Visual auditory and kinaesthetic learning in Skill and Design

"Learning is something of which most of us have an understanding and in which we have all participated" Pritchard (2005:1).

As concentrated in from the prior literature review, I have performed a series of lessons on the aesthetic, auditory and kinaesthetic (VAK) learning styles and how it can be implemented into Artwork and Design.

Learning styles are something that personally interested me as a trainee educator. The explanation for this being my chosen subject surfaced from a University or college lecture on Learning styles which interested me and made me alert to it afterward in my teaching placement, due to this awareness I got keen to build up my knowledge on it and understand the theory in a far more deeper understanding on how children learn and exactly how skill and design starts ways of learning.

Being a trainee teacher for secondary education I thought it was a necessity to target my research on the following areas to allow me to get a deeper understanding of the training styles and in conditions of students choices as well as the way they actually learn.

The study is designed to target explicitly on how students learn at their best whether it be through their preferred learning style as well as that they learn to their finest.

Furthermore concern and factors will get to

Investigation into VAK learning styles as well as others

Assessing the data against my own experience

Whether students choose their preferred learning style somewhat to the learning style they learn through best

The limitations and successes of labelling a student with one particular learning style

Changes from past literature review

From the prior literature review I believe I have are more centered on my research as I have developed my understanding, my thinking and even more comprehensive reading to make this a stronger analysis towards learning styles. I've also discovered that I have only investigated into VAK learning styles which has caused limits in terms of my critical examination. I understand that learning styles is a wide area but I have decided the main concentration is VAK learning styles however also introducing key themes or templates such as Howard Gardner's ideas I am more clear and coherent in looking for research on this subject through diagnosis for learning and the student's reactions and discussing their work. Even though I am still focusing on the implementation of VAK inside a classroom environment, my thinking and knowledge of assessment and outcome of this research has become more clear in conditions of assortment of data and research options for analysing and evaluating the impact of my emphasis.

To broaden my knowledge upon this topic, I have gained further reading to aid and develop my research. Adey (1999) areas that

"Children have preferred learning style and the strategies they use have a new effect on the use they make of any particular learning experience, whether that experience is provided with a teacher, a mother or father, a book, a television program, or other means. " As I have developed my knowledge and scanning this is one factor I'll look more comprehensive throughout this review.

My original lesson planning caused sculpture with the students but anticipated to technical difficulties with equipment and demand for materials for A-level students I used to be unable to carry out the lessons. It had been then decided to create a unit of use textiles with would coincide with my research. I organized for lessons within the unit of work and modified them to perform my research around learning styles focusing on VAK. I broke my lessons down by focusing in on one style per lessons. I organised each lesson ensuring that their learning and understanding was centered on the first 20 minutes of the one hour lessons before they completed the task or activity.

Overview of lesson planning.

The first lesson (see appendix 1) is focused on the aesthetic aspect of the training, teaching and examination. I understood i couldn't make the complete lesson aesthetic as students would become disengaged. However, I ensured that visible learning was dominating throughout the complete lesson by stopping the students for a moment to recap verbally and also in the basic of the lesson.

"Learners who are visual-spatial will often have difficulty with the written words and do better with graphs, presentations, videos and other visible materials. " (Rourke 2002). From Rourke's statement I commenced the lesson with a PowerPoint demonstration (see appendix 2) on textile printing and various techniques and designers (see appendices) guaranteeing there were color and noise effects to keep it interesting for the students. I also guaranteed that images were prominent over text and employed in a discussion about the images they seen (see appendix 3). Then i confirmed them a demo based on their activity they might be doing by exhibiting them examples of work. During the activity I had a change where I chosen a few of the students work and got the students to discuss how successful these were and what advancements could be produced. Therefore, students were not just learning of the instructors work but also their peer's work which also Personally i think worked as a motivational strategy. This transition was also repeated at the end of lessons.

Lesson 2 (see appendix 1) involved the similar structure of lessons only centering and making auditory learning the dominant style. This lesson was on creating repeat patterns by hand. First of all I began with questioning and responding to on their understanding of repeat habits. I created group conversations for the students were they might discuss about how they would build habits with certain imagery. This activity would sketch all the information from them as is feasible and then complete the spaces with my own knowledge. In addition, I am not only speaking to students; they are also getting engaged and learning from each other and engaging through discussion. At the end of the lesson I decided on students to provide their work to the category and talk about how they created it and their way of thinking behind their work so students could pay attention and understand how they can have created work in a different way to improve it or understand how to build it by having a different repeat composition.

Lesson 3 (see appendix 1) is moulded around kinaesthetic learning. This lesson was facilitated in conditions of kinaesthetic learning as most lessons in artwork involve movements and functional work. This lesson was about learning about still life sketching. An interactive PowerPoint was offered in the beginning of the lesson were students could actually re-arrange the still life things to get the best structure. As kinaesthetic learners learn at their finest when they are moving and touching. For the experience, they were able to move around the area to searches for objects where they wished to draw. Because they completed that activity, they create their own composition to bring from and touch the items to experience the texture, size and imagine how they might pull it.

