...STRATEGIES Analysis of VARK Learning Strategies “The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that are used for learning information (Fleming & Mills, 1992)”. Each person learns in a unique yet definable way, and through the utilization of the VARK system, categories have been established to assist in understanding and promoting effective learning by the individual. The VARK system is based on a questionnaire where each person describes their response to a given situation, and the compilation of the answers then allows these results to place the individual within one of the four identified groups, with the addition of a fifth being an all-encompassing “multimodal learning preference (Fleming & Mills, 1992)”. The design of the program assists the learner to not only receive their identified learning style, but allows for the instruction of changes or habits that the individual may find helpful in developing their learning effectiveness. Visual learning includes the use of printed graphs, charts, and visual comparisons by using labels, arrows, and symbols that the individual can associate with items of interest. The visual learner equates symbols and figures, and this allows them to process and retain the information more effectively. This style of learning was identified with the lowest number upon completion of the personal questionnaire. Aural/Auditory learning involves the hearing or recitation of learned...
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...EED 435 Entire Course (UOP) For more course tutorials visit www.tutorialrank.com EED 435 Week 1 Co-Planning Arts Integration Scenario EED 435 Week 1 Arts Standards Scavenger Hunt EED 435 Week 2 Co-Planning Arts Integration Scenario Paper EED 435 Week 2 Visual Art Lesson Plan Template EED 435 Week 2 Visual Arts Integration Strategies Template EED 435 Week 3 Drama Lesson Plan Template EED 435 Week 4 Classroom Observation Reflection Paper EED 435 Week 4 Assignment Dance, Movement, and Music Integration Strategies Template EED 435 Week 5 Arts Personal Philosophy Paper EED 435 Week 5 Multicultural Unit EED 435 Week 5 Arts Integration Strategies Presentation ------------------------------------------------------------------------------------------ EED 435 Week 1 Arts Standards Scavenger Hunt (UOP) For more course tutorials visit www.tutorialrank.com Complete the University of Phoenix Material: Arts Standards Scavenger Hunt located on your student website ------------------------------------------------------------------------------------------ EED 435 Week 2 Co-Planning Arts Integration Scenario Paper (UOP) For more course tutorials visit www.tutorialrank.com Write a 700- to 1,050-word paper based on the scenario you chose from the Co-Planning Arts Integration Scenario in Week One. Include the following in your paper: A description of the development stage and critical thinking skills of the children in the scenario you chose An explanation...
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...styles will be discussed as well as the advantages and implications of understanding one’s learning style. The acronym VARK stands for visual, aural, read/write, and kinesthetic. Neil Fleming and Colleen Mills designed a questionnaire for students of all walks of life to help them identify their individual learning style. The different categories identified by creators of the questionnaire are sensory modalities that people use to learn (Fleming & Mills, 2011). The quiz is 16 simple questions that break down one’s learning style into the mentioned four categories. Some may find that they score the same or overlap in several of the categories making them multimodal learners. Visual learners are those who take in and process information that is in a visual format such as maps, graphs, charts and diagrams that take the place of the written word (Fleming & Mills, 2011). It is interesting to note that television, movies, photographs or power-point format are not considered tools for teaching visual learners. “Visual learners prefer seeing what they are learning”(Russell, 2006, pg 352). Auditory learners are those who learn through the hearing information presented in the auditory format such as “from lectures, group discussion, radio, email, using mobile phones, speaking, web-chat and talking things through”(Fleming & Mills, 2011). Auditory learners may even talk to themselves or repeat back...
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...nursing profession is not only about patient’s bedside care, but also workplace improvement by facilitating others for example students, colleagues and patient health teaching. Gopee (2011) defined facilitating learning is that the learner becomes aware that they should be the originator of their thinking, meaning to say the learner should take more control of their learning instead of passively receive information from the teacher. In addition, facilitating learning is usually form part of healthcare’s professional code, as mentioned in code of practice by Nursing Midwifery Council (2008) that registered nurse must be willing to share their experiences and skills for the good of their colleagues and must facilitate student and others to develop their competent. In order to fulfill this subject, I have two main parts to complete. First, a plan for facilitating a learning session applied all the relevant theories that have been lecturing, and the second part, I am going to write here is a reflective essay using Gibb’s (1988) reflective cycle on what I have learn from this module and my learning from the observed session. In this paper, I used the Gibbs cycle cited in Kilgallon and Thompson (2012). Gibbs (1988) cycle is a widespread model for reflection. It comprises of 6 stages: description, feelings, evaluation, analysis, conclusion and action plan, all which I would go stage by stage. BODY Description At the beginning of this subject, a series of lectures had been delivered...
