My Preference for the Visual Learning Style, and Its Strengths for Growth in My Study Program - Essay Example

 Masters in Education Self-Assessment and Reflection My preference for the visual learning style, and its strengths and opportunities for growth in my program of study A learning style (LS) is simply a way of learning. A more formal definition given by Dunn % Griggs (2000) states, “Learning style is the way students begin to concentrate on, process, internalize, and remember new and difficult academic information”. Keefe (1979) describes it as the “composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicator of how a learner perceives, interacts with, and responds to the learning environment”. But a preferred learning style is an individual matter. It suits a particular individual and enables him or her to learn at their best. My preferred learning style is visual meaning that I prefer the use of visual representations. I also prefer quiet study periods, inclined to organize subject matter, am detail oriented and during lectures I tend to take detailed notes. I am also good at writing and enjoy conducting preliminary research. Visual learning is one of four learning styles in Fleming’s VARK model, which in turn is based on a Neuro-linguistic programming VAK model. The letters VARK stand for the four learning styles viz. visual, auditory, reading/writing and kinesthetic. My preference for the visual learning style means that I prefer seeing things for myself whether they are in the form of pictures, diagrams, charts, graphs, visual illustrations, photographs, slides, handouts, maps etc. Furthermore, that I prefer this way of learning (that uses these means of teaching) over the other auditory means that focus on listening, reading/writing intensive means, and kinesthetic means that utilize physical experience. For me, the visual representation of information is a great aid to assimilating information. As the ancient Chinese proverb says, “A picture is worth a thousand words”. When I researched this saying for this paper, I came to know that the original Chinese words meant something a bit different. The literal translation is “A picture’s meaning can express ten thousand words” (Lester). I cannot agree more. Visual representations are so extremely useful if not essential as an aid to learning that they can appropriately render the same ‘meaning’ that could take a lot of words to describe accurately. In practice, no doubt words are necessary, especially in a high level academic course as Masters in Education, but pictures somehow have the ability to encapsulate those words in a way that can become fixated in the mind easily and visualized such that the information it contains can be recollected. The Chinese origin of the proverb also brought to mind how the Chinese writing system itself is based on pictograms thereby exhibiting a strong connection between writing and picturing. The existence of cave drawings also demonstrates the ability of pictures to be preserved more so than the written word. Even nowadays, symbols are so ubiquitous that they have replaced the need for many commons signs, designations, instructions and so on. The benefit of incorporating LS theory into teaching practice by matching instructional strategies to learning style preferences of students is that it “enhances student engagement and promotes academic success” (Penn State, 2008). Research by Dunn and Griggs (2000) also shows that the gains are higher for college students when instructional strategies /resources compliment student LS. What I have learnt from being aware of LS theory are two things: firstly, by recognizing what works best for me and what LS I am inclined towards, I can take advantage of this in my own studies by emphasizing the use of visual data, and secondly, the importance of varying teaching approaches so as to provide students inclined towards different approaches opportunities to absorb the subject matter in their own preferred way as well. In particular, LS theory offers useful insight into the difficulties faced by students with learning problems and how to understand and deal with them to aid their learning processes. As a student myself, knowing my learning style helps me to moreover capitalize on my strengths and develop coping strategies to overcome weaknesses. I feel that having a formal education in teaching at this stage in my life will make me a more competent and effective teacher. I find that I possess many abilities that can be used to my advantage as a teacher. For example, I tend to be able to think both inside and outside ‘of the box’. This allows me to have very strong problem solving skills. I am the product of two hard-working parents who always prioritized education and encouraged me to pursue my dreams. I am grateful to have had parents who instilled a strong work ethic and engendered a mentality that anything could be achieved. I believe learning is a mindset that becomes a lifelong habit. In this regard, getting to know my preferred learning style helped to achieve much greater than I otherwise could have. It enabled me to assimilate information in a way more conducive to my natural inclinations and thereby maximize my learning potential. Other consequential benefits I have experienced and are likely for others are improvements in self-confidence and self-esteem, and greater attachment to and motivation for learning. In short, “understanding your own learning style can help you to learn as well as work in a more efficient manner” (Ldpride, 2008). As far as opportunities for growth in my program of study are concerned, as mentioned already, I wish to utilize the abilities I already possess to pursue a career in teaching. The program of study provides the right basis for gaining the required knowledge and specific teaching skills. Based on the assessment of my learning style and thereby becoming better acquainted with my learning strengths and weaknesses, I aim to capitalize on my strengths and develop improvement strategies to assist my progress on the program of study and ease my transition from successfully completing the course to imparting knowledge for real as a professional teacher. Preference for the visual learning style suggests that the use of various pictorial and visual representations should be enhanced as appropriate. So this includes for example, the diagramming of important notes, noting key points, making lists, outlining the reading material, illustrating processes, making ample use of color, marking and highlighting etc. I am also discovering new ways of using flow charts and mind maps. In addition, the assessment and research on the topic has pointed out techniques for improving memorization by focusing attention, avoiding temptation of cramming information, the benefits of organizing and structuring research and study material, using mnemonic devices to aid memorization and recall, the use of ‘association’ in aiding memory processes, and visualizing concepts, etc. Information that is difficult, I realize should be tackled in alternative ways that could turn out to make the task easier. Thus we see that by enhancing effective study techniques, more can be gained from the classroom and lectures. The research also showed effective ways information technology tools can be best used in teaching. References Dunn, R., & Griggs, S. A. (2000). Practical approaches to using learning styles in higher education. Westport, CT: Bergin and Garvey. Quoted in Penn State. (2008). Accounting for Learning Styles. Keefe, J. W. (1979) Learning style: An overview. In NASSP's Student learning styles: Diagnosing and proscribing programs. Reston, VA. National Association of Secondary School Principles. pp. 1-17. Quoted on nwlink website. Retrieved May 29, 2009 from: http://www.nwlink.com/~donclark/hrd/styles.html. Ldpride.net. (2008). Understanding Your Learning Styles. Downloaded from: http://www.ldpride.net/learningstyles.MI.htm#Learning%20Styles%20Explained. Lester, Paul Martin. (n.d.). http://commfaculty.fullerton.edu/lester/writings/letters.html Penn State. (2008). Accounting for Learning Styles. Retrieved May 29, 2009 from: http://www.personal.psu.edu/scs15/idweb/learningstyles.htm. Read More