1vark Analysis Paperpascal Uzobuifegrand Canyon Universityfamily Cent ✓ Solved

1 VARK Analysis Paper PASCAL UZOBUIFE Grand Canyon University. Family Centered Health Promotion NRS 429VN 3/31/2021 Title goes here againIntroduction Humans are unique beings, and the free will of life allows each one to live in their own set of terms. When it comes to learning, it is no different, and people tend to grasp information better when presented in a particular manner that appeals to them. An educational theorist, Neil Fleming, put forward a model describing four learning styles for students, namely, visual learners, auditory, reading/writing and kinesthetic. (VARK). Through a series of set questions, the model assesses various strategies adopted by students in learning and gives them a score in relation to the four learning styles (Sinitia et al., 2019).

This paper explores the different learning styles, their importance to a learner and educator, and how to this knowledge in health promotion and behavioral change. Comment by Jerina, Lori: This sentence should have a citation as it came from a source Comment by Jerina, Lori: Overall good introduction and thesis statement My Learning Style and Other Learning Styles At least according to VARK, my learning style is mainly Kinesthetic, with a score of 11. This means that I can physically carry out activities to learn instead of just reading or listening. My reading/ writing score of 3, aural a score of 2, and visual with a score of 1 depict this. Compared to a general population of nursing students, the most preferred learning style is kinesthetically followed by auditory, visual, and read/write models in that models.

While visual learning offers advantages in quicker communication and simplicity, kinesthetic has the edge over visual in practicality and better commitment to memory. This issue is a bit of a challenge in reading and auditory learning methods (Sinitia et al., 2019). Before taking the VARK test, my preferred learning mode was read/write, mainly with a bit of kinesthetics. Bearing this in mind, I now realize that the traditional teaching method where lecturers dictate numerous notes to students puts some of them at a disadvantage. The use of the inappropriate mode of learning leads to hard work rather than smart work.

An individual has to do twice the work to understand and commit information to memory. Comment by Jerina, Lori: Good job identifying your learning according to VARK and reflecting on how you learn Relevance of Learning Styles to Learners’ Understanding and Performance No learning style has been proven superior to the other, and more often, students employ a multimodal approach. However, the adoption of appropriate learning techniques for an individual was associated with increased academic confidence in handling the subject matter. There was also an increased level of comprehension, metacognition, and a sense of motivation. This is because the student feels in control of their learning (Buckley & Doyle, 2017).

Why Educators Should Understand Their Audience Learning Styles and Preferences As an educator, it is essential to identify the individual learning styles of the targeted students. It takes more than simply acknowledging that each learner is different; one has to know each one personally and how they work. The real challenge is how to incorporate the various learning modalities to cater to each student. Possible ways to achieve these objectives are engaging the learners in a conversation about the subject matter for those who learn via auditory style. Alternatively, an educator can read out the material aloud, have students tape lectures for later review or ask them to make oral summaries.

Maps or checklists can be used for visual learners, while writing out the checklists or role-playing would favor the kinesthetic learners. Only by understanding these learning styles can an educator endeavor to prepare their lectures to address these issues. The educator making a point of knowing their audience before initiating learning is better (Buckley & Doyle, 2017). Comment by Jerina, Lori: Great points in this section Relevance of Learning Styles to Health Promotion and Behavior Change Health promotion is the process of empowering individuals to have control over their lives and keep healthy. By successfully adopting healthy lifestyle habits would constitute behavior change which is the ultimate goal.

There are three levels to achieve this; at first, the level is prevention, which entails how to avert disease altogether. At the secondary level, keeping to practices that make treatment effective is expected hence quick recovery. At the tertiary level is more of managing chronic cases. Patients' level of understanding differs for each category, and therefore identification of appropriate learning styles for each makes implementation of instructions easier. The patients report better adherence, reducing the number of hospital visits and cases of readmission (Blake et al., 2020).

How to Accommodate Different Learning Styles in Health Promotion The healthcare system's target audience is just about anyone, and therefore there is no justification for ruling out any learning method in health promotion campaigns. Health promotion can no longer be limited to the hospital set up alone to accommodate all these styles. For instance, in the wake of the covid-19 outbreak, public media has been very integral in educating learners. Radios cater to those who learn best by listening, while televisions cater to those who prefer visual effects—erections of billboards with adverts further this learning style. On the ground, hospital facilities have their staff members do campaigns reaching people or handle them while in hospital (Blake et al., 2020).

The diversification of the sources of information has ultimately catered for the different learning styles. References Comment by Jerina, Lori: Remember that word reference is centered as shown Buckley, P., & Doyle, E. (2017). Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Computers & Education , 106 , 43-55. Blake, H., Bermingham, F., Johnson, G., & Tabner, A. (2020).

