VAK Learning Styles Self Assessment Questionnaire

Similar documents
Understanding and Supporting Dyslexia Godstone Village School. January 2017

Information for Candidates

Individual Component Checklist L I S T E N I N G. for use with ONE task ENGLISH VERSION

IN THIS UNIT YOU LEARN HOW TO: SPEAKING 1 Work in pairs. Discuss the questions. 2 Work with a new partner. Discuss the questions.

Use the Syllabus to tick off the things you know, and highlight the areas you are less clear on. Use BBC Bitesize Lessons, revision activities and

Renaissance Learning 32 Harbour Exchange Square London, E14 9GE +44 (0)

THE HEAD START CHILD OUTCOMES FRAMEWORK

My Identity, Your Identity: Historical Landmarks/Famous Places

Introduction to Communication Essentials

Star Math Pretest Instructions

Illinois WIC Program Nutrition Practice Standards (NPS) Effective Secondary Education May 2013

White Paper. The Art of Learning

By Zorica Đukić, Secondary School of Pharmacy and Physiotherapy

How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102.

Critical Thinking in Everyday Life: 9 Strategies

PREVIEW LEADER S GUIDE IT S ABOUT RESPECT CONTENTS. Recognizing Harassment in a Diverse Workplace

MATH Study Skills Workshop

Responding to Disasters

Administrative Services Manager Information Guide

g to onsultant t Learners rkshop o W tional C ces.net I Appealin eren Nancy Mikhail esour Educa Diff Curriculum Resources CurriculumR

Multiple Intelligence Teaching Strategy Response Groups

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government

Part I. Figuring out how English works

About this unit. Lesson one

Manual for teacher trainers

QLWG Skills for Life Acknowledgements

Speak with Confidence The Art of Developing Presentations & Impromptu Speaking

Picture It, Dads! Facilitator Activities For. The Mitten

Tap vs. Bottled Water

The EDI contains five core domains which are described in Table 1. These domains are further divided into sub-domains.

Creating and Thinking critically

2 months: Social and Emotional Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent

How we look into complaints What happens when we investigate

Developing Grammar in Context

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme

Red Flags of Conflict

Stimulation for Interaction. 1. Is your character old or young? He/She is old/young/in-between OR a child/a teenager/a grown-up/an old person

Language skills to be used and worked upon : Listening / Speaking PPC-PPI / Reading / Writing

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

This curriculum is brought to you by the National Officer Team.

Why Pay Attention to Race?

Client Psychology and Motivation for Personal Trainers

Renaissance Learning P.O. Box 8036 Wisconsin Rapids, WI (800)

Playwriting KICK- START. Sample Pages. by Lindsay Price

The Common European Framework of Reference for Languages p. 58 to p. 82

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4

Tuesday 13 May 2014 Afternoon

Cognitive Thinking Style Sample Report

Can Money Buy Happiness? EPISODE # 605

Paper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER

Cambridge NATIONALS. Creative imedia Level 1/2. UNIT R081 - Pre-Production Skills DELIVERY GUIDE

It is therefore both a practical AND theoretical subject so you will need to want to dance practically AND write.

How I Became a Pirate

TEAM-BUILDING GAMES, ACTIVITIES AND IDEAS

Helping at Home ~ Supporting your child s learning!

One Stop Shop For Educators

FINAL ASSIGNMENT: A MYTH. PANDORA S BOX

Arlington Public Schools STARTALK Curriculum Framework for Arabic

NOT SO FAIR AND BALANCED:

Introduction to the Common European Framework (CEF)

2014 Free Spirit Publishing. All rights reserved.

CLASSROOM ENVIRONMENT

COMMUNICATION & NETWORKING. How can I use the phone and to communicate effectively with adults?

Public Speaking Rubric

"Be who you are and say what you feel, because those who mind don't matter and

Listening to your members: The member satisfaction survey. Presenter: Mary Beth Watt. Outline

Feedback, Marking and Presentation Policy

Leisure and Tourism. Content

Presentation skills. Bojan Jovanoski, project assistant. University Skopje Business Start-up Centre

SMARTboard: The SMART Way To Engage Students

Modern Fantasy CTY Course Syllabus

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE

Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes

CLASS EXPECTATIONS Respect yourself, the teacher & others 2. Put forth your best effort at all times Be prepared for class each day

Should a business have the right to ban teenagers?

Case study Norway case 1

Earl of March SS Physical and Health Education Grade 11 Summative Project (15%)

Conversation Task: The Environment Concerns Us All

Alternate Language Proficiency Instrument for Students with Significant Disabilities

SCU Graduation Occasional Address. Rear Admiral John Lord AM (Rtd) Chairman, Huawei Technologies Australia

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL

REFERENCE GUIDE AND TEST PRODUCED BY VIDEO COMMUNICATIONS

Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed.

The Flaws, Fallacies and Foolishness of Benchmark Testing

The Multi-genre Research Project

172_Primary 4 Comprehension & Vocabulary-7th Pass 07/11/14. Practice. Practice. Study the flyer carefully and then answer questions 1 8.

