This document contains a VARK questionnaire to assess learning styles and preferences. It consists of 8 multiple choice questions to determine if a person's learning style is predominantly visual, auditory, reading/writing, or kinesthetic. The results section explains each learning style preference. It then provides examples of classroom activities that incorporate different learning styles, such as role plays, projects, games, interviews, and debates. These activities engage visual, auditory, reading, writing, kinesthetic, interpersonal, and logical learning preferences. The document aims to help teachers design lessons that accommodate diverse learning styles among students.

1. NO STUDENT LEFT OUT

4. 1. You are about to purchase a digital camera or mobile phone. Other than price, what would most influence your decision?

5. a. it is a modern design and looks good.

6. b. the salesperson telling me about its features.

7. c. reading the details about its features.

8. d. trying or testing it

10. 2. You want to learn a new program, skill or game on a computer. You would:

11. a. follow the diagrams in the book that came with it.

12. b. talk with people who know about the program.

13. c. read the written instructions that came with the program.

14. d. use the controls or keyboard.

16. 3. You have to make an important speech at a conference or special occasion. You would:

17. a. make diagrams or get graphs to help explain things.

18. b. write a few key words and practice saying your speech over and over.

19. c. write out your speech and learn from reading it over several times.

20. d. gather many examples and stories to make the talk real and practical.

22. 4. Remember a time when you learned how to do something new. Try to avoid choosing a physical skill, eg. riding a bike. You learned best by:

23. a. diagrams and charts - visual clues.

24. b. listening to somebody explaining it and asking questions.

25. c. written instructions – e.g. a manual or textbook.

26. d. watching a demonstration.

28. 5. Other than price, what would most influence your decision to buy a new non-fiction book?

29. a. the way it looks is appealing .

30. b. a friend talks about it and recommends it.

31. c. quickly reading parts of it.

32. d. it has real-life stories, experiences and examples.

34. 6. Do you prefer a teacher or a presenter who uses:

35. a. diagrams, charts or graphs.

36. b. question and answer, talk, group discussion, or guest speakers.

37. c. handouts, books, or readings.

38. d. demonstrations, models or practical sessions.

40. 7. You are helping someone who wants to go to your airport, town centre or railway station. You would:

41. a. draw, or give her a map.

42. b. tell her the directions.

43. c. write down the directions.

44. d. go with her.

46. 8. You are not sure whether a word should be spelled `dependent' or `dependant'. You would:

47. a. see the words in your mind and choose by the way they look.

48. b. think about how each word sounds and choose one.

49. c. write both words on paper and choose one.

50. d. find it in a dictionary.

53. If you got more As your approach to learning is predominantly: Visual

54. If you got more Bs your approach to learning is predominantly: Auditory

55. If you got more Cs your approach to learning is predominantly: Reading and Writing

56. If you got more Ds your approach to learning is predominantly: Kinesthetic

57. I learn better when...

58. Bodily - Kinesthetic I learn better when I touch or manipulate objects, role play and dance, move around; act things out; have hands on learning and do craft work.

59. Visual-Spatial I learn better when I see slide show presentations, illustrated books, watch a video, read maps and charts or when the teacher uses the Whiteboard.

60. Verbal-Linguistic (Reading/Writing) I learn better when I read, write, tell stories, play word games, debate, memorize facts, interview friends, understand the syntax and meaning of words.

61. Auditory-Musical I learn better when I work with sound and music, sing and hum, work with rhythmical patterns.

62. Intrapersonal I learn better when I study by myself, keep a journal, set my personal goals and do independent reading.

63. Logical-Mathematical I learn better when I solve problems; do logic puzzles; work with numbers; play strategy games; experiment to test ideas; make up analogies to explain, ask questions; reason things out and explore patterns.

64. Interpersonal I learn better when I work in groups and socialize with others, solve conflicts, do co-operative tasks, interview, debate and brainstorm.

65. A learn who is... loves and needs...

66. MULTIPLE INTELLIGENCES DIFFERENT KINDS OF LEARNING STYLES

67. Visual - Spatial

68. MULTIPLE INTELLIGENCES

69. Auditory - Musical

70. MULTIPLE INTELLIGENCES

71. Verbal - Linguistic

72. MULTIPLE INTELLIGENCES

73. Bodily - Kinesthetic

74. MULTIPLE INTELLIGENCES

75. Logical - Mathematical

76. MULTIPLE INTELLIGENCES

77. Interpersonal

78. MULTIPLE INTELLIGENCES

79. Intrapersonal

80. MULTIPLE INTELLIGENCES

81. Chinese whisper Students are supposed to pass “a message” through every classmate, whose objective is to maintain the information intact until it reaches the last participant.

82. Role-plays Minimally involve giving a role to one or members of a group and assigning an objective or purpose that participants must accomplish. In pairs, for example, student A is an employer, student B is a prospective employee; the objective is for A to interview B.

83. Jigsaw Each st is given specific information, which should be pooled in order to achieve some objective. Teacher takes a short written narrative, cuts each sentence of the text into a little strip, shuffles the strips and gives each st a strip. Ss should determine where each of them belongs in the whole context.

84. Problem solving and decision-making The group should find a solution to a specific problem, such as giving directions to someone or solving a mystery.

