Feb 23, 2024 Discussion: VARK Analysis Paper
Discussion: VARK Analysis Paper
Discussion: VARK Analysis Paper
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Discussion: VARK Analysis Paper
Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,”( http://vark-learn.com/the-vark-questionnaire/ ) located on the VARK website, and then complete the following:
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 current preferred learning strategies to the identified strategies for your preferred learning style.
Examine how awareness of learning styles has influenced your perceptions of teaching and learning.
In a paper (750‐1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:
Struggling to Meet Your Deadline?
Get your assignment on Discussion: VARK Analysis Paper done on time by medical experts. Don’t wait – ORDER NOW!
Meet my deadline
Provide a summary of your learning style according the VARK questionnaire.
Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?
Cite to at least three peer‐reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.
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 LopesWrite. Please refer to the directions in the Student Success Center.
Discussion: VARK Analysis Paper
Discussion: VARK Analysis Paper
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
A learning style is a technique through which learners collect, search through, interpret, organize, make conclusions, and preserve knowledge. Learning styles are grouped as per sensory approaches; namely, visual, aural, read or write, and kinesthetic (Whitney, 2018). Visual learning style is whereby learners understand by use of visual tools while in aural, they understand well when they listen to instructions. The read or write learners learn best through reading or writing while in the kinesthetic group, learners gain knowledge and understanding when they are allowed to touch and feel (Whitney, 2018). The purpose of this paper will be to explore learning styles and strategies for learners. I will include a summary of my learning style as per the VARK questionnaire and the importance of identifying learning styles for educators and in health promotion.
Personal Learning Style
My learning style preference, according to the VARK questionnaire, is Strong Kinesthetic (VARK 2019). Kinesthetic preference is described as one that a learner uses experiences and real things even when they are displayed as images and on screens. My VARK results were as follows: visual-0, Aural 4, Read or Write- 3, and Kinesthetic 9 (VARK 2019). As per my learning style, I prefer to have more experiences to enhance understanding of concepts.
Preferred Learning Strategy
My preferred learning strategy is using practical experiences and real-life case studies to solve problems. By using a practical approach, I understand the concept better and also retain it for an extended period. Besides, I consider ideas to be valuable if they sound real, practical and relevant to me. I also need to do things practically to understand. Furthermore, I prefer a feedback that involves a face-to-face discussion whereby I am shown examples of projects that demonstrate success or failure. Moreover, I prefer trainers who use examples of real-life occurrences when explaining a point since I remember the examples and relate them with the concept learned. When assessing my understanding, I look at case studies and try to solve them with the gained knowledge to determine if the theory is valuable to real-life situations.
My learning style is in line with the identified learning strategies identified for individuals with a kinesthetic strategy. According to the VARK results, people with my learning style preference like to be trained or learn through practical exercises, examples, experiences, case studies, trial and error, and using things that are real (VARK 2019). They prefer learning from autobiographies and documentaries and applications before studying theories. Besides, they prefer to have demonstrations done before applying what they have learned and like having conversations about the real things in their lives (VARK 2019). Their own experiences are more valuable than the experiences of others, and they prefer undertaking activities with others through actions and making things happen (VARK 2019). Furthermore, they enjoy working on practical problems where they gain problem-solving techniques.
Importance of Identifying Learning Styles for Learners as an Educator
An individual’s learning style determines the degree to which one acquires knowledge and skills since individuals understand better either by visualizing, hearing, reading, or being hands on (Whitney, 2018). Further, individuals learn better when the teaching style used suits their learning style hence making them memorize what they learned during the educational activity. When educators promote a learning environment that addresses the learning styles of learners, the latter can study better and feel more comfortable in their unique styles rather than having to adapt to the changing teaching styles used by the former (Bastable, 2017). Educators need to identify the learning styles and preferences of learners since it helps not only the educator but also the learner in being more effective in the learning process.
