Summary of subject’s learning style
The personal learning style that applies to this particular subject is to read/write methodology. The VARK analysis indicates that the most prominent aspects of this learning method are lists, notes, and texts that provide descriptions and other learning aspects. The individuals who fall under this learning style prefer getting information through the written word. Learners who use this method of learning, approach their information-attainment process using written texts or by taking notes. Also, this learning method accommodates learners who can write down information in regards to what they see, hear, or read. The intake of information from the read/write method of learning also involves some specific tools of information dissemination such as lists, dictionaries, headings, handouts, definitions, libraries, manuals, and glossaries among others. There are several strengths, opportunities, threats, and weaknesses that come with this method of learning. For instance, as a read/write learner, one has to write down things constantly, even if this means a repetition of this process. On the other hand, reading written-down information silently guarantees maximum uptake of information for this category of learners. It becomes important to read/write learners to organize charts, diagrams, and other visuals into the written word. A read/write learner has to approach the examination process in a certain manner. For example, these types of learners perform well when exam answers require to be written down or when they can prepare for these tests using multiple-choice answers. In the read/write style of learning, individuals are expected to arrange their words in a manner that supports the maximum uptake of information.
Exploration of preferred learning styles
When it comes to learning, the studied subject has several preferred learning strategies. First, the test subject favors learning from lists, bullets, and subheadings. Any materials that consist of these items are considered as easy to read by the test subject. Second, the test subject prefers learning through reading more than through writing. Therefore, even when information is written down by the subject, this exercise is mainly for reading purposes. Another preferred learning strategy involves videos with subtexts. Although the test subject does not prefer using videos as a learning tool, videos that have both demonstrations and texts are considered to be highly effective. The test subject reports having difficulties concentrating during lectures where note-taking is not part of the learning process. Another preferred learning method for the test subject involves getting involved in group discussions and other methods of exchanging ideas.
Comparison of two learning strategies
There are various similarities between the test subject’s preferred learning strategy and the outcomes of the VARK analysis. For instance, the preference for the written word is an aspect that is adequately represented in both lists. The test subject prefers reading from texts, with high preference being given to brief and summarized words. Another similarity between the two strategies is that the subject is at a disadvantage when note-taking is not part of the learning process. For instance, lectures without notes are a challenge for the subject because there is very little uptake of information, which leads to low brain activity and subsequent wandering. There is a slight incongruence between the two outlined strategies. For example, the VARK strategy points out that there is a form of balance between reading and writing in the course of gathering information (Prithishkumar & Michael, 2014). However, the test subject’s strategy reveals an obvious preference for reading overwriting. According to the test subject, reading is a method that guarantees information uptake. Furthermore, all the things that are written down are for the sake of later reading activities. This inconsistency also means that it is unlikely for the test subject to repeat writing things down over and over again. In regards to exams, the VARK strategy points out to a preference for multiple-choice questions, and this aligns with the subject’s preferred mode of learning.
Awareness of individual learning styles
The awareness of learning styles is very important to the teaching/learning process. All effective teachers should be aware of the role that this awareness plays in both their activities and those of their learners. Consequently, education scholars have noted that “teaching cannot be successful without the knowledge of learning styles and a commitment to matching them with teaching styles and strategies” (Entwistle, 2013, p. 23). Awareness of learning style gives those who are in a position to teach the basics of structuring classrooms and lessons in a manner that accommodates all types of learners. Also, those who can teach also find ways of incorporating their preferred learning methods into their teaching activities. Those who are in a position to learn can find several benefits of having an awareness of learning methods. For example, researchers have indicated that there is a close relationship between an individual’s learning style and his/her subsequent occupational preferences (Moore, 2014). Therefore, an individual’s awareness of learning style continues to affect an individual even after his/her active learning life is over. Learning is an important aspect of many careers and those who are in a position to learn continue to use their awareness even within various careers where they are expected to rely on their abilities to solve problems.
References
Entwistle, N. J. (2013). Styles of learning and teaching: An integrated outline of educational psychology for students, teachers and lecturers. London, UK: Routledge.
Moore, K. D. (2014). Effective instructional strategies: From theory to practice. New York, NY: Sage Publications.
Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: Using the VARK model. Journal of Postgraduate Medicine, 60(2), 183.