VARK: Understanding Your Learning Style

As an IB student, self-directed learning is a huge part of the curriculum. Understanding the VARK (Visual, Aural, Read/write and Kinesthetic) Learning Modalities and your ideal learning style may be the first step to effective self-directed learning! What exactly is VARK? 

VARK modalities are sensory stimuli that are used for learning which differ from individual to individual. These are the four learning styles covered by VARK: 

Visual (V) 

The Visual preference includes: 

• Maps, diagrams, charts, graphs, hierarchies etc. 

• Designs, white space, patterns, shapes etc. 

It does NOT include: 

• Words in boxes 

• Still pictures or photographs 

• Videos 

• PowerPoint Slides 

Aural / Auditory (A) 

The Aural preference includes: 

• Lectures

• Group Discussions 

• Radio or podcasts 

• Chat-style or abbreviated text messages / emails 

• Reading things aloud 

• Talking to oneself 

Read / Write (R)

The Read/Write preference includes: 

• Manuals, reports, essays, assignments 

• Slides, cue cards

• Wikipedia, the Internet 

• Lists, diaries, journals, dictionaries, quotations 

Kinesthetic (K) 

The Kinesthetic preference includes: 

• Demonstrations, simulations, practicals 

• Videos, movies of “real” things 

• Case studies, real life applications 

The most common forms used in teaching are lectures, slides or words. Knowing your VARK preference and making notes according to it may be helpful in effective learning. Here are some suggestions: 

1. Visual - drawing mind maps or illustrations for each topic 

2. Auditory - using flashcards and talking to yourself to memorise information 

3. Reading/writing - writing essays regarding each topic 

4. Kinesthetic - watching or doing a demonstration of the information being studied

Resources: 

https://vark-learn.com/introduction-to-vark/the-vark-modalities/ 

By: Shana Lam

Note Taking: Physical or Digital?

With the introduction of Personal Learning Devices in most schools, hybrid learning has also led to a shift in how we take notes and do our assignments. Which then, is more effective? 

Digital note taking comes in many forms - online mind maps, typed documents or written (using a stylus), and it has the following benefits: 

1. Higher efficiency - students who take digital notes are able to take down information faster and reduce the chance of missing out on content. 

2. Access to more platforms - it is more convenient to use multiple online platforms to facilitate learning, and clarify information more easily. 

3. Communication and collaboration - especially for group work, online note taking makes note-sharing more efficient. 

However, studies have shown that laptop note-takers perform worse on conceptual exam questions compared to longhand note-takers (Mueller & Oppenheimer, 2014). This is because students tend to transcribe and take down facts from the lesson, without drawing conclusions by summarising the content on their own. This hinders the student’s ability to absorb and digest information, as compared to physically taking down important concepts. 

There are also more distractions when taking notes digitally, which affect a student’s concentration in class. Screen time is also a rising concern, accentuated by the increase in online lessons and learning platforms. 

How can we mitigate such concerns, as digitalisation inevitably changes how we learn? Students can adopt the following strategies to optimise online note-taking: 

1. Using a touchscreen device and handheld stylus - mimicking the process of physical notetaking, this strategy marries the benefits of digital and longhand note taking. 

2. Creating diagrams - a strategy that can be used for both online and physical note taking. It helps one to process information and digest it more easily. 

3. Minimising distractions - if distractions are a concern for online note taking, you can restrict the sites or time you spend on sites that are unrelated to your learning. 

Resources: 

https://research.com/education/digital-notes-vs-paper-notes 

By: Shana Lam

The Curve of Forgetting

Have you ever read something and forgot what you read almost immediately? This phenomenon can be explained using Ebbinghaus’s Curve of Forgetting, with research dating back to 1885. This model states that the biggest drop in retention occurs right after acquiring the information. Simply put, if the information is not reviewed consistently after the original learning, you are most likely to forget it. 

The Forgetting Curve (https://www.mindtools.com/pages/article/forgetting-curve.htm)

The easiest way to combat this Curve of Forgetting is to employ a Distributive Learning method. Review the material that needs to be memorised in intervals, and the Curve of Forgetting becomes less and less steep each time! 

Here’s how Distributive Learning works: 

1. Review the material a few hours after the original learning - this is why teachers give you worksheets to do in class! 

2. Review the material a few days after the original learning - by then, you would have grasped the concept. 

3. Review the material a few weeks after the original learning - by then, you would have retained most of the information! 

Other methods of outsmarting this Curve of Forgetting include: 

1. Making learning meaningful - rather than memorising the material word-for-word, it is helpful to associate the material with a real world context, or a personal experience. 

2. Reducing cognitive load - avoid multitasking or other distractions when you are memorising content. 

3. Practise active recall - when reviewing the material, list down all the information or concepts related to the topic before re-reading the content for long term memorisation. 

References: 

https://www.mindtools.com/pages/article/forgetting-curve.htm 

https://www.thebestcolleges.org/17-scientifically-proven-ways-to-study-better-this-year/ 

By: Shana Lam