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VARK Questionaire - Assignment Example

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After having filled out the VARK questionnaire, it was determined that this student is a multimodal learner, VR or VK, with a high preference for visual learning (14) and a split learning preference of reading and kinesthetic which both scored (8). Having found commonalities…
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VARK Questionaire
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RUNNING HEADER: Maximizing Learning through VARK Concept Training Maximizing Learning through VARK Concept Training Sherena Jones YOUR HERE HERE
Maximizing Learning through VARK Concept Training
After having filled out the VARK questionnaire, it was determined that this student is a multimodal learner, VR or VK, with a high preference for visual learning (14) and a split learning preference of reading and kinesthetic which both scored (8). Having found commonalities with the question format, the student was able to assess her own learning abilities in order to provide a training program to help others maximize learning.
A visual learner would comprehend best when exposed to imagery, such as using flowcharts, diagrams and system models (Murphy, et al., 2004). Training would include putting concepts into various illustration formats so that the individual could see a pictorial representation of the subject matter. In opposite accord, the aural learner would best be assisted in comprehension by putting training material into the form of a lecture or using CD-ROM technology with auditory discussion of subject matter. This would allow the aural learner to focus more intently on the concept or lecture.
For those with read/write as their preferred style, the training should include textbooks, notes and other various hand-outs that describe the learning concepts. This type of learner would benefit from having subject outlines written or certain lecture notes that have been properly paraphrased and put into documentation (Murphy, et al.). The kinesthetic learner prefers a more hands-on approach, a form of experiential learning. This is a learn-by-doing approach which could involve role playing in groups or developing hands-on science projects and experimentation to come up with a concept solution (Pashler, et al., 2009).
There are several implications for establishing a learning-specific training program for learning. First, it should be recognized that individuals with a strictly kinesthetic learning style
make up only a marginal percentage of the national population (, n.d.). Establishing tactile learning without a multi-modal approach might only satisfy a small portion of the learning classroom based on this research data.
Secondly, some learners, like this student with dual learning styles, might benefit from a multi-modal approach that blends visual with read/write aspects. This would likely be a better training method when the learning takes place in a group with a high population of learners trying to comprehend the same training concepts, such as a business organization. Many individuals maintain multi-modal learning talents and this should be recognized to ensure that a program maintains elements for multi-modal learners. This might require the trainer to have a competent background in dual learning approaches, or conducting pre-testing in the large classroom, to determine whether multiple methods would have broad comprehension value.
Murphy, R.J., Gray, S.A., Straja, S.R. and Bogert, M.C. (2004). “Student Learning Preferences
and Teaching Implications, Journal of Dental Education. Retrieved August 23, 2012
Pashler, H., McDaniel, M., Rohrer, D. and Bjork, R. (2009). “Learning Styles: Concepts and
Evidence”, Psychological Science in the Public Interest, 9(3), pp.105-119. (n.d.). “A Guide to Learning Styles”. Retrieved August 23, 2012 from Read More
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