By understanding a learner’s learning style; an educator can determine the type of teaching method, resources and teaching methods to use. For instance, auditory learners will best learn through discussions, tape recordings, seminars, and discussions, and they will probably enquire on what they have not understood (Bastable, 2017). Besides, tests for auditory learners will be best conducted using oral examinations. Moreover, by making learners aware of their learning style, educators can empower them to identify the necessity of each learning style for various disciplines.
Learning Styles and Health Promotion
Health providers need to identify the learning styles of individuals when conducting health promotion to ensure that they will learn, understand and practice the health messages provided to promote better health outcomes. Individuals tend to be interested in health education messages when their learning style is considered during health promotion (Kangovi & Asch, 2018). Learning styles affect behavior change as individuals modify their behaviors based on what they saw, heard or practiced in the health promotion programs. An individual’s learning style determines the possibility of modification of behavior as the patient understand and master information faster and easier when their learning preferences are utilized (Kangovi & Asch, 2018). The different learning styles can be accommodated in health promotion by targeting all the senses when providing health education (Sharma, 2016). For instance, when educating individuals on the prevention of diseases, lectures and seminars can be held which target auditory learners and images and videos can enhance the sessions to target visual and kinesthetic learners. In addition, health education pamphlets can be administered for individuals to read further, which targets read and write learners (Sharma, 2016). During health promotion sessions, case studies can be presented for the learners to discuss and come up with solutions which can suit kinesthetic and auditory learners.
Conclusion
In summary, learning styles, according to VARK, include visual, aural, read or write, and kinesthetic. Learners learn best when the teaching style is tailored to suit their learning style. It is, therefore, essential for educators to identify their learners learning style to promote a comfortable learning environment and enhance their understanding. It is also essential for health educators to understand the learning styles of individuals, including their patients during health promotion programs. Modification of behavior is enhanced by the utilization of appropriate teaching styles that suit learner’s preferences. Besides, different learning styles can be incorporated during health promotion programs to meet the preferences of all learners.
References
Bastable, S. B. (2017). Nurse as educator: Principles of teaching and learning for nursing practice. Burlington, MA: Jones & Bartlett Learning.
Kangovi, S., & Asch, D. A. (2018). Behavioral phenotyping in health promotion: embracing or avoiding failure. Jama, 319(20), 2075-2076.
Sharma, M. (2016). Theoretical foundations of health education and health promotion. Burlington, MA: Jones & Bartlett Publishers.
Whitney, S. (2018). Teaching and learning styles. Health promotion: Health and wellness across the continuum. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/4
VARK Learn Limited. (2019). The VARK questionnaire. Retrieved from
http://vark-learn.com/the-vark-questionnaire/
Individuals who fall in the category of vulnerable populations are those individuals in subpopulations who are at higher risk for being unhealthy and with limited access to healthcare. People who fall in this category include children, the elderly, the homeless, those with chronic health conditions, economically disadvantaged, the racial and ethnic minorities, immigrants, and refugees. For the purpose of this discussion, I will focus on the Homeless population. The homeless experience many issues from the simplest things such as wearing the same clothes for days, going without food for several days, fearing for safety, not sleeping in a bed, and weathering the elements (Neis & McEwen, 2015). These are often the first ideas that come to a person’s mind when the person thinks of the homeless, but there is a bigger picture to being homeless. Bias is an issue that the homeless face. The homeless often are considered drug abusers or alcoholics, when the truth is that many of the homeless become drug abusers or alcoholics because of the state of homelessness. Many people do not choose to be homeless, but because of job loss, loss of home, or family abandonment they find themselves in this state.
In Washington DC, I have seen programs for the homeless by Catholic charity organizations where they provide shelter, clothing and hot-meals at least once daily for the homeless population around the DC area. The one shelter I visited a few years ago had programs for their participants such as health education and prevention programs where they will teach clients about healthy living, food choices especially for the diabetic clients and ways to get back on their feet. They provided resources on job training/availability, they provided a list of clinics and the programs that these clinics offer to their clients.
Order a similar assignment, and have writers from our team of experts write it for you, guaranteeing you an A
