By: Aislinn Willis
There is no single way to learn.
Discover different learning preferences through Neil Fleming’s VARK model and why understanding individual preferences matters.
With school in full swing, it can be helpful to consider the different ways learners prefer to engage with information. Each student is different, and the tools or approaches that work well for one person may not work as well for another.
Neil Fleming’s VARK model describes four broad learning preferences: visual, auditory, read/write, and kinesthetic. Rather than placing students into fixed categories, these preferences can offer a starting point for exploring which tools and approaches may be helpful in different situations.
Here are the four learning preferences, along with some tools and activities learners may find helpful:
VISUAL
Visual learners may prefer information presented through maps, charts, diagrams, or other visual formats rather than solely through listening. Individuals with a visual preference might find the following helpful:
- Videos
- Graphic organizers
- Picture schedules and calendars
- Diagrams related to the learning material
- Written information
AUDITORY
Auditory learners may prefer to engage with information through listening. Spoken information such as lectures, podcasts, and group discussions may be particularly helpful. Students with an auditory preference might enjoy:
- Repetition, including songs or mantras
- Discussions
- Reading aloud
- Listening to music while studying or reading
READ/WRITE
Read/write learners may prefer engaging with information through written words and formats such as books, essays, manuals, and lists. Individuals with a read/write preference might find the following helpful:
- Note-taking
- Essays, journaling, and creative writing
- Online discussion boards
KINESTHETIC
Kinesthetic learners may prefer hands-on activities, physical engagement, experiments, or movement-based practice. Some may enjoy opportunities to learn through movement or by trying a skill themselves. Helpful tools and activities might include:
- Movement
- Fidget tools
- LEGO or modelling clay
- Experiments
How to Learn What Works Best
Identifying learning preferences can be challenging. A learner may have a combination of preferences, or you might notice that one approach works particularly well in a certain situation. Preferences may also change depending on the environment, activity, or information being learned.
One of the simplest ways to explore what works is through observation and by providing different opportunities to engage with information. Consider:
- What activities seem to hold their attention and encourage responses?
- How do they demonstrate understanding?
- Do their preferences change depending on the environment or activity?
Why Does This Matter?
Understanding that people learn in different ways can help us move away from a one-size-fits-all approach. Recognizing that everyone has their own preferences for communicating, learning, and demonstrating understanding can also help us avoid hurtful assumptions about students, such as labelling someone as “quiet” or “lazy.”
Rather than placing someone into a specific learning style, we can remain curious and supportive of what helps them engage with information and demonstrate what they know. What works for one student may not work for another, and what works for the same student may change depending on the environment or activity.
For example, a student may do well in art class but benefit from more visual supports in math.
In Summary
Every individual learns differently, and that is okay. Challenges can arise when learners do not have access to opportunities or accommodations that support the ways they learn best.
Providing different opportunities and tools can help reduce frustration and overstimulation while allowing learners to explore what works best for them. Incorporating visual, auditory, kinesthetic, and read/write opportunities at home and at school can give students more ways to engage with information and demonstrate what they know.
A note for readers: Learning preferences are not fixed categories, and what works best may vary depending on the person, task, or environment. These ideas are intended as a starting point for exploring different ways of learning rather than a set of rules to follow.
References
Fitzgerald, N. (2023). Understanding autism learning styles: Differences, tips and FAQs. Forbrain.
Understanding Autism Learning Styles: Differences, Tips and FAQs
Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11(1), 137–155.
Yotta, E. G. (2023). Accommodating students’ learning styles differences in English language classroom. Heliyon, 9(6).
