Identifying learners strength and weaknesses (vak model)
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The document discusses identifying learners' strengths and weaknesses using the VAK (Visual, Auditory, Kinesthetic) model of learning styles. It explains that learners learn best when they receive instruction in their preferred learning style. The VAK model proposes that people learn visually, through images and text; auditorily, through listening; and kinesthetically, through movement, hands-on activities, and touch. The document provides strategies for instructors to incorporate the different learning styles into their teaching to help all learners succeed.
Identifying learners strength and weaknesses (vak model)
- 1. Identifying Learners Strength and Weaknesses (VAK model) Dr. G. Jaganmohana Rao Faculty of Education MITE, Kohima
- 2. Identifying Learners Strength and Weaknesses: It is important to determine students’ strengths and weaknesses at the outset to help them know what goals will be realistic and how to proceed with a plan of study. Learners are often more successful when they receive input in their preferred learning style (visual, auditory, tactile, kinesthetic, etc.). It is important to help each learner become aware of his or her learning style and to provide appropriate input to enhance learning. Learners who are aware of how they best receive input can choose appropriate materials and settings to work in as part of their plan of study. Instructors who pay attention to student learning styles offer choices in how students receive input and demonstrate their learning.
- 3. There are strengths and weaknesses in relying on learning styles or learning preferences for educators, parents, mentors and learners. A careful evaluation of the underlying purposes to understand one’s learning preference should be considered while gaining a knowledge of the learning style. Students and teachers bridge generational gaps to arrive at a mutual understanding. Instructors may use this language to assist students in comprehending their learning capabilities and even promoting a continued effort to assume responsibility for their learning. Teaching strategies may be built upon the understanding of learning styles, promoting a variety of experiences to learn which in turn avoids a point of boredom from repeated instructional usage. The classroom, in turn, changes into a hands-on laboratory, encouraging learners to expand their preferences, test new hypothesis and even link prior knowledge to new knowledge through scaffolding. Through this usage, students feel empowered in their learning process.
- 4. VAK Model: (Visual, Auditory, and Kinesthetic): Educational psychologist Walter Burke Barbe and his colleagues proposed three "modalities" of learning: Visual, Auditory, and Kinesthetic (movement and touch). These were often referred to simply as VAK model. Barbe was clear that everyone had strengths, weaknesses and preferences in each of the three modalities. The most effective learning, he said, utilized all three in combination. He said that the mix we achieved depended on many factors, and would likely change over time. The simplest and most common way of identifying different learning styles is based on the senses. Commonly called the VAK model, this framework describes learners as visual, auditory, or kinesthetic. Visual learners most effectively process visual information; auditory learners understand best through hearing; and kinesthetic/tactile learners learn through touch and movement.
- 5. VAK Learning Styles: The VAK learning style uses the three main sensory receivers: Visual, Auditory, and Kinesthetic (movement) to determine the dominant learning style. It is sometimes known as VAKT (Visual, Auditory, Kinesthetic, & Tactile). It is based on modalities—channels by which human expression can take place and is composed of a combination of perception and memory. Visual Pictures, videos, graphics, diagrams, charts, models Auditory Lecture, recording, storytelling, music, verbalization, questioning Kinesthetic Acting, role-play, clay modelling
- 6. Visual learners have two sub-channels—linguistic and spatial. Learners who are visual-linguistic like to learn through written language, such as reading and writing tasks. They remember what has been written down, even if they do not read it more than once. They like to write down directions and pay better attention to lectures if they watch them. Learners who are visual-spatial usually have difficulty with the written language and do better with charts, demonstrations, videos, and other visual materials. They easily visualize faces and places by using their imagination and seldom get lost in new surroundings. To integrate this style into the learning environment: • Use graphs, charts, illustrations, or other visual aids. • Include outlines, concept maps, agendas, handouts, etc. for reading and taking notes. • Include plenty of content in handouts to reread after the learning session. • Leave white space in handouts for note-taking. • Invite questions to help them stay alert in auditory environments. • Post flip charts to show what will come and what has been presented. • Emphasize key points to cue when to takes notes. • Eliminate potential distractions. • Supplement textual information with illustrations whenever possible. • Have them draw pictures in the margins. • Have the learners envision the topic or have them act out the subject matter.
- 7. Auditory learners often talk to themselves. They also may move their lips and read out loud. They may have difficulty with reading and writing tasks. They often do better talking to a colleague or a tape recorder and hearing what was said. To integrate this style into the learning environment: • Begin new material with a brief explanation of what is coming. Conclude with a summary of what has been covered. This is the old adage of “tell them what they are going to lean, teach them, and tell them what they have learned.” • Use the Socratic method of lecturing by questioning learners to draw as much information from them as possible and then fill in the gaps with you own expertise. • Include auditory activities, such as brainstorming, buzz groups, or Jeopardy. Leave plenty of time to debrief activities. This allows them to make connections of what they leaned and how it applies to their situation. • Have the learners verbalize the questions. • Develop an internal dialogue between yourself and the learners.
- 8. Kinesthetic learners do best while touching and moving. It also has two sub- channels: kinesthetic (movement) and tactile (touch). They tend to lose concentration if there is little or no external stimulation or movement. When listening to lectures they may want to take notes for the sake of moving their hands. When reading, they like to scan the material first, and then focus in on the details (get the big picture first). They typically use color high lighters and take notes by drawing pictures, diagrams, or doodling. To integrate this style into the learning environment: • Use activities that get the learners up and moving. • Play music, when appropriate, during activities. • Use colored markers to emphasize key points on flip charts or white boards. • Give frequent stretch breaks (brain breaks). • Provide toys such as Koosh balls and Play-Dough to give them something to do with their hands. • To highlight a point, provide gum, candy, scents, etc. which provides a cross link of scent (aroma) to the topic at hand (scent can be a powerful cue). • Provide high lighters, colored pens and/or pencils. • Guide learners through a visualization of complex tasks. • Have them transfer information from the text to another medium such as a keyboard or a tablet.
- 9. Thanking You