Module 1

Managing Teaching & Learning

Process

Assignment 2
VAK assessment

School (Piloted): Government Primary School Ganda

Prepared By:

Anas Saleem

School Leader Cluster # 12

Mansehra

Submission Date:

RPDC Mansehra (Section B)

OBJECTIVES

The objective of this field assignment is to evaluate the

learning styles of studetns by applying the visual, auditory and
kinesthetic (VAK) assessment model

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Table of Contents
OBJECTIVES.............................................................................................................................. 2

1. PRE ASSESSMENT PREPRATION........................................................................................ 5

o Research on VAK Model (Visual, Auditory, Kinesthetic)...............................................5

o Importance in the classroom:.......................................................................................5
o Discussion on O’Brien’s Questionnaire and Its Classroom Use.....................................5
2. Learning Styles Questionnaire (VAK Model) – Simplified For Primary School Students....7

o How to Check Your Learning Style................................................................................8

3. DATA ANALYSIS................................................................................................................. 9

o Questionnaire Results: Distribution of Learning Styles (15 Students)..........................9

o Interpretation of Results:............................................................................................. 9
o Trends and Patterns:.................................................................................................. 10
o Recommendations for Teaching Staff.........................................................................10
4. Post-Assessment Reflection............................................................................................11

o Summary of Findings:.................................................................................................11
o Key Reflections:.......................................................................................................... 11
o Adaptation Plan (with Teacher Collaboration)...........................................................11
Goal:................................................................................................................................11
Strategy Table................................................................................................................. 12
Weekly Lesson Adaptation Plan..........................................................................................13
o Teacher's Role in Adaptation:.....................................................................................14
o Conclusion:................................................................................................................. 14
5. REPORTING..................................................................................................................... 15

o Learning Styles Assessment Report............................................................................15

o Assessment Overview.................................................................................................15
o Key Findings................................................................................................................15
o Adaptation Plan Summary..........................................................................................16

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6. COLLABORATION.............................................................................................................17

o Reflection................................................................................................................... 17
o Reflection on New Teaching Practices (Post-VAK Assessment)..................................17
STRENGTHS................................................................................................................. 17
o Areas for Improvement (Constructive Feedback).......................................................18
o Final Comments for Teachers.................................................................................19
CHECKLIST FOR SUBMISSION................................................................................................. 20

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1. PRE ASSESSMENT PREPRATION

o Research on VAK Model (Visual, Auditory, Kinesthetic)

The VAK model categorizes learners into three main types based on their
preferred learning styles:

 Visual learners: Learn best through seeing. They prefer diagrams, charts,
videos, pictures, and written instructions.
 Auditory learners: Learn best through listening. They prefer lectures,
discussions, audio recordings, and verbal explanations.
 Kinesthetic learners: Learn best through doing and touching. They
prefer hands-on activities, experiments, movement, and real-life
examples.

o Importance in the classroom:

Understanding the VAK model helps teachers tailor their instruction
methods to meet the diverse needs of students, making learning more
effective and engaging.

o Discussion on O’Brien’s Questionnaire and Its Classroom Use

O’Brien’s Questionnaire is a tool developed to identify students’ preferred

learning styles according to the VAK model. It typically includes a series of
questions or statements that help students reflect on how they prefer to receive
and process information.

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How it’s used in the classroom:

 Teachers can administer the questionnaire at the beginning of a course to

assess students' learning preferences.
 Results help teachers design activities and lessons that incorporate visual,
auditory, and kinesthetic elements.
 It fosters self-awareness among students about their own learning
strengths and encourages them to use strategies that fit their style.

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2. Learning Styles Questionnaire (VAK Model) – Simplified
For Primary School Students

GPS ____________

NAME____________________ CLASS______________

b) I like to
No. Question a) I like to SEE c) I like to DO Answer
HEAR

Looking at
How do you like to Listening to the Trying it
1 pictures or
learn new things? teacher myself
videos

When you study, Reading or

Saying things out Doing it with
2 what helps you using colourful
loud my hands
most? notes

How do you Moving or

Seeing words or Hearing someone
3 remember things touching
pictures talk
best? things

What do you like to Draw or look at Talk or sing Play or build

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do in free time? books songs things

When you get a new Look at the Ask how it Try it right
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toy, you: pictures works away

Watching
Doing fun
videos or Listening to
6 In class, you like: activities or
looking at stories or talking
projects
posters

To remember a
Walk or move
7 word or number, Write or read it Say it out loud
while saying it
you:

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CLASS TEACHER SIGNATURE HEAD TEACHER SIGNATURE

o How to Check Your Learning Style

 Count how many times you picked a, b, or c.

