Vark Learning Assessment Essay Example

an animal scientist with autism, visual learners see abstract concepts in terms of pictures (Dabb, Zapalska 2002, VARK 2012). Lastly, kinesthetic learners are “hands on” students. This group learns best by moving, touching, and using the application of real experiences. Field trips, laboratories, tutorials, and exhibits are often a more beneficial setting for this group, as opposed to a traditional classroom. Kinesthetic type learners often struggle at the collegiate level because most educational programs are not geared toward this learning style.

Statistically speaking, the kinesthetic learning style is more prevalent in men, as well as the nursing, medical, and dentistry professions (Bernardes, Hanna 2009; Dabb, Zapalska 2002; VARK 2012). Neil Fleming, educational developer, teacher, and founder of VARK, further developed this theory by adding the read and write modality. (Bernardes, Hanna 2009). Read and write style learners work most efficiently by making lists, taking exact notes, reading textbooks, consulting dictionaries and glossaries. Many educators have a significant preference for this particular modality (VARK 2012).

The results of the VARK learning preference analysis revealed the author to be partial to a singular modality, the kinesthetic learning style. Her VARK learning assessment scores are V-0, A-3, R-4, K-9. Historically, the author has a propensity for the use of a “hands on” approach, incorporating flash cards, highlighting text, repetitive writing, demonstrations, examples and applications of abstract concepts as it applies to real life. The personal learning profile dictates that the author is resistant to other modes of learning, and is a slower learner because she learns by observations and experiences.

This approach takes more time, and often the learner must set aside several hours of

study time in order to fully grasp what is expected of her (VARK 2012). Comparatively, a read and write score of four was too low of a score to be considered as a bi-modality asset, and was mildly suggestive of mediocre success at the collegiate level. Kinesthetic learners must ‘translate’ into the read and write mode. The author is in disagreement with this concept. She believes that the read and write mode is a dominant learning preference as well.

Current study techniques include note taking, ‘extra’ reading, and composing discussion question responses for class. A score of three in the aural category states a potential disadvantage for learning, especially at the university level as this technique is widely used in Western education. This result is less worrisome, because the author is involved in an online learning environment, which has little emphasis on the aural modality. A score of zero in the visual category carries a strong recommendation to avoid that mode of learning.

This analysis is also incorrect as the author utilizes underlining, highlighters, and symbols as learning aides when studying (VARK 2012). The VARK Personal Learning Profile concludes the author’s greatest weakness is visual learning. This is where study habits must be revised and changed to meet current academic needs. Grand Canyon University has an excellent interactive website with multiple tutorials for students, yet the online classroom primarily uses the read and write mode. The author will adjust accordingly using repetition, continued participation, and engaging fellow students with similar learning styles.

Efficient note taking techniques will be implemented along with diligent reading habits to avoid skimming and misinterpretation of material. In

summation, the VARK Personal Learning Profile, while informative, was not intended for literal interpretation. The questionnaire has sixteen points and can be answered in variety of ways. Results differ with each individual, and even when retaken by the same individual at a different date. It provides guidelines and suggestions for academic learners to tap into a preferred style in order to be more successful.