Youth Parliament Pakistan

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The 17th Youth Parliament, 2022-23: A brief Report

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The 17th Youth Parliament Pakistan® released its report, outlining the key issues and recommendations discussed during the term, 2022-23. The Youth Parliament Pakistan® is a platform for young people to engage in democratic processes and gain experience in parliamentary practices. The report highlights the diverse perspectives and ideas of the participants, who represent different regions and backgrounds across Pakistan. It provides insights into the priorities and concerns of young people in Pakistan and offers recommendations for addressing these issues. The report serves as an important contribution to ongoing efforts to promote youth engagement and democratic participation in Pakistan.

PILDAT and YPP® Secretariat would like to give a special shout-out to  The Bank of Punjab ,  Interloop ,  Geo/Jang group  and  The University of Lahore  for their generosity and belief in the 17 th  YPP® mission. Thanks to their partnership, 17 th  YPP® has been able to make a significant impact in the community. PILDAT and YPP believe that it is through partnerships like these that Pakistan can create a more inclusive, democratic and successful society.

Mobility Scoreboard - Map Overview

Comparative overviews.

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National youth parliaments (September 2019)

Youth parliaments represent an opportunity for young people to familiarise themselves with democratic decision-making, to reflect on social issues, and to argue for their ideas in a mock parliamentary debate. They usually involve simulations of the workings of a real parliament, lasting over a few days. In so doing, they offer a concrete experience of participation in policy-making.

Youth parliaments at the national level exist in about half of the countries surveyed. They are organised either by public authorities or by non-governmental organisations. In the latter case, they are at least partially funded by public budgets.

When set up by public actors, the country’s national parliament is generally the initiator, while when organised by non-governmental organisations, it is frequently under the auspices of Youth Councils.

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A Tutorial on Youth Parliament

WOMEN HELPLINE

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Youth Engagement

Youth engagement is central to our values. Our work includes the Commonwealth Youth Parliament (CYP), the development of educational resources and outreach programmes. These programmes aim to increase awareness of the important work done by the CPA in promoting democratic governance across the Commonwealth and to connect Parliamentarians with young people in schools, colleges and universities to inspire the next generation of young leaders.

This page contains information about:

Engagement, Education and Outreach for Parliaments

Commonwealth youth parliament.

  • CPA Roadshows: School and College Visit Programme
  • Commonwealth Day: Youth Pack
  • Teachers’ Resource Pack: Commonwealth, Parliament and Democracy

If Parliaments are ever going to succeed in having ‘effective, accountable and transparent institutions at all levels’ and ensure decision-making is ‘responsive, inclusive, participatory, and representative’ ( UN SDG 16 ), then they must engage, listen, educate and share information with their citizens and public. 

The Engagement, Education and Outreach Handbook: Creating Open, Accountable and Transparent Institutions has been developed for the benefit of the CPA’s 180 Parliaments and Legislatures and is designed to be a practical resource to strengthen their public engagement and outreach focus.

The Handbook has been developed with the support and cooperation of national and subnational Legislatures across the Commonwealth and covers a broad spectrum of topics including:

  • how to develop youth engagement activities
  • how to target the right audiences; how to utilise social media
  • how to ensure public input into committee inquiries
  • how to effectively monitor and evaluate outreach and engagement activities to ensure maximum impact.

The CPA Handbook is filled with tips, case studies, templates, checklists and many other useful and accessible tools and resources which Parliaments can quickly extract and utilise for their own practical use. The Handbook is designed for busy Parliamentarians, Clerks and parliamentary officials to access and refer to when needed.

Download the Handbook

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Latest Issue:

This Handbook provides guidance to Commonwealth Parliaments and Legislatures on how to increase public engagement and outreach, to ensure the public get a greater say in how they are governed.

The Commonwealth Youth Parliament is the flagship programme of the CPA's youth engagement strategy. Hosting of the Youth Parliament rotates alphabetically through the Regions of the Commonwealth. Each CYP has a theme that it will focus on bringing together approximately 50 young people from across the Commonwealth. The programme also involves young Members of Parliament from across the Commonwealth who participate as mentors. 

The programme is aimed at young people aged 18 to 29 who gain experience being a young Parliamentarian. Participants experience life in the parliamentary spotlight and gain practical experience of the parliamentary system whilst learning how the next generation would approach parliamentary politics. Formal parliamentary practice adapted from several Commonwealth countries is followed and the proceedings are observed under the watchful eyes of experienced parliamentary officials. The agenda includes debates, votes on Bills and government motions.

Official Mace of the Commonwealth Youth Parliament

Caption: Official Mace of the Commonwealth Youth Parliament

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11th Commonwealth Youth Parliament

Our former cyp delegates.

To mark the 10th Commonwealth Youth Parliament, the CPA Headquarters Secretariat undertook an evaluation review of all previous youth participants to identify where they are now in terms of their career and whether involvement in Commonwealth Youth Parliaments led to worthwhile outcomes.

As of 2020, a total of 7 participants went on to become Parliamentarians. It is also worth noting that a further 65% of participants are now employed as public servants within their respective jurisdictions.

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Senator Sam Mézec, Jersey

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Stacy Bragger MLA, Falkland Islands

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The Hon. Juan Watterson, SHK, Isle of Man

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Hon. Michelle Slack, Nevis

Cyp and the commonwealth.

Many CYP delegates remain actively engaged in national, regional and Commonwealth policy discussions after they participate in the programme. Below is a selection of articles by or about our former delegates.

■   Danica Loulie-Wijtenburg (CYP 2022) | 20-year-old makes history as Parliament's first Youth Clerk | 1 News NZ

■   David Salmon (Virtual CYP 2020) | Why study the Commonwealth in the 21st Century? | Commonwealth Foundation 

■   Daisy Chapman-Chamberlain (Virtual CYP 2020) | Transport around the Commonwealth | Rail Staff UK

■   Mele Fonua (CYP 2019) | Empowering Youth Parliamentarians | The Parliamentarian

■   Josiah Tualamali'i (CYP 2018) | 'Dawn Raids' petition handed to Parliament | RNZ News

■   Khadijah Khatun (CYP 2018) | Inclusive Parliaments for Inclusive Societies | The Parliamentarian

■   Elise Delpiano (CYP 2016) | Increasing women's parliamentary representation in Australia and New Zealand |  The Parliamentarian

■   Elizabeth Kite (CYP 2016) |  Meet 5 Pacific Women Activists Who Are Changing the World in 2020 | Global Citizen

Above : Josiah Tualamali'i (left, CYP 2018) was a guest on Parliamentary Conversations in the Commonwealth, a podcast by the CPA, for our episode on 'Indigenous Peoples and Political Participation'

Previous Commonwealth Youth Parliaments

2 young people from 31 Commonwealth jurisdictions* took part in a three-day mock Parliament organised by the Commonwealth Parliamentary Association (CPA). The 11th Commonwealth Youth Parliament (CYP), hosted by the Parliament of the Republic of  Trinidad and Tobago  at The Red House, Port-of-Spain, took place from 21 to 23 November 2022.

Participants aged 18 to 29 acted as Members of the Parliament of Kairi and Chaconia, a fictional island nation of one million citizens. They represented two mock political parties, forming a government and opposition.

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Read the full report -->

Young citizens from across the Commonwealth participated in a week-long Commonwealth Youth Parliament which took place from 18-22 October 2021 and was held virtually. The virtual format allowed young people from all 9 CPA regions to connect across a remarkable 17 time zones. In total, 62 delegates representing 40 different Commonwealth jurisdictions participated in a range of parliamentary activities.

