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

2. 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)

3. 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

4. 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

5. 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”

6. Self- Questionnaire

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

8. 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

9. One Minute Paper

10. Any Questions?

11. 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!!

12. 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),
Hsiung, C. M. (2012). The effectiveness of cooperative learning. Journal of Engineering Education, 101(1),
Knight P (2002b) Learning Contracts. In, Assessment for Learning in Higher Education. Birmingham: SEDA series. Pp
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: /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.

13. Thank You