1. Different learning styles
Due Date: Feb 03, 2019 23:59:59 Max Points: 100Details:Learning styles represent the
different approaches to learning based on preferences, weaknesses, and strengths. For
learners to best achieve the desired educational outcome, learning styles must be
considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK
website, and then complete the following:Click “OK” to receive your questionnaire
scores.Once you have determined your preferred learning style, review the corresponding
link to view your learning preference.Review the other learning styles: visual, aural,
read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results
page).Compare your current preferred learning strategies to the identified strategies for
your preferred learning style.Examine how awareness of learning styles has influenced your
perceptions of teaching and learning.In a paper (750-1,000 words), summarize your
analysis of this exercise and discuss the overall value of learning styles. Include the
following:Provide a summary of your learning style according the VARK
questionnaire.Describe your preferred learning strategies. Compare your current preferred
learning strategies to the identified strategies for your preferred learning style.Describe
how individual learning styles affect the degree to which a learner can understand or
perform educational activities. Discuss the importance of an educator identifying individual
learning styles and preferences when working with learners.Discuss why understanding the
learning styles of individuals participating in health promotion is important to achieving the
desired outcome. How do learning styles ultimately affect the possibility for a behavioral
change? How would different learning styles be accommodated in health promotion?Cite to
at least three peer-reviewed or scholarly sources to complete this assignment. Sources
should be published within the last 5 years and appropriate for the assignment
criteria.Prepare this assignment according to the guidelines found in the APA Style Guide,
located in the Student Success Center. An abstract is not required.This assignment uses a
rubric. Please review the rubric prior to beginning the assignment to become familiar with
the expectations for successful completion. You are required to submit this assignment to
LopesWrite. Please refer to the directions in the Student Success Center. Apply Rubric:VARK
Analysis Paper 1Unsatisfactory0.00%2Less than
Satisfactory75.00%3Satisfactory79.00%4Good89.00%5Excellent100.00%80.0 %Content
20.0 %Personal Learning Styles According to VARK QuestionnairePersonal learning style
content is missing. Personal learning style presented is not reflective of VARK
questionnaire.Personal learning style according to the VARK questionnaire is identified, but

2. summary is incomplete. Personal learning style according to the VARK questionnaire is
identified and basic summary is provided. Personal learning style according to the VARK
questionnaire is identified and described. Personal learning style according to the VARK
questionnaire is identified and described in detail. Summary offers examples that display
personal insight or reflection. 20.0 %Preferred Learning StrategiesPersonal learning
strategy content is missing.Personal learning strategy is partially described. A comparison
of current preferred learning styles and VARK identified learning styles is incomplete.
Personal learning strategy is summarized. A comparison of current preferred learning
styles and VARK identified learning styles is generally described. Personal learning strategy
is described. A comparison of current preferred learning styles and VARK identified
learning styles is presented.Personal learning strategy is clearly described. A comparison of
current preferred learning styles and VARK identified learning styles is detailed. Overall
discussion demonstrates insight into preferred learning strategies and how these support
preferred learning styles.20.0 %Learning Styles (Effect on educational performance and
importance of identifying learning styles for learners as an educator)Importance of learning
styles for a learner, and importance of educator identifying individual learning styles and
preferences when working with learners, is not presented.Importance of learning styles for
a learner, and importance of educator identifying individual learning styles and preferences
when working with learners, is partially presented. The importance of learning styles for
learners participating in healthy promotion, and identifying them as an educator, is unclear.
There are inaccuracies.Importance of learning styles for a learner, and importance of
educator identifying individual learning styles and preferences when working with
learners, is generally discussed. The importance of learning styles for learners participating
in healthy promotion, and identifying them as an educator, is generally established. There
are minor inaccuracies. More rationale or evidence is needed for support.Importance of
learning styles for a learner, and importance of educator identifying individual learning
styles and preferences when working with learners, is discussed. The importance of
learning styles for learners participating in healthy promotion, and identifying them as an
educator, is established. Some rationale or evidence is needed for support.Importance of
learning styles for a learner, and importance of educator identifying individual learning
styles and preferences when working with learners, is thoroughly discussed. The
importance of learning styles for learners participating in healthy promotion, and
identifying them as an educator, is clearly established. Strong rationale and evidence
support discussion.20.0 %Learning Styles and Health Promotion (learning styles and
importance to achieving desired outcome for learners, learning styles and effect on
behavioral change, accommodation of different learning styles in health promotion)
Understanding the learning styles of individuals participating in health promotion, the
correlation to behavioral change and achieving desired outcomes, and the accommodation
of different learning styles is not discussed.Understanding the learning styles of individuals
participating in health promotion and the correlation to behavioral change and achieving
desired outcomes is partially presented; a correlation has not been established.
Accommodation of different learning styles is incomplete. There are
inaccuracies.Understanding the learning styles of individuals participating in a health