Young citizens from across the Commonwealth participated in a week-long Commonwealth Youth Parliament which took place from 14-18 December 2020 and was held virtually for the first time. The virtual format allowed young people from all 9 CPA regions to connect across a remarkable 17 time zones. In total, 59 delegates representing 32 different Commonwealth Parliaments participated in a range of parliamentary activities.

The 10th CYP was opened by the Speaker of the Lok Sabha, Om Birla, MP and the Chairperson of the CPA, Hon. Emilia Monjowa Lifaka, MP. The event was attended by 47 young people from 13 countries across the Commonwealth. The 4 days of the CYP provided a key development opportunity for young people from the Commonwealth with ambitions of public office and introduced these potential young Parliamentarians to the fundamentals behind the processes of Parliament. Participants experienced Parliament in a real-life situation in the Legislative Assembly of Delhi’s chamber. The programme also included taking part in parliamentary procedures, debating legislation and motions in relation to the fictional ‘Commonwealthland’.

The 10th Commonwealth Youth Parliament gave participants a pan-Commonwealth experience and a hugely valuable networking opportunity with current young Members of Parliament from the Commonwealth who acted as mentors – Hon. Fasiha Hassan, MPL from the Gauteng Provincial Legislature in South Africa who also acted as the Speaker of the 10th CYP and Hon. Travis Robinson, MP from The Bahamas Parliament.

The 10th Commonwealth Youth Parliament opening ceremony saw welcome addresses by Shri Ram Niwas Goel, the Speaker of the Delhi Assembly; Shri Arvind Kejriwal, Chief Minister of Delhi; Hon. Emilia Monjowa Lifaka, MP, Chairperson of the CPA International Executive Committee and Deputy Speaker of the National Assembly of Cameroon; and the chief guest: Shri Om Birla, Speaker of the Lok Sabha, Parliament of India.

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The 9th CYP was hosted by the Jersey States Assembly in St Helier, Jersey. The 49 delegates at the 9th CYP came from fifteen countries, ranging from the largest (India) to the smallest (Niue), and from 35 CPA Branches across 8 CPA Regions. The five days of the CYP provided a key development opportunity for young people from the Commonwealth with ambitions of public office and introduced these potential young Parliamentarians to the fundamentals behind the processes of Parliament.

The CYP gave participants a Pan-Commonwealth experience and a hugely valuable networking opportunity including with current young Members of Parliament from the Commonwealth - Hon. Temard Butterfield, MHA (Turks and Caicos); Deputy Sam Mezec (Jersey); Hon. Jermaine Figueria, MP (Guyana); Hon. John Paul Mwirigi, MP (Kenya) - who acted as mentors throughout the week.

In a notable departure from previous years, the 9th CYP, in recognition of the non-party system in the States Assembly in Jersey, saw youth participants acting as the Government, Opposition and independents sitting together, allowing for a wider sharing of opinions and engagement in debates. Participants experienced parliament in a real-life situation in the legislative chamber. The programme also included taking part in parliamentary procedures, debating legislation and motions in relation to the fictional ‘Commonwealthland’.

Many of the sessions were presided over by CPA Jersey Chairperson, Connetable Len Norman from the States Assembly of Jersey and the States Assembly staff ensured the smooth running of parliamentary procedures. The CYP delegates also faced the media in a ‘mock’ press conference with questions from local journalists including Andy Sibcy of the Jersey Evening Post and Clare Burton from ITV Channel Islands News. Delegates at the CYP9 were entertained at a dinner hosted by Highlands College, a leading Further Education College in Jersey, with chef and hospitality students and lecturers providing the excellent food and service.

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The 8th CYP was hosted by the Legislative Assembly of British Columbia. In a colourful opening ceremony in the Legislative Chamber at the Parliament Buildings in Victoria, over 60 young participants representing CPA Branches in eight of the nine CPA Regions – Africa; Asia; Australia; British Islands and Mediterranean; Caribbean, Americas and Atlantic; Canada; India; Pacific – came together for the start of a week long programme of events.

The 8th Commonwealth Youth Parliament (CYP8) was opened by Mr. Akbar Khan, Secretary-General of the Commonwealth Parliamentary Association and saw addresses by Hon. Linda Reid MLA, the Speaker of the Legislative Assembly of British Columbia and Mr Craig James, the Clerk of the Legislative Assembly of British Columbia. The opening ceremony also featured a blessing from Elder Mary Ann Thomas and a poetry reading from Zoe Duhaime.

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The 7th CYP was hosted by the Legislative Assembly of the Northern Territory in Darwin, Australia. This CYP brought together delegates from Australia, Canada, India, Asia, the Pacific, Africa, the Caribbean and the United Kingdom to experience parliamentary life in a real-life situation in the parliamentary chamber which included taking part in parliamentary procedures as party representatives or independents, debating legislation and motions, holding a committee of inquiry and facing the press in a media conference.

Focused on the theme Deepening the Commonwealth’s Commitment to Democracy and Youth Development, the 7th CYP saw the participation of over 50 young people from across the Commonwealth. The first session of the Commonwealth Youth Parliament was opened by the Administrator of the Northern Territory of Australia, His Honour Hon. John Hardy OAM. The Young Parliamentarians were welcomed to the 7th CYP by the Commonwealth Parliamentary Association (CPA) Acting Secretary General and Director of Finance & Administration, Mr Joe Omorodion and the Speaker of the Legislative Assembly of the Northern Territory, Hon. Kezia Purick MLA.

Speaker Purick said: "This is an exciting time for young people coming from all over the Commonwealth who will be using the parliamentary chamber for their debates and will have the privilege of CYP7 being opened by his Honour the Administrator of the Northern Territory. We will be showing the world what our parliament has to offer and the public galleries are open to anyone who would like to come and watch. We are very pleased to be welcoming the best from around the Commonwealth of Nations to take part in this event in Darwin and wish them well in their endeavours."

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The 6th CYP was co-hosted by the CPA and the Legislative Assembly of Mmabatho, Northwest Province, South Africa. It was attended by over 50 young people from 7 of the 9 Regions of the CPA. The CYP took place between the 2-8 November 2014.

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  • 5th CYP, Westminster, United Kingdom, 4-7 December 2012
  • 4th CYP, Westminster, United Kingdom, 6-10 September 2011
  • 3rd CYP, Brisbane, Australia, 19-23 April 2005
  • 2nd CYP, Manchester, United Kingdom, 22-24 November 2000
  • 1st CYP, Manchester, United Kingdom, 1997

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CPA Roadshows

With the Commonwealth’s 56 member countries having a combined population of more than 2.6 billion, of which more than 60% are under 30 years of age, the CPA launched the Roadshows to strengthen its outreach to the Commonwealth’s young people. The CPA Roadshows seek to increase awareness of the CPA amongst schools, colleges and universities to inspire the next generation of Parliamentarians.

The Roadshows also increase awareness of the important work done by the CPA in promoting democratic governance across the Commonwealth and to connect Parliamentarians with their young people in schools, colleges and universities to inspire the next generation of young leaders.

The CPA encourages its Branches and Regions to host CPA Roadshows and works with international organisations to partner on the initiative.

Download the CPA Roadshow Pack below:

CPA Roadshows Partner Information

CPA Roadshow Branches Information

Press Release Template

Roadshow Quiz

Evaluation Form

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Gibraltar Branch Roadshow in January 2020

Commonwealth Day

The Commonwealth Day Youth Engagement Pack was first launched in 2020 to support parliamentary outreach activities on Commonwealth Day. It was updated in 2021 with ideas and resources that provide options for virtual activities in recognition of the impact of the COVID-19 pandemic on in-person events.

