Justification Of Learning Style
The VARK model is one of the most popular theories used by educators to determine the best approach to learning that they should use in teaching their learners. In essence, there are four primary types of learning styles that are usually used: visual style, audio style, kinesthetic style, and reading and writing style. I consider my learning style to be the reading and writing style, which is the most effective (Coffield et al., 2004). This is especially because the learning style enables me to learn how to spell words correctly and pronounce them appropriately.
Portrayal Of Success
I would rate myself as a successful scholar in the sense that ever since I started using the writing and reading style of learning, I have become very knowledgeable in a diverse range of fields. This is especially because, through reading and writing, I am able to cover a lot of reading material that covers different topics and subjects. As such, with every new material that I get to read, I expose myself to a new sphere of both knowledge and experience, which ultimately transforms my persona as an aspiring scholar. Furthermore, being able to write also enables me to be in a position to write my personal opinions and ideas, share them with friends and colleagues and contribute significantly to the enlightenment of the society.
Therefore, I believe that in the same rate of progress, I will be in a position to become an avid scholar in the near future, or even become a lecturer and share my knowledge with others by teaching them how best to improve them, as well as handle some of their issues or any other arising matters (Kolb & Kolb, 2005). In the same regard, I believe that by being able to share my knowledge and experience with others through my reading and writing expertise, I would be able to transform society objectively by enlightening them on critical issues in life. For instance, being an avid scholar would also go a long way in improving my self-esteem as an individual, in addition to improving my self-confidence, especially with regard to the way I would be facing others, such as my fellow learned colleagues who are oozing with knowledge and experience.
As such, being a student, my cycle of success will have four primary steps, which include the evaluation step as the first step, which entails the gathering and analysis of critical data related to the learning subject. The second step involves planning for an intervention that is considered the most effective one. The third step involves implementing the intervention that has been adopted in the learning cycle. The fourth and final step entails monitoring the progress registered by the scholar during the course of the learning session. Figure 1 below shows the steps involved in the learning cycle of students.
Self Awareness Reflection
The reflection of an action plan that was introduced in class is based on my personal learning style of reading and writing, and the self-concept and values case is a reading and translating exercise that the teacher gave us in class. In this case, the teacher selected a text from the famous Shakespearian play named The Tempest, whereby students were tasked with the duty of reading the text and then translating it in their own understanding, in terms of the themes and critical features used in the play (Peacock, 2001). As such, we learnt how to read, as well as how to write, and this helped me tremendously in improving my learning outcomes.
References
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review.
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Should we be using learning styles? What research has to say to practice.
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of management learning & education, 4(2), 193-212.
Peacock, M. (2001). Match or mismatch? Learning styles and teaching styles in EFL. International Journal of Applied Linguistics, 11(1), 1-20.
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