This document discusses the visual, auditory, and kinesthetic (VAK) learning style model. It explains that most people have a dominant learning style - visual, auditory, or kinesthetic - but some people are evenly balanced. Visual learners prefer using images and sight, auditory learners prefer listening, and kinesthetic learners prefer physical movement and hands-on activities. The document provides techniques teachers can use to help students develop their strengths in each learning style, such as encouraging visual learners to use diagrams and colors, auditory learners to read aloud, and kinesthetic learners to act things out.

1. Visual, Auditory andVisual, Auditory and
Kinesthetic (VAK) learningKinesthetic (VAK) learning
style modelstyle model
Common and widely-used model ofCommon and widely-used model of
Learning styleLearning style

3.  Most people possess a dominant or preferredMost people possess a dominant or preferred
learning stylelearning style

4.  However some people have a mixed andHowever some people have a mixed and
evenly balanced blend of the three stylesevenly balanced blend of the three styles

5. Types of LearnersTypes of Learners
 1. Visual learners1. Visual learners
 2. Auditory learners2. Auditory learners
 3. Kinaesthetic learners3. Kinaesthetic learners

6. Visual LearnersVisual Learners

7. Visual learners tend to:Visual learners tend to:
 Learn through seeingLearn through seeing
 Think in pictures and need to create vividThink in pictures and need to create vivid
mental images to retain informationmental images to retain information
 Enjoy looking at maps, charts, pictures,Enjoy looking at maps, charts, pictures,
illustrations, videos, and moviesillustrations, videos, and movies

8. Have visual skills demonstrated in :Have visual skills demonstrated in :
 Puzzle buildingPuzzle building
 Reading, writingReading, writing
 Understanding charts and graphsUnderstanding charts and graphs
 Sketching, paintingSketching, painting
 Creating visual metaphors and analogiesCreating visual metaphors and analogies
 Designing practical objects, and interpretingDesigning practical objects, and interpreting
visual images.visual images.

9. Auditory LearnersAuditory Learners

10. Auditory learners tend to:Auditory learners tend to:
 Learn through listeningLearn through listening
 Have highly developed auditory skills and areHave highly developed auditory skills and are
generally good at speaking and presentinggenerally good at speaking and presenting
 Think in words rather than picturesThink in words rather than pictures
 Learn best through verbal lectures,Learn best through verbal lectures,
discussions, talking things throughdiscussions, talking things through
 Listening to what others have to sayListening to what others have to say

11. Have auditory skills demonstrated inHave auditory skills demonstrated in
 ListeningListening
 SpeakingSpeaking
 StorytellingStorytelling
 ExplainingExplaining
 understanding the syntax and meaning ofunderstanding the syntax and meaning of
words, remembering informationwords, remembering information
 Arguing their point of view, and analysingArguing their point of view, and analysing
language usage.language usage.

12. Kinaesthetic LearnersKinaesthetic Learners

13. Kinaesthetic learners tend to:Kinaesthetic learners tend to:
 Learn through moving, doing and touchingLearn through moving, doing and touching
 Express themselves through movementExpress themselves through movement
 Have good sense of balance and eye- handHave good sense of balance and eye- hand
coordinationcoordination
 Remember and process information throughRemember and process information through
interacting with the space around theminteracting with the space around them
 Find it hard to sit still for long periods andFind it hard to sit still for long periods and
may become distracted by their need formay become distracted by their need for
activity and explorationactivity and exploration

14. Have skills demonstrated in :Have skills demonstrated in :
 Physical coordinationPhysical coordination
 Athletic abilityAthletic ability
 Hands on experimentationHands on experimentation
 Using body languageUsing body language
 Crafts, acting, miming, using their hands toCrafts, acting, miming, using their hands to
create or buildcreate or build
 Dancing, and expressing emotions through theDancing, and expressing emotions through the
body.body.

15. TechniquesTechniques
That you can use to help students develop,That you can use to help students develop,
explore, and enhance their learning strengthsexplore, and enhance their learning strengths

16. For Visual LearnersFor Visual Learners

17. Encourage visual learners to:Encourage visual learners to:
 Use graphics to reinforce learning.Use graphics to reinforce learning.
 Colour code to organise notes and possessionsColour code to organise notes and possessions
 Use colour to highlight important points in textUse colour to highlight important points in text
 Illustrate ideas as a picture before writing themIllustrate ideas as a picture before writing them
down. ask for written directions.down. ask for written directions.
 Use flow charts and diagrams for note taking.Use flow charts and diagrams for note taking.
visualise spelling of words or facts to bevisualise spelling of words or facts to be
memorised.memorised.

18. For Auditory LearnersFor Auditory Learners

19. Encourage auditory learners to:Encourage auditory learners to:
 Read aloud.Read aloud.
 Recite information to learn.Recite information to learn.
 Use tunes or rhymes as mnemonic devicesUse tunes or rhymes as mnemonic devices
 Read aloud and tape test questions orRead aloud and tape test questions or
directions.directions.
 Use verbal analogies and storytelling toUse verbal analogies and storytelling to
demonstrate their point.demonstrate their point.

20. For Kinaesthetic LearnersFor Kinaesthetic Learners

21. Encourage kinaesthetic learners to:Encourage kinaesthetic learners to:
 Make models or role play to physicallyMake models or role play to physically
experience learning.experience learning.
 Skim through reading material before readingSkim through reading material before reading
it in detail.it in detail.
 Annotate text and write questions whileAnnotate text and write questions while
reading.reading.
 Translate information into diagrams or otherTranslate information into diagrams or other
visual study tools.visual study tools.
 Memorise or drill while movingMemorise or drill while moving

22. RefrencesRefrences
www.jcu.edu.au/wiledpack/modules/fsl/JCU_090www.jcu.edu.au/wiledpack/modules/fsl/JCU_090
460.html460.html
en.wikipedia.org/wiki/en.wikipedia.org/wiki/VakVak

23. Presented By:Presented By:
Tamsila Anwar SeholeTamsila Anwar Sehole