Discovering Personalities

Overview

This lesson helps students explore how their minds learn and think. They will discuss learning styles and personality traits, then complete the VARK questionnaire as a class to identify their likely learning preferences and explain how these preferences can support learning tasks.

Learning intentions

WALT:

• Recognise different learning styles and how they affect the way people learn.
• Identify personal learning preferences using a digital questionnaire.
• Explain how personality traits and learning preferences can influence study choices.
• Share findings respectfully and use evidence from their questionnaire responses.

Success criteria

Students can:

• Tell which VARK learning style(s) best describes them (or explain if they are mixed).
• Give one example of how this preference affects their learning (e.g., taking notes, watching demonstrations).
• Suggest one strategy to improve learning at school/home that matches their preference.
• Use kind, respectful language when sharing with others.

Curriculum links

• Humanities and Social Sciences/Personal and Social learning focus: exploring personal identity and making connections between individual differences and community learning.
• English (Literacy): plan and deliver a short spoken explanation using relevant details and appropriate vocabulary.
• Skills for learning: reflect on personal strengths, preferences, and strategies for participating in tasks.
• Digital learning: use a questionnaire tool to gather information about self and report results.

Lesson structure (45 minutes)

1. 0–5 min · Hook (high-dopamine visual). Teacher displays four large VARK symbols/cards (Visual, Auditory, Read/Write, Kinesthetic) and asks, “Which one helps you learn most—do you know yet, or are you unsure?” Students hold up a mini-card and do a quick “thumb check” to show their current guess.

2. 5–12 min · Direct teach (low reading friction). Teacher explains: “Learning style means the ways you often prefer to take in information and practise learning.” Use quick examples for each VARK category with gestures (e.g., Visual = diagrams/colours, Auditory = talking/discussions, Read/Write = lists/notes, Kinesthetic = doing/trying). Students match one example to one VARK card on their desk (no long reading).

3. 12–20 min · Model respectful sharing (mindset + neurodivergent friendly). Teacher models a sentence frame:

• “My results suggest I learn best when…”
• “This affects me because…”
• “A strategy that could help me is…” Students practise saying one sentence to an “imaginary partner” or to the teacher using a calm, non-rushed pace.

4. 20–32 min · Main task: digital VARK questionnaire together. Teacher guides students through the VARK questionnaire on a device. For each question, students answer using thumbs/colour buttons, or by pointing to the option, then the teacher taps to record responses. Teacher keeps energy high with short bursts: “Answer → check → move on.” Support: offer dyslexia-friendly options—students can listen to the teacher read the prompt once, then choose visually (icons/short phrases) without re-reading.

5. 32–38 min · Identify results (hands-on evidence option). Teacher calculates/reads the likely result breakdown (or shows it on screen). Students place their “VARK sticker” onto a class VARK chart and underline (or point to) the top category. If mixed, students choose “Top 1” and “Strong runner-up” and explain why.

6. 38–44 min · Create and deliver a short response (spoken multimodal). Students prepare a 30–45 second explanation using a visual planning card with three boxes:

• My VARK result: ___
• One effect on my learning: ___
• One strategy for next time: ___ Teacher supports with prompts and allows alternative expression: drawing a strategy, acting it out, or recording a spoken response.

7. 44–45 min · Exit ticket (quick check). Students answer one question on a single slide/card: “One way I can learn better using my preference is…” Teacher collects and notes accuracy and clarity.

Resources

• Printed or displayed VARK cards (Visual, Auditory, Read/Write, Kinesthetic)
• Mini “answer” cards (thumbs/colour buttons) for quick responding
• Device with VARK questionnaire access (teacher-operated if needed)
• Class VARK results chart (large paper or interactive whiteboard)
• Visual planning card with 3 boxes for the speaking task
• Coloured stickers for each VARK category
• Sentence starters (large font) for sharing
• Dyslexia-friendly support sheet with icons and short example phrases

Assessment

• Observation checklist during the questionnaire: can the student follow prompts and select answers confidently?
• Formative: listen for each student’s explanation at the end—do they connect result to learning impact and strategy?
• Exit ticket: checks understanding of “effect + strategy” using personal evidence from their results.

Differentiation

• Support:
• Short, spoken instructions; one reading of each question before choices.
• Provide sentence starters and a visual planning card (no heavy writing required).
• Allow pointing/colour-button responses if reading is difficult.
• Flexible participation:
• Offer hands-on evidence: drawing a strategy card or acting out how they learn.
• Keep bursts short and predictable (Answer → Record → Move on).
• Extension:
• If the student finishes early, ask: “Which of the other VARKs might also help sometimes, and when?”
• Considerations for neurodivergence:
• Provide movement choice after the questionnaire (stand and place sticker; brief stretch).
• Maintain a calm pace, clear expectations, and positive reinforcement for participation.