Vark Analysis Paper

1179 Words Aug 5th, 2012 5 Pages
Running head: VARK ANALYSIS

VARK Analysis Paper
Catherine L. Cook
Grand Canyon University: NRS 429v Family Centered Health Promotion
Professor Mishalene Fisher RN, MSN, CPN
July 1, 2012

In order for students to be successful beyond the classroom, they must retain and use what they have learned. True learning is when one can use the information obtained. People learn in different ways. In this paper, the VARK learning analysis quiz and learning styles will be discussed as well as the advantages and implications of understanding one’s learning style. The acronym VARK stands for visual, aural, read/write, and kinesthetic. Neil Fleming and Colleen Mills designed a questionnaire for students of all walks of life
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Hearing the information repeated over and over makes it better stick in the auditory learner’s memory. The next type of learner is one who learns from the written word or the read/write learner. This person is one who learns best by reading over and over the information needed in formats such as lists, handouts, textbooks, notes taken in lectures, written words from online sources and instruction manuals (Fleming & Mills, 2011). The read/write learner is a person who reads the instructions to the new camera or appliance before they use it. Finally, the last type of learner addressed in the VARK analysis is the kinesthetic learner. This type of learner is one who needs to see or do what is being learned. They need to see and have real proof of what is being taught. A lecture where the professor includes examples from real life or reality is most beneficial to the kinesthetic learner. This learner “remembers best when they are physically involved”(Russell, 2006, pg 351). For example, they may benefit from a plastic model of a brain to touch and feel when learning about the brain in a class. Some students may be a combination of these sensory modalities making them a multimodal learner. Over 60% percent of learners fall into the multimodal learner category (Fleming & Mills, 2011). Learners in this category may switch from each of their learning strengths to fit the situation or presentation of

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