[ANSWERED 2023] Provide a summary of your learning style according the VARK questionnaire. Describe your preferred learning strategies

Written By: Dan Palmer, RN

Provide a summary of your learning style according the VARK questionnaire. Describe your preferred learning strategies

Provide a summary of your learning style according the VARK questionnaire. Describe your preferred learning strategies

Provide a summary of your learning style according the VARK

 

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:

  1. Click “OK” to receive your questionnaire scores.
  2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
  3. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
  4. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
  5. 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:

  1. Provide a summary of your learning style according the VARK questionnaire.
  2. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
  3. 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.
  4. 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.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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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Rubric Criteria

Total100 points

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.

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.

Provide a summary of your learning style

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 Promotion8(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 behavior55, 1185-1193.

Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology42(3), 266-271.

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FAQs

How would different learning styles be accommodated in health promotion?

In health promotion, it is important to consider different learning styles in order to effectively communicate health information and encourage behavior change. Here are some ways that different learning styles can be accommodated:

  1. Visual learners: Visual learners learn best by seeing things. To accommodate visual learners, health promotion materials can include pictures, diagrams, and videos that illustrate health information. Infographics and posters can also be effective for conveying information in a visual way.
  2. Auditory learners: Auditory learners learn best by listening. To accommodate auditory learners, health promotion materials can include podcasts, recorded lectures, and videos with narration. Group discussions and oral presentations can also be effective for auditory learners.
  3. Kinesthetic learners: Kinesthetic learners learn best by doing. To accommodate kinesthetic learners, health promotion activities can involve hands-on activities such as role-playing, simulations, and interactive games. Providing opportunities for physical activity and experiential learning can also be effective.
  4. Reading/writing learners: Reading/writing learners learn best by reading and writing. To accommodate reading/writing learners, health promotion materials can include written materials such as brochures, fact sheets, and handouts. Online resources and social media platforms can also be effective for sharing written information.

How do learning styles ultimately affect the possibility for a behavioral change?

Learning styles can play a significant role in the effectiveness of health promotion efforts and the likelihood of a behavioral change. Here are some ways that learning styles can affect the possibility for a behavioral change:

  1. Visual learners: Visual learners may be more likely to engage with health promotion materials that are visually stimulating and include graphics or illustrations. When they are presented with information in a visual format, they may be better able to understand and remember it, which can increase the likelihood of a behavioral change.
  2. Auditory learners: Auditory learners may be more likely to engage with health promotion materials that are presented in an audio format or include opportunities for discussion and conversation. When they are able to hear and talk about health information, they may be better able to process and retain it, which can increase the likelihood of a behavioral change.
  3. Kinesthetic learners: Kinesthetic learners may be more likely to engage with health promotion activities that involve physical movement and hands-on learning. When they are able to participate in activities and experiments that demonstrate health information, they may be better able to understand and apply it, which can increase the likelihood of a behavioral change.
  4. Reading/writing learners: Reading/writing learners may be more likely to engage with health promotion materials that are presented in written form or include opportunities for note-taking and reflection. When they are able to read and write about health information, they may be better able to process and internalize it, which can increase the likelihood of a behavioral change.

How would different learning styles be accommodated in health promotion, how do learning styles ultimately affect the possibility for a behavioral change, what is your learning style and how does it helps you as a student, what are learning styles, learning styles of students, importance of learning styles to teachers, learning styles for elementary students, how to identify learning styles.

What are the learning styles of VARK patient education?

The VARK model is a popular framework used to understand and categorize different learning styles. VARK stands for Visual, Auditory, Reading/Writing, and Kinesthetic, representing the four primary learning preferences or styles that individuals may have. When it comes to patient education, understanding a patient’s preferred learning style can help healthcare providers tailor their teaching methods to enhance comprehension and retention. Here’s a brief overview of each learning style in the context of patient education:

  1. Visual Learners (V):
    • Characteristics: Visual learners prefer to process information through images, charts, diagrams, and other visual aids.
    • Patient Education Strategies: Provide visual materials such as diagrams, pictures, videos, or illustrations to explain medical conditions, procedures, and treatment options. Encourage the patient to take notes or draw diagrams to reinforce their understanding.
  2. Auditory Learners (A):
    • Characteristics: Auditory learners learn best through listening and speaking. They prefer verbal explanations and discussions.
    • Patient Education Strategies: Explain concepts verbally, engage in discussions, and encourage questions. Use analogies, stories, and metaphors to convey information. Provide audio recordings or podcasts for them to review at home.
  3. Reading/Writing Learners (R):
    • Characteristics: Reading/writing learners learn best through reading written materials and taking notes.
    • Patient Education Strategies: Provide written instructions, handouts, and pamphlets. Encourage patients to take notes during discussions. Suggest that they write down important information and questions to bring to their appointments.
  4. Kinesthetic Learners (K):
    • Characteristics: Kinesthetic learners prefer hands-on experiences and learn by doing or physically interacting with materials.
    • Patient Education Strategies: Provide hands-on demonstrations or allow patients to practice specific skills under supervision when applicable. Encourage physical engagement, such as showing them how to perform exercises or use medical devices.

