Tuning In – How Learning Styles Shape Every Classroom Decision

Understanding how students learn is the first step toward planning instruction that meets their needs. In our field experience classroom, we administered the VARK Learning Styles Inventory to five students identified as needing additional support. The VARK model classifies learners into four primary modalities: Visual, Aural, Read/Write, and Kinesthetic. Using pseudonyms for confidentiality, we analyzed student responses and matched them with data provided by the mentor teacher on developmental and performance trends.

The data from the assessment shows that two students—Derek and Noor—identified strongly as Kinesthetic learners. One student, Janelle, scored highest in Visual, while Emmanuel demonstrated a mixed preference between Read/Write and Aural, and Sara leaned primarily toward Aural. Interestingly, the two kinesthetic learners also showed lower engagement during lectures but excelled during lab-based and project-based tasks, revealing a strong correlation between cognitive development and learning preferences. Socially and emotionally, the students with stronger aural and read/write preferences tended to articulate their thoughts more easily during discussions and individual written reflection.

Each learning style identified informed our instructional planning. Kinesthetic learners benefit from role-play, movement-based tasks, and hands-on experiments, so I implemented task stations and simulations where students could physically manipulate materials. For visual learners like Janelle, graphic organizers, diagrams, and color-coded notes helped increase retention. Aural learners received recorded explanations of assignments and participated in structured peer discussions. Read/Write learners like Emmanuel responded well to structured journaling tasks and scaffolded reading guides.

Student (Pseudonym)	Primary Learning Style	Secondary Preference	Notable Strengths	Preferred Instruction	Suggested Modifications
Derek	Kinesthetic	Visual	Excels in hands-on projects	Simulations, labs	Use of manipulatives
Noor	Kinesthetic	Aural	Responsive in movement-based tasks	Task stations	Incorporate physical activities
Janelle	Visual	Read/Write	Strong artistic skills	Color-coded notes, diagrams	Graphic organizers
Emmanuel	Read/Write	Aural	Strong written communication	Journaling, reading tasks	Provide annotation tools
Sara	Aural	Visual	Verbal memory, group discussion	Audio lectures, peer dialogue	Recorded explanations

The intersection between student interests, strengths, and readiness became clearer through continued observation and collaboration with my mentor. Janelle, who has a strong artistic background, was given opportunities to visually represent concepts in assessments. Derek, a kinesthetic learner with attention challenges, showed measurable progress when lessons included movement or tactile tools. Understanding their strengths and needs allowed me to create small-group interventions tailored to their learning readiness and classroom behavior.

When it comes to assessments, I try to ensure flexibility across modalities. For example, in a recent unit assessment, students could either write a paragraph, record a verbal explanation, design a poster, or build a model—each option aligned with a specific learning style but measured the same core standard. This method aligns with Universal Design for Learning (UDL), promoting multiple means of representation, engagement, and expression (CAST, 2021). Rubrics ensured rigor and clarity, so no option compromised on expectations.

Administering a learning style inventory transformed how I viewed these five students. It was not about labeling them but rather unlocking insight that made planning more intentional and responsive. In future instruction, I will continue using inventories to drive personalized learning, while incorporating formative checks to refine grouping, assignment structure, and feedback.

 

References

CAST. (2021). Universal Design for Learning guidelines version 2.2. https://udlguidelines.cast.org/

DePorter, B., Reardon, M., & Nourie, S. (2013). Quantum teaching: Orchestrating student success. Allyn & Bacon.

Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin. https://us.corwin.com/en-us/nam/how-the-brain-learns/book266819 

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD. https://www.ascd.org/books/how-to-differentiate-instruction-in-academically-diverse-classrooms-3rd-edition 

VARK Learn Limited. (2024). The VARK Questionnaire: How Do I Learn Best? https://vark-learn.com/the-vark-questionnaire/

Wilson, L. O. (2020). Beyond Bloom – A new version of the cognitive taxonomy. https://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/