning modalities than that can be utilized to reinforce one’s study habits.
References
Almigbal, T. H. (2015). Relationship between the learning style preferences of medical students and academic achievement. Saudi medical journal, 36(3), 349.
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.
Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: using the VARK model. Journal of postgraduate medicine, 60(2), 183.
Laxman, K., Sandip, S., & Sarun, K. (2014). Exploration of preferred learning styles in medical education using VARK modal. Russian Open Medical Journal, 3(3).