Economics Unit: Beatrice s Goat Teacher: David Suits

Provider s Guidebook

Occupational Therapy and Increasing independence

Treloar College Course Information

PHYSICS 40S - COURSE OUTLINE AND REQUIREMENTS Welcome to Physics 40S for !! Mr. Bryan Doiron

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Report on organizing the ROSE survey in France

MERRY CHRISTMAS Level: 5th year of Primary Education Grammar:

FCE Speaking Part 4 Discussion teacher s notes

P-4: Differentiate your plans to fit your students

Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade)

2018 ELO Handbook Year 7

Peterborough Eco Framework

UDL Lesson Plan Template : Module 01 Group 4 Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt

Transcription:

VAK Learning Styles Self Assessment Questionnaire Circle or tick the answer that most represents how you generally behave. 1. When I operate new equipment I generally: a) read the instructions first b) listen to an explanation from someone who has used it before c) go ahead and have a go, I can figure it out as I use it 2. When I need directions for traveling I usually: a) look at a map b) ask for spoken directions c) follow my nose and maybe use a compass 3. When I cook a new dish, I like to: a) follow a written recipe b) call a friend for an explanation c) follow my instincts, testing as I cook 4. If I am teaching someone something new, I tend to: a) write instructions down for them b) give a verbal explanation c) demonstrate first and then let them have a go 5. I tend to say: a) watch how I do it b) listen to me explain c) you have a go 6. During my free time I most enjoy: a) going to museums and galleries b) listening to music and talking to my friends c) playing sport or doing DIY 7. When I go shopping for clothes, I tend to: a) imagine what they would look like on b) discuss them with the shop staff c) try them on and test them out 8. When I am choosing a holiday I usually: a) read lots of brochures b) listen to recommendations from friends c) imagine what it would be like to be there

9. If I was buying a new car, I would: a) read reviews in newspapers and magazines b) discuss what I need with my friends c) test-drive lots of different types 10. When I am learning a new skill, I am most comfortable: a) watching what the teacher is doing b) talking through with the teacher exactly what I am supposed to do c) give it a try myself and work it out as I go 11. If I am choosing food off a menu, I tend to: a) imagine what the food will look like b) talk through the options in my head or with my partner c) imagine what the food will taste like 12. When I listen to a band, I can t help: a) watching the band members and other people in the audience b) listening to the lyrics and the beats c) moving in time with the music 13. When I concentrate, I most often: a) focus on the words or pictures in front of me b) discuss the problem and the possible solutions in my head c) move around a lot, fiddle with pens and pencils and touch things 14. I choose household furnishing because I like: a) their colours and how they look b) the descriptions the sales-people give me c) the textures and what it feels like to touch them 15. My first memory is of: a) looking at something b) being spoken to c) doing something 16. When I am anxious, I: a) visualise the worst-case scenarios b) talk over in my head what worries me most c) can t sit still, fiddle and move around constantly 17. I feel especially connected to other people because of: a) how they look b) what they say to me c) how they make me feel

18. When I have to revise for an exam, I generally: a) write lots of revision notes and diagrams b) talk over my notes, alone or with other people c) imagine making the movement or creating the formula 19. If I am explaining to someone I tend to: a) show them what I mean b) explain to them in different ways until they understand c) encourage them to try and talk them through my ideas as they do it 20. I really love: a) watching films, photography, looking at art or people watching b) listening to music, the radio or talking to friends c) taking part in sporting activities, eating fine foods and wines and dancing 21. Most of my free time is spent: a) watching television b) talking to friends c) doing a physical activity or making things 22. When I first contact a new person, I usually: a) arrange a face to face meeting b) talk to them on the telephone c) try to get together while doing something else, such as an activity or a meal 23. I first notice how people: a) look and dress b) sound and speak c) stand and move 24. If I am angry, I tend to: a) keep replaying in my mind what it is that has upset me b) raise my voice and tell people how I feel c) stamp about, slam doors and physically demonstrate my anger 25. I find it easiest to remember: a) faces b) names c) things I have done 26. I think you can tell if someone is lying if: a) they avoid looking at you b) their voice changes c) they give me funny vibes

27. When I meet an old friend: a) I say It s great to see you! b) I say It s great to hear from you! c) I give them a hug or a handshake 28. I remember things best by: a) writing notes or keeping printed details b) saying them aloud or repeating words and key points in my head c) doing or practising the activity or imagining it being done 29. If I have to complain about faulty goods, I am most comfortable: a) writing a letter b) complaining over the phone c) taking them back to the store or posting them back to head office 30. I tend to say: a) I see what you mean b) I hear what you are saying c) I know how you feel Now add up how many A s, B s and C s you selected. A s = B s = C s = If you chose mostly A s you have a VISUAL learning style If you chose mostly B s you have an AUDITORY learning style If you chose mostly C s you have a KINAESTHETIC learning style Some people find that their learning style may be a blend of two or three styles, in this case read about the styles that apply to you in the explanation.

VAK Learning Styles Explanation The VAK learning styles model suggests that most people can be divided into one of three preferred styles of learning. These three styles are as follows, (there is no right or wrong learning style) Someone with a visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flipchart, etc. These people will use phrases such as show me, let s have a look at that and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions. Someone with an auditory learning style has a preference for the transfer of information through listening: to the spoken word of self or others, of sounds and noises. These people will use phrases such as tell me, let s talk it over and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the phone, and can remember all the words to songs they hear! Someone with a kinaesthetic learning style has a preference for physical experience touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as Let me try, how do you feel? and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first! People commonly have a main preferred learning style, but this will be part of a blend of all three. Some people have a very strong preference; other people have a more even mixture of two, or less commonly, three styles. When you know your preferred learning style(s) you understand the type of learning that works best for you. There is no right or wrong learning style. The point is that there are types of learning that are right for your own preferred learning style.