Lesson 4 (see appendix 1) brings all three learning styles into play. "We do students a significant disservice by implying they may have only 1 learning style rather than flexible repertoire to choose from, with respect to the context" (Henry :2007). This assertion is very valid. Taking this affirmation into consideration I ensured all three learning styles were operating parallel to one another in the one lesson. This lesson engaged batiking and copy printing were the lessons is broken down and anticipates a whole lot of move and movement between stations. A PowerPoint was shown (see appendix 4) and a demonstration is shown at each stand and question and answering is effective through the PowerPoint to ensure understanding. Students also gave feedback on instructions from the demonstration.

Through the machine of work I've used formative evaluation where peer analysis, observing the students work, questioning and responding to method etc will have taken place. Educators can watch students in their natural habitats as students be seated in their classrooms; connect to other students, read on their own, complete written just work at their tables or tables, and so on. Finally, they can assign specific responsibilities to students and see how well they perform these responsibilities. (Anderson, 2003:24)

At the finish of the unit I used summative diagnosis and graded each pupil on factors such as reaching deadlines, their overall effort, quality of work and their conduct after I assessed these issues I gave them a standard grade for the unit of work.

Methodology

As the research begins I am going to ensure there is confidentiality within the questionnaires and Device overview bed linens (see appendix 5). Each learner was provided with the background on the research and in the training styles to help them focus on what the benefits will be. The study types of procedures were approved by an ethnics committee at Liverpool John Moore's College or university (see appendix 6)

"Action research is a reflective process of progressive problem handling led by individuals working with others in groups or as part of a "community of practice" to improve the way they solve issues and solve problems. " Wikepedia website. .

In this circumstance I am using research methods to reflect and enhance my professionalism within secondary art work and design education with personnel and students. In other phrase, action research aim to answer fully the question "How can I improve what's happening here? Instead of responding to the question of "What is going on here?" found in conventional research (McNiff et al. , 1966). It has the benefit for been carried out in institution to make changes and advancements were needed.

Action research presents one manner in which practioners could re-establish their professionalism by giving opportunities for blended school or university established professional development (Macintyre, 2002). The very characteristics of action research means that it is institutional focused, which is essential for staff development that will improve practice (Twining and McCormick). In my experience in the school room action research allows research to act in small level which is simply perfect for this research task by using lesson ideas designed around learning styles and using PowerPoint's, resources etc to be put set up. However, there are limits doing his thing research that I am aware of as I could become too involved in the lessons whereby makes it difficult to see and therefore I can make no critical observations or research. In addition, it means if the tutor has a remarkable amount of contribution and involvement, they can not record any observations and make reflections throughout the lesson.

The data was collected by using summative assessment data, questionnaires and interviews sheets both completed by the students who are participating in the lessons. As listed above the data will need the form of a quantitive collection be will have Qualitive analysis.

"Qualitative research looks for out the 'why', not the 'how' of its subject through the analysis of unstructured information - things such as interview transcripts, email messages, notes, feedback varieties, images and videos. It generally does not just count on figures or statistics, which will be the domain of quantitative research workers. " http://www. qsrinternational. com/what-is-qualitative-research. aspx

The results will be offered in pie graphs and bar chart to show any trends, evaluations or contrast within each learning styles. This method will allow detailed analysis and provide other information. The formal assessment record shows evaluation within the lessons taking into consideration homework's and their final textiles pieces along with the summative assessment with the effective participation in plenaries, conversations etc.

"Merging formative evaluation to track students' grasp of lesson concepts as they learn, enabling adjustment of teaching practice, and summative evaluation in the form of a test or quiz, which actions the level the learner knowledge and understanding following the learning process. That is also a very important tool for the educator, as they might be better able to gauge the efficiency of the lessons and unit". (Cauley 2009)

However I know of the restrictions of the quality of my research and collection of data. As this is merely a very little bit of research it is reasonable to say that my results does not imply for each and every class and various school I have educated in have came out different scheduled to class rings, gender, 12 months group etc.

"The development of standard questions by researchers can lead to 'structural' bias and incorrect representation, where in fact the data actually shows the view of these rather than the participating subject matter. " (Drever 1995) Giving students buildings questions is restricting their real views about the task.

The considerations submit off confidentiality to the students due to their age. Therefore the parents consent in essential in this research so a letter of consent will be provided them with the background and purpose of the research etc and making certain they can remove themselves from the study at any time.

Evaluation of Results

"The primary use of the questionnaire in classroom research is to obtain quantitive replies to specific predetermined questions". Hopkins (2008:118) for the researcher it is a quick and simple way of obtaining broad and rich information from the students. For my results I've used my questionnaires to compare results and used my interviews to either support or find a contrast in the results.

Q1) Would you consider yourself a Visible learner, auditory learner or kinaesthetic learner?

As it was a group of 19 students I asked their intimacy in case there was a structure in findings between sexes. From analysis of this question, it is noticeable from the graph that kinaesthetic learning is typically the most popular in both sexes.