3. promotion, and the correlation to behavioral change and achieving desired outcomes is
generally presented; a general correlation has been established. More rationale or evidence
is needed to fully establish correlation. Accommodation of different learning styles is
summarized.Understanding the learning styles of individuals participating in a health
promotion, and the correlation to behavioral change and achieving desired outcomes is
discussed; a correlation has been established. Accommodation of different learning styles is
discussed. Some detail or minor support is needed.Understanding the learning styles of
individuals participating in a health promotion, and the correlation to behavioral change
and achieving desired outcomes is discussed in detail. A strong correlation has been
established. Accommodation of different learning styles is discussed. The narrative
demonstrates insight into the importance of learning styles to health promotion and
behavioral outcomes. 15.0 %Organization and Effectiveness 5.0 %Thesis Development and
PurposePaper lacks any discernible overall purpose or organizing claim.Thesis is
insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to
purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive
and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive
and contains the essence of the paper. Thesis statement makes the purpose of the paper
clear.15.0 %Organization and Effectiveness 5.0 %Argument Logic and
ConstructionStatement of purpose is not justified by the conclusion. The conclusion does
not support the claim made. Argument is incoherent and uses noncredible
sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There
are obvious flaws in the logic. Some sources have questionable credibility.Argument is
orderly, but may have a few inconsistencies. The argument presents minimal justification of
claims. Argument logically, but not thoroughly, supports the purpose. Sources used are
credible. Introduction and conclusion bracket the thesis. Argument shows logical
progressions. Techniques of argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are authoritative.Clear and convincing
argument that presents a persuasive claim in a distinctive and compelling manner. All
sources are authoritative.15.0 %Organization and Effectiveness 5.0 %Mechanics of Writing
(includes spelling, punctuation, grammar, language use)Surface errors are pervasive
enough that they impede communication of meaning. Inappropriate word choice or
sentence construction is used.Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register), sentence structure, or word choice are
present.Some mechanical errors or typos are present, but they are not overly distracting to
the reader. Correct sentence structure and audience-appropriate language are used. Prose is
largely free of mechanical errors, although a few may be present. A variety of sentence
structures and effective figures of speech are used. Writer is clearly in command of
standard, written, academic English.5.0 %Format 2.0 %Paper Format (use of appropriate
style for the major and assignment)Template is not used appropriately or documentation
format is rarely followed correctly.Template is used, but some elements are missing or
mistaken; lack of control with formatting is apparent.Template is used, and formatting is
correct, although some minor errors may be present. Template is fully used; There are
virtually no errors in formatting style.All format elements are correct. 5.0 %Format 3.0

4. %Documentation of Sources (citations, footnotes, references, bibliography, etc., as
appropriate to assignment and style)Sources are not documented.Documentation of
sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous
formatting errors.Sources are documented, as appropriate to assignment and style,
although some formatting errors may be present.Sources are documented, as appropriate to
assignment and style, and format is mostly correct. Sources are completely and correctly
documented, as appropriate to assignment and style, and format is free of error.100 %Total
Weightage