Mitigating the psychological impact of COVID-19 on healthcare workers: a digital learning package. International journal of environmental research and public health , 17 (9), 2997. Sintia, I., Rusnayati, H., & Samsudin, A. (2019, November). VARK learning style and cooperative learning implementation on impulse and momentum. In Journal of Physics: Conference Series (Vol.

1280, No. 5, p. 052032). IOP Publishing. Thank you for your paper.

Overall good job addressing the rubric elements. You obtained high points for that ( see the grading rubric) Be sure to look at my corrections and comments. You have some relatively easy formatting to fix and a few places where citations are needed. An easy fix to your reference heading and title as well. Overall, a great start.

Just a few corrections. Students will select a topic about the sociology of pop culture for an in-depth research paper, 5-8 pages (double-spaced). Research papers will be graded based on the following criteria: Research · Sources are relevant to the topic and appropriate for study · Topic is researched and described in sufficient depth · Effective synthesis, making logical connections between resources and social issues · Minimum of five references that may come from any source, both academic (i.e. peer-reviewed books and journal articles) or non-academic resources are welcome (i.e. documentaries, blogs, participatory culture, etc) · Any citation style. Content · Clearly defined focus and arguments · Fully explore important aspects of the topic in sufficient depth and detail · Comprehension of research, explained fully, clearly, and accurately · Reasoned arguments supported with evidence and analysis · Application of readings to media · Recognition of broader implications of social issues · Depth of analysis Writing · Well-organized, with logical and systematic connections · Written clearly and comprehensible; convey coherent and intended meanings · Grammar, accurate and effective sentence structure · Vocabulary, appropriate for postsecondary level · Academic tone (avoids slang, etc) · Effective use of quotations and references · Personal opinion, I statements and subjectivity are welcome, (backed up evidence-based knowledge) · Formal referencing is required.

You are welcome to use any formatting style, as long as it is consistent. Rubic_Print_Format Course Code Class Code Assignment Title Total Points NRS-429VN NRS-429VN-O500 VARK Analysis Paper 100.0 Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%) Comments Points Earned Content 80.0% Personal Learning Styles According to VARK Questionnaire 20.0% Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire. Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. 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 and described. Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection. Preferred Learning Strategies 20.0% Personal learning strategy content is missing. Personal learning strategy is partially described.

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

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. Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator) 20.0% Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented. 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 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 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 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. Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion) 20.0% 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. 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 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 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 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. Organization and Effectiveness 15.0% Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear.

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

Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity.

There are obvious flaws in the logic. Some sources have questionable credibility. 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. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion.

Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. 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. 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. Writer is clearly in command of standard, written, academic English. Format 5.0% Paper Format (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style. All format elements are correct. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Total Weightage 100%

Paper for above instructions

Pascal Uzobuife

Grand Canyon University
Family Centered Health Promotion
NRS 429VN
Date: March 31, 2021

Introduction

Humans are inherently diverse in their cognitive processes, and this diversity extends to learning styles. Effective learning occurs when information is delivered in a manner that suits individual learning preferences (Fleming & Mills, 1992). The VARK model, developed by educational theorist Neil Fleming, categorizes learners into four distinct styles: Visual, Auditory, Reading/Writing, and Kinesthetic (Fleming, 2001). This paper presents my VARK learning style analysis, examines how understanding these styles contributes to the effectiveness of education, and discusses implications for health promotion and behavior change.

My Learning Style and Other Learning Styles

Upon completing the VARK assessment, I identified my primary learning style as Kinesthetic, scoring a total of 11. This implies that I grasp concepts more effectively through hands-on experiences rather than traditional methods such as reading or listening. In comparison, my scores were significantly lower for Reading/Writing (3), Aural (2), and Visual (1) styles. Research indicates that kinesthetic learning offers advantages in practical applications and long-term memory retention when compared to the auditory and visual methods (Sinitia et al., 2019).
Initially, I considered myself mainly as a Reading/Writing learner; however, the VARK test has illuminated my true preference for experiential learning. Consequently, traditional lecture-based teaching methods, which predominantly favor the Reading/Writing learning style, can hinder my comprehension and retention of information. This misalignment between teaching method and learning style necessitates an awareness of the learning preferences among both students and educators.

