[ANSWERED] Provide a summary of your learning style according the VARK questionnaire. Describe your preferred learning strategies
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,”( http://vark-learn.com/the-vark-questionnaire/ ) located on the VARK website, 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 (750‐1,000 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 three peer‐reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.
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This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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Expert Answer and Explanation
My Learning Style
The ability of people to acquire knowledge differs across different personalities and environments. The learning styles and techniques of someone may be a combination of different styles that could be applied over a wide range of circumstances (Truong, 2016). Regardless of one’s physical presentation, it is necessary to learn that they can develop specific styles of learning in response to present needs. In most schools, the curriculum employed allows learners to use their styles of choice including book-based learning, tutorials, class discussions, as well as exams. Recognizing one’s own learning styles improves the speed and the quality of learning they experience in different environments.
Summary of My Learning Style According to the VARK Questionnaire
According to the VARK questionnaire, my learning preference is Multimodal, whereby I prefer learning concepts using multiple methods or channels of communication. Among these different ways, my largest preference is Kinesthetic, as I had the highest scores in the category. Kinesthetic learning implies that I prefer using my hands, body, and sense of touch when learning. From the results, it is clear that people with my preference like to use different formats of information such as maps, graphs, and diagrams (Truong, 2016). They also like using discussions, listening, questioning, and taking notes, practical exercises, as well as experiences. Most importantly, they like using things that are real such as case studies in understanding various concepts that boost their learning experience.
Fig 1. A screenshot of my scores from the VARK website. My preferred mode of learning is multimodal, with kinesthetic being the highest choice (The VARK Questionnaire, 2019).
My Preferred Learning Strategies
Among the strategies I prefer in learning include class discussions as well as class lectures that have illustrative diagrams. This relates to my learning style as it is a connection of different styles to achieve one mixture of methods. The main reason why I prefer class discussions is because they allow one to express themselves to class colleagues (and other people horizontally- with common level of education) about their learning experience. Illustrative diagrams also allow one to grasp the concept without much difficulty.
How Learning Styles Can Affect the Degree of Performance in Educational Activities
Learning styles affect the degree of performance in educational activities in that the better the learning style, the greater the performance. People who have not learnt how to integrate their learning styles with the educational activities find it hard improving the performance in the learning forums that they are involved in (Willingham, Hughes, & Dobolyi, 2015). When working with learners, educators should investigate their individual learning styles as they would understand the most applicable techniques when imparting them with knowledge, and this can greatly improve the learning outcomes.
Why Understanding the Learning Styles of Individuals Involved in Health Promotion is Important
Health promotion is a marketing strategy in which marketers or members of healthcare units attempt to increase the likelihood of health products becoming more popular among members of the public (Bokhari & Zafar, 2019). Just like teachers and lecturers, individuals participating in such campaign have the goal of increasing the knowledge of various products in a positive way to the members of the public.
They can achieve the results through implementing practices and lessons that directly or indirectly result to behavior change and subsequent demand of the health products.
Learning styles of the recipients of health promotional material can affect behavior change in that the more the promoter is aware of the recipient’s learning style, the higher the likelihood of changing their behavior (Bokhari & Zafar, 2019). People with a greater coincidence of learning styles knowledge have a higher likelihood of achieving positive results.
Behavior change is also accomplished more easily when health promoters have the potential to quickly recognize the effect of their techniques on behavior change.
Different learning styles can be accommodated in health promotion by having health promotion experts who have specific specializations of teaching. That is, when a certain group of expert is specialized in educating kinesthetic learners about the product, it becomes easier to convince the clients using their own language (Bokhari & Zafar, 2019). Having different learning styles is also a source of unity among health promoters as they have to work together to build a clientele in all diverse fields.
Conclusion
After an analysis of my learning preferences using the questionnaire presented in the VARK Website, it is clear that I am a multimodal individual, with a high preference of kinesthetic learning techniques. This means that besides having the ability of interlinking different ways of learning, I have a high preference of using actions and using the body or touch as a way of learning.
Learning styles can affect the performance in educational activities as applying the most individually suitable style imply that the learners have the best results. Understanding the learning styles of individuals in health promotion is also important as it increases the likelihood of health products becoming popular among the members of the public through implementation of behavior change practices.
References
Bokhari, N. M., & Zafar, M. (2019). Learning styles and approaches among medical education participants. Journal of Education and Health Promotion, 8(1), 181.
The VARK Questionnaire (2019). Retrieved from: http://vark-learn.com/the-vark-questionnaire/?p=results
Truong, H. M. (2016). Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities. Computers in human behavior, 55, 1185-1193.
Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271.
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Rubric Criteria
Criterion | 1. Unsatisfactory | 2. Less than Satisfactory | 3. Satisfactory | 4. Good | 5. Excellent |
|---|---|---|---|---|---|
Personal Learning Styles According to VARK Questionnaire Personal Learning Styles According to VARK Questionnaire | 0 points Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire. | 15 points Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. | 15.8 points Personal learning style according to the VARK questionnaire is identified and basic summary is provided. | 17.8 points Personal learning style according to the VARK questionnaire is identified and described. | 20 points Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection. |
Learning Styles and Health Promotion 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) | 0 points 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. | 15 points 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. | 15.8 points 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. | 17.8 points 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. | 20 points 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. |
Mechanics of Writing (includes spelling, punctuation, grammar, language use) Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 0 points Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | 3.75 points Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. | 3.95 points 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. | 4.45 points 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. | 5 points Writer is clearly in command of standard, written, academic English. |
Paper Format (use of appropriate style for the major and assignment) Paper Format (use of appropriate style for the major and assignment) | 0 points Template is not used appropriately or documentation format is rarely followed correctly. | 1.5 points Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | 1.58 points Template is used, and formatting is correct, although some minor errors may be present. | 1.78 points Template is fully used; There are virtually no errors in formatting style. | 2 points All format elements are correct. |
Argument Logic and Construction Argument Logic and Construction | 0 points Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | 3.75 points Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | 3.95 points 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. | 4.45 points Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | 5 points Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
Preferred Learning Strategies Preferred Learning Strategies | 0 points Personal learning strategy content is missing. | 15 points Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. | 15.8 points Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. | 17.8 points Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented. | 20 points 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. |
Thesis Development and Purpose Thesis Development and Purpose | 0 points Paper lacks any discernible overall purpose or organizing claim. | 3.75 points Thesis is insufficiently developed or vague. Purpose is not clear. | 3.95 points Thesis is apparent and appropriate to purpose. | 4.45 points Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | 5 points Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. |
Learning Styles Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator) | 0 points Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented. | 15 points 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. | 15.8 points 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. | 17.8 points 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. | 20 points 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. |
Documentation of Sources Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 0 points Sources are not documented. | 2.25 points Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | 2.37 points Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | 2.67 points Sources are documented, as appropriate to assignment and style, and format is mostly correct. | 3 points Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
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