VARK Analysis
JOEL NUNEZ
GRAND CANYON UNIVERSITY: N429V

August 24, 2014
VARK Analysis
In order for individuals to make the most of their learning experience it is important to be aware of their preferred learning style. Neil D. Fleming designer of the VARK model, a tool that has helped many individuals identify their learning styles. VARK stands for visual, aural, read/write, and kinesthetic but also recognizing multimodal learners. A questionnaire is completed by participant, receiving a score along with the corresponding learning preference and identified learning strategies. This paper will compare and contrast these learning strategies and how the author compares his learning techniques to the results of the questionnaire.
Based on the results of the VARK questionnaire it was determined that the author’s learning style is aural. Aural learners are known to learn best in a lecture or group setting, as well as web chats, texting or saying things aloud. According to Neil Fleming (2001), Attending classes, discussions and tutorials and discussing topics with others can benefit to an aural learner. Tape recording of class notes and reading assignments out aloud is considered a great strength of the auditory learner. Auditory learners may have trouble reading, strong evidence suggests that individuals with various discrete deficiencies in aurally dependent skills learn to read at a slower pace than expected (Budoff & Quinlan, 1964).
The author completed the questionnaire and discovered that he has a strong aural learning preference. Studies show that those with an auditory learning style like to speak and hear others speak in order to learn best (Roell, n.d.). Described are techniques that have been implemented by the author to assist with his learning, playing classical music in the background when time of study. Studying in groups or with another person by having the other individual ask questions aloud (Roell, n.d.). Lectures that are interesting and exciting for instance, examples or jokes appeal to the author helpful while in a classroom setting. Another technique utilized by the author is recording class discussions.
In comparison to strategies preferred and utilized by author and identified by the VARK model were indeed very common, for instance the strategy of class attendance, attending group discussions or tutorials, and the remembrance of class lectures that appear interesting by providing interesting examples or jokes. Author believes that the interesting examples or jokes provided during lecture help caught the attention of the learner. Recording class lectures was among another of the common techniques used in both the authors strategies and the VARK model. According to Neil Fleming (2001), new strategies that have been implemented and successfully worked for aural learners is transmitting class lecture notes onto an audio tape or CD. Studies have proven that aural learners are classified as social butterflies among a class or group setting (Roell, n.d.). Strategies that have been utilized by educators to make good usage of the aural learner strengths while dampening their need for social time during a lecture is calling upon the learner to answer questions over the information being discussed as well as requesting the auditory learner to repeat the information in their own words. Strategy that proven to be effective in today’s school systems is the strategy of allowing children with learning disabilities along auditory learners to be tested orally. Authors learning strategies along with the strategies identified from the VARK model are very common and he will continue to use in his studies.
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