VARK Profile Deep Dive

Overview

In this 45-minute lesson (Lesson 10 of 30), students complete a deeper learning-style discovery using a VARK-style assessment and a structured learning preferences survey, then analyse results through a short, guided profile paragraph frame. This builds directly on earlier lessons by turning “preferences” into a practical part of their owner’s manual.

Learning intentions

• Students will complete a VARK learning preference deep analysis to identify their likely learning mode(s).
• Students will complete a learning style survey about what helps them learn best at school and at home.
• Students will interview a family member using neuroaffirming, strengths-focused questions.
• Students will write (or record) a short profile paragraph using a guided frame, clear punctuation, and vocabulary supports.

Success criteria

• I can choose answers that match what usually happens for me when I learn.
• I can explain my strongest VARK mode(s) using at least two pieces of evidence from my results.
• I can describe one strategy that helps me learn and one strategy that does not.
• I can produce a short written or multimodal profile (single paragraph) using a sentence frame and correct key details.

Curriculum links

• Literacy — plan, create, edit and publish written and multimodal texts using paragraphs, complex sentences, expanded verb groups, punctuation, spelling and visual features.
• (If presenting orally to family/teacher) Literacy — plan, rehearse and deliver spoken and multimodal presentations that include information and organise ideas with precise vocabulary and vocal/visual features.
• If comparing texts/authors used as exemplars during reading supports: Literature — identify and explain characteristics that define an author’s individual style.

Lesson structure (45 minutes)

1. 0–5 min · Dopamine hook (No reading required). Teacher shows a visual “VARK choices” card set (Visual, Auditory, Read/Write, Kinesthetic) and says: “Circle what feels most like you right now.” Students point/circle their current guess and give one quick reason verbally or via thumbs.

2. 5–15 min · VARK deep assessment (short bursts). Teacher explains: “We’ll do 8–10 questions. Answer what you usually do, not what you think is ‘right’.” Students complete the digital or printed VARK questions in small chunks (2–3 questions at a time), ticking answers. Teacher records tally visually on a class board template.

3. 15–22 min · Survey for learning preferences (low writing). Teacher displays a survey page with large icons and short prompts: “I learn best when…”, “I get stuck when…”, “I need help with…”, “My best time is…” Students respond using: tick boxes, colour codes, and optional single-word additions (minimal typing/handwriting).

4. 22–27 min · Family interview plan (verbal + sentence stems). Teacher gives 4 interview prompts on cards (read aloud by teacher):

• “What helps me understand things quickly?”
• “When do I get overwhelmed or distracted?”
• “What strengths do you notice when I’m learning?”
• “What accommodations should we keep?” Students choose one prompt to prioritise and practise one answer using a stem: “I notice that I learn best when…”

5. 27–34 min · Data analysis: build evidence (guided). Teacher demonstrates a completed example using the student-friendly profile sentence frame: “My strongest learning mode is __ because __ and __.” Students fill in evidence fields using their VARK tallies + one survey response (e.g., “I choose visual aids” + “I like maps/diagrams” or “I remember spoken explanations”).

6. 34–42 min · Profile paragraph frame (write or multimodal). Teacher provides a one-paragraph frame with visual vocabulary supports and complex-sentence starters (choice of options):

• Starter A: “Because I usually __, I benefit from __.”
• Starter B: “When I __, I learn better if we __.”
• Starter C: “Although I sometimes __, I improve when __.” Students complete one paragraph using the frame. Option: record audio instead of writing; teacher later transcribes key sentences lightly.

7. 42–45 min · Share + exit check. Teacher conducts a 60-second “Evidence Share”: students show their VARK result and read/record their first two sentences. Teacher collects an exit ticket: “One learning strategy I will include in my owner’s manual is…”

Resources

• Printed or digital VARK deep assessment (short form, 8–10 items)
• Learning preferences survey with icons, tick boxes, colour-coded options
• Family interview prompt cards + one-page stem sheet
• VARK tally sheet (large, visual columns)
• Guided profile paragraph frame with sentence starters
• Dyslexia-friendly supports: coloured overlays, large font, minimal text prompts
• Visual evidence tokens (stickers/counters for answers)
• Optional: audio recorder/phone/tablet for multimodal paragraph capture

Assessment

• During VARK: teacher checks for completion accuracy and effort using quick tally confirmation.
• During survey: teacher observes whether responses align with student experiences (not “what sounds good”).
• Exit ticket: one strategy + one justification sentence (spoken or recorded).

Differentiation

• Provide choice of response mode for every question: tick/circle, short word, picture choice, or audio.
• Use sentence stems and visual vocabulary supports to reduce writing fatigue; allow one-paragraph max.
• Offer low reading friction: teacher reads all prompts aloud; students follow with eyes on visual icons.
• For extension within the same task: invite a “Which of these helps you most?” ranking (top 2 strategies) instead of more writing.
• For a very small class (1 student): use rapid feedback every 2–3 minutes, and co-regulate with movement breaks (30–60 seconds) between question chunks.