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...Combining the old age tradition of storytelling with the latest technology lead to compelling tool that motivates students to read more and write better. The approach is called digital storytelling. It is a good way to engage students in both traditional and innovative way of telling a story. It is emerging as a way to shape narrative and facilitates efforts to capture classroom moments for learners to reflect upon and revise practice, as well as to develop teaching consciousness. Digital stories revolve around a chosen theme and often contain a particular viewpoint. They are typically just a few minutes long and have a variety of uses, including telling of personal tales, recounting of historical events, or as a means to inform or instruct...
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...learning needs also change from each student to the next (Liew, Sidhu, & Barua, 2015). The “styles” for learning that are widely adopted include the Visual, Auditory, Read/Write, Kinesthetic (VARK) model, developed by Fleming and Mills (1992) include Visual (V), Auditory (A), Read/Write (R) and Kinaesthetic (K) types of learning approaches. The Visual (V) learner learns best by the use of information by visual means (using of charts, mindmaps, and other visual aids). The Auditory (A) learner understands best by hearing the information. The Read/Write (R) learner learns best when the information is shown in written word or displayed. The Kinaesthetic (K) learner learns best with practice or simulation (Liew, Sidhu, & Barua, 2015). In the past, institutional study methods were confined to lectures and self-study. A major part of education depended upon lectures. Information technology had widely changed the modes available related to knowledge acquirements for 21st century students. With a variety of educational aids available these days, it is important to identify the most efficient way to complement and deliver knowledge in order to help the students to become exceptional learners. In this way they can become the best students possible. Types of Learning Kenesthetic Learning Through this questionnaire I discovered that my personal learning style is kinesthetic. Kinesthetic means that you prefer to learn using experiences, or hands on action (Kinesthetic Strategies, n.d.)....
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...26th May 2014 Personal reflection on Equality and Diversity by Julia Hill I presently work as a NAPPI Trainer/Auditor (non-abusive psychological and physical interventions) for Elmcare. Elm care is a company who own homes where people with Learning disabilities and challenging behaviours live and they are supported as required and encouraged to live a normal as life as possible. I am responsible for delivering the training to all the staff that have any contact with the service users in any way to promote a safe working environment. Firstly I will tell you what NAPPI (non-abusive psychological and physical interventions) is about. It was established in 1995 and is a leading provider of training and consultancy in the principles of positive behaviour support. In addition to their subject specialism, the educational value of their services is central to their success. Services include direct training at three levels of intervention; onsite training, open workshop delivery and the development of trainers. I am currently trained to teach level 1 and level 2 and I will be completing the level 3 in June this year. The most important contribution is identified in their successes. A reduction in staff and service user injury, a reduction in the use of restrictive practices, and overall reduction in behaviour that challenges and increased quality of life for all. (NAPPI UK Limited). The people that I train have various levels of known education, whether it has been at school, or some...
