Learning styles

VAKS

EN
2015

English Teacher
VIII
Edmundo Ortiz
TEAM MEMBERS:
Janet Velasco Ramrez

Brenda Guadalupe Guzmn Gonzlez

VISUAL, AUDITORY, AND KINESTHETIC
Araceli Escobar Chvez
LEARNING STYLES (VAKS)

Contents

INTRODUCTION 3
DAVID KOLB'S MODEL
4
THE THREE VAKS STYLES
DESCRIPTION..4- 5
CHARACTERISTICS VAKS TO LEARNING
STYLE 6 -7
LEARNING STYLES IN THE CLASSROOM.7

I.

INTRODUCTION

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).

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It is based on modalitieschannels by which human expression can take

place and is composed of a combination of perception and memory.
VAK is derived from the accelerated learning world and seems to be about the
most popular model nowadays due to its simplicity.

The idea of individualized learning styles originated in the 1970s,

and has greatly influenced education. Proponents recommend that
teachers assess the learning styles of their students and adapt their
classroom methods to best fit each student's learning style. Although
there is ample evidence that individuals express preferences for how
they prefer to receive information, few studies have found any
validity in using learning styles in education. Critics say there is no
evidence that identifying an individual student's learning style
produces better outcomes. There is evidence of empirical and
pedagogical problems related to the use of learning tasks to
"correspond to differences in a one-to-one fashion." Well-designed
studies contradict the widespread "meshing hypothesis", that a
student will learn best if taught in a method deemed appropriate for
the student's learning style.
II.

David Kolb's model

David A. Kolb's model is based on the Experiential learning Theory,

as explained in his book Experiential Learning. The ELT model
outlines two related approaches toward grasping experience:
Concrete Experience and Abstract Conceptualization, as well as two
related approaches toward transforming experience: Reflective
Observation and Active Experimentation. According to Kolb's model,
the ideal learning process engages all four of these modes in
response to situational demands. In order for learning to be effective,
all four of these approaches must be incorporated. As individuals
attempt to use all four approaches, however, they tend to develop
strengths in one experience-grasping approach and one experiencetransforming approach. The resulting learning styles are
combinations of the individual's preferred approaches.
One of the most common and widely used categorizations of the
various types of learning styles is Neil D. Fleming's VARK model
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(sometimes VAK) which expanded upon earlier Neuro-linguistic

programming (VARK) models:
1. Visual learners;
2. Auditory learners;
3. reading-writing preference learners;
4. Kinesthetic learners or tactile learners.
Fleming claimed that visual learners have a preference for seeing
(think in pictures; visual aids that represent ideas using methods
other than words, such as graphs, charts, diagrams, symbols, etc.).
Auditory learners best learn through listening (lectures, discussions,
tapes, etc.). Tactile/kinesthetic learners prefer to learn via experience
moving, touching, and doing (active exploration of the world;
science projects; experiments, etc.). Its use in instruction allows
teachers to prepare classes that address each of these areas.
Students can also use the model to identify their preferred learning
style and, it is claimed, maximize their learning by focusing on the
mode that benefits them the most.
III.

THE THREE VAKS STYLES DESCRIPTION

Visual learners have two sub-channelslinguistic 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:

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 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.
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).
Auditory learners. Often talk to them. 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:
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.
Have the learners verbalize the questions.

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 Develop an internal dialogue between yourself and the

learners.
IV.

CHARACTERISTICS VAKS TO LEARNING STYLE

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V.

Learning styles in the classroom

Various researchers have attempted to hypothesize ways in which

learning style theory can be used in the classroom. Two such
scholars are Dr. Rita Dunn and Dr. Kenneth Dunn, who follow a
VARK approach.
Although learning styles will inevitably differ among students in the
classroom, Dunn and Dunn say that teachers should try to make
changes in their classroom that will be beneficial to every learning
style. Some of these changes include room redesign, the
development of small-group techniques, and the development of
Contract Activity Packages. Redesigning the classroom involves
locating dividers that can be used to arrange the room creatively
(such as having different learning stations and instructional areas),
clearing the floor area, and incorporating student thoughts and ideas
into the design of the classroom.
Their so-called "Contract Activity Packages" are educational plans
that use: 1) a clear statement of the learning need; 2) multisensory
resources (auditory, visual, tactile, kinesthetic); 3) activities through
which the newly mastered information can be used creatively; 4) the
sharing of creative projects within small groups; 5) at least three
small-group techniques; 6) a pre-test, a self-test, and a post-test.
Another scholar who believes that learning styles should have an
effect on the classroom is Marilee Sprenger in Differentiation through
Learning Styles and Memory. Sprenger bases her work on three
premises: 1) Teachers can be learners, and learners teachers. We
are all both. 2) Everyone can learn under the right circumstances. 3)
Learning is fun! Make it appealing. She details various ways of
teaching, visual, auditory, or tactile/kinesthetic. Methods for visual
learners include ensuring that students can see words written, using
pictures, and drawing time lines for events. Methods for auditory
learners include repeating words aloud, small-group discussion, and
debates, listening to books on tape, oral reports, and oral
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interpretation. Methods for tactile/kinesthetic learners include handson activities (experiments, etc.), projects, and frequent breaks to
allow movement, visual aids, role play, and field trips. By using a
variety of teaching methods from each of these categories, teachers
cater to different learning styles at once, and improve learning by
challenging students to learn in different ways.

CONCLUSION

We can say that learning styles are important to the teachers in the
classroom classes; during classes to student learning is meaningful
in a satisfactory manner.
Because not all students do not have my learning styles, then
important to know the different types of learning to be presented in
the classroom.we can see that there are different learning est6ilos
we see in the different students we teach class
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Bibliografa
https://en.wikipedia.org/wiki/Learning_styles
http://www.sciencedaily.com/releases/2009/03/090325091834.htm
https://en.wikipedia.org/wiki/Learning_styles

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