It’s important to note that many individuals have a combination of these learning styles, and their preferences may vary depending on the context. Healthcare providers should consider assessing a patient’s learning style through conversation and observation, if possible, to better tailor their patient education efforts.

Additionally, some patients may benefit from a multimodal approach that combines elements of different learning styles. For instance, using visual aids during a verbal explanation or providing written instructions alongside hands-on demonstrations can cater to a broader range of learning preferences. Ultimately, effective patient education involves flexibility and adaptability to meet the unique needs of each patient.

Which teaching strategies would best meet the needs of kolbs assimilator style type of learner

David A. Kolb’s learning style theory includes four primary learning styles, one of which is the “Assimilator” style. Assimilators are individuals who tend to excel in understanding and organizing information, focusing on abstract concepts, and thinking critically. To best meet the needs of Assimilator-style learners, you can use teaching strategies that align with their preferences for abstract thinking and theoretical understanding. Here are some teaching strategies that are likely to be effective for Assimilator learners:

  1. Lectures and Discussions: Assimilators often appreciate traditional classroom lectures and discussions that present complex ideas and theories. Engage them in thought-provoking discussions about abstract concepts related to the subject matter.
  2. Concept Mapping: Encourage Assimilators to create concept maps or mind maps to visualize and organize abstract ideas and relationships between concepts. This visual representation can help them grasp complex information.
  3. Reading and Research: Assign readings, articles, or research papers related to the topic. Assimilators tend to enjoy in-depth reading and research to gain a deeper understanding of abstract concepts.
  4. Case Studies: Use case studies that involve complex scenarios or abstract problems. Assimilators can analyze these cases and apply theoretical knowledge to real-world situations.
  5. Debate and Critical Analysis: Engage Assimilators in debates or critical analysis exercises that require them to evaluate and critique abstract theories and arguments. Encourage them to articulate their thoughts and perspectives.
  6. Online Resources: Provide access to online resources, academic journals, and scholarly databases where Assimilators can explore abstract concepts in more depth.
  7. Conceptual Models: Use visual aids like conceptual models, diagrams, and flowcharts to illustrate abstract theories and relationships between ideas. Visual representations can aid comprehension.
  8. Self-paced Learning: Allow Assimilators to learn at their own pace. Provide them with resources and opportunities for self-directed study and exploration of abstract topics.
  9. Reflection and Journaling: Encourage Assimilators to reflect on their learning experiences through journaling. They can document their thoughts, insights, and questions related to abstract concepts.
  10. Socratic Questioning: Use the Socratic method to stimulate critical thinking. Ask open-ended questions that prompt Assimilators to analyze, question, and explore abstract ideas.
  11. Peer Teaching and Group Discussions: Arrange group discussions or peer teaching sessions where Assimilators can engage with others who share their interest in abstract concepts. Teaching others can deepen their understanding.
  12. Real-Life Applications: Connect abstract concepts to real-life applications whenever possible. Show how theoretical knowledge can be practically applied in various contexts.

What is a multimodal VARK?

A multimodal VARK (Visual, Auditory, Reading/Writing, and Kinesthetic) approach to learning recognizes that individuals may have preferences for multiple learning styles rather than just one dominant style. Instead of being limited to a single mode of learning, people with multimodal preferences may find that they benefit from a combination of learning methods.

Here’s a brief overview of what a multimodal VARK approach entails:

  1. Visual: Individuals with a visual preference learn best through visual aids, such as charts, diagrams, images, and videos. In a multimodal context, they may combine visual materials with other learning methods to reinforce their understanding.
  2. Auditory: Auditory learners prefer to learn through listening and speaking. In a multimodal approach, they may engage in discussions, listen to lectures, and use spoken explanations while also incorporating visual or kinesthetic elements as needed.
  3. Reading/Writing: Those with a reading/writing preference learn effectively through reading materials and writing notes. In a multimodal approach, they may read and write while also incorporating visual aids or hands-on activities to enhance their learning.
  4. Kinesthetic: Kinesthetic learners thrive on hands-on experiences and learn by doing or physically interacting with materials. In a multimodal context, they may engage in physical activities or experiments while also using visual or auditory components to support their learning.

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