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...Learni M edi and Technol ng, a ogy I SSN :17439884 ( nt 1743Pri ) 9892 ( nlne)J O i ournalhom epage:ht p: / w w . andf i com / oi cj 20 t /w t onlne. l / em Al earni desi f st ng gn or udent -gener ed di t at gi al st oryt lng eli M at hew Kearney t To ci e t s art cl M at hew Kearney ( t hi i e: t 2011)A l ni desi f st ear ng gn or udent gener ed at di t st gial oryt lng,Learni M edi and Technol eli ng, a ogy,36: 1692, 188,D O I : 10. 1080/ 17439884. 2011. 553623 To lnk to thi arti e: ht p:/ doiorg/ 1080/ i s cl t / dx. . 10. 17439884. 2011. 553623 Publshed onlne:14 Apr 2011. i i Subm i your artcl t t s j t i e o hi ournal Ar i e vi s:1332 tcl ew Vi r at ar i es ew el ed tcl Cii ar i es:6 Vi cii ar i es tng tcl ew tng t cl Ful Ter s & Condii l m tons ofaccess and use can be f ound at ht p: / w w .andf i com / i j t /w t onlne. acton/ournalnf m aton?j nal I or i our Code=cj 20 em D ow nl oad by:[ i esex U ni siy] M ddl ver t D at 02 Febr e: uary 2016,At 11: : 17 Learning, Media and Technology Vol. 36, No. 2, June 2011, 169–188 A learning design for student-generated digital storytelling Matthew Kearney* Faculty of Arts and Social Sciences, University of Technology, Sydney, New South Wales, Australia (Received 16 December 2010; accepted 7 January 2011) CJEM_A_553623.sgm Taylor and Francis Downloaded by [Middlesex University] at 11:17 02 February 2016 shirleya@uow...
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...categorize learning styles, this paper focus on VARK learning analysis quiz and learning styles as well as the implication of understanding an individual’s learning style. VARK abbreviation stands for visual, aural, read/write, and kinesthetic. VARK model is one of the most prevalent learning style analyzing tools. Neil Fleming developed it in 1987, to help students and others learn more about their individual learning preferences (Fleming & Mills, 2011). This methodology was the first organized arrangement of questions with ideal responses that could be used to identify students, teachers, and employers learning styles. Under Neil Fleming’s model, learners are identified according to their preferred learning style that are visual learning (images, films, pictorial representation), auditory learning (audio tapes, conversation, speeches), reading and writing (taking notes, manuals, creating list), or kinesthetic learning (movement, experiments, hands-on activities). Visual Learners are those categories of individuals who learn the best from visual representation. They learn from seeing graphic displays such as diagrams, publications, and videos. To those individuals this method appeals the most would prefer to have information visualized rather than in any written form. Learners in this category relies on...
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...Some people find that they have one main style of learning. Others will find that they use different styles in different circumstances. There is no right or wrong style. By being able to recognized and understand your personal learning preferences, you can use strategies better suited to you. This will improve the speed and quality of your learning experiences. The VARK learning styles questionnaire is a tool that can help learners identify their preferred learning styles. VARK learning styles, consist of four styles of learning preferences. Visual learning (pictures, movies, diagrams), auditory learning (music, discussion, lectures), reading and writing (making lists, reading textbooks, taking notes), and kinesthetic learning (movement, experiments, hands-on activities) complete these styles (Cherry, 2014). After completing the VARK questionnaire the author discovered that her prefer learning style was multimodal. Aural and read-write were equally strong focuses for her, which VARK puts into the category multimodal (Fleming, 2011). An aural or auditory learner learns by hearing information where a reading and writing learner prefers to take in information displayed as words (Cherry, 2014). Listening and talking aloud are the best way for auditory learner to learn. They will notice and remember sounds at are excellent at remembering items that they hear. Words and language are also some of their strengths. When studying they will read to...
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... The individual develops a personal preference for a particular mode of information delivery; or preferred learning style, which reinforces retention of information. The acronym VARK, describes what Fleming & Mills believe to be the sensory concepts of the learning process: Visual, Aural, Read/write and Kinesthetic (Fleming & Mills, 1992). This is but one of many theories of learning style, all of which are subjective and relate to how the individual learner perceives the most beneficial way of acquiring and interpreting new information. For the purpose of this paper, the focus will reflect how VARK relates to the learning process. The VARK questionnaire consists of a number of questions relating to an individual’s perception of how they approach learning new material and also how they share information with others. On completion of the questionnaire, a detailed analysis is formulated, giving the respondent an analysis of the type of learning modality best suited for that person, and how to achieve optimal outcomes from a learning experience. The Read/write learner prefers to see the written word, usually takes written notes during class, and finds information from textbooks, manuals, and all other forms of written information. The Read/write learner finds it easy to share information with others from a written source, preferring to convey information from a printed or written verbiage rather than from diagram. This type of learner is at greatest advantage over...