The pack features:

■   A handbook outlining potential activities for Commonwealth Day

■   A series of tools to use on Commonwealth Day, such as a quiz, factsheet and activity cards

■   A leaflet with further information on this year’s Commonwealth Day theme

Download the Pack

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Download our Youth Engagement Pack ahead of Commonwealth Day to help kickstart your youth engagement activities on the day.

Commonwealth Day is celebrated annually on the second Monday of March. Public engagement is crucial in connecting, innovating and transforming social networks and cultures of all societies as it encourages an informed and involved citizenry which is crucial for a functioning democracy. 

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The Speaker of the House of Representatives of Jamaica, Hon. Pearnel Charles, Sr visiting pupils at Kingston School in 2020.

Teachers’ Resource Pack

The CPA published a new Teachers’ Resource Pack on the Commonwealth, Parliament and Democracy in collaboration with the British Council and the Commonwealth Secretariat. The resource was focused on students aged between 7 and 14 and the materials are designed for teachers to help provide factual information and exciting cross-curricular activities for students to learn and think critically about the Commonwealth, parliament and democracy more broadly.

Download the Presentation Slides

Learn more on the British Council Schools and Resources

Related News

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Youth engagement on the agenda at 40th CPA Australia and Pacific Regional Conference in Queensland

Focus on representation for the future and youth engagement at 40th CPA Australia and Pacific Regional Conference in Queensland

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CPA Secretary-General visits New Zealand Parliament

Stephen Twigg, the Secretary-General of the Commonwealth Parliamentary Association (CPA), visited the New Zealand Parliament from 27 – 28 March 2023.

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International Day of Education 2023

Commonwealth MPs celebrate vital role of education for peace, development and democracy.

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UK Youth Parliament enables young people to use their energy and passion to change the world for the better.

 Open to 11-18 year olds that have been elected as Members of Youth Parliament by their communities, UK Youth Parliament provides opportunities for young people to bring about social change through meaningful representation and campaigning. Part of the British Youth Council's Youth Voice Programme .

  • Make Your Mark

News and Views

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Member of Youth Parliament Reflects on Make Your Mark Campaigning Success

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Introducing the Steering Group Elects of 2024-26

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UK Youth Parliament calls on young people to have their say

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Largest consultation of young people to commence in January

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UK Youth Parliament to focus on finance and funding for free school meals 

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UK Youth Parliament to debate universal free school meals in the Commons chamber 

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UK Youth Parliament redoubles efforts for universal free school meals

MYPs gather with Northern Irish decision makers at their Spill the Tea event in June 2023.

Food for Learning: Northern Ireland Spills the Tea on Free School Meals

Member of Youth Parliament Ayah Mamode at the NEU free school meals downing street hand in 2023. Photo by: Rehan Jamil.

Member of UK Youth Parliament attends National Education Union rally for free school meals

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Food for Learning: Universal Free School Meals are a human right

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Food for Learning: Why I believe in Universal Free School Meals

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Education Roundtable with Baroness Diana Barran MBE: A Member of Youth Parliament’s summary

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British Youth Council welcomes investment in young people’s voices

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UK Youth Parliament launch campaign partnership on Universal Free School Meals

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Reflecting on our gathering of youth reps in London

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UK Youth Parliament to campaign on the cost of living crisis and health

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UK Youth Parliament to debate biggest issues facing young people in the Commons

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UK Youth Parliament campaign for fairer society with new bold vision

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UK Youth Parliament gathers to build new vision for change

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Lobbying for votes at 16 at Parliament

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Health and wellbeing the biggest issuing facing young people in the UK

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Largest consultation of young people to commence in February

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UK Youth Parliament intervene in Lords climate debate with open letter

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UK Youth Parliament launch campaigns to address biggest issues facing young people

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Higher education should be free according to young people across the UK

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UK Youth Parliament release new ambitious vision for young people

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UK Youth Parliament launches largest consultation of young people

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Largest survey of young people in the UK returns in the Autumn

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UK Youth Parliament: an opportunity for change

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Members of Youth Parliament nominated for the National Diversity Awards

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UK Youth Parliament launch campaigns to address knife crime and climate change

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UK Youth Parliament to campaign on knife crime and climate change

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Climate emergency declared biggest issue facing young people

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British Youth Council praise new Labour plans for statutory youth services

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British Youth Council responds to the Commons Speakers intention to stand down

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UK Youth Parliament begins UK’s largest consultation of young people

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Young people across the UK called to make their mark.

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Members of Parliament support ‘Make Your Mark’ ballot

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UK youth called to make their mark!

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967,000 young people make their mark in UK Youth Parliament’s biggest ever mandate for House of Commons debates.

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MPs rally in support of the UK Youth Parliament’s Make Your Mark campaign

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Make Your Mark campaign shortlisted for national award

Featured campaigns.

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Food for Learning: the Campaign for Universal Free School Meals

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Stop Plastic Pollution

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Mental Health: A movement for change

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Transforming Education

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Protect the Future

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Young people should vote from age of 16

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Action Against Knife Crime

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A Curriculum for Life

Votes for 16 and 17 year olds in all public elections.

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Reduce racism and religious discrimination in our communities

Help us get the voices of young people heard.

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Support UK Youth Parliament. Make a donation

Join the friends of the british youth council.

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Find out the biggest issues facing young people.

Stay informed, sign up for the latest updates..

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  • Society and culture
  • Young people
  • UK Youth Parliament Grant 2023-25
  • Department for Culture, Media & Sport

UK Youth Parliament Programme 2023-2025: Guidance for applicants

Published 7 November 2022

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© Crown copyright 2022

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

This publication is available at https://www.gov.uk/government/publications/uk-youth-parliament-grant-2023-25/uk-youth-parliament-programme-2023-2025-guidance-for-applicants

Introduction

DCMS is relaunching the UK Youth Parliament programme to increase engagement with young people from across the UK, including with more marginalised young people and those that may not normally take part in a youth voice programme. The programme aims to build the UK Youth Parliament into an established part of the policymaking and parliamentary process, with direct access to decision makers, and improve feedback and recognition to young people. It will also bring together the successful elements of DCMS’ previous Youth Engagement Grant, under the banner of the UK Youth Parliament. The programme is delivered as a partnership between central government, UK Parliament and the youth sector.

The key objectives of this grant are to:

  • engage young people in a UK-wide democratic process
  • enable young people to express their voices on issues that matter to them
  • engage young people at an early stage in the development of policy affecting them
  • test specific government proposals and policy with young people.

DCMS is committed to funding this important opportunity for young people across the UK to participate in the democratic process and share their views to shape national, regional and local decision-making.

DCMS is competing the grant, in line with best practice in grant-making across government.

A grant of up to £750,000 is available for the delivery of the UK Youth Parliament for two years from April 2023 to March 2025.

  • Up to £650,000 of this grant is expected to fund the core costs of the programme; and
  • Up to £100,000 (£50,000 per annum) to ensure young people from the devolved nations of Scotland, Wales and Northern Ireland can participate in the programme, including in elections, induction, training and associated activities.

Grant funding is available from UK Parliament to support this project as follows:

  • £10,000 per annum is available to support a yearly Youth Select Committee, to be delivered in collaboration with UK Parliament

This funding will be agreed with UK Parliament once the delivery provider is known. The delivery provider will need to complete additional due diligence to receive the UK Parliament grant funding, and this funding is subject to UK Parliament confirming satisfactory due diligence has been completed.

Grant funding is also available from the House of Commons to support this project as follows:

  • £32,000 per annum is available to support a yearly House of Commons Sitting, to be delivered in collaboration with the House of Commons.

This funding will be agreed with the House of Commons once the delivery provider is known. The delivery provider will need to complete additional due diligence to receive the House of Commons grant funding, and this funding is subject to the House of Commons confirming satisfactory due diligence has been completed.

