...The use of VARK in Identifying Learning Strategies Melissa Barr Grand Canyon University: NRS-429V July 5, 2015 The use of VARK in Identifying Learning Strategies When a person sits down to learn new information they do not stop to think, “How would I learn this best?” They do what they have done in the past, and the process may have served well, or poorly. Fleming and Mills (1992) “suggested four modalities that seemed to reflect the experiences of the student and teachers”. These modalities are; Visual, Aural, Read/write, and Kinesthetic and are identified by the acronym VARK. Modalities or learning styles “refer to the methods of gathering, processing, interpreting, organizing and thinking about information” (Alkhasawneh, Mrayyan, Docherty, Alashram, & Yousef, 2008) The most effective method of learning occurs when information is presented in a learning style that an individual uses, or that they can adapt to their preferred style. The methods listed above are not absolute, and individuals may use multiple types at a time, and/or may change the way they learn due to experiences or over a period of time. As tempting as it is to make this a simplistic equation it is not, because “life (and work) are multimodal so there are no hard and fast boundaries” (http://vark-learn.com/home/). In the VARK profiles from January 2011 we find that approximately 39% are unimodal, 35% use all four modalities, 14% are bimodal and 12% are trimodal. These same approximate results...
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...My interest in studying ultrasound first originated during my undergraduate studies in Radiography when I had opportunities to observe and understand the roles of different modalities such as CT, MRI, nuclear medicine and mammography. While some of these modalities only involve scanning, ultrasound on the other hand offers the satisfaction of diagnosing the scans performed and following it through. This modality also offers close interaction with patients which involves more skill sets. Furthermore, having worked in the Radiology Department as a Radiographer at Kingston Hospital I have had opportunity to observe other specialties and I feel that ultrasound has attracted me the most. My enthusiasm for this modality led me to try out some hands-on sessions, the experience which I really enjoyed and it had left me with the genuine feeling that I wanted to do more of these. It also made me aware what the career entails. Having had the opportunity to scan and use the phased array probe was a great experience; it allowed me to understand the practical importance of hand-eye coordination that is vital to produce good quality images upon which critical medical decision could be based. I also attended presentations, such as anomaly, harmony testing advances and fetal echocardiology. During my present position I believe that I have ascertained the skills and motivation needed to pursue a career within this field. Working within various areas of the radiology department I...
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...‘A Personalised induction will always be more effective’. Discuss In the essay that follows we will be discussing whether a personalised induction will always be more effective. We will be doing this through looking how every client is different and whether or not we need to be generic in our delivery of inductions or tailor them to every individual and their needs. In tailoring the induction we will be looking at different modalities that a client may have as well looking at the history of authoritive and permissive inductions and how these could help our clients. I will then conclude whether or not a personalised induction will always be effective. Everyone is different We all know that everyone is different, we all look different, have different ethnicity, different upbringings. We are different down to our DNA. When seeing clients, hypnotherapists need to take this into account in order to obtain the best result for the client. In order to do this the hypnotherapist, when meeting a client for the first time needs to build up a good rapport. This can be done through casually speaking to the clients and observing them while doing so. The hypnotherapist needs to constantly assessing the client looking at appearance (clothing, body language, speech pattern and speech style), personality (decisiveness, degree of worry, implication of logic – gut feeling or thought driven, expression of emotions), and behaviour (internally or externally...
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...are working with. How we decide which modality to use on our clients, how important an initial consultation can be and my argument for using personalised screeds. I will discuss the factors involved in creating personalised screeds, and the benefits of creating a personalised screed for clients. Using different modalities and whether a script should be authoritative or permissive. The more personalised hypnotherapy is the more effective it will be, as whilst all of us appear quite similar, we are different in many ways. We have different likes and dislike; come from different cultural backgrounds; and will have been brought up in environments that have provided us with different outlooks, values and perspectives. If the best possible results are to be obtained in a hypnotherapy session there is a need to work closely with individuals in order to identify their likes and dislikes as well as their personality. In this way we can gain their trust and assist them in reaching a deep state of hypnosis. When we communicate with people we do not only use words but body language, with tone also playing a large part in what is actually being communicated. Some people will use words that will assist you in determining which modality would suit them best. For example somebody who would say “looks good to me” shows signs that Visual is a language that suits them best. Below I will list out the modalities and how you can ascertain which modality would best suit a client, or if indeed...
