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DISCOVER YOUR
LEARNING STYLE
a micropresentation by Sarah Jane Calub & Nicki Hofeditz
Why are learning styles important?
•   Learning style influences level of learning success
    Georgia).
                                                            (University of



•   Knowing and exploiting a particular learning style helps
    students to maximize their learning (Mutiu & Georgeta, 2011).

•   Recommending resources based on learning styles is
    necessary because it really helps students to learn in their
    own styles (Mutiu & Georgeta, 2011).

•   The learning process can be facilitated by professorsʼ direct
    efforts in identifying studentsʼ learning style, which underlines
    the importance of having a diversity of resources available for
    students and to be able to offer them a constructive solution
    regarding their learning styles (Mutiu & Georgeta, 2011).
Why are learning styles important?
(continued)

•   As OTs, knowing how a client prefers to learn helps us
    design an effective teaching plan

•   Understanding different learning preferences helps us
    communicate better when:
      o Providing directions
      o Teaching a skill
      o Relating knowledge or information
1
Learning Objective #1
Given a paper version of the VARK assessment, learners
will identify (by score they receive on the assessment) their
most appropriate learning style from the following
categories listed in the assessment:
     o Visual learners
     o Aural learners
     o Read/write learners
     o Kinesthetic learners
2
Learning Objective #2
Following the presentation, students will be able to verbally
identify two strategies to help them study most effectively
based on their score on the VARK.
3
Learning Objective #3
Following the presentation, students will be able to work
with peers that have different learning styles than their own
by providing at least one instruction in a format that
accommodates the other student's learning preference,
whether visual, aural, written, or kinesthetic.
the VARK Assessment
• VARK is about our preferences for taking information into the brain and
  communicating them "outwards" (Fleming, 2011).
  We can do that in one or more of the following ways:
           Visual
           Aural
           Read/Write
           Kinesthetic


• Developed to help students understand and adapt their individual learning
  preferences (Sinclaire, 2012).

• Focuses on the sensory modality dimension of learning, or the way that
  information is taken in and processed by a learner (Sinclaire, 2012).
SAMPLE QUESTION


You have a problem with your heart. You would prefer that
the doctor:
a.   used a plastic model to show what was wrong.
b.   described what was wrong.
c.   gave you something to read to explain what was wrong.
d.   showed you a diagram of what was wrong.

                                                 (Fleming, 2011)
GROUP ACTIVITY
"Building a Bridge"
Students will be challenged to provide building instructions
in a specific format -- one that accommodates a particular
learning preference.



DISCUSSION
What are some strategies you could use if you had a
teacher that did not present information to you in the
method you prefer?
CONCLUSION
Knowing your preference for learning only makes a
difference when you apply strategies for a certain learning
style (Fleming, 2011).

Multimodal learners many need to use multiple strategies to
retain information.
References
Bastable, S.B., Gramet, P., Jacobs, K. & Sopczyk, D.L. (2011). Health professional as educator:
Principles of teaching and learning. Boston, MA: Jones and Bartlett.

Bryant, L. & Jones, N. (2002). Learning styles. Retrieved from: http://snjones.myweb.uga.edu/
index.htm

Fleming, N. (2011). What is the VARK? Retrieved from: http://www.vark-learn.com/english/page.asp?
p=faq

Leite, W.L., Svinicki, M. & Shi, Y. (2010). Attempted validation of the scores of VARK: Learning style
inventory with multitrait-multimethod confirmatory factor analysis models. Educational and
Psychological Measurement, 70(2), 323-339.

Mutiu, I. & Georgeta, M. (2011). How to better meet our studentsʼ learning style through the course
resources. Annals of the University of Oradea, 20(2), 578-585.

Rogers, K.M. (2009). A preliminary investigation and analysis of student learning style preferences in
further and higher education. Journal of Further and Higher Education, 33(1), 13-21.

Sinclaire, J. K. (2012). VARK learning style and student satisfaction with the traditional and online
courses. International Journal of Education Research, 7(1), 77-89.