DCMS is also committing up to £80,000 for each financial year to focus on evaluation and analysis of the programme. This will focus on understanding the impact of the programme on participants, Ministers and officials that engage with the UKYP, and policy and decision making. The impact evaluation work will be conducted by an external provider and will be overseen and managed by DCMS. DCMS intends to contract for the research and impact study in 2023.

This guide introduces the UK Youth Parliament and provides details of how to apply.

This grant competition is inviting charitable, benevolent and philanthropic organisations in England to apply for funding. The criteria are:

Applications should be for up to £750,000.

  • The value of the grant requested must not represent more than 50% of the applicant organisation’s, or consortia’s collective annual income for the financial year.

Applicants should be able to demonstrate that they can carry out activity across all four nations of the United Kingdom.

Applications should be able to demonstrate the organisation’s ability to adapt delivery based on external circumstances, including COVID-19 restrictions.

Applicants must be able to draw down and complete all funded activity by 31 March 2025.

Applicants should demonstrate that they will be able to secure external investment and partnerships to add value to this grant.

  • Applications must include details of arrangements for safeguarding children and vulnerable adults as part of their planned activities.
  • This fund is open to charitable, benevolent and philanthropic organisations in England.
  • All funds must be spent by 31st March 2025.
  • This is expected to fund activity across the UK, but principally in England.

Successful applicants will be informed in January 2023. We expect the grant agreement will be finalised with the successful applicant in January/February. Exact timing may vary. Programme delivery will take place from April 2023 to March 2025 with all spending to be completed within this time period.

We will be running two webinars on Tuesday 15th November from 10am to 11am and Thursday 17 November from 2pm to 3pm to explain the grant and answer any questions. If you would like to attend one of the webinars, please contact Rachel Cole at [email protected] to sign up.

Application details:

  • Applications open on 7 November 2022 at 10am
  • The deadline for applications is 23:59 18 December 2022 (6-week window)
  • All applicants should answer all questions on the application form
  • All applications received by the closing date will be assessed following the closing date
  • Any applications received after the closing date will not be assessed
  • All available information and guidance relating to this funding is contained within the grant advert, application form, guidance for applicants and DCMS terms and conditions
  • As the application process is competitive, we are not able to answer individual questions or respond to requests for support in completing the application

DCMS expects the key objectives of the grant to be achieved through a range of grant-funded activities, including, but not limited to:

  • election of young people to be Members of Youth Parliament (MYPs) and Deputy Members aged 11 to 18 from England, Wales, Scotland and Northern Ireland, mirroring representation in the UK Parliament, and ensuring participation from the Devolved Administrations
  • selection of a Youth Steering Group to oversee and advise on the UKYP to include previous MYPs and other young people on an application basis
  • induction, training and support for young elected members
  • participation in at least one event a year to bring together all young elected members (for example, an Annual Conference)
  • yearly House of Commons Sitting (to be delivered in collaboration with UK Parliament)
  • yearly Youth Select Committee (to be delivered in collaboration with UK Parliament)
  • increased Ministerial roundtables/workshops averaging 6 events a year
  • regional events to engage young people in the democratic processes to take place throughout the year.
  • yearly ballot of UK-wide youth views
  • increased engagement sessions in and outside education on UKYP and democratic processes to take place throughout the year
  • MYP Manifesto and policy development, including deep dives into policy priority areas
  • campaign activity and promotion throughout the year locally, regionally and nationally
  • accredited training, e.g. leadership training for all beneficiaries.
  • establishing a pool/network of young people from existing youth voice groups to work in collaboration with the UKYP
  • a range of engagement options to increase outreach including surveys and polling
  • increased outreach work to engage with more marginalised young people and those that may not normally take part in the UKYP, including creating accessible content
  • greater focus on facilitating join up between APPGs/Select Committees and the UKYP.
  • greater focus on digital communications/digital engagement platform to effectively engage with large numbers of young people
  • local/regional/national ongoing support for participating organisations and support, advertising and promotion for new areas to sign up
  • evaluation report on the programme and key findings

These activities will be essential to delivering the programme’s strategic outcomes, as outlined below:

  • encouraging young people to participate in the democratic process
  • young people taking active leadership and decision-making roles in shaping the programme locally, regionally and nationally
  • reaching 10% of young people (11 to 18 years old) through the UKYP and ballot
  • reaching a diverse group of young people
  • participating young people develop skills for life and work
  • greater digital engagement with the UKYP and ballot
  • young people being encouraged to participate in the democratic process and social action.

Criteria for funding

All applications will be assessed against the following criteria:

Ability to deliver: Applications must demonstrate the organisation’s capability, capacity and creativity to deliver the project, including through evidence of sufficient expertise and experience in working with young people and amplifying youth voice, as well as through outlining a clear project plan and the scale and reach of project outputs. Applications will be assessed on the suitability of timescales and clarity of quarterly activities. Applications will also be assessed on how easy it is to understand what you are proposing and how well this meets the strategic outcomes and key outputs outlined.

Adaptability for delivery: Applications must demonstrate the organisation’s ability to adapt delivery based on external circumstances, including Covid-19 restrictions.

Diverse group: Applications must demonstrate the organisation’s ability to reach young people with a range of lived experiences and from a range of diverse backgrounds, including through digital engagement

Digital engagement: Applicants must demonstrate the organisation’s ability to support digital engagement, including a strong focus on online communications, branding and marketing.

Value for money: Applications must demonstrate how the greatest value for money will be delivered, including providing plans for how activities will achieve social impact. Applications will be assessed on the suitability of financial management mechanisms.

Ability to secure external funding: Applications must demonstrate the organisation’s ability to bring in external funding sources and partners, to add value to the programme.

Partnerships: Applications must demonstrate the organisation’s ability to build links with local authorities, schools and other partners.

Monitoring and Evaluation: Applications must provide plans for robust evaluation of the project, including the level and number of outputs and outcomes to be measured.

We are looking for new and creative proposals to deliver the programme activities. We are particularly interested in proposals increasing digital engagement, branding, marketing and communications and increasing engagement with more marginalised young people and those that may not normally take part in a youth voice programme. We encourage consortium bids or partnership working to be able to deliver all aspects of the programme.

Guidance for applicants

Who is managing this grant funding.

The Civil Society & Youth directorate, which is part of the Department of Digital, Culture, Media and Sport (DCMS) will run and manage this grant funding.

Who can apply for this grant funding?

This grant funding is open to individual, and consortia of charitable, benevolent and philanthropic organisations in England, that propose clear projects that fit the criteria for funding.

How much funding will be awarded?

We will consider applications for £750,000. We can not fund capital projects or items of capital expenditure which exceed the lead organisation’s capital de minimis.

The amount of funding a grant recipient, or consortium, receives per financial year should not exceed 50% of that financial year’s annual collective turnover/income. We will consider exceptions if the income of the grant recipient, or consortium, is below this amount and the application is particularly strong.

All funding must be drawn down and delivered by 31st March 2025. Applicants will be informed whether or not they have been successful in January 2023. Although exact timing may vary, we expect the grant agreement will be finalised with the successful applicant in January and February 2023. Programme delivery will take place from April 2023 - March 2025 with all spending to be completed within this time period. Projects may start at risk from the date they are directly informed by DCMS that the application has been successful.

Expenditure incurred prior to this date cannot be claimed.

Geographical reach of proposed projects

The UK Youth Parliament Programme will involve young people from all four nations of the UK. The DCMS grant is intended primarily for funding activity in England. However, the grant may be used to fund necessary activity in the devolved nations to ensure young people from the devolved nations of Scotland, Wales and Northern Ireland can participate fully in the programme, including in elections, induction, training and associated activities.

