1. VAK SIMILARITIES AND DIFFERENCES
HUNTERS HILL HIGH
VAK
SIMILARITIES
AND
DIFFERENCES

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

12. EXAMPLES

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.”

14. HYPOTHESES Vs HHH

15. Pre Test and Post Test Results

16. CONCLUSION
TAS
SCIENCE
HISE
MATHS
ENGLISH PE
CAPA