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Discover Your Learning Style

  • 1. DISCOVER YOUR LEARNING STYLE a micropresentation by Sarah Jane Calub & Nicki Hofeditz
  • 2. Why are learning styles important? • Learning style influences level of learning success Georgia). (University of • Knowing and exploiting a particular learning style helps students to maximize their learning (Mutiu & Georgeta, 2011). • Recommending resources based on learning styles is necessary because it really helps students to learn in their own styles (Mutiu & Georgeta, 2011). • The learning process can be facilitated by professorsʼ direct efforts in identifying studentsʼ learning style, which underlines the importance of having a diversity of resources available for students and to be able to offer them a constructive solution regarding their learning styles (Mutiu & Georgeta, 2011).
  • 3. Why are learning styles important? (continued) • As OTs, knowing how a client prefers to learn helps us design an effective teaching plan • Understanding different learning preferences helps us communicate better when: o Providing directions o Teaching a skill o Relating knowledge or information
  • 4. 1 Learning Objective #1 Given a paper version of the VARK assessment, learners will identify (by score they receive on the assessment) their most appropriate learning style from the following categories listed in the assessment: o Visual learners o Aural learners o Read/write learners o Kinesthetic learners
  • 5. 2 Learning Objective #2 Following the presentation, students will be able to verbally identify two strategies to help them study most effectively based on their score on the VARK.
  • 6. 3 Learning Objective #3 Following the presentation, students will be able to work with peers that have different learning styles than their own by providing at least one instruction in a format that accommodates the other student's learning preference, whether visual, aural, written, or kinesthetic.
  • 7. the VARK Assessment • VARK is about our preferences for taking information into the brain and communicating them "outwards" (Fleming, 2011). We can do that in one or more of the following ways: Visual Aural Read/Write Kinesthetic • Developed to help students understand and adapt their individual learning preferences (Sinclaire, 2012). • Focuses on the sensory modality dimension of learning, or the way that information is taken in and processed by a learner (Sinclaire, 2012).
  • 8. SAMPLE QUESTION You have a problem with your heart. You would prefer that the doctor: a. used a plastic model to show what was wrong. b. described what was wrong. c. gave you something to read to explain what was wrong. d. showed you a diagram of what was wrong. (Fleming, 2011)
  • 9. GROUP ACTIVITY "Building a Bridge" Students will be challenged to provide building instructions in a specific format -- one that accommodates a particular learning preference. DISCUSSION What are some strategies you could use if you had a teacher that did not present information to you in the method you prefer?
  • 10. CONCLUSION Knowing your preference for learning only makes a difference when you apply strategies for a certain learning style (Fleming, 2011). Multimodal learners many need to use multiple strategies to retain information.
  • 11. References Bastable, S.B., Gramet, P., Jacobs, K. & Sopczyk, D.L. (2011). Health professional as educator: Principles of teaching and learning. Boston, MA: Jones and Bartlett. Bryant, L. & Jones, N. (2002). Learning styles. Retrieved from: http://snjones.myweb.uga.edu/ index.htm Fleming, N. (2011). What is the VARK? Retrieved from: http://www.vark-learn.com/english/page.asp? p=faq Leite, W.L., Svinicki, M. & Shi, Y. (2010). Attempted validation of the scores of VARK: Learning style inventory with multitrait-multimethod confirmatory factor analysis models. Educational and Psychological Measurement, 70(2), 323-339. Mutiu, I. & Georgeta, M. (2011). How to better meet our studentsʼ learning style through the course resources. Annals of the University of Oradea, 20(2), 578-585. Rogers, K.M. (2009). A preliminary investigation and analysis of student learning style preferences in further and higher education. Journal of Further and Higher Education, 33(1), 13-21. Sinclaire, J. K. (2012). VARK learning style and student satisfaction with the traditional and online courses. International Journal of Education Research, 7(1), 77-89.