VARK Analysis Paper

VARK Analysis Paper

Learning Styles

Learning is an intricate and diverse cycle that shifts from one individual to another. Understanding one’s favored learning style is fundamental to compelling learning and education. The VARK survey is an important instrument that evaluates people’s learning styles inclinations in light of four principal classes: visual, aural, read/compose, and sensation. The identification of individual learning styles, as evaluated by the VARK questionnaire, influences the adequacy of education and health promotion, encouraging better comprehension and behavior change.

My VARK Learning Style

As indicated by the VARK survey, my learning style inclinations are as follows: visual = 6, auditory = 14, read and write = 16, and kinesthetic = 16. The results propose that I have a multimodal learning style with a solid tendency towards aural, read/compose, and kinesthetic styles. As a multimodal student, I get information through auditory, visual, perusing/composing, and sensational encounters.

Preferred and Comparison of Learning Styles

My preferred learning styles adjust intimately to the identified procedures for my multimodal learning style. I benefit from a blend of auditory, reading/writing, and kinesthetic approaches. I appreciate attending talks or conversations, taking nitty-gritty notes during classes or while perusing, and participating in involved exercises or trials to build my comprehension.

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Contrasting my favored learning methodologies with those recognized for my multimodal learning style, there exists a close match. The VARK results demonstrate that I lean towards aural, read/write, and kinesthetic strategies, which align with my inclinations.

Impact of Learning Styles on Learning and Teaching

Awareness of learning styles fundamentally impacts the view of teaching and learning. Educators who comprehend their students’ learning styles can tailor their teaching techniques to tend to different inclinations. This personalization improves students’ commitment, inspiration, and, by and large, learning results (AL-Roomy, 2023). Alternatively, students who comprehend their learning styles can adjust their review methods to enhance their growth opportunities.

Recognizing individual learning styles is fundamental for educators while working with students. Perceiving and obliging different learning styles creates a more comprehensive and powerful learning climate. For example, a student with solid visual learning might profit from visual guides like outlines and diagrams, while a sensation student might succeed in involved practices.

Learning Styles in Health Promotion

Understanding learning styles turns out to be especially significant for health promotion. Compelling health promotion expects people to assimilate information about healthy behaviors and lifestyle changes (Umali, 2022). Fitting wellbeing training projects to match members’ learning styles can work on the viability of these initiatives. Understanding and embracing learning styles in health promotion is fundamental to guaranteeing the achievement and viability of medical care initiatives. By fitting educational strategies to match people’s inclinations, health advertisers can further develop data maintenance, improve commitment, modify approaches, and lessen health incongruities.

Learning Styles Impact behavioral change.

Learning styles essentially affect the chance of behavior change. People will embrace better behavior when they get data from an organization that resonates with their learning style (BAU, 2021). For instance, an individual with a kinesthetic learning style might be more likely to work out routinely if they participate in intuitive wellness classes. Then again, a read/write student might find following a composed eating regimen plan more straightforward.

Accommodating Different Learning Styles

In health promotion, obliging different learning styles can be accomplished by offering various instructive assets and configurations. This might incorporate integrating visual materials like infographics, directing gathering conversations for aural students, giving composed materials to peruse or compose students, and arranging intelligent studios for kinesthetic students. By obliging different learning styles, well-being advancement projects can successfully contact a more extensive crowd and improve the probability of conducting change.

Conclusion

The VARK questionnaire is a significant device for distinguishing individual learning styles and inclinations. Understanding one’s learning style and that of others can impact the adequacy of education and learning. Regarding health promotion, fitting learning styles to match members’ learning styles can prompt more fruitful results and add to better ways of behaving in the public arena. Perceiving and obliging different learning styles is fundamental to education and health promotion, encouraging a more comprehensive and powerful learning climate.

 

References

AL-Roomy, M. A. (2023). The Relationship Among Students’ Learning Styles, Health Sciences Colleges, and Grade Point Average (GPA). Advances in Medical Education and Practice, Volume 14, 203–213. https://doi.org/10.2147/amep.s395720

BAU. (2021, September 27). 4 Types of Learning Styles: How Do Students Learn Best? Bay Atlantic University. https://bau.edu/blog/types-of-learning-styles/

Umali, G. (2022). What Is Effective Patient Education? Psychiatric News, 57(02). https://doi.org/10.1176/appi.pn.2022.2.30

 

VARK Analysis Paper

Assessment Description

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,” located on the VARK website, and then complete the following:

Complete “The VARK Questionnaire: How Do I Learn Best?”

http://vark-learn.com/the-vark-questionnaire/

  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 preferred learning strategies to the identified strategies for your preferred learning style.
  5. Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.

In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:

  1. Provide a summary of your learning style.
  2. List your preferred learning strategies.
  3. Compare your preferred learning strategies to the identified strategies for your preferred learning style.
  4. Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
  5. Cite a minimum of three references in the paper.

Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, “I, we, our”) in your essay.

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.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

 

Rubric Criteria

Preferred Learning Strategies

Criteria Description

Preferred Learning Strategies

5. Excellent

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.

4. Good

17.8 points

Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.

3. Satisfactory

15.8 points

Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described.

2. Less than Satisfactory

15 points

Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete.

1. Unsatisfactory

0 points

Personal learning strategy content is missing.

Documentation of Sources

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5. Excellent

3 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Good

2.67 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Satisfactory

2.37 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. Less than Satisfactory

2.25 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. Unsatisfactory

0 points

Sources are not documented.

Personal Learning Styles According to VARK Questionnaire

Criteria Description

Personal Learning Styles According to VARK Questionnaire

5. Excellent

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.

4. Good

17.8 points

Personal learning style according to the VARK questionnaire is identified and described.

3. Satisfactory

15.8 points

Personal learning style according to the VARK questionnaire is identified and basic summary is provided.

2. Less than Satisfactory

15 points

Personal learning style according to the VARK questionnaire is identified, but summary is incomplete.

1. Unsatisfactory

0 points

Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.

Learning Styles

Criteria Description

Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)

5. Excellent

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.

4. Good

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.

3. Satisfactory

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.

2. Less than Satisfactory

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.

1. Unsatisfactory

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.

Argument Logic and Construction

Criteria Description

Argument Logic and Construction

5. Excellent

5 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

4. Good

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.

3. Satisfactory

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.

2. Less than Satisfactory

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.

1. Unsatisfactory

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.

Paper Format (use of appropriate style for the major and assignment)

Criteria Description

Paper Format (use of appropriate style for the major and assignment)

5. Excellent

2 points

All format elements are correct.

4. Good

1.78 points

Template is fully used; There are virtually no errors in formatting style.

3. Satisfactory

1.58 points

Template is used, and formatting is correct, although some minor errors may be present.

2. Less than Satisfactory

1.5 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

1. Unsatisfactory

0 points

Template is not used appropriately or documentation format is rarely followed correctly.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. Excellent

5 points

Writer is clearly in command of standard, written, academic English.

4. Good

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.

3. Satisfactory

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.

2. Less than Satisfactory

3.75 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

1. Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Thesis Development and Purpose

Criteria Description

Thesis Development and Purpose

5. Excellent

5 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

4. Good

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.

3. Satisfactory

3.95 points

Thesis is apparent and appropriate to purpose.

2. Less than Satisfactory

3.75 points

Thesis is insufficiently developed or vague. Purpose is not clear.

1. Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

Learning Styles and Health Promotion

Criteria Description

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)

5. Excellent

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.

4. Good

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.

3. Satisfactory

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.

2. Less than Satisfactory

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.

1. Unsatisfactory

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.

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