Playing to Strengths: How to Identify and Support Individual Learning Styles Using VARK

Did you know that you can determine preferred learning styles by listening to the way that people speak? This article will describe the VARK learning styles model, identify the characteristics of each learning style, and provide tips so you can support learners using their preferred style. 

Learning Styles 

Fleming and Mills developed the VARK learning preferences model in 1992 to describe the way that learners send and receive information.¹ The letters of the VARK model describe the four basic learning and communication styles, which are visual, auditory, read/write, and kinesthetic. While each learner has a preferred communication and learning style, they will often use a combination of styles.  

Visual Learners 

Visual learners learn best by seeing information. They prefer communication that includes images, videos, infographics, charts, and diagrams and uses visual imagery. You can identify a visual learner because they might say things like the following. 

• “I can’t picture that.” 
• “Can you show me how you do it?”
• “I think I need a different perspective.”¹ 

Using gestures during lectures or encouraging practice through visualization helps this type of learner to see how the concepts fit together. Other tips to help visual learners include: 

• highlighting important words in different fonts, using various colors to emphasize or code information;
• using visual aids like videos, charts, or models;
• encouraging creative notetaking so the learner can draw pictures or diagrams; and
• demonstrating the task first and then asking the learner for a return demonstration.¹ 

Auditory Learners 

Auditory learners learn best by hearing information. They prefer to listen and dialogue with the instructor or peers to solidify their understanding of the content. You can identify an auditory learner because they might say or do things like: 

• “That sounds right to me,”
• “Let me check if I have heard you correctly,” or
• talking to themselves (verbalizing steps) as they complete tasks.¹ 

Instructors can assist auditory learners by asking them to summarize important information in a group discussion or “pair and share” activity. Other tips to help auditory learners include: 

• giving verbal instructions before activities,
• incorporating storytelling in lectures,
• using mnemonics to support information recall, and
• asking learners to verbalize steps as they demonstrate a skill.¹ 

Reading or Writing Learners 

Reading or writing learners learn best when information is presented as words. They prefer to read information from textbooks, websites, or PowerPoint slides. You can identify a reading learner because they might say the following. 

• “Can I get a copy of your presentation slide deck?”
• “Where can I read more about that?”
• “The textbook says….”¹  

Be sure to share your lecture notes and organize written information by chunking topics under headings. Other tips to help reading learners include: 

• using bulleted or focused lists (eg, three important things about supine positioning),
• providing a list of additional books or reference materials for more information, 
• using reflection assignments that promote creative writing, and
• recognizing this learner takes detailed notes and allowing them time to write out information.¹ 

Kinesthetic Learners 

Finally, kinesthetic learners learn best by doing hands-on activities. This type of learner likes to use their hands or participate in demonstrations. You can identify a kinesthetic learner because they might say or do things like: 

• “That feels right to me,”
• “Let me try it,” or
• jumping into an activity without listening to the verbal instructions.¹ 

Use simulations, case studies, demonstrations, and real-life examples to engage this type of learner. Other tips to help kinesthetic learners include: 

• using posters and models to demonstrate information,
• bringing in equipment and supplies so that the learners can touch and manipulate the tools,
• asking for volunteers to demonstrate tasks, and
• allowing learners to jump in and explain steps as they go.

Bringing it all Together 

Combining techniques for the classroom that accommodate all learning types makes for an interesting and engaging lecture! When presenting information, use interesting visuals, videos, or real-life stories to demonstrate your points. Organize information in the presentation materials by chunking, using bulleted lists, and emphasizing information with symbols or different fonts. Break up the presentation with a group discussion or a hands-on activity. Provide supplementary information and print tip sheets when applicable. Finally, close the day with a brief reflection activity during which each student writes about the most important thing they learned and how they will apply it to their practice. 

You can also apply this information as a preceptor to communicate effectively one-on-one with a new nurse. First, ask the novice nurse with whom you are working to describe how they learn best. Then, you can ask them what level of support they would like for the tasks that they plan to practice that day.  

References 

1. Dickerson P, ed. Core Curriculum for Nursing Professional Development. 5th ed. Chicago, IL: Association for Nursing Professional Development; 2017.