Aysgarth Falls introduction

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ESTA September 2004

  • AIM: to look at how students learn by considering our teaching and perhaps develop ways to support them better.

Aysgarth Falls


  • If you haven’t already started…..
  • now complete the questionnaire!
  • 10 mins
  • Verbal
  • instructions

Llandwyn Island, Anglesey


  • Standard questionnaire, many of you may have seen it during Inset training
  • It’s been slightly modified here to take on more relevance
  • SCORING: See separate sheet, and tally up your totals of each letter (V, A, R and K)

Gaping Ghyll

At Yale College of Wrexham…

  • We use this with students during personal tutor sessions, and is one of our monitoring tools.
  • Our students are also monitored on how many hours employed work they do, financial responsibility (or lack of) etc.

Holt Castle, near Wrexham

What do V, A, R and K mean?

  • V – Visual
  • A – Aural
  • R – Read/Write
  • K – Kinesthetic
  • See separate “SWOT” sheets, APOLOGIES that they are aimed at learners!


  • The questionnaire alerts students and teachers to the variety of different approaches to learning.
  • The questionnaire is NOT intended to “box” or “diagnose” you!
  • It should stimulate you to think about learning preferences
  • Many results show “multi-modal” preferences and results may change through experiences and maturity.
  • The website gives more detailed explanations
    • www.vark-learn.com

Study With Out Tears (SWOT)

  • Advice to students how to study to suit their particular style
  • Gives them ideas on how to study through the course, how to revise and how to give the information to the examiners

Goredale Scar


  • It’s interesting to see the preferred learning style of your groups…. And also how you prefer to teach!
  • Perhaps it accounts for your exam results? (Your teaching style might really suit the way they learn, or vice versa!).
  • Or it explains students who opt to “do” your subject?
  • (Aural students perhaps chose to study languages)

Good practice?

  • Well, all HMI will tell you that your lessons need to have “a little bit of everything”
  • This can give you a better reason for doing this!
  • Or it could explain why the lesson the inspector is observing has been designed to meet the needs of your group based on their scores.

Above Malham Cove

Topics and teaching styles

  • Certain topics lend themselves to particular methods of teaching
  • Eg.
    • Minerals – kinesthetic – a practical approach;
    • Stratigraphy – reading/writing and research perhaps
    • Mapwork – visual studies
    • Essays – suit reader/writers better?

Fairbourne, North east Wales

  • In particular, Geology is very VISUAL
  • From showing photographs of features, to looking at fossils/rocks/minerals etc, from watching videos
  • It’s also KINESTHETIC – practical
  • Mapwork, fossil/rock/mineral identification, field and laboratory investigation work

So what about Geol A level assessment?

  • Do exam questions penalise or help any particular students?
  • Visual
  • Visual stimulus (diagrams, graphs etc) in data response questions; picture based learning resources (eg. remembering class lessons with PowerPoint presentations, mind map/spider diagrams, whiteboard diagrams)
  • Aural
  • Read/Write
  • Reading questions, essay writing, background reading for preparation; text based learning resources (books, PowerPoint presentations)
  • Kinesthetic
  • Practical assessments (coursework – GL2b/GL6 and examination – GL2a/GL4 mapwork); asking/answering questions during lessons; interactive resources

So what about A level teaching?

  • Do WE penalise or help any particular students?

Malham Cove

  • SWOT

Nant Ffrancon, Snowdonia

  • SWOT
  • SWOT

Crookdale Crags, A6, Lake District

  • SWOT


  • Students become successful if they develop a range of skills
  • The questionnaire can help you to understand your groups a little more,
  • or how you deliver information,
  • or why some students soak up knowledge on some topics and not others
  • Thank you for your time….
  • There’s loads more information on VARK on the website… www.vark-learn.com
  • If nothing else – you can pick out and use the photographs!! (all copyright free!).
  • Thanks to Pete Loader for being a guinea pig!!
  • Jo Conway, Yale College of Wrexham

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