FIG. 1

However, there are always a bigger ratio of females in the class, 5 children and 14 young girls. This factor needs to be taken into consideration, as it affects the accuracy of the results as there are unequal amounts of kids. On the other hand this was a sensible way to observe how they think they learn, could it be their preferred style or their learning style they actually learn with perhaps genetically. As past stated partly 1 of the literature review Pritchard (2005) says that learning tastes refer to a person's preferred intellectual approach to learning, which is an important bearing about how learning proceeds for each student, in particular when considered in conjunction with that instructors expect from learners in the class room.

Q2) what activities perhaps you have learned all about the most?

For another comparison and compare the students were asked that they learned mot effectively through the lessons. It had been recorded and accumulated by each learning style, for example: students that explained they were visible learners said they learned more through the presentations etc

FIG 2

From the diagram above it is coherent that the kinaesthetic learners of the class learn best when they are undertaking the duty and creating something apart from one student. Personally i think this is genuinely too as from my observation these were working better when they were creating their textile pieces and studying techniques as they gone along. The visible learners of the group found that PowerPoint's and demonstrations were more good for them whereas auditory learners were almost well balanced in terms of they discovered the most in every activities.

Q3) what have you savored the most about the lesson?

For my next question I needed to determine whether question 2 ran parallel with this question to see whether students discovered the best at their preferred activity within the lessons. I expected kinaesthetic learners to take pleasure from creating their textiles as it consists of using their hands and moving. Listed below are the results

FIG 3.

It is safe to say that my prediction from my earlier books review was right in cases like this that kinaesthetic learners learn and also enjoy. This will be mentioned further later. Additionally it is clear that 4 out of 5 of the aesthetic learners enjoyed using the images provided in the actions for inspiration and something to work at. However, auditory learners are very challenging as 50% savored being attentive and 50% liked talking about ideas.

Q4) how gets the teacher successfully employed your attention in the lessons?

My next analysis was to learn how the professor was able to employ students through the lessons to accomplish maximum learning. Students were asked to convey how the instructor successfully involved their attention throughout the four lessons; it also was able to tell if the teacher's structure of the lessons worked effectively to help in all learners. Listed below are the results

FIG. 4

It is not hard to distinguish that using PowerPoint's within the lessons was the most popular for the fun of the students, accompanied by the school room activities through the lessons. In the graph it also shows that there is a range of activities the students thought the instructor successfully engaged them. This shows that the teacher did aid the learners in the perfect way. However, exactly what does this say about learning styles? Is this evidence that preferred learning styles don't apply atlanta divorce attorneys school, school or lessons?

Q5) how gets the teacher successfully employed your attention in the lessons?

The final aim from the questionnaire was to gain as much from the students where possible to ensure maximum learning for the future. Students were asked the way the professor could improve lessons to activate pupils for learning. The purpose of this question for my benefit to indicate and improve for my first calendar year in teaching.

FIG. 5

From the examination of this graph it is clear that learners have choose their comfort area as the improvement. For example, the kinaesthetic learners has chose more useful work plus more drawing that involves movements. This poses the question are they accurate? Are these results superficial?

After the machine was completed students had a group discourse with the tutor on the whole unit, how they learned, what they discovered and how they thought they might be assessed. Students provided reviews upon this information within a Unit introduction/interview sheet (see appendix 5).

Each student could answer the questions on "Uses of tie dye, batik and copy print and the techniques behind it, were students learned this information at the beginning of this product through PowerPoint. All students produced an answer for the interview question "When assessing this project as a whole, what do you consider I am looking for?" Students were able to highlight the main element factors of assessment as the educator repeated that which was expected of these in each lesson therefore auditory learning was a key point when answering that question. Another essential question put forward to the students was "What have they discovered?" This questions their knowledge on their work they produced. Each college student responded to a higher standard and clarifies what they discovered. However, the most popular was learning how to apply the dye and images onto fabric which was proven to them in lesson which they proceeded to carry out themselves and experienced they thoroughly liked the workshops. There may be clearly a tendency in conditions of end result within the Kinaesthetic learners as the were the most dominating within the results and continued to be almost standard throughout all the results by displaying proof kinaesthetic learning in the charts.

Students have discovered how to use different results on Photoshop plus they confirmed their learning through annotation work with home work (Appendix 7).

The unit was assessed (Appendix 8 ) taking into factors different homework's, observing work progress, the quality of the final parts, effort and behavior within the lessons. So that it involved summative evaluation with formative examination. This was a continuing record of evaluation within the unit that was made for each learner within the category.

As I monitored these factors and also complications students may have, there has been an ongoing development and development in most students' levels. Can the implementation of the training styles be considered a reason behind this?

Also We Can Offer!

Other services that we offer

If you don’t see the necessary subject, paper type, or topic in our list of available services and examples, don’t worry! We have a number of other academic disciplines to suit the needs of anyone who visits this website looking for help.

How to ...

We made your life easier with putting together a big number of articles and guidelines on how to plan and write different types of assignments (Essay, Research Paper, Dissertation etc)