Relevance of Learning Styles to Learners’ Understanding and Performance

While it is widely acknowledged that no single learning style is superior, adopting pedagogical strategies that align with individual preferences can significantly enhance learning outcomes. For instance, students who utilize multimodal approaches often display increased confidence, better academic performance, and heightened motivation (Buckley & Doyle, 2017). Furthermore, when educators tailor their instructional practices according to these learning styles, they can foster an environment where students feel in control of their educational journey.
An understanding of learning styles also guides educators in designing assessments and activities that resonate with their audience. For instance, kinesthetic learners tend to excel in tasks involving simulation, role-play, or other active learning strategies. Visual learners may benefit from diagrams and other graphical representations, while auditory learners thrive in discussion-based or lecture environments (Fleming & Baume, 2006).

Why Educators Should Understand Their Audience’s Learning Styles and Preferences

Educators must gain insights into the learning styles of their students to optimize the teaching-learning process successfully. Engaging learners utilizing various modalities is crucial—not merely through direct instruction but also by encouraging participation in discussions, collaborative projects, and practical applications of knowledge (Buckley & Doyle, 2017).
For auditory learners, lecturing or encouraging them to record discussions for future review may enhance their learning experience. Visual learners can benefit from checklists, infographics, and interactive visual aids, while kinesthetic learners thrive through active participation and hands-on projects. Acknowledging these differences allows educators to diversify their teaching strategies, ensuring that learning is inclusive and effective across various learning styles.

Relevance of Learning Styles to Health Promotion and Behavior Change

Health promotion aims to empower individuals to take control of their health and well-being, making understanding the learning styles of patients crucial for effective education and behavior change. Different patients may require tailored interventions based on their comprehension levels and learning preferences. In particular, understanding the learning styles can help healthcare professionals to deliver educational content that resonates with patients, thus enhancing the likelihood of adherence to treatment regimens (Blake et al., 2020).
Behavioral change can be facilitated through educational strategies that demonstrate the significance of healthy living, focusing on three levels: primary prevention (disease avoidance), secondary prevention (effective treatment), and tertiary prevention (management of chronic conditions). By identifying and addressing the preferred learning styles of patients, health providers can improve comprehension, increase patient engagement, and ultimately enhance health outcomes (Blake et al., 2020).

How to Accommodate Different Learning Styles in Health Promotion

To effectively promote health, it is essential to utilize diverse methods that encompass the different learning styles of the target audience. This inclusivity involves extending beyond traditional health education settings to engage the broader community (Blake et al., 2020).
During the COVID-19 pandemic, for instance, health messages reached individuals through multiple platforms tailored to various preferences. Radio programs targeted auditory learners, television broadcasts catered to visual learners, and online resources appealed to reading/writing learners. Public health campaigns through billboards and community workshops incorporated kinesthetic elements to engage individuals actively. Such comprehensive outreach ensures that health promotion efforts can effectively educate diverse populations, catering to their unique learning styles.

Conclusion

Understanding learning styles is pivotal for both educators and healthcare professionals striving for optimal outcomes in health promotion and education. My VARK analysis revealed a predominant preference for kinesthetic learning, underscoring the significance of incorporating experiential activities in the learning process. Adopting differentiated instructional strategies not only fosters an inclusive learning environment but also empowers individuals to take charge of their health. Effective health promotion is contingent upon an acknowledgment of the diverse learning styles among patients, which ultimately enhances comprehension, engagement, and adherence to health-behavior change principles.

References

1. Fleming, N. D. (2001). Teaching and Learning Styles: VARK Strategies.
2. Fleming, N. D., & Baume, D. (2006). Learning Styles Again: VARKing Up the Right Tree! Educational Developments, 7(4), 4-7.
3. Sinitia, I., Rusnayati, H., & Samsudin, A. (2019, November). VARK learning style and cooperative learning implementation on impulse and momentum. In Journal of Physics: Conference Series, (Vol. 1280, No. 5, p. 052032). IOP Publishing.
4. Buckley, P., & Doyle, E. (2017). Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Computers & Education, 106, 43-55.
5. Blake, H., Bermingham, F., Johnson, G., & Tabner, A. (2020). Mitigating the psychological impact of COVID-19 on healthcare workers: a digital learning package. International Journal of Environmental Research and Public Health, 17(9), 2997.
6. Knowles, M. S., Holton, E. F., & Swanson, R. A. (2014). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Routledge.
7. Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Cheltenham: Further Education Unit.
8. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
9. McCarthy, B. (1987). The 4MAT System: Teaching to Learning Styles with Right/Left Mode Techniques. About Learning.
10. Pritchard, A. (2018). Ways of Learning: Learning Theories for the Digital Age. Psychology Press.
By comprehending and applying various learning strategies, educators can enhance their efficacy, ultimately resulting in a more engaged and informed population regarding health and wellness issues.