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...АБДУЛЛА АВЛОНИЙ НОМИДАГИ КАДРЛАРНИ ҚАЙТА ТАЙЁРЛАШ ВА МАЛАКАСИНИ ОШИРИШ ИНСТИТУТИ Мавзу: Инглиз тилида модал феъллар БИТИРУВ ИШИ Бажарди: Фамилия ва исм Илмий раҳбар: фамилия ва исм ТОШКЕНТ 2012 The institute of Retraining and qualification of the specialists named after Abdulla Avloniy Theme: Modal verbs in English GRADUATION PAPER Submitted by: Familiya va ism Scientific advisor: Familiya va ism TASHKENT 2012 Сontent Introduction………………………………………………………………………………………………………………………..…………….3 Chapter I. Functions of the modal verbs and their characteristics in the English language 1. Functions and types of the modal verbs……………………………. 2. Understanding the functions of modal verbs in English……………. 1.3. Morphology and syntax of modal verbs………………………………… Chapter II. Methods of teaching modal verbs to schoolchildren 2.1. The difficulties in teaching modal verbs 2.2 Different types of utilization of the English modal verbs 2.3. Context use of the modal verbs 2.4. Range of forms of the modal verbs in English Conclusion……………………………………………………………………… The list of used literature……………………………………………………… Conclusion……………………………………………………………………...
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...personalised induction takes into account the client’s likes, dislikes, cultural, ethnic and religious background, modality preferences and any phobias, as well as considering the client’s aims for their therapy. It is hard to initially justify not using a personalised induction but this is a simplistic view and does not take into account the risks associated with such personalisation. When an induction is personalised the therapist will take on board as much information as is available in order to tailor the induction and any subsequent treatment to the individual. The language used is of paramount importance and people tend to favour one of three main modalities when listening or speaking. The first of these is kinaesthetic, which refers to the sensation of the body as it moves; kinaesthetic learners like to be physically involved in the learning process, commonly taking notes or using a highlighter in seminars or lectures. They will learn better by carrying out a task as opposed to having it explained to them. During an induction using language that is associated with these types of movement related activities is beneficial, for instance "as you walk into the garden you feel the warm breeze against your face and feel the cool, soft grass under your feet. As you approach the house a feeling of familiarity and calm flows through you". The second modality is auditory; which in its most simple definition is relating to the organs used for hearing. An auditory learner will...
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...Introduction 3 Chapter 1 Modal and Semi-Modal Verbs: Theoretical Aspect 4 1.1. Modal and Semi-Modal Verbs and Their Different Interpretations 4 1.2. Syntax, Morphology and Scope of semi-modal verbs 7 Chapter 2: Semi-Modal Verb GET: Practical Aspect 12 2.1. Usage: Tense and Aspect 12 2.2. Different Uses of Semi-Modal Verb GET 14 Conclusions 19 Bibliography 20 Introduction Human language is truly unique as it allows us to talk about things beyond here and now. The way we do so is through the Tense, Aspect and Modality systems of natural language. Modality is what this paper is about. Roughly speaking, modality allows us to talk about events that may not have happened, but are desired or required. Modality is completely autonomous unit, and it affects our language usage in many ways. Tense and Modality are undeniably interconnected: what used to be a possibility a month ago may not be one today. Tense and Aspect are likewise related: a punctual event that took place yesterday may not hold at present, but an event (or state) that is more durative may still hold. The primary function of modal verbs is to enable us to talk about possibilities and necessities. We can talk about the ways the world should be, were there peace on Earth, how it might have been, would Christopher Columbus not have landed in America, etc... This ability to go beyond directly observable facts is indeed at the heart...
