Discover Your Learning Style


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A Micropresentation by Sarah Jane Calub & Nicki Hofeditz

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Discover Your Learning Style

  1. 1. DISCOVER YOURLEARNING STYLEa micropresentation by Sarah Jane Calub & Nicki Hofeditz
  2. 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. 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. 4. 1Learning Objective #1Given a paper version of the VARK assessment, learnerswill identify (by score they receive on the assessment) theirmost appropriate learning style from the followingcategories listed in the assessment: o Visual learners o Aural learners o Read/write learners o Kinesthetic learners
  5. 5. 2Learning Objective #2Following the presentation, students will be able to verballyidentify two strategies to help them study most effectivelybased on their score on the VARK.
  6. 6. 3Learning Objective #3Following the presentation, students will be able to workwith peers that have different learning styles than their ownby providing at least one instruction in a format thataccommodates the other students learning preference,whether visual, aural, written, or kinesthetic.
  7. 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. 8. SAMPLE QUESTIONYou have a problem with your heart. You would prefer thatthe 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. 9. GROUP ACTIVITY"Building a Bridge"Students will be challenged to provide building instructionsin a specific format -- one that accommodates a particularlearning preference.DISCUSSIONWhat are some strategies you could use if you had ateacher that did not present information to you in themethod you prefer?
  10. 10. CONCLUSIONKnowing your preference for learning only makes adifference when you apply strategies for a certain learningstyle (Fleming, 2011).Multimodal learners many need to use multiple strategies toretain information.
  11. 11. ReferencesBastable, 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:, N. (2011). What is the VARK? Retrieved from:, W.L., Svinicki, M. & Shi, Y. (2010). Attempted validation of the scores of VARK: Learning styleinventory with multitrait-multimethod confirmatory factor analysis models. Educational andPsychological Measurement, 70(2), 323-339.Mutiu, I. & Georgeta, M. (2011). How to better meet our studentsʼ learning style through the courseresources. Annals of the University of Oradea, 20(2), 578-585.Rogers, K.M. (2009). A preliminary investigation and analysis of student learning style preferences infurther 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 onlinecourses. International Journal of Education Research, 7(1), 77-89.