Learning Style’s Fleming’s VARK

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Presentation transcript:

Learning Style’s Fleming’s VARK IMMANUEL VICTOR GEORGE ILTA 07/06/2016

Microteaching Structure Intended learning outcomes Approaches and activities Assessment Active learning session Participative exercises Contributions Questions One minute paper at the end (Biggs’s Constructive Alignment, 2006)

Intended Learning Outcomes By the end of the session students will be able to Explain the 4 different type of learning styles that can be adapted by the learner according to Fleming’s VARK Integrate various teaching aids to include all learners in teaching and learning activities

Learning Styles What is How we learn Fleming (1995) VARK understands, expresses & retain information How we learn Kolb’s, Honey&Mumford’s, Burke (VAK) Fleming (1995) VARK Developed from Accelerated Learning & Neuro Linguistic Programming Visual/Auditory/Reading(Writing)/Kinesthetic

VARK Visual Auditory Reading / Writing Kinesthetic / Doing “I like to see” Auditory “I prefer to hear” Reading / Writing “I been told no need to write or no handouts given, I struggle to retain” Kinesthetic / Doing “I use to fall asleep in lecture, I found that drawing keeps me awake”

Self- Questionnaire

Teaching Methods and Aids Lab Works Lectures Videos Notes Taking Printed materials Discussion Pictures, Charts

Brainstorm Visual Auditory Reading/Writing Kinaesthetic/Doing Videos Pictures, Charts Auditory Lectures Discussion Texts, subtitles, voice Handouts, Graphic Texts, commentary Charts, Materials Reading/Writing Notes Taking Printed Materials Kinaesthetic/Doing Labwork Discussion Notes Taking Guide, Pictures Charts, Materials Graphs, Exercise

One Minute Paper

Any Questions?

Final Thoughts Learners style can and do change time to time It may be challenging at times to include all learners within the selected method of teaching Multimodal style Learning styles may not contribute to learning!!

Reference Biggs, J. (2003) Enriching large class teaching in Teaching for Quality Learning at University. 2nd Ed. Maidenhead: Open University Press/Society for Research into Higher Education. Felder R.M. and Silverman L.K. (1998) "Learning and Teaching Styles in Engineering Education," Engineering Education, 78(7), 674-681 Hsiung, C. M. (2012). The effectiveness of cooperative learning. Journal of Engineering Education, 101(1), 119-137. Knight P (2002b) Learning Contracts. In, Assessment for Learning in Higher Education. Birmingham: SEDA series. Pp147-156. McMahon. T & Thakore. H (2006) Achieving Constructive Alignment: Putting Outcomes First The Quality of Higher Education 3: inpress. Oakley, B., Felder, R.M., Brent, R. and Elhajj, I. (2004) Turning student groups into effective teams. Journal of Student Centered Learning 2(1): 9-34. Wise, V. L., & Barham, M. A. (2012). Assessment matters: Moving beyond surveys. About Campus, 17(2), 26–29. doi:10.1002/abc.21077 Fleming, N.D; (1995), I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom, in Zelmer,A., (ed.) Research and Development in Higher Education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA),HERDSA, Volume 18, pp. 308 – 313 Fleming, N., & Baume, D. (2006). Learning styles again: varking up the right tree!, Educational Developments. SEDA Ltd, issue 7.4 Nov, 4-7. http://vark-learn.com/introduction-to-vark/the-vark-modalities/

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