 Mostly a = You are a Visual Learner
 Mostly b = You are an Auditory Learner
 Mostly c = You are a Kinesthetic Learner

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3. DATA ANALYSIS

o Questionnaire Results: Distribution of Learning Styles (15 Students)

Learning Style Number of Students Percentage (%)

Visual (a) 5 33.3%

Auditory (b) 8 53.3%

Kinesthetic (c) 2 13.3%

Total 15 100%

o Interpretation of Results:

 Most Common (Predominant) Learning Style:

Auditory learners make up the largest group at 53.3%, indicating that a
significant portion of students prefer learning through verbal instructions,
discussions, and oral repetition.

 Close Second:
Visual learners are in the middle with 33.3%, showing a strong preference
among students for learning through images, charts, colours, and
observation.

 Kinesthetic learners make up the smallest group at 13.3%, but still

represent a portion of the class, showing the importance of including hands-
on activities, physical movement, and learning by doing.

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o Trends and Patterns:

 There is no extreme dominance of one learning style, suggesting that the

school population is diverse in how students learn best.
 Auditory and Visual styles together make up 86%, suggesting that most
students benefit from auditory strategies and visual teaching methods.
 The relatively lower percentage of kinesthetic learners may point to a
need to reinforce hand on activities more creatively to support those
students.
 Teachers should consider using multi-sensory teaching methods to
reach all learners—for example:

 Combining visuals with hands-on tasks

 Including short verbal explanations with each activity
 Offering flexible activity choices based on style

o Recommendations for Teaching Staff

 Incorporate sound: Rhymes, music, verbal instructions, discussions.

 Use visual aids: Diagrams, videos, mind maps, posters.
 Include movement: Learning games, role-playing, classroom stations.
 Differentiate instruction: Allow students to choose how they complete
tasks (draw, talk, build).
 Track changes over time: Repeat the assessment mid-year to see if
styles shift as students grow.

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4. Post-Assessment Reflection
o Summary of Findings:

After administering the VAK learning styles questionnaire:

 63.3% are Auditory learners

 33.3% of students are Visual learners
 13.3% are Kinesthetic learners

o Key Reflections:

 Auditory learning is the most common preference, indicating students are

responsive to oral instruction and discussions.
 A significant number of visual learners suggests that many students need
diagrams, images, colours, and visual instructions.
 While Kinesthetic learners are fewer, they still represent a notable portion
and need focused support via movement, hands-on activities, and
experiential learning.
 The data confirms that a single teaching method won’t work for all students
—diversity in instructional strategies is essential.

o Adaptation Plan (with Teacher Collaboration)

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Goal:

To modify classroom instruction so that all learning styles (Visual, Auditory,

and Kinesthetic) are supported effectively.

Strategy Table

Learning Style Adaptation Strategy Examples of Activities

o Use charts, posters, flashcards

o Draw mind maps and
Use visual aids to enhance
Visual storyboards
understanding
o Provide visual step-by-step
instructions

o Read-aloud, songs, chants

o Group discussions and oral
Incorporate listening and
Auditory storytelling
speaking
o Use audio books or recorded
lessons

o Learning stations, science

experiments
Add physical movement and o Use clay, puzzles, or
Kinesthetic
hands-on tasks manipulatives
o Role-play, games, or outdoor
activities

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Weekly Lesson Adaptation Plan

Auditory Kinesthetic
Day Subject Visual Strategy
Strategy Strategy

Picture cards for Storytelling and Act out the story in

Monday English
vocabulary echo reading small groups

Color-coded charts Verbal problem- Use blocks or real

Tuesday Math
and diagrams solving drills objects for counting

Use videos and Group discussion Simple experiment

Wednesday Science
labelled diagrams on topic or model building

Social Timeline posters Listening to short Role-play historical

Thursday
Studies and maps lectures events

Group crafts or
Art & Visual reflection Music-based
Friday movement-based
Drawing journals learning games
review

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o Teacher's Role in Adaptation:

 Observation: Regularly monitor which strategies students respond to

best.
 Flexibility: Adjust lesson plans based on student engagement and
feedback.
 Collaboration: Plan lessons in teams, sharing activities that support all
three styles.
 Inclusivity: Design class projects where students can choose how to
demonstrate understanding (e.g., draw, present, act).

o Conclusion:

This post-assessment reflection highlights the importance of multi-sensory

teaching in a primary school environment. With this adaptation plan, teachers
can make learning more engaging, inclusive, and effective by ensuring every
student’s learning style is supported.

