Learning Style Reflection For Students And Department

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The VARK assessment has been critical in helping have a clear comprehension of my learning style. The model clarified for me that I am good in A,R,K that is Auditory, Reading and Kinesthetic. I am likely to gain maximally from a session that allows me to read, hear and demonstrate. While serving as an intern, it was common to receive assignments that helped us appreciate the concepts we were learning through various tasks. In one of the events, I was tasked with leading the interns in a session of reviewing what we had covered. In almost all previous sessions, we would have people prepare videos, which would be uploaded on the company site, and we would watch and review.

While all my colleagues would post positive feedback, I always had a contrary opinion since I found videos tiring and boring, and in most cases, I was distracted by articles on the web. During this session, I decided to request a physical session where I would share my insights while demonstrating. During my preparation stage, I invested significant time reading widely and realized I was enjoying the process. While demonstrating how different systems work, I noticed that my understanding was becoming clearer. This experience helped me recognize that my learning preferences differ from others.

Completing the assessment has helped me appreciate how I can improve my learning strategies. Moving forward, I will be attentive to the fact that everyone learns differently. If I attend sessions where learning materials are shared via videos, I will seek alternative texts to read. Additionally, I plan to volunteer to teach colleagues to reinforce my understanding and assist others in learning from me.

Paper For Above instruction

The recognition of individual learning styles is crucial in optimizing personal and collective educational outcomes. The VARK model—comprising Visual, Auditory, Read/Write, and Kinesthetic modalities—serves as a valuable tool for identifying preferred ways of absorbing information. My recent experience with the assessment has highlighted the significance of understanding my own learning preferences, particularly in enhancing comprehension and retention of knowledge. This awareness is especially pertinent in practical settings such as internships, where diverse teaching and learning methods are employed to facilitate understanding.

During my internship, I observed that traditional learning through videos and online materials did not align with my preferred learning methods. While my colleagues responded positively to video-based content, I found such approaches monotonous and challenging to process. Instead, I gravitated towards active engagement, such as reading, listening, and performing demonstrations. For example, I was given the opportunity to lead a session reviewing our work, during which I requested a physical meeting rather than a video presentation. This decision stemmed from my recognition that my learning was most effective when I could interact directly with the material and demonstrate understanding practically.

Preparing for and delivering this demonstration was enlightening. I spent considerable time reading and researching the concepts involved, which enhanced my grasp of the subject matter. As I demonstrated different systems and processes, my clarity improved markedly. This experiential learning underscored the importance of kinesthetic and reading/writing modalities in my educational process. It also elucidated that different individuals have distinct ways of internalizing information, emphasizing the need for adaptable teaching strategies.

Understanding my learning style has profound implications for my future academic and professional endeavors. Recognizing the value of diverse learning approaches, I plan to tailor my participation in educational activities accordingly. For instance, when materials are presented via videos, I will proactively seek supplementary texts or note-taking opportunities to reinforce my understanding. Furthermore, I intend to engage in peer teaching—explaining concepts to colleagues—to deepen my comprehension and support collaborative learning. These strategies align with the principles of adult learning theories, which emphasize self-directed and experiential learning (Knowles, 1984).

In addition to individual strategies, this awareness encourages me to advocate for varied instructional methods within group settings. Incorporating visual aids, hands-on activities, and interactive discussions can accommodate diverse learning preferences, thereby fostering a more inclusive and effective learning environment. Studies have shown that multimodal teaching enhances engagement and retention across different learner types (Fleming & Mills, 1994). Therefore, recognizing and applying this knowledge is essential for maximizing educational success and developing adaptable professional skills.

In conclusion, the VARK assessment has provided valuable insight into my personal learning preferences—primarily auditory, reading, and kinesthetic modalities. By embracing this understanding, I am better equipped to tailor my learning strategies and contribute meaningfully to collaborative educational settings. Moving forward, I will prioritize active engagement, seek diverse resources, and share knowledge through teaching, all of which will enhance my learning experience and professional development. This awareness is not only beneficial for my growth but also underscores the importance of recognizing individual differences in educational contexts, thereby promoting more effective and inclusive teaching practices.

References

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• Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult learning. Jossey-Bass.
• Fleming, N. D. (2001). Teaching and learning styles: VARK strategies. Christchurch, New Zealand: Bond University.
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