The project must build connections with partners in the devolved nations, and may make use of pre-existing elections where appropriate. Scotland and Wales already have in place their own youth elections, which can provide MYPs from those nations. The successful applicant may need to work in Northern Ireland to ensure that there are suitable youth elections which can provide the mandate for the young people to participate in the UK Youth Parliament.

The three devolved nations already have training in place to support young people to engage in youth representation activity; but the successful applicant might need to use part of the DCMS grant (or other external funding) to ensure that MYPs in all four nations are adequately trained and supported to participate in the UKYP events.

The youth ballot should be UK-wide; the successful applicant will need to work with partners in the devolved nations to promote the ballot and to enable full UK-wide participation.

Equal opportunities and diversity

All applicants will be expected to show how their project activities are inclusive and operate within an equal opportunities and diversity framework.

Safeguarding

DCMS is committed to protecting people from harm. All applicants must include a copy of their safeguarding policy, along with a statement that confirms the applicant has effective and appropriate safeguarding procedures that protect employees, beneficiaries and/or volunteers from harm, and that explains how any concerns and incidents are managed.

Payment model

All applicants will be expected to clearly set out a proposal for how much funding will be drawn down in each financial quarter. You will need to support this with a detailed budget breakdown. Your drawdown requests and budget must fit the DCMS financial year.

Please note: The DCMS financial year runs 1st April to 31 March.

Payments will be made quarterly and in arrears. You will need to provide a breakdown of actual, eligible expenditure in order to make a claim. We will only pay out the amount you can evidence as spent.

Variations between proposed drawdown amounts and actual drawdown requests across quarters of the same financial year will be accepted, with explanation and justification.

However, we will not be able to vary funds across financial years. Any funds not drawn down by the end of the financial year will become unavailable.

DCMS makes payments in arrears and only pays in advance by exception. If you wish to be paid in advance, you will be asked to explain and justify your reasons in your application, this includes ensuring that your request fits with one or more of the ‘payment in advance’ criteria outlined in the application form. Your request will be considered as part of the assessment process. If your application and request to be paid in advance are approved, you will be expected to provide quarterly reconciliation details for the duration of your project detailing any underspend against funds received. You will be required to reconcile any underspend before further funding is released. You will also be required to complete a formal Financial Reconciliation Statement (FRS) form at the end of the financial year.

Whether paid in arrears or in advance, you must be able to transparently report on a quarterly basis and evidence of expenditure on the use of funding to deliver the UK Youth Parliament Programme must be shown as restricted funds in your accounts and you must be able to identify separately the value and purpose of the grant in your audited accounts. You will be asked to describe the financial management systems and processes you will put in place to ensure you can achieve this in your application.

Monitoring, evaluation and learning

We are committed to ensuring that funded work is appropriately monitored and evaluated and that lessons learnt and examples of good practice are made widely available. Evaluation and sharing of good practice should be built into every application.

Applicants will be expected to list anticipated outputs and to explain the data collection and monitoring systems that will be put in place to enable these to be evidenced and for the work to be properly evaluated, proportionate to the value and length of the project. The outputs we would expect to see include, but are not limited to:

  • Number of young people in the programme.
  • Duration of opportunities (the amount of time each young people stays with the UKYP)
  • Intensity of opportunities (how often the young people engage with the programme
  • Socioeconomic status (including parent/household income, free school meals)
  • Sexual Identity
  • Location of places, postcodes and ideally postcodes of young people attending
  • Activities undertaken by UKYP groups.

Applicants will be required to work and cooperate with the external research provider who will be delivering the impact evaluation for the programme. Applicants must also demonstrate how lessons learnt from the funded work will be disseminated through relevant networks.

DCMS is committing up to £80,000 in each financial year to focus on evaluation and analysis of the UKYP. This will focus on understanding the impact of the programme on participants, Ministers and officials that engage with the UKYP, and policy and decision making. This will include a process and impact evaluation, monitoring the delivery and reach. The impact evaluation work will be conducted by an external provider and will be overseen and managed by DCMS. DCMS intends to contract for the research and impact study in 2023.

The successful delivery provider for the UKYP will be expected to work closely with the research provider to deliver this research.

We will not fund:

  • academic research - we will not fund academic or desk-based research projects. However, applications for action research, including pilot projects to test new ideas, are welcomed (please note: funding for any follow-on work is not guaranteed)
  • arts - unless projects demonstrate significant benefit in terms of social inclusion
  • campaigning and awareness raising activity that is party political
  • capital projects - we can not fund capital projects or items of capital expenditure which exceed the lead organisation’s capital de minimis;
  • core costs - other than for those that can be evidenced as directly related to the project outlined in the application
  • debts or loans
  • fees for professional fundraisers
  • individuals
  • organisations that are mainly fundraising bodies
  • party political organisations
  • projects outside our funding priorities
  • promotion of religious beliefs
  • rapid response to emergency situations
  • retrospective funding
  • schools, colleges and hospitals
  • services run by statutory or public authorities - we will not support work that is a statutory duty. However, we welcome applications for projects working in partnership with statutory organisations and those involving both the voluntary and public sectors, provided they are led by a voluntary organisation
  • successful applicants can use funding for the UK Youth Parliament Programme to promote their project to potential beneficiaries, and to organisations and individuals which may refer beneficiaries to the project (i.e. successful applicants may raise awareness of the project and the services provided by that project)

Completing your application form

General tips.

There are a number of guidance notes included in the application form, please read these carefully and respond to all relevant points;

Write clearly and concisely avoiding the use of jargon or abbreviations; remember that the assessor reading your application may not have a background in your field of expertise; and

Do not exceed stated word limits.

Organisation details

This section requires you to input details relating to the lead organisation; we welcome applications from consortia, but require one organisation to take the lead role as the applicant, main point of contact, payee for funds, and responsible body who agrees to ensure the terms and conditions of the grant offer are upheld by all involved;

Please ensure that the contact details given are for the day-to-day contact for all enquiries relating to the project application.

Project overview

This section asks you to provide an overview of the UK Youth Parliament Programme funded project. You are required to:

  • [If a consortium application] list all consortium partners involved in the project – you should complete this section if you are the lead organisation in a formal consortium. It is expected that partnership agreements are already in place, or that you have correspondence from authorised representatives at each partner organisation, that confirms involvement in the project and acknowledges submission of your application
  • list all the delivery partners involved in the project - please complete this section if you are applying as a single organisation but intend to work with other organisations to deliver the project
  • describe what the project will actually do
  • list the expected outputs that will be directly attributable to the grant
  • if applicable, explain how and where the UK Youth Parliament Programme project fits into any wider projects or programmes being run by your organisation or consortium

Project delivery

This section asks you to provide details about:

  • when (in terms of start, finish and key milestone dates) the project will be delivered
  • where the project will be delivered (in terms of region, locality)
  • who the intended beneficiaries are
  • who will deliver the project (i.e. what staff do you have in place or need to recruit to deliver project activities)
  • how the project will be delivered – this includes demonstrating that you have the capacity and capability to deliver the proposed project

In particular this section asks you to detail specific project activities by quarter. It is important that you offer as much detail (in bullet point format is acceptable) to help us

understand what will be achieved during each time period. If your application is successful, this part of your application will be used to inform your project progress and monitoring report.

We also ask you to set out details of your safeguarding arrangements.

Project finances

This section asks you to set out the total cost of your project including funding outside of the DCMS grant.

Please note that we can not fund capital projects or items of capital expenditure which exceeds the lead organisation’s capital de minimis.

You are required to submit a detailed budget breakdown which clearly shows expenditure by month and financial year, noting that our financial year runs 1 April to 31 March.