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...The modal verbs are:- CAN / COULD / MAY / MIGHT / MUST / SHALL / SHOULD / OUGHT TO / WILL / WOULD Modal | Example | Uses | Can | They can control their own budgets. We can’t fix it. Can I smoke here? Can you help me? | Ability / Possibility Inability / Impossibility Asking for permission Request | Could | Could I borrow your dictionary? Could you say it again more slowly? We could try to fix it ourselves. I think we could have another Gulf War. He gave up his old job so he could work for us. | Asking for permission. Request Suggestion Future possibility Ability in the past | May | May I have another cup of coffee? China may become a major economic power. | Asking for permission Future possibility | Might | We'd better phone tomorrow, they might be eating their dinner now. They might give us a 10% discount. | Present possibilityFuture possibility | Must | We must say good-bye now. They mustn’t disrupt the work more than necessary. | Necessity / Obligation Prohibition | Ought to | We ought to employ a professional writer. | Saying what’s right or correct | Shall (More common in the UK than the US) | Shall I help you with your luggage? Shall we say 2.30 then? Shall I do that or will you? | Offer Suggestion Asking what to do | Should | We should sort out this problem at once. I think we should check everything again. Profits should increase next year. | Saying what’s right or correct Recommending action Uncertain prediction | Will | I can’t see...
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...MODAL VERBS IN COMMUNICATION There is no communication among people without expressing their attitudes to what they say and to one another. It means that we cannot manage without modals in everyday life. But those who speak English as a foreign language may have great difficulty choosing the correct modal verb to express exactly what they want to. These are the most common situations in which modals are helpful: 1. Asking for permission: Can I ask you a question, please? (informal) Could I (possibly) ask you a question, please? (more polite) Can’t / Couldn’t I ask you a question? (if you want to put extra pressure on someone to give a positive answer) I wonder if I could ask you a question. (very polite) May I ask you a question, please? (formal) Might I ask you a question, please? (very formal) 2. Giving / Refusing permission: You can park your car here. (informal) You may park your car in this area. (formal – usually written) You can’t / mustn’t park your car here (informal, prohibition) You may not park your car here (formal – usually written) You needn’t do it. (permission not to do) 3. Making requests / instructions / orders: Can you explain this to me? (informal) Could / Would you explain this to me? (more polite) Will you explain this to me? (polite instruction) You must explain this to me. (very strict) Can I have some water? (informal) Could I have some water? (polite) May I have some water? (formal) Might I have some water? (very formal) ...
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...VARK Analysis A VARK Analysis of One Student’s Learning Style LorieAnn T Dailey Grand Canyon University: NRS-429v April 22, 2012 A VARK Analysis of One Student’s Learning Style This paper will discuss Fleming and Bonwell’s VARK analysis of learning styles. (2002). It will also discuss the results from this student’s use of the VARK instrument and will compare those results to this student’s own observations about her preferred learning styles or methods. Next, this paper will discuss possible changes this student could make in her learning methods that might tend to make her a more successful student in view of her results on VARK questionnaire. Finally, this paper will briefly address the analysis of this student’s learning style in the specific context of e-learning or distance learning. VARK, an acronym for Visual, Aural, Read/write, and Kinesthetic, is a system developed in its current form by Neil Fleming which uses a sixteen-question instrument to evaluate a part of student’s learning styles. (Fleming & Bonwell, 2002, FAQs (Frequently Asked Questions)). While VARK is commonly referred to as an analysis of learning styles, that is technically inaccurate. While “learning style”, as the term is generally understood, refers to several different factors such as working with others vs. working alone, physical conditions of the learning environment, and even biorhythms, VARK analyzes only one aspect of learning styles: the way a student receives and communicates...
