Individual choices are important in the formation and progression of an individual's individuality (Marcia, 1966), therefore the significance of the VARK model. The acronym VARK stands for Visual, Auditory, Reading/Writing Preference, and Kinesthetic. The VARK model recognizes that pupils have several methods for processing knowledge, which are referred to as "preferred learning modes." Adoptions associated to speculative education and professional vocations may be influenced by either examination or commitment, depending on the learning style used. (1966, Marcia).
In a word, one is free to test a wide range of possibilities and locations before making a commitment. Learners' preferred learning modes have crucial influence on their performance and learning and should be matched with suitable learning strategies. Others are looking for a more dedicated career where they explore their interests according to the environment provided. Information that is accessed through students' use of their possible preferences shows an increase in their levels of intellectual capacity, inspiration and meta-cognition.
Preferred learning style.
For the VARK Questionnaire taken in this case, the preferred learning style that was best suited for the participant is the visual learning style. The partiality is based on what can be seen or otherwise what is practical. The preference is on a visual display, the use of color, and the use of different fonts of the most relevant information required to attain goals and certain objectives. This information is merged and organized on a single screen so that the information can be seen at a glance. Visuals are used to enhance quality and implementation improvements in the settings they are used, where its contents must reveal the purpose.
Preferred visual learning strategies.
The intake of the information. (VARK)
Simple and understandable context.
Avoid use of unnecessary decoration
Use of pictures, videos and slides
Teachers who use gestures and picturesque language
Books that emphasize more on diagrams.
Use of flowcharts and graphs.
Use of symbols.
The conversion of the notes to something worthwhile for learning. (VARK)
Use of all the intake strategies above.
Reenactment of images in different definition techniques whether plain, 2-D, or 3-D.
Reconstruct images from memory.
Use symbols in place of words.
Always summarize what is written.
Use simple images to ease in remembering.
The output of the information that will help assist one in assignments or examinations. (VARK)
The use of diagrams to help remember.
Recall images made from one's summary pages.
Convert the images into words to answer questions.
Comparison of the visual learning strategy to other identified strategies.
The visual learning includes the use of pictures, illustrations, drawings, charts and graphs. Those with the tendency to be visual learners are prone to expressions such as "demonstrate for me". Compared to visual learners, auditory learners prefer listening than observing. These people will prefer instructions that are given to them through sound. They favor talking over a given topic and listening to instructions. They are contented with the lecturer giving them instructions after which they are able to process what has been said and utilize the information for later use.
Those inclined to kinesthetic learning prefer a physical kind of involvement which includes all manners of touch, feel and actually being involved in whatever is being taught on a more practical approach (VARK). These learners unlike the visual learners who learn by observation, learn by trying out what is taught. They are high on experiment and choose to try out a new project themselves even if the instructions have not yet been offered. Finally, those who prefer the reading / writing style use strategies that are based on the use of words. For them, note taking is mandatory as well as diverse reading of what they intend to comprehend.
Impact of learning styles, strategies and preferences on teaching and learning.
For a teacher to impact their learners on what is taught it is important to first consider ways on improving the memories of their students. For one to improve memory, it is critical that one understands how the memory works. The memory consists of three basic steps; attention, storage and retrieval (Williams & Carey, 2003).The first part is attention; where remembering an occurrence or anything requires one to first get the information into the head. The second part is the storage system which entails an active memory and the long term memory. Therefore if too much information is taken in, it is not stored as effectively and it is easily forgotten. The efficiency of information being stored could also be slowed down due to fatigue or when on some medication. The third part is retrieval that requires information to be stored in a way that acquiring it is easy.
Different learning strategies are important tools only when they are easily accessible to users who will benefit from the content in it. This helps making decisions easier since referencing will be much faster. The information also needs to be timely for problems to be addressed as promptly as ever. Since people are different, their preference on their learning styles does not mean that there is a difference in their capabilities (Duval, 2011). It is important that a learner sticks to their preferred style of learning that assures them a higher score in their assignments. The flexibility and adaptability in the use of different learning strategies is translated in the levels of achievement to the changing learning circumstances.
Teachers should acknowledge and appreciate that not all students are alike; they may have different learning styles and behaviors which they are supposed to identify and take positively without judging. They should instead take advantage of the differences in the learners' preferences so as to maximize on the learning atmosphere for the students.
The teachers should monitor their students on a personal basis so as to detect why some students fail in assignments while others seem to do better (Duval, 2011). These outcomes could change if the teacher adopts specific learning styles for particular students. Teachers should also be open to the use of different styles and not what they consider to be a general best. The paramount approach would be to integrate all the learning styles in a given session so that the students are able to process the information in a way that suits them best.
References
Duval. E. (2011) Learning analytics for visualization and recommendation." Proceedings of the 1st International Conference on Learning Analytics and knowledge. ACM; 9-17.
Marcia J.E. (1996). Development and validation of ego-identity status in making of personal choices. J. Pers.3 118-133
VARK. A guide to learning styles. Retrieved 1st February 2017 from varklearn.com/strategies/visuals-strategies/
Williams D. A & M. Carey UMHS 2003. http://faculty.washington.edu/chudler/chmemory.html
