NRS 429 V Week 1 Assignment VARK Analysis Paper

Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection.

Personal learning style according to the VARK questionnaire is identified and described.

Personal learning style according to the VARK questionnaire is identified and basic summary is provided.

Personal learning style according to the VARK questionnaire is identified, but summary is incomplete.

Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.

Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.

Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.

Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described.

Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete.

Personal learning strategy content is missing.

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion.

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is established. Some rationale or evidence is needed for support.

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.

Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcomes.

Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed; a correlation has been established. Accommodation of different learning styles is discussed. Some detail or minor support is needed.

Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is generally presented; a general correlation has been established. More rationale or evidence is needed to fully establish correlation. Accommodation of different learning styles is summarized.

Understanding the learning styles of individuals participating in health promotion and the correlation to behavioral change and achieving desired outcomes is partially presented; a correlation has not been established. Accommodation of different learning styles is incomplete. There are inaccuracies.

Understanding the learning styles of individuals participating in health promotion, the correlation to behavioral change and achieving desired outcomes, and the accommodation of different learning styles is not discussed.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is apparent and appropriate to purpose.

Thesis is insufficiently developed or vague. Purpose is not clear.

Paper lacks any discernible overall purpose or organizing claim.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Writer is clearly in command of standard, written, academic English.

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.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

All format elements are correct.

Template is fully used; There are virtually no errors in formatting style.

Template is used, and formatting is correct, although some minor errors may be present.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is not used appropriately or documentation format is rarely followed correctly.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are not documented.

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to.

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

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/

Sincerely,

 

 

 

 

 

VARK Analysis Paper 

Name 

Institution 

Date 

VARK Analysis Paper 

Introduction 

A learning style is a technique or the preferred way in which learners absorb, process, comprehend, and retain knowledge. There are various learning styles which are categorized based on the sensible approaches, which are either visual, auditory, read or write, and kinesthetic. The learning styles are found within the VARK model of students learning. VARK is an acronym for the four primary learning styles Visual, Auditory, Read and Write and Kinesthetic (VARK, 2019). The VARK model recognizes that learners have various approaches on how they process information, typically known as the preferred leaning mode. This essay will discuss learning styles for learners and will include a description of my learning style based on the VARK questionnaire. The paper will also explore the importance of educators identifying learners’ learning styles and application of learning styles in health promotion.   

Personal Learning Style According to the VARK Questionnaire 

My learning style as per the VARK questionnaire is Very Strong Kinesthetic. The VARK questionnaire results were Visual-2, Aural-2, Read/Write- 2, and Kinesthetic-12. The Kinesthetic learning style is defined as one where a learner understands effectively by using experiences and real things even though they are exhibited as images or on screens (VARK, 2019). In the Kinesthetic learning style, I prefer to encounter several experiences to promote understanding of concepts. Furthermore, ideas become valuable if they seem practical, real, and relevant to me, and I need to do something to understand it. 

Preferred Learning Strategies 

The Kinesthetic learning style preference uses experiences and real things when they are presented in images and on screens. The preferred learning strategies in the Kinesthetic learning style include the use of autobiographies and documentaries, applications before learning theories, and the use of demonstrations and applying what one has learned (VARK, 2019). Individuals with kinesthetic preference prefer discussing real things in their life, prefer having their own experiences, doing thing things with others and making things happen through actions (VARK, 2019). In addition, they prefer tackling practical problems and using problem-solving techniques, they complete tasks and prefer outcomes that can be measured (VARK, 2019). Besides, they prefer being part of the team, being appreciated for their experiences and prefer interacting with individuals who apply their ideas as well as individuals who are relevant, concrete, and down-to-earth.   

My preferred learning strategies are similar to a majority of the preferred learning strategies for the Kinesthetic learning style. For instance, I prefer learning to solve problems using real-life case scenarios and practical experiences since I understand things better and also retain the learned information for a more extended period. I understand concepts better when I learn them practically, such as through projects and lab practical. I prefer having a trainer who explains concepts using real-life scenarios, uses demonstrations to explain a theory, and allows me to apply theory in a real-life setting. When studying, I use case studies whereby I attempt solving the case scenarios to gauge my understanding of a concept. By using case studies and theory application, I can relate the information learned and find the information valuable and relevant.  

Effect on Educational Performance and Importance of Identifying Learning Styles for Learners as an Educator 

A learner’s learning style affects the degree to which one he or she understands or perform educational activities. Learners understand effectively when they visualize, hear, read, or when hands-on (Bhagat, Vyas & Singh, 2015). A learner will understand more effectively when the teaching style used is in line with their preferred learning style. When the teaching style suits a learner’s learning style, the learner studies effectively, and they can perform an educational activity better when they do not have to adapt to others’ learning styles. 

An educator should identify individual learning styles and preferences when dealing with learners so that the teaching style can be modified to suit them. Besides, the educator can select a teaching method that will meet the needs of the learner as well as the teaching resources (Bhagat, Vyas & Singh, 2015). For example, when an educator identifies that learners have auditory learning styles, the teaching methods will include audio recordings, discussions, and lecturers (Bhagat, Vyas & Singh, 2015). The evaluation for the learners can consist of oral examinations. On the other hand, for learners with Kinesthetic learning style, the educator can use demonstrations, lab experiments, and projects and evaluations can include practical assessments.  

Learning Styles and Health Promotion 

In addition to educators, health providers conducting health promotion activities need to understand individuals’ learning styles to promote learning, understanding, and practising health promotion messages. People become interested in health promotion messages and activities when the teaching style is tailored to meet their learning styles preferences (Whitney, 2018). Understanding individuals’ learning style can help in changing peoples’ behavior since people change their lifestyle practices depending on what they see, hear, or practice in the health promotion activity (Whitney, 2018). Individuals’ learning style influences how they modify their behavior as a person understand and practices the health message when their learning style is used.  

The different learning styles can be accommodated in health promotion by targeting the senses mainly, hearing, seeing, and touching. Health education activities can use audio recordings, lectures, and seminars to target auditory learner while needs of visual learners can be met by the use of videos, presentations, images, and posters (Whitney, 2018). For read/write learners, pamphlets can be used while case scenarios can target the kinesthetic learners.  

Conclusion 

In summary, learning styles are grouped according to the senses they target, that is, visual, auditory, read/write, and kinesthetic. The VARK model represents the four primary learning styles mainly, Visual, Auditory, Read and Write and Kinesthetic. The visual learning style present learners who process information using visual tools while auditory present those who understand best when they listen. Read/write style present learners who understand best by reading or writing while kinesthetic style is for those who learn more effectively when they touch and feel. Health educators need to identify the learning style of learners as it guides the teaching methods and resources to use and ensures that their learning needs are met. Besides, health providers should incorporate all the learning styles during health promotion activities to promote understanding and behavior modification.  

 

References 

Bhagat, A., Vyas, R., & Singh, T. (2015). Students’ awareness of learning styles and their perceptions to a mixed-method approach for learning. International Journal of Applied and Basic Medical Research, 5(Suppl 1), S58. 

VARK Learn Limited. (2019). The VARK questionnaire. Retrieved from  

http://vark-learn.com/the-vark-questionnaire/ 

Whitney, S. (2018). Teaching and learning styles. Health promotion: Health and wellness across the continuum.