You are required to set out your proposed drawdown schedule.

You will also need to set out your financial management and control mechanisms explaining how you will ensure that the UK Youth Parliament Programme can be accounted for, on a quarterly basis, accurately and transparently.

How we decide

Applications will be assessed on their individual merits according to the criteria for funding outlined above.

Your organisation will also need to pass our due diligence checks which ensure:

  • the grant award does not exceed 50% of your annual income or collective annual income if you are applying as a formal consortium
  • we have received and reviewed at least 2 references
  • you are registered with the Charity Commission and / or Companies House website and have filed all required returns;
  • if you have been funded by another part of government, we seek feedback from that department
  • you are not already receiving funding for this project from Government, meaning your project is funded twice
  • trustees are not related and there is no indication of fraud
  • where multiple organisations are located at the same postcode, there is no indication of fraud - if you do have the same postcode as other organisations you will be asked to provide an explanation

Please note: in the event your last financial year end was more than 6 months ago we may request further accounting information at a later date as part of the due diligence process.

You will not be contacted for clarification or further information. It is your responsibility to ensure your application is concise, fully completed and that you supply all necessary supporting documentation.

The only instance where a government official may contact you is where the level of funding you have requested cannot be met and a lesser amount is being offered. In this case, you

will be invited to consider a lesser amount and submit a summary of activities, outputs, outcomes and budget (realigned to fit the revised funding on offer) for consideration. If contacted under these circumstances, please note that the time frame for providing your initial response may be very short.

When making decision

We will give equal consideration to all applications that meet our criteria;

We will be open and accountable in our procedures;

All staff will be required to declare conflicts of interest. If there is a conflict of interest, they will not be involved in the assessment process or the decision to award a grant.

If you are offered the grant

Our standard terms and conditions apply to every grant we award.

Your grant offer letter will set out any additional conditions that apply specifically to your grant. The letter will also set out what the grant is for and the payment schedule. Once we have awarded a grant, we will ask you for regular financial and performance monitoring reports and a final project report at the end of the funding term.

Please note:

  • grant money will not be paid until we have received your written acceptance of the terms and conditions attached to your grant offer
  • if applying as a formal consortium, all partner organisations will also be required to provide written acceptance of the terms and conditions, it will be the lead applicant’s responsibility to seek this acceptance
  • you must acknowledge you have received our grant in your annual report and accounts covering the period of the project
  • if there is any breach of the terms and conditions, or your organisation ceases to operate before the grant has been spent, grant monies may have to be repaid
  • when the grant ends, DCMS does not have a commitment to provide any further funding for the project
  • anyone found to be acting dishonestly in making an application for funding or spending the grant will be reported to the police and may be liable for prosecution

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different learning style essay

Learning styles essay.

Education is important. Learning is important. But what’s the best way to learn? That’s where learning styles come in.

There are three main learning styles: visual, auditory, and kinesthetic. And each person tends to have a preferred learning style. Some people may even use a combination of all three learning styles.

Visual learners prefer to learn by seeing information. This could mean reading texts or watching videos. Auditory learners prefer to learn by hearing information. This could mean listening to lectures or taking part in conversations. Kinesthetic learners prefer to learn by doing things. This could mean participating in hands-on activities or simulations.

It might be difficult to learn for some. If you don’t understand how you learn and absorb information, that may be the case. Fortunately, contemporary educators are becoming more aware of their students’ learning styles and are able to adapt to meet them.

In this learning styles essay, we’ll look at the definition of learning styles and how educators can use them to benefit their students.

Most people learn using a combination of all three methods, but everyone has a preference for one particular style. The VARK model is a widely used way of determining an individual’s preferred learning style. This model identifies four main types of learners:

– Visual (V): These learners prefer to learn through seeing information, whether that be in the form of pictures, diagrams, or other visual aids.

– Auditory (A): Auditory learners take in information best when they can hear it. They often benefit from listening to lectures or recordings, or engaging in discussions.

– Reading/Writing (R): These learners prefer to learn through reading and writing. They often take extensive notes and like to have information in a written format.

– Kinesthetic (K): Kinesthetic learners prefer to learn through hands-on experience. They often benefit from activities, experiments, or other forms of active learning.

It’s important to note that everyone has a preferred learning style, but that doesn’t mean that other styles are ineffective for them. In fact, many people learn best when they combine all three methods. However, by understanding your preferred learning style, you can tailor your education to fit your needs and maximize your learning potential.

Some people may not be aware of their learning style category, and there are online surveys that can reveal their learning style strengths. I just took one myself, and my results are as follows; Visual: 7 Aural: 9 Read/Write: 4 Kinesthetic: 9. This basically implies that I am a good listener and hands-on learner. The survey also offered me with some educational options to help me improve my knowledge.

I now know that I should avoid long lectures, try to study in short spurts and take time for breaks, make use of post-it notes, and highlight key points. I also should focus on the main ideas and make connections to better understand the material. Breaking down the information and organizing it will help me process and learn the information quicker (Dunn & Dunn, 1993).

Take notes and record are my first methods of studying in class. In class, I frequently write down anything of key interest to the lectures. It may be beneficial when I can’t remember something. Take notes might help me improve my listening and writing abilities since I have to type and listen at the same time. Because we wrote it down, it will take longer for us to memorize it since we remembered it once and then read it again when we studied it.

I also use study groups as a method to study. It is more beneficial when it comes to studying for exams or understanding assignments. In a study group, we would discuss the concepts and try to explain it to each other in our own words. This helped me understand the material better since I had to explain it in simpler terms. It also helped me catch up on anything I missed in class. Study groups are a great way to improve your communication skills and socialize with others who are in your classes.

My last method of studying is by myself at home or in the library. I usually read over my notes and try to memorize them as best as I can. I also like to make flashcards to help me remember key terms or definitions. This method is more beneficial for me when I have to memorize a lot of information for exams. It is also good for when I want to focus on one particular subject.

I think that each learning style has its own benefits and drawbacks. It is important to find the right mix of methods that work best for you. Personally, I like to use a combination of all three methods depending on the situation.

Then there’s the subject of your record; I believe it’s accurate to say that we had a discussion, but then again – maybe not. Obviously, if you’re recording in class, this takes away the advantage of being able to eavesdrop on other students’ conversations. The fact that you may listen to them at any time, even while sleeping, is another feature I appreciate about them.

There are different ways of learning and people have their own preferences on how they want to learn new information. Some people learn better by listening to audio recordings, others prefer reading texts, and others prefer seeing visuals. This is what is known as learning styles.

Different learning styles require different approaches in order for the information to be effectively absorbed. For example, someone who prefers visual learning might benefit from using things like flashcards or diagrams when trying to memorize new information. Someone who prefers auditory learning might find it helpful to listen to audio recordings or have someone read aloud to them. And someone who prefers kinesthetic learning might find it helpful to physically write out information or act out scenarios.

It’s important to note that everyone has a preference for one particular learning style, but that doesn’t mean that other styles can’t be effective. It’s also important to keep in mind that different situations might call for different learning styles. For example, you might prefer visual learning when you’re trying to memorize new vocabulary words, but auditory learning might be more effective when you’re trying to understand a new concept in math.

The most important thing is to experiment with different approaches and find what works best for you. There is no “right” way to learn, so don’t be afraid to mix things up and try something new!

Remember, there’s no such thing as a superior learning style; each has benefits and drawbacks depending on your goals. And I just gave you some pointers in my own words to assist you. You may develop your own style to make studying easier and more enjoyable by adapting what you want to learn to your learning style.

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Types of Learning Styles: The Value in Holistic Strategies

An educator writing on a white board and appealing to various types of learning styles.