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...They can be cited as follows: 1. Self-learning methodology that is available in the nature of the development files depends on the maturity and motivation of the student. For this reason it may not be convenient for the all types of learning styles. 2. If the teachers do not direct the students enough about reflection and not support them, students cannot be sure about how to make reflections and this can cause shyness. 3. Development files consist of both process and product. If necessary time is not spent on the process of development files, the resulting product (outcome) will be poor. In this respect, development files are time consuming. 4. If the necessary software, hardware and devices are easily obtained to create electronic development files, it can be costly for a person to obtain them by himself/herself. 5. Creating electronic development files requires technological knowledge and skills. Some pupils might not have the technical know-how and consequently feel overchallenged. 6. Preparation process of electronic development files can sometimes be and annoying...
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...-title page -table of contents -student resume -statement of purpose(purpose of portfolio) -organization of entry -personal reflections -comments of the faculty -rubric for the ff. -statement's self-rating competency checklist personal reflections From my observation, I have learned and witnessed a lot of things. The real situation in a classroom can never be predicted. Problems may arise any time of the learning and testing process. In this everyday learning process the students together with their teacher learn things together. Not everyone in that room is the same, especially the students. Most of them may be able to cope up with their teacher’s strategy of teaching but some cannot. Not all of them may lend their full attention with regards to listening to every instruction their teacher say. I can say that being in the real situation like being in a classroom as someone else (not a student but an observer) sometimes worries me. Because I may be able to cause the learning interference in that conducive learning environment. At first I may feel to be very conscious about what would I do next, what would I say if someone asked me this thing or that, how would I act for me to be more professional with this study I am conducting and other more uncertainties. But nevertheless my gratitude being there in that room is incomparable with my other first hand experiences in life as an education student. I am very thankful for the opportunity...
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...cycle Role, responsibilities and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment, planning and review. The main role of the teacher is to facilitate communication in such a way that all students are encouraged to enter into a wider debate surrounding the topic they have chosen. To ensure sessions’ aims and objectives are meaningful and applicable to students the teaching role incorporates ongoing administration and assessment. Assessing varying learning styles within a group and considering learner’s motivations and previous experiences helps identify various teaching methods that could be useful throughout the program. Sessions incorporating visual, auditory and kinaesthetic learning styles ensures students have equal rights to learning and provide the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective. I teach holistic health and wellbeing classes where motivations and previous experience constantly change as better health is experienced. My role is to create a safe learning environment to establish open and trusting relationships. Recording changes by completing relevant admin ensures records are up to date in order to evaluate changes to forthcoming aims and objectives. The main responsibility of the teacher is to continually reassess development and change during the course and create a seamless transition to ensure...
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...to their successors. The learner is the most important component in the educative process and so he or she is the center in the educational system hence it is necessary for us to discuss his or her traits in order for us to devise ways to enhance his or her ability to assimilate learning. There are many factors that influence the learner’s learning and how we can become nurses that are effective educators. Objectives: By the end of the report, the students will be able to: • Describe the learner. • Enumerate the characteristics of a learner. • Identify the elements of the learner • Differentiate the Types of learners. Nature of the Learner The learner is an embodied spirit. He is the union of sentient body and a rational soul. His body experiences sensations and feels pleasure and pain. His soul is the principle of spiritual acts, the source of intellectual abstraction, self-reflection, and free rational volition. Body and soul exist in mutual dependence. (Kelly, 1965) The Learner n 1: someone (especially a child) who learns (as from a teacher) or takes up knowledge or beliefs [syn: scholar, assimilator] 2: works for an expert to learn a trade [syn: apprentice, prentice] Fundamental Equipment of the Learner The learner has the power to see, hear, touch, smell, taste, perceive, imagine, retain, recall, recognize past mental acts, conceive ideas, make judgment, reason out, feel and choose. • Five Elements of the Learner 1. Ability The students’...
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