Complete “The VARK Questionnaire: How Do I Learn Best?”
- Click “OK” to receive your questionnaire scores.
- Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
- Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
- Compare your preferred learning strategies to the identified strategies for your preferred learning style.
- Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
- Provide a summary of your learning style.
- List your preferred learning strategies.
- Compare your preferred learning strategies to the identified strategies for your preferred learning style.
- Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
- Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, “I, we, our”) in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
VARK analysis paper
Language: The VARK Questionnaire How Do I Learn Best? VARK Questionnaire version 7.1 Choose the answer which best explains your preference and click the box next to it. Please click more than one if a single answer does not match your perception. Leave blank any question that does not apply. Top of Form Do you prefer a teacher or a presenter who uses: diagrams, charts or graphs. demonstrations, models or practical sessions. question and answer, talk, group discussion, or guest speakers. handouts, books, or readings. You want to learn a new program, skill or game on a computer. You would: talk with people who know about the program. use the controls or keyboard. read the written instructions that came with the program. follow the diagrams in the book that came with it. I like websites that have: audio channels where I can hear music, radio programs or interviews. interesting design and visual features. interesting written descriptions, lists and explanations. things I can click on, shift or try. You are about to purchase a digital camera or mobile phone. Other than price, what would most influence your decision? Trying or testing it. It is a modern design and looks good. The salesperson telling me about its features. Reading the details or checking its features online. You are going to choose food at a restaurant or cafe. You would: listen to the waiter or ask friends to recommend choices. choose something that you have had there before. choose from the descriptions in the menu. look at what others are eating or look at pictures of each dish. You are going to cook something as a special treat. You would: use a cookbook where you know there is a good recipe. cook something you know without the need for instructions. look on the Internet or in some cookbooks for ideas from the pictures. ask friends for suggestions. Other than price, what would most influence your decision to buy a new non-fiction book? Quickly reading parts of it. A friend talks about it and recommends it. The way it looks is appealing. It has real-life stories, experiences and examples. A website has a video showing how to make a special graph. There is a person speaking, some lists and words describing what to do and somediagrams. You would learn most from: reading the words. listening. seeing the diagrams. watching the actions. You have finished a competition or test and would like some feedback. You would like to have feedback: using a written description of your results. using examples from what you have done. from somebody who talks it through with you. using graphs showing what you had achieved. You are planning a vacation for a group. You want some feedback from them about the plan. You would: phone, text or email them. give them a copy of the printed itinerary. use a map to show them the places. describe some of the highlights they will experience. You have a problem with your heart. You would prefer that the doctor: showed you a diagram of what was wrong. gave you something to read to explain what was wrong. described what was wrong. used a plastic model to show what was wrong. Remember a time when you learned how to do something new. Avoid choosing a physical skill, eg. riding a bike. You learned best by: listening to somebody explaining it and asking questions. watching a demonstration. written instructions – e.g. a manual or book. diagrams, maps, and charts – visual clues. A group of tourists wants to learn about the parks or wildlife reserves in your area. You would: talk about, or arrange a talk for them about parks or wildlife reserves. take them to a park or wildlife reserve and walk with them. give them a book or pamphlets about the parks or wildlife reserves. show them maps and internet pictures. You are helping someone who wants to go to your airport, the center of town or railway station. You would: tell her the directions. go with her. write down the directions. draw, or show her a map, or give her a map. You have to make an important speech at a conference or special occasion. You would: make diagrams or get graphs to help explain things. gather many examples and stories to make the talk real and practical. write a few key words and practice saying your speech over and over. write out your speech and learn from reading it over several times. You are using a book, CD or website to learn how to take photos with your new digital camera. You would like to have: a chance to ask questions and talk about the camera and its features. diagrams showing the camera and what each part does. many examples of good and poor photos and how to improve them. clear written instructions with lists and bullet points about what to do. OK Bottom of Form
VARK analysis paper
VARK Analysis Paper 1Unsatisfactory0.00% 2Less than Satisfactory75.00% 3Satisfactory79.00% 4Good89.00% 5Excellent100.00% 80.0 %Content 50.0 %Personal Learning Style and Strategies Personal learning style and learning strategies content is missing. Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent. Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident. Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated. Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive. 30.0 %Perceptions of Learning and Teaching A discussion of how awareness of learning attributes influences perceptions of teaching and learning is missing. A discussion of how awareness of learning attributes influences perceptions of teaching and learning is present, but may be incomplete, lack relevant information, or not meet assignment criteria. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent. A basic discussion of how awareness of learning attributes influences perceptions of teaching and learning is present and mostly relevant. References are mostly appropriate. Some subject knowledge is evident. A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated. A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive. 15.0 %Organization and Effectiveness 5.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. 15.0 %Organization and Effectiveness 5.0 %Paragraph Development and Transitions Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. 15.0 %Organization and Effectiveness 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. 5.0 %Format 2.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct. 3.0 %Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Analysis does not meet the required number of references (3) specified in the assignment. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Analysis meets the required number of references (3) specified in the assignment. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style is usually correct. Analysis exceeds the number of references (3) specified in the assignment. In-text citations and a reference page are complete. The documentation of cited sources is free of error. Analysis exceeds the number of references (3) specified in the assignment. 100 %Total Weightage