Identified Learning Styles

According to the VARK self-assessment tool, I am a multimodal learner. The general

ranking of the learning styles from highest to lowest preference is as follows: kinesthetic (10),

visual (8), read/write (7), and aural (5). As a kinesthetic learner, being able to implement

instructions or concepts that have been explicitly explained helps significantly in terms of

solidifying overall understanding. My learning, however, is far more successful when I have

already processed the information through other means first. For instance, in slight contrast to

my results from the VARK assessment, according to Index of Learning Style Questionnaire, I

have a moderate preference for reflective learning (7). As a result, I tend to process new

information internally. When situations arise making it more appropriate to process verbally, I

am easily able to do so, but it still helps to solidify my understanding if I take the time afterwards

to independently reflect back upon what was discussed. My second two most prominent learning

styles according to the VARK are visual and read/write. In general, I find that I use these

learning styles together. As a student in the classroom, I learn best by taking copious notes and

organizing both visual and written information in a manner that makes sense to me visually. My

weakest learning style under the VARK classification is aural. While I am able to receive new

information aurally, and can often act based on what I have received and processed to a shallow

degree, I usually only reach full understanding once I have processed it further on paper.

On the Index of Learning Style Questionnaire, my results included a moderate preference

for visual (5) and sequential learning (5), and a mild preference for sensing (3). Above all, I

thrive when learning occurs systematically. In terms of both sensing and sequential aspects, I am

a highly detail-oriented learner who excels when, after understanding the details involved in a

process, I step back and see the overarching structure organizing all of these details.
 Finally, according to Grasha’s teaching style questionnaire, I was classified as high in

every category, with the ranking from most to least as follows: facilitator (5), formal authority

(4.25), personal model (4), delegator (4), and expert (3.875). My understanding of how this will

influence my learning is that I appreciate teachers who foster a collaborative, working

relationship with students, allowing them to ask questions and guiding them in developing their

independent understanding. I also learn well from teachers who make their expectations known,

working with the student to develop goals for learning, and providing both positive and negative

feedback throughout the process of learning.

Application to Fieldwork Setting

With regard to fieldwork, I think being a multimodal learner will be both a great benefit

as well as a potential hindrance. On the one hand, being a kinesthetic learner will be beneficial as

we begin to implement pieces of the OT process. Combining this with my preferences for visual,

reading/writing, and reflective types of learning, I foresee my most effective learning occurring

when I observe my fieldwork educator demonstrate something first while I take notes (mentally

or on paper) and actively process what he/she is doing, and then I imitate aspects of what I

observed afterwards. Receiving this kind of instruction via demonstration, however, may not

always be possible, since educators may choose to have students jump in and learn as they go. In

this case, I will rely more on my preference for kinesthetic learning and intentionally process or

reflect to solidify learning as needed afterwards.

Furthermore, being a detail-oriented learner will likely help me to consider the smaller

details of concepts being learned. This can also be detrimental, however, if not balanced

appropriately, resulting in me missing the overall goal of what is being done. Another downside

is my lack of preference for or strength in aural-type learning. I assume that aural learning is a
large component to the learning process in interacting with fieldwork educators. Furthermore,

being a sensing/sequential learner who prefers predictability will make learning difficult, but I

think fieldwork will present a beneficial opportunity to learn greater flexibility.

Discussing Needs with Fieldwork Educator

First and foremost, I intend to inform my fieldwork educator about my preferences in

learning, at least in a general sense, followed by a discussion about specific examples or requests

and the realistic possibility of implementing them. For instance, I will ask for permission and/or

opportunities to jot down notes throughout the day, as appropriate and necessary. This may

include observations of my educator in working with clients, his/her responses to questions, any

feedback received, intervention/activity ideas tossed around, key observations about both clients

and site dynamics that are important to consider, etc. I will also ask if, when possible, he/she

might demonstrate how to do something either alongside or after providing an explanation, prior

to having me implement it in real-time. This may also take the form of a very applied, practical

explanation rather than an explicit demonstration. I will also inquire about his/her preferences for

when it is appropriate for me to ask questions and when might be a good time throughout the day

to “debrief” with him/her one-on-one (if possible). Finally, I will ask for his/her guidance in

orienting to the big picture, such as why we are doing X, Y, or Z in light of the overarching goal

at hand. Finally, because there are instances when students seem to be thrown into

circumstances with less information than that which is realistic for practicing OTs, I will ask if

he/she will help ensure I know details ahead of time that he/she would normally have prior to

working with a client.