85. Journals Ss will keep journals and daily or weekly record their accomplishments in English. It is a wonderful tool for self-discovery, an aid to concentration, a place to generate and capture ideas.

86. Scrabble Worldwide famous boardgame in which Ss will form words trying to score the highest punctuation as possible by deciding where to place the letter tiles on the board.

87. Picture Dictionary Divide students into two teams . A St from each team comes to the whiteboard. Teacher shows them two different words/sentences. Each St will draw the given word/sentence so that their team will try to guess what it is. The team to guess first scores a point.

88. Chinese whisper (Auditory) Students are supposed to pass “a message” through every classmate, whose objective is to maintain the information intact until it reaches the last participant. Role-plays (Kinesthetic/Interpersonal) Minimally involve giving a role to one or members of a group and assigning an objective or purpose that participants must accomplish. In pairs, for example, student A is an employer, student B is a prospective employee; the objective is for A to interview B. Projects (Visual-Spatial/Interpersonal/Kinesthetic) Hands-on approaches to language. Work on an environmental theme, for example, where small groups can be responsible for different tasks. Group A develops a bulletin board, group B creates fact sheets, group C builds a three-dimensional display, and so on. Chain Game (Auditory/Kinesthetic) Teacher establishes a language structure that should be worked on and developed by each student at a time. Ss can sit on a circle on the floor and pass a ball or another object around as they add a piece of language to the sentence he/she just heard. Example: St A says “I went shopping and bought an apple”. St B says “I went shopping and bought an apple and some bananas” . St C says “I went shopping and bought an apple, some bananas and a chocolate bar”.

89. Miming (Visual-Spatial/Kinesthetic/Verbal-Linguistic) Students write their own sentences/words and they have to mime them to the class one by one. The student who first says the correct sentence/word gets a point. Interviews (Verbal-Linguistic/Interpersonal/Auditory) Break the group into two-person teams (have them pick a partner that they know the least about). Have them interview each other for about twenty minutes (You can also prepare questions ahead of time or provide general guidelines for the interview). They need to learn about what each other likes about their job, past jobs, family life, hobbies, favorite sport, etc. After the interviews, reassemble the group and have each team introduce their team member to the group. This exercise helps them to learn about each other. Information gap (Verbal-Linguistic/Interpersonal) Convey or request information. Each member of a small group is given the objective of finding out from the others their birthday, address, favorite food. Jigsaw (Logical-Mathematical/Interpersonal) Each member is given some specific information, which is supposed to be pooled in order to achieve some objective. The teacher takes a short written narrative or conversation and cuts each sentence of the text into a little strip, shuffles the strips and gives each student a strip. Students should determine where each of the sentences belongs in the whole context of the story.

90. The Last Letter Game (Kinesthetic/Verbal-Linguistic) Two or Three teams will stand on lines facing the board. The first St of each line will hold a marker. Teacher shouts a letter , B , for example. They’ll run to the board and write a word beginning with this letter (Banana, for example). Then, they’ll pass the marker to the next St standing who will write a word with the last letter of the word on the board : Banana – letter A , so the next word could be Apple. The game goes on for 2 or 3 minutes (time previously set by the teacher). The group that wrote more words wins. Making Class Grids and Charts (Interpersonal/Visual-Spatial/Logical-Mathematical) After collecting information among themselves (number of pets of all Ss, likes/dislikes etc) , Ss will make grids or charts with Class Statistics on cardboard paper to be posted on the walls. Scrabble (Logical-Mathematical/Verbal-Linguistic) Worldwide famous boardgame in which Ss will form words trying to score the highest punctuation as possible by deciding where to place the letter tiles on the board. Journals (Intrapersonal/Verbal-Linguistic) Ss will keep journals and daily or weekly record their accomplishments in English. It is a wonderful tool for self-discovery, an aid to concentration, a place to generate and capture ideas.

91. Picture Dictionary (Visual-Spatial/Kinesthetic/Interpersonal) Divide students into two teams . A St from each team comes to the whiteboard. Teacher shows them two different words/sentences. Each St will draw the given word/sentence so that their team will try to guess what it is. The team to guess first scores a point. Problem solving and decision-making (Verbal-Linguistic/Logical-Mathematical/Interpersonal) The group should find a solution to a specific problem, such as giving directions to someone or solving a mystery. Opinion exchange (Verbal-Linguistic/Interpersonal) Classroom debates, arguments and discussions about moral, ethical, religious and political themes that, due to its “hot” nature, can get students very involved and producing language automatically.

92. References: GARDNER, H. Multiple Intelligences are seven different ways to demonstrate intellectual ability. 2005. Online: http://www.tecweb.org/styles/gardner.html. retrieved on May 11th, 2010. GOOD, T.L. and POWER, C. Designing successful classroom environments for different types of students. Journal of Curriculum Studies 8: 1-16, 1976. KEEFE, J. Learning Style: an overview. In A. Gregore (ed), Student Learning Styles. Reston, Va.: National Association of Secondary School Principals, 1979. MOON, Jayne . Helping to raise pupil awareness about how they learn. Leeds, 1997. WINGATE, Jim. Mutiple Intelligences. In: English Teaching Professional. Oct, 1996.