The Vark Analysis

The Vark Analysis

The Vark Analysis

This article is about the learning strategies and styles that are available for learners. Also, it is an analysis of the Vark questionnaire. In it, the identified learning strategies are compared with my personal plans. According to the Vark analysis survey results, my preferred learning strategy is the multimodal approach. This involves the incorporation of various methods to make the learning process more efficient. The strategy is a meticulous combination of four other options mainly: the visual choice, the aura option, the read/write option and the kinesthetic alternative. To understand these strategies even the more this article will review each of them citing relevant examples and settings in which they could be applied (Hendrix, 2005).

To start with is the visual strategy. This is the kind of a learning preference that uses various formats, symbols, different colors and a spectrum of fonts to stress the key points in a piece of writing or a presentation. The learning individuals who fall under this strategy learn well when instructors use gestures, the course books are laden with diagrams, flow charts are standard and by underlining their notes using different colors. Besides, these learners use the SWOT analysis to learn. The techniques in the acronym are used alongside the action of drawing from memory and replacing words with images. These students perform well in their exams by recalling the symbols obtained as such and transforming them back into words when writing their reviews (Hendrix, 2005).

Secondly, the aura strategy is the kind where the learner’s intake information quickly when listening to the instructor and asking questions when necessary. The learners were having this preference input information best by attending classes, participating in discussions, conducting further discussions with the teacher, enlisting the help of a tape recorder, presenting their new discoveries to others and leaving spaces in their notes which they fill later to aid their recalling capacity. They may also use the SWOT strategy alongside getting full notes from the course book and discussing their notes among themselves. They do well in their exam by speaking their answers aloud by heart, assuming that they are talking with the examiner, using past papers and writing down the voices that they so recall (Schmeck, 2013).

Third is the read/write option where the learners belonging to this strategy use the printed materials as the most modes of transmission and understanding of information. These students learn best through such publications as course books, handouts, written notes and listening to instructors who use lots of words in their speeches. They use the SWOT analysis by writing and reading time and again, turning symbols and images into words and rewriting the principles and idea into simpler words. They do well in their examinations by practicing with multiple-choice questions and perfecting their writing skills by composing paragraphs (LeFever, 2011).

Lastly is the kinesthetic option where learners learn best by using their personal experiences and observing real resources being presented on screens and diagrams. They learn best by using their sense of touch, sight, hearing, smell and taste. They also learn best by participating in experiments, field excursions, applications, the trial and error method and listening to instructors who give real life examples. They apply the SWOT analysis by reviewing their lab manuals, using plenty of examples in their notes, recalling what they learned in the field excursions and discussing with people who learn best under this option (Schmeck, 2013).

Many personal learning strategies include demonstration where listening is preferred to the lecture as they use models and resources that are familiar to me. This approach corresponds to the visual strategy identified in the Vark analysis paper. Secondly is experimentation, where students enjoy learning in a way that they participate and what they learn is proven through the experiments. This strategy is similar to the kinesthetic approach as indicate in the Vark analysis paper. Third, is the participatory method where students learn by listening to a teacher while they ask and answer a question as they come. This in itself is an example of how the aura strategy is conducted. Lastly is full reading and taking notes, this helps students create a mental impression of what they learn. This approach is identical to the reading and writing strategy in the Vark analysis paper (LeFever, 2011).

The teaching/learning styles and strategies determine how an instructor delivers their content. The instructor uses the best method depending on the learning environment and the learning styles of the learners. The instructor uses demonstrations, natural resources, and excursions once they have discovered that their students are the kinesthetic learners. Conversely, they use a presentation, the chalkboard, the diagrams, the audio aids and the models when the leaders in question are the visual learners. On the other hand, they will encourage the student participation through asking questions and calling the students to the front to answer them. This will ensure that they don’t quickly forget what they have learned. They will do this once they ascertain that the students are aura leaners.

Knowing once style and strategy will also affect how they learn. The K learners will choose to go for experiments, projects, excursions, use the lab manuals, apply the knowledge taught and used the trial and error method in making inventions. Differently, the aura students will never miss any class, they conduct and be involved in discussions, make presentations to fellow students and use tape recorders to enhance their memory abilities. Conversely, students who are visual learners will agitate for the kind of learning where such visual aids as the colored diagram, flow charts are used, and they will underscore their notes using differently colored pens. Lastly, students who learn best by reading and writing will not go off this strategy. They will ensure that they come up with a learning routine by visiting the library, choosing the right course books and handouts and listening to instructors who teach using a lot of literature and thoroughly explain concepts (Schmeck, 2013).

In conclusion, there are different learning styles and strategies. The methods and procedures vary from learners to learners and affect the way students learn and how the instructors deliver the relevant content. These policies also influence the setting of the syllabus and the designing of books among other teaching/learning resources.


Humphrey P.  Hendrix (2005). Teaching and Learning Styles: VARK Strategies. IGI Global.

Marlene LeFever (2011). Learning Styles. David C Cook.

Ronald R. Schmeck (2013). Learning Strategies and Learning Styles: Perspectives on Individual Differences. Springer Science & Business Media.