Post on 14-Jan-2015
description
transcript
VARK
Teaching and Learning Styles
Author: Neil D Fleming
Researched by : Monique DalzielMarion Heinz
The purpose
To highlight the importance of a range of teaching methods to cater for the learning styles of adult students
To recommend some practical activities to demonstrate a variety of teaching and learning methods
VARK modes
The four learning preferences of VARK:
Visual
Aural
Read/Write
Kinaesthetic
VARK shows a learning preferencenot a learning strength
Many students have two or more learning preferences
Multi modal students (more than 2 preferences) often need to use two methods to learn effectively
Encouraging students with the same learning preference to work together is useful as they are often on the same wavelength and communicate together more effectively
Background
Developed by Neil Fleming, at Lincoln University, NZ, in 1987
VARK package designed to be ‘advisory rather than diagnostic and predictive’.
Widely used around the western world
Version 2.0 launched 1998 in Missouri, USA with Dr Charles Bonwell.
Current version 7.1
Adult learners Need to have a purpose
for learning (a goal)
Are highly motivated (at least initially)
Expect to put their learning into practice
Have to multi task because of other commitments
Have life experience to bring to their learning
(Ihejirika, 2013, p.312)
Learning Preferences are evolving
First year learners often have an Aural
preference (especially females) and are more
likely to be uni-modal
Older students are more likely to remain uni-
modal
First year males have a preference for
Kinaesthetic learning
Final year students are usually
bi-modal or multimodal
Aural preference is less prevalent
in later years of study(Jindal, Kharb & Samanta, 2013, p.34 Barclay, Jeffres & Bhakta, 2011, Article 33James, D’Amore & Thomas, 2011, p. 420)
Metropolitan & Rural Differences
Australia study compared first year nursing students from rural and metropolitan cohorts:
Findings:
Rural students had a higher preference for Visual & Kinaesthetic than metropolitan students
Rural group had a higher single preference than metropolitan group
NB:
Second language students exhibited lower scores in Visual & Aural categories
(James, D’Amore & Thomas, 2011)
Problem based learning
Advantages of PB learning
Fosters team building Communication
Critical thinking skills
Active learning method supports principles of adult learning
e.g. promotes independent self-directed enquiry
Disadvantages of PB learning
Tutor needs to ‘let go’ and allow student-centred learning
Takes time to develop good case scenarios
Difficulties with groups working together
Students may feel there is not enough tutor input
Chunta & Katrancha, 2010, p.560
Linking VARK to problem based learning
4 stages of PB learning
1. Problem analysis
2. Brainstorming
3. Self-directed learning
4. Solution testing
Based on VARK preferences, problem-based learning is good for all learners:
Kinaesthetic (practical) Students can
concentrate on real life scenario
Learn by recall the occasion
What happened
How was it managed
What was the outcome
What was the method used
How does it link to the theory
Visual Learners can visualize
the situation
Link it to what they visually remember from reading
Picture the situation
Recall what was said
PB links to Learning Preferences
Aural:
Students can concentrate on real life scenario (listening & simulation)
Recall the interactions
Role play the situation
Discuss the implications
Make decisions based on verbal discussion
Read Write:
Make notes of the proceedings (record keeping) linked to practice and theory
Provide texts to back up decisions
Write up or draft outcomes for formal recording
Using educational games to reinforce learning
Two card games Cardiology Go Fish
Infectious Disease Gin Rummy
Used as a teaching strategy for health professionals in pharmacy practice
VARK learning preferences were incorporated in the games
‘Nursopardy’ – based on the game of ‘Jeopardy’
Used in Fundamentals of Nursing
To be used to as a revision tool
Students enjoyed the innovative approach to learning
Recommended as revision in first semester
(Barcley, Jeffres, Bhakta, 2011) • (Boctor, 2013)
VARK and links to other Learning Methods
VARK and NLP
‘We see, we hear, we feel, we taste and we smell. In addition,… we have a language system.’
(Grinder & Bandler, cited in Fleming 2001, p.63)
The three principal forms of communication identified in NLP were :
Visual, auditory and kinesthetic
(Rose, 1985, cited in Fleming 2001, p.63)-
the learners’ ‘lead channel’ for accessing information and organizing their experience
(Grinder & Bander, cited in Fleming, 2001, p.64-65)
VARK and Kolb
VARK
Read Write:
Briefs, references, texts, publications
Kinaesthetic:
Hands on, games, exploring, arts, simulations
Visual:
Flowcharts, workbooks, outlines, maps, diagrams
Aural:
Discussion, music
Mapping VARK to Kolb
Abstract sequential
Concrete random
Concrete sequential
Abstract random
Four types of learners:
Activists – like new experiences, problem solving etc
Reflectors – cautious and thoughtful, consider all angles
Theorists – link observations to logical models
Pragmatists – practical, apply new ideas and don’t reflect too much.
Honey & Mumford’s modificationOf Kolb’s learning style Inventory
Conclusion
The basis of VARK lies in research on perception and people’s preferences
These preferences can change as learners progress in their studies
Learners can have more than one learning preference
Providing a range of preferences will give learners greater choice on how they take in information
Learning preferences are affected by age, locality, gender and ethnicity
Problem-based learning is recommended as it covers alllearning preferences
Educational games for revision cater wellto different learning styles
Reference List Barclay, S. M., PharmD., Jeffres, M. N., PharmD., & Bhakta, R., PharmD. (2011). Educational card games to
teach pharmacotherapeutics in an advanced pharmacy practice experience. American Journal of Pharmaceutical Education, 75(2), 1-33. Retrieved from http://search.proquest.com/docview/883153475?accountid=40261
Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse Education in Practice, 13(2), 96-100. doi:http://dx.doi.org/10.1016/j.nepr.2012.07.010
Chunta, Kristy S, PhD, RN,A.C.N.S.-B.C., C.M.C., & Katrancha, Elizabeth D, MS,R.N., C.S.N. (2010). Using problem-based learning in staff development: Strategies for teaching registered nurses and new graduate nurses. The Journal of Continuing Education in Nursing, 41(12), 557-564. doi:http://dx.doi.org/10.3928/00220124-20100701-06
D'Agustino, S. (2012). Toward a course conversion model for distance learning: A review of best practices. Journal of International Education in Business, 5(2), 145-162. doi:http://dx.doi.org/10.1108/18363261211281753
Fleming, N.D. (2001). Teaching and learning styles: VARK strategies. Christchurch, N.Z.: Author
Ihejirika, J. C. (2013). Teaching strategies for adult learners: Implications of learning characteristics for effective teaching-learning transaction. Academic Research International, 4(2), 310-315. Retrieved from http://search.proquest.com/docview/1353301094?accountid=40261
James, S., D’Amore, A., & Thomas, T. (2011). Learning preferences of first year nursing and midwifery students: Utilising VARK. Nurse Education Today 31, 417-423.
Jindal, M., Kharb, P., & Samanta, P. P. (2013). Comparative analysis of instructional learning preferences of medical students of first and seventh semester. International Journal of Physiology, 1(1), 32-36. Retrieved from http://search.proquest.com/docview/1399519158?accountid=40261