Everyone has a different style of learning. Some people do well with reading the written word. Others learn better through audio. For some, sitting in a quiet library or home office space is key. For others, being physically active or engaged in hands-on activities is best.

Through understanding how you learn and applying different strategies for activating your education, you can maximize your overall study experience.

Traditional Learning Styles

Traditionally, there were four main learning styles: visual, aural/auditory, read/write and kinesthetic, known collectively as " VARK ."

  • Visual learners do well with information in graphic form. Maps, graphic organizers and charts are just a few ways that a visual style of processing information helps some people learn.
  • Aural/Auditory learners tend to learn best when materials are accessed out loud, such as with live lectures, listening to podcasts or engaging in group discussions.
  • Read/Write learners prefer information in written form. Accessing content via reports, essays, books, manuals or even websites tends to work best for people with this predominant style.
  • Kinesthetic learners tend to learn best when physical movement is involved in the lesson or activity. For example, hands-on laboratory experiments or experiential activities  help people with this dominant learning style engage with information.

While the VARK learning styles differentiate into four distinct types, a 2014 study published in the Journal of Postgraduate Medicine (JPM) revealed that most people learn best with a combination of styles.

According to the study, auditory and kinesthetic learning are the most common among participants, with visual learning being the least common.

Nearly 87% of participants identified as having a multimodal style of accessing information, with audio-kinesthetic and audio-read/write as the most common combinations, according to JPM. Some participants identified as trimodal, with audio-read/write-kinesthetic as the most common combination.

Why Traditional Learning Styles are Changing

The JPM study highlights an important point: How you learn is rarely static. In fact, most people learn in different ways, and those ways can change throughout their lives. While having a general understanding of the types of learning styles that exist and how you learn best as an individual can be helpful, a holistic approach to your education is key.

Alison Johnson with the text Alison Johnson

“Students will take a free online quiz to learn their style, and what often happens then is that I hear people say, ‘I’m a hands-on learner,’ for example, which in their mind equates to a belief that they can’t learn any other way,” Johnson said.

While traditional styles such as VARK provide a sound starting point to understanding how you learn as an individual, Johnson and the Academic Support team at SNHU advocate for a more holistic approach.

What are Some Different Learning Strategies in Education?

There are many different learning strategies available to help students. As noted in the aforementioned JPM study, most people favor a blend of two or three or possibly more styles.

Understanding different learning strategies can help you best leverage those that apply to you. In addition to VARK, two popular and effective strategies, according to Johnson, are:

  • Appreciative Inquiry : PositivePyschology.com describes appreciative inquiry as a strengths-based holistic strategy that focuses on metacognitive (learning how you learn) strategies and capabilities. By combining positive psychology and storytelling, a coach can help students feel empowered in the learning process.
  • Growth vs. Fixed Mindset : According to Psychology Today, a growth mindset is when a learner knows that if they work hard and put in the effort, they can succeed at anything they put their mind to. A fixed mindset is when a person believes that no amount of hard work can help them learn a particular skill or subject.

Johnson's coaching is centered on helping students apply a growth mindset  to their education. “We want students to be aware that every class, regardless of discipline, has the opportunity for them to engage in learning through multiple modalities,” she said.

Find Your Program

What are learning approaches from a holistic perspective.

Academic Support at SNHU favors a strength-based, holistic model called appreciative coaching. “This method of coaching focuses on metacognitive strategies and capabilities,” Johnson said. By asking questions and activating prior knowledge, the Academic Support coaches guide students through an inquiry-based process to discover the study methods that suit them best. This process is known as appreciative inquiry.

As mentioned above, appreciative inquiry is an approach to coaching that combines principles of psychology and storytelling to empower learners to develop their strengths. An appreciative inquiry coaching model focuses on encouraging the exploration of strengths while grounded in the belief that:

  • Imagination drives action
  • Inquiry creates change
  • Life is expressed through story
  • Positive questions enact positive change

What are the Best Ways of Learning?

What’s best for one person’s learning style may not be what’s best for another. That’s why it's critical to understand yourself first. From there, you can take what you need from a variety of study techniques.

Johnson lists 5 essential steps to identifying those techniques, in school or at home:

Step 1: Activate Prior Knowledge

What a person already knows is important for making connections to anything new. “There are two levels to this,” said Johnson. “Learning in general and learning course-specific content.”

For learning in general, it’s most important to think about a time when you deeply learned something outside of school, such as with a skill or a hobby.

For learning course-specific content, the process starts with recognizing what looks familiar, what terms and vocabulary stand out from prior classes and how this information relates to what you already know. This knowledge serves as a foundation for acquiring and understanding new course content.

Step 2: Apply the Right Mindset

The concept of a growth versus fixed mindset is key, according to Johnson. “It’s important to have a mindset that serves learning," she said. When you are poised to have an open mind about how you study and engage with your classes, the better able you are to apply a growth mindset and expand your knowledge.

Step 3: Be Aware of Barriers and Brain Differences

There are a number of types of barriers that students find along the way to learning. “Barriers can be lack of time, technology, lack of support and lack of essentials,” Johnson said. “These barriers can be significant.”

SNHU's Academic Support team helps all students, including those with both diagnosed and undiagnosed learning differences, such as ADHD and autism. All of these barriers have potential solutions.

“Many neurodivergent individuals have done amazing work all their lives to come up with solutions to work with these challenges,” Johnson said.

Step 4: Learn About Different Learning Strategies and Technologies

“One thing that VARK can help a student understand is that there are many modalities and strategies that a person can use to learn,” Johnson said. Some of those strategies include:

  • Changing the scenery and studying in a new location
  • Adding voice-to-text to your reading session
  • Drawing as a form of note-taking  
  • Writing a letter to a loved one summarizing what you've learned
  • Spacing out study sessions  with breaks in between
  • Taking notes in different ways

The overarching goal of these strategies is to help people become aware of their own preferences and potential. “There are many different strategies for learning, and the best I’ve seen are often those that students come up with themselves,” said Johnson.

Step 5: Learn With Others and Share What You Learn

For many people, it can be challenging to learn new things alone. “Working and engaging with others while learning helps new knowledge stick and builds confidence,” Johnson said.

Several ways that Johnson suggests sharing what you learn and reinforcing new knowledge are:

  • Joining student clubs. Whether in a brick-and-mortar or online program, seek out clubs , peer groups and workshops in addition to one-to-one tutoring and coaching services.
  • Engaging with others in your household or friend groups. Even if you’re learning different things than a partner, family member or friend, that doesn’t mean you can’t help each other. “There is a lot of power in parallel work to help keep focus and motivation,” Johnson said.
  • Explaining something to someone else. If you can explain something to someone else, that’s when you know you really understand a new concept. “I hear many great stories of parents having their children sit side-by-side with them and do homework together,” Johnson said. “At certain points in studying, they’ll take a break to summarize to each other what they’ve learned.”

What's Your Learning Style?

The best way to determine your own learning style is to take a similar holistic approach. Research VARK, but use that information as a place to start rather than as a way to define how you think.

Be open to the fact that you likely learn according to multiple styles. Activate prior knowledge as you work on incorporating new study habits and strategies into your university journey.

By taking a true holistic approach to learning, you may find that your own learning style is uniquely special to you.

Online. On campus. Choose your program  from 200+ SNHU degrees that can take you where you want to go.

Marie Morganelli, Ph.D. is an educator, writer and editor.

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Different Learning Styles—What Teachers Need To Know

Teacher-and-Students-In-Classroom

The concept of “learning styles” has been overwhelmingly embraced by educators in the U.S. and worldwide. Studies show that an estimated 89% of teachers believe in matching instruction to a student’s preferred learning style (Newton & Salvi, 2020). That’s a problem—because research tells us that this approach doesn’t work to improve learning.