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...Chapter 1 THE PROBLEM AND ITS SETTING Introduction Learning can be immensely gratifying, but studying usually involves hard work. The primary step towards effective study habits is to face up to this reality. One need not feel guilty if one doesn’t look forward to studying. Once an individual accepts the premise that studying doesn’t come naturally, it should be apparent that one needs to set up an organized program to promote adequate study. Learning how to study is really a long-term process. As one goes on studying, one finds more techniques and methods that offer new information leading one on an interesting and successful direction. So, learning how to study or to develop good study habits is a lifelong process, and one should be ready to modify one’s method of study according to the need of the time. The development of good study habits is the highway to the goals of an individual, whatever they are. A simple, small change in study habits makes a big difference in goal setting and organization of one’s life. The success of an individual depends upon his study habits. Education is the manifestation of perfection already existing in man. The tool enabling this manifestation is study habits. In order to improve the quality of education we must develop certain innovative strategies, which will enhance the educational standards. In addition to that from the student’s side there must be some important steps, which form the basis for their academic achievement. Students’ needs...
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...Defining Learning Learning is the process which we acquire new things and develop thinking, skills and behaviors. The process of learning continues from the beginning up to the end through experiences, observation and association throughout life. The development of learning is through the contribution of both genetic aspect (narture) and environmental influence (nurture). This two aspect that contributes learning is cannot be separated and maybe the cause to determines individuals learning development. Many factors affect the learning of an individual in certain aspects. It may be Intellectual factor, Physical Factor, Mental Factor, Peers and Teachers Personality and environmental factors (P. Mondal, 2015). But one of the significant factors that affect learning which the focus of this study is the social competence of the students. Assessing students learning ability Best learner has the learning skill that the poor learners are deficient. These skills are very important in learner’s future success that’s why it is important to...
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...Parker’s Learning Styles Profile After completing the Parker’s Learning Style assessment I learned important details about my personal style of learning. Upon completion of the 39 question assessment I was immediately provided with various numbers of charts and pie graphs that were completely specific to my interpersonal communication skills, leadership management skills, and modalities. The information provided further detail on how I retain information. Interpersonal Communication The interpersonal communication component of Parker’s Learning Styles Profile, is broken down into three major sections that show a person’s ability to perform a specific task to a their satisfactory level of skill(Parker & Parker, 2007). The three major sections are data, things, and people. According to Parker, data is the compilation and the interpretation of factual material (Parker & Parker, 2007). The thing section deals with one’s psychomotor skills which include things like typing, writing, and running. The last section of the interpersonal communication component is the people. The people section focuses on how an individual interacts on a daily basis. As I reviewed my scores I realized how much they reflect who I am,...
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...absorb and retain new and difficult information by creating a picture in their minds or ‘mental image’, seeing words or reading about it first; 3. Tactile. Tactile learners effectively use their hands to capture, absorb and retain new and difficult information through hand habits like doodling, highlighting or taking notes; 4. Kinesthetic. Kinesthetic learners physically involved in the entire process of learning like walking around, talking or moving, games among others. Since learning modalities are inherent to students to make sense of any information, it is important that a teacher considers the individual learning style of his/her students in design and plan of the lesson. The lesson plan, strategy, teaching style and the use of any forms of instructional materials should match and proportionate to the perceptual strengths of the students. In some cases, students may have two or more perceptual strengths or learning styles. That is to say, that a teacher must be sensitive and aware of his/her students modality to accelerate the learning process or to achieve the learning...
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... susanelliss@email.phoenix.edu (University of Phoenix) susanellis@agreatday.net (Personal) Course Description This is the capstone course for undergraduate psychology students. The course provides students with the opportunity to integrate and apply learning from their psychology program of study in a comprehensive manner. Students will also assess the impact of their educational experiences on their ethical perspectives and critical thinking skills. Students will reflect on and evaluate their personal and professional growth, the benefits of lifelong learning, and the impact of these elements on their future. Policies Students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Point Values for Course Assignments...
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