class_1__week_1__VARK_analysis.docx Teaching and Learning Styles Grand Canyon University: NRS-429VN Teaching and Learning Style The "VARK Questionnaire," located on the VARK website, is a resource used for learners
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class_1__week_1__VARK_analysis.docx Teaching and Learning Styles Grand Canyon University: NRS-429VN Teaching and Learning Style The "VARK Questionnaire," located on the VARK website, is a resource used for learners to best understand their learning style and to achieve their desired educational outcome. In this analysis, I have tried to identify my preferred learning style, according to the VARK questionnaire,and compare that to my current preferred learning style.Ialso explain how individual learning styles affect the degree to which an educator can understand or perform educational activities, as well as the importanceof identifying onesindividual learning styles and preferences when working with learners and how different learning styles can be used in health promotion. According to the VARK questionnaire, my learning style is the multimodal strategy. Most of the people who possess this strategyhave two strong preferences of either aural(A) and visual (V)or read/write(R) and kinesthetic(K). Some people may have three strong attributes like ARK or VAR. This mode of learning style gives people different means of interactions with others. Some might have an equal strength in all four modes which enable them to switch these modes easily. In the VARK assessment my profile is a trimodal combination of ARK. People with an aural(A)strategy, tend to explain matters by talking and listening. They grasp the information by listening to a podcast orrecording, andthey might also like to engage in debates and argume. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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