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5. REPORTING

o Learning Styles Assessment Report

o Assessment Overview

To better understand the diverse learning needs of our primary school students,
a VAK (Visual, Auditory, Kinesthetic) learning styles questionnaire was
administered to 15 students. The goal was to identify students' preferred
learning modes and use the results to adapt teaching methods accordingly.

o Key Findings

Learning Style Number of Students Percentage

Visual 5 33.3%

Auditory 8 63.3%

Kinesthetic 2 13.3%

 The most common learning style was Auditory (63.3%), followed by

Visual (33.3%).
 Kinesthetic learners made up 13.3%, still a significant group needing
attention.

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o Adaptation Plan Summary

To ensure inclusive teaching, a weekly plan was developed incorporating:

 Visual strategies: Diagrams, posters, charts, and visual organizers.

 Auditory strategies: Storytelling, oral instructions, group discussions.
 Kinesthetic strategies: Hands-on activities, movement-based learning,
role-play.

Teachers will integrate all three styles across subjects like English, Math,
Science, and Social Studies. Instructional flexibility and regular observation
will guide ongoing adjustments.

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6. COLLABORATION
o Reflection

Tailoring instruction to learning styles significantly enhances:

 Student engagement – Learners feel more involved when lessons match

their natural preferences.
 Comprehension – When content is delivered in varied ways, students
retain information better.
 Confidence and participation – Especially for kinesthetic and auditory
learners who may struggle with traditional methods.

Recognizing that no single method fits all, this multi-modal approach supports
deeper understanding and inclusive growth. It fosters a learning environment
where every student has the opportunity to succeed.

o Reflection on New Teaching Practices (Post-VAK Assessment)

STRENGTHS

 Increased Student Engagement:

o Introducing visual aids, interactive games, and group discussions
noticeably increased attention and enthusiasm in the classroom.
o Students became more active participants, especially during
kinesthetic activities and visual demonstrations.
 Diverse Instructional Methods:
o Teachers effectively began to blend visual, auditory, and
kinesthetic strategies in lesson planning.
o Lessons became more inclusive, catering to different learning
preferences simultaneously.

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 Improved Understanding and Retention:
o Concepts taught through multiple sensory methods were better
understood and remembered.
o Kinesthetic learners, in particular, showed improved performance
in practical subjects like science and math when involved in hands-
on activities.
 Collaborative Planning:
o Teachers began working in teams to design lessons that align with
VAK styles, creating a more supportive and dynamic teaching
environment.

o Areas for Improvement (Constructive Feedback)

 Balance Between Styles:

o Some lessons still lean too heavily on oral and written formats,
which may unintentionally exclude kinesthetic learners.
o Encourage regular audits of lesson plans to ensure all three
learning styles are represented fairly over the week.

 Auditory Inclusion Needs More Creativity:

o Auditory learners benefit most when sound is used beyond verbal
instruction—like rhymes, musical cues, and storytelling.
o Consider integrating audio books, learning poems, and peer
storytelling activities more consistently.

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 Classroom Setup Flexibility:
o Kinesthetic activities sometimes get limited due to space
constraints or rigid classroom setups.
o Reconfigure spaces (e.g., movable desks, learning stations) to
allow movement-based learning without disruption.

 Student Reflection and Choice:

o Encourage students to reflect on how they learn best and let them
choose learning tasks that align with their style occasionally.
o This promotes ownership of learning and builds metacognitive
skills.

o Final Comments for Teachers

 You are making great progress in transforming your classroom into a more
learner-centered environment. The intentional use of varied instructional
strategies shows commitment to inclusive teaching.
 Continue to observe student responses and adjust your approaches—
flexibility is key.
 Remember, students may have more than one preferred style, so combining
techniques is often most effective.
 Most importantly, celebrate small improvements and share successful
strategies with colleagues—it builds a culture of continuous learning.

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CHECKLIST FOR SUBMISSION

¨ VAK ASSESSMENT QUESTIONARE

¨ FILLED QUESTIONARE

¨ DATA ANALYSIS REPORT

¨ ADAPTATION PLAN

¨ REFLECTION ON COLLABORATION

Prepared by:

Anas Saleem

School Leader Cluster # 12

Mansehra

RPDC Mansehra (Section B)

Date of Submission:

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