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Presentation on theme: "VAK SIMILARITIES AND DIFFERENCES"— Presentation transcript:


2 OUTLINE Introduction Quality Teaching Techniques VAK Learning Styles
Activity Example Conclusion

3 Quality Teaching Course
Refreshed my teaching practices Took me out of my comfort zone Gave me new ideas Allowed me to use and adapt new techniques; allowing deeper results

4 Techniques I use Board Division Keywords Lesson time allocation
Aim of lesson (What you will learn) Similarities & Differences Charts Hypothesis Pre & Post Tests VAK Profiles Direct Feedback _______________________________________________________ POP Sticks Talk Tokens Lesson Evaluation

5 BOARD DIVISION Divide board into quarters 1st section Keywords
2nd section Aim of lesson (what they need to learn) 3rd section Time breakdown 4th section Homework

6 Categories of Instructional Strategies that Affect Student Achievement
WHAT WORKS IN THE CLASSROOM Affect size less than 0.2 very small; 0.5 medium, 0.8 large Categories of Instructional Strategies that Affect Student Achievement Category Average affect size Identify similarities and differences 1.61 Summarizing and note making 1.00 Reinforcing effort and providing recognition 0.80 Homework and Practice 0.77 Non linguistic representations 0.75 Cooperative learning 0.73 Setting objectives and providing feedback 0.61 Generating and testing hypothesis Questions cues and advance organisers 0.59

7 WHAT IS A VAK PROFILE A VAK Profiler helps you understand how you learn, how you think, how you communicate. Answer the questions as spontaneously as you can. When you have answered all questions add them up and your profile is provided.

8 Your preferred style is A or B or C
Question A B C Which do you find easier? Making something Writing a letter or story Drawing a picture or plan When spelling a word, do you Write down a few versions to see which feels right Say it to yourself and then spell it Picture the word in your mind and then spell it When learning something new do you prefer Being involved in group activities and role plays Being presented with a talk or lecture or group discussion Watching slides, videos, charts If you are trying to find something lost do you Physically retrace what you have done Ask yourself or someone else whare it might be Visualise your actions trying to see where you last saw it When you read a book do you Experience the emotions and feelings in the story Think about what is being said and how it is said Picture scenes in your mind like you are watching a movie When you get angry do you Throw things around to let off steam Raise your voice and talk about what makes you angry Remain silent but replay the scene in your head Which do you find easier to remember Something you have done like a sport or dance A speech or talk A diagram or a plan of some sort What motivates you the most The feeling you will have when you complete the job Verbal reminders of what you must do A clear image of what needs to be done When you are concentrating what distracts you the most Physical discomfort, being too hot or too cold People talking, loud music Your surroundings, a messy room or desk How do you think most often By weighing things up in terms of feelings and actions Talk over the issue with yourself out loud to yourself Visualise what you are thinking about – see the picture When someone asks you a question do you Become very aware of how you feel about the issue Repeat the question to yourself and think about it Try to get a clear picture in your mind about what it is about When describing things to others do you use words like This feels right to me “ I can handle it : “ it makes me feel sick inside” “lets talk it over” “Listen to this”, “that sounds great” “I see what you mean”, I can picture that”, “ I not clear what you mean” When you meet someone new what do you remember most about them What they did What they said or their name What they looked like Question A B C You know you understand something when You are able to put it into practice You can explain it to someone else You can see it clearly in your mind When you are telling someone about a show you have watched do you Get up and act about what happened Repeat the conversations from the show and talk thru the actions Describe the scene in detail and what they were wearing and characters look like Are you a person who most often Uses hand gestures and body movement when you are talking Enjoys talking, often repeating points to emphasise them Talk sparingly but when you do you get your message across easily Which group of subjects do you like the most Drama, PE, Art, Electronics English ,Legal Studies, Languages Art Music When making a very important decision do you Rely on how you feel Talk over the options with yourself or someone Visualise the problem and each of the solutions Which career group appeals to you most Carpentry, building, electronics, word processor, military Teaching, law, counselling, sales Artist, photography, computer programmer Which would you most prefer Playing sport Listening to concert Watching a movie Total of those ticked Your preferred style is A or B or C

9 VAK Profiles (Knowledge)
Activity Students completed a VAK profile Aim Students learn how they take in information best Results Selective kids, very even ; Visual Gifted; even, Audio Mainstream; big swing to Kinesthetic Learning Knowledge; list, describe, find, tell Comprehension; explain, describe, interpret Application; show, use, illustrate, classify

10 What did I do with the Information
Visual Students, away from windows front of room Kinesthetic Students, sit in middle of room Audio Students to sit at the back Structure group activities accordingly. Student communicate to teacher using style (Visual)

11 Venn diagrams can be used to display or infer relationships by highlighting similar and different aspects of concepts DESIGN PROCESS


13 HYPOTHESES Group structures their own Hypotheses of what a design process is. E.g. “The design process is a series of steps, in order, that if you follow you can make something” “The design process is a line of headings that have smaller headings that need to be evaluated at each step so you can make something.”


15 Pre Test and Post Test Results



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