What Do We Mean by “Learning Styles”?

It’s true that people have fairly stable strengths and weaknesses in their cognitive abilities, such as processing language or visual-spatial stimuli. People can also have preferences in the way they receive information—Joan may prefer to read an article while Jay may rather listen to a lecture.

The “learning styles” theory makes a big leap, suggesting that students will learn better if they are taught in a manner that conforms to their preferences. More than 70 different systems have been developed that use student questionnaires/self-reports to categorize their supposed learning preferences.

VARK Learning Styles

One of the most popular learning styles inventories used in schools is the VARK system (Cuevas, 2015). Students answer 25 multiple-choice questions that range from how they like their teachers to teach (discussions and guest speakers, textbooks and handouts, field trips and labs, or charts and diagrams) to how they would give directions to a neighbor’s house (draw a map, write out directions, say them aloud, or walk with the person) (VARK Learn Limited, 2021). Based on their responses, the system classifies them as Visual, Auditory, Read-write, and/or Kinesthetic learners and recommends specific learning strategies.

If only it were that simple. While this brief survey may provide some insights for teachers, we must be wary of overestimating the value of the results. By placing students in categories that reflect “preferred learning styles,” we run the risk of oversimplifying the complex nature of teaching and learning to the detriment of our students.

What Does the Science Say?

Study after study has shown that matching instructional mode to a student’s supposedly identified “learning style” does not produce better learning outcomes. In fact, a student’s “learning style” may not even predict the way they prefer to be taught or the way they actually choose to study on their own (Newton & Salvi, 2020).

Simply put, students’ learning preferences as identified via questionnaires do not predict the singular, best way to teach them. A single student may learn best with one approach in one subject and a different one in another. The best approach for them may even vary day-to-day. Most likely, students are best served when a variety of strategies are employed in a lesson.

As appealing as a framework like VARK is—relatively easy to conceptualize and quick to assess—everyone engages in different modes of learning in various ways. The brain processes information in very complex and nuanced ways that can’t be so simply generalized.

Fads are common in education. Having been embraced for several decades, though, “learning styles” has moved beyond fad to what experts refer to as “neuromyth,” one of many “commonly accepted, erroneous beliefs based on misunderstandings of neuroscience that contribute to pseudoscientific practice within education (Ruhaak & Cook, 2018). In fact, the idea that “students learn best when teaching styles are matched to their learning styles” earned a spot in 50 Great Myths of Popular Psychology (Lilienfeld, Lynn, & Beyerstein, 2009), alongside “Extrasensory perception is a well-established scientific phenomenon” and “Our handwriting reveals our personality traits.”

Unfortunately, the myth has become so prevalent that the majority of papers written about learning styles are based on the assumption that matching teaching style to learning style is desirable (Newton, 2015). It’s no surprise, then, that well-intentioned educators (and parents and caregivers) buy into the concept as well.

What Harm Does It Do?

When a student is pigeonholed as a particular “type” of learner, and their lessons are all prepared with that in mind, they could be missing out on other learning opportunities with a better chance of success.

Adapting instruction to individual students’ “learning styles” is no small task—and teachers who attempt to do so are clearly motivated to find the best way to help their students. They could put their time to better use, though.

Better Learning Style Approaches

Universal Design for Learning (UDL) is an evidence-driven framework for improving and optimizing learning for all students. When a learning opportunity provides for 1) multiple means of engagement, 2) multiple means of representation, and 3) multiple means of action and expression, different styles of learning are accounted for at the outset, reducing the need to personalize every activity. Nonprofit CAST.org, where KU Special Education Professor Jamie Basham is Senior Director for Learning & Innovation, offers free UDL Guidelines, with detailed information on how to optimize learning for all your students.

Operating within a UDL framework, teachers should use Evidence-based Practices (EBPs)—specific teaching techniques and interventions that have sufficient published, peer-reviewed studies that demonstrate their effectiveness in addressing specific issues with particular populations of students. (We discussed EBPs for autism spectrum disorder in a previous blog.) In addition, the Council for Exceptional Children recommends a core set of High Leverage Practices –basic, foundational practices that every special education teacher should know and perform fluently.

Evidence-based Learning Style Approaches at KU Special Education

Faculty in the University of Kansas Department of Special Education are world-renowned for their research in UDL and evidence-based special education practices. Students can be assured that our online master’s degrees and graduate certificates focus on research-based teaching and assessment methods—just one of the reasons we’ve been rated the #1 Best Online Master’s Degree in Special Education by U.S. News & World Report for two years in a row. 1

Explore our special education programs and consider how earning an online master’s from a Top 10 Best Education School (among public universities) can help you achieve your goals

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved March 4, 2021 from udlguidelines.cast.org.

Cuevas, J. (2015). Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles. Theory & Research in Education. 13 (3), 308–333. doi.org/10.1177/1477878515606621

Lilienfeld, S., Lynn, J., Rucio, J., & Beyerstein, B. (2009) 50 great myths of popular psychology: Shattering widespread misconceptions about human behavior. Wiley-Blackwell. ISBN: 978-1405131117

Newton, P. M. (2015). The learning styles myth is thriving in higher education. Frontiers in Psychology, 6 , 1908. doi.org/10.3389/fpsyg.2015.01908

Newton, P. M. & Salvi, A. (2020). How common is belief in the learning styles neuromyth, and does it matter? A pragmatic systematic review. Frontiers in Education, 5 (602451), 1-14. doi.org/10.3389/feduc.2020.602451

Pashler, H., McDaniel, M., Rohrer, D., and Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9 , 105–119. doi.org/10.1111/j.1539-6053.2009.01038.x

Ruhaak, A. E., & Cook, B. G. (2018). The prevalence of educational neuromythings among pre-service special education teachers. Mind, Brain, and Education. 12 (3) 155-161. doi.org/10.1111/mbe.12181

1 Retrieved on May 13, 2021, from usnews.com/best-graduate-schools/top-education-schools/university-of-kansas-06075 2 Retrieved on May 13, 2021, from usnews.com/best-graduate-schools/top-education-schools/edu-rankings

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Sarvenaz Hatami, Learning styles, ELT Journal , Volume 67, Issue 4, October 2013, Pages 488–490, https://doi.org/10.1093/elt/ccs083

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A learning style is not in itself an ability but rather a preferred way of using one’s abilities ( Sternberg 1994 ). Individuals have different learning styles, that is, they differ in their ‘natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills’ ( Reid 1995 : viii). Learning styles are typically bipolar entities (for example reflective versus impulsive, random versus sequential), representing two extremes of a wide continuum; however, where a learner falls on the continuum is value neutral because each extreme has its own potential advantages and disadvantages ( Dörnyei 2005 ). Moreover, although individuals may have some strong style preferences and tendencies, learning styles are not fixed modes of behaviour, and, based on different situations and tasks, styles can be extended and modified ( Reid 1987 ; Oxford 2011 ). However, the extent to which individuals can extend or shift their styles to suit a particular situation varies ( Ehrman 1996 ).

In general psychology, interest in learning styles goes back to at least the 1920s when Carl Jung proposed the theory of psychological types ( Sternberg and Grigorenko 1997 ). In the field of education, the learning style concept has been recognized since at least the mid-1970s ( Griffiths 2012 ). Subsequently, many different dimensions of learning styles have been investigated both conceptually and empirically, and numerous theories and multiple taxonomies attempting to describe how people think and learn have been proposed, often classifying individuals into distinct groups (for example visual versus auditory, global versus analytic, inductive versus deductive). Furthermore, various learning style instruments (for example written surveys) have been developed for both research and pedagogical purposes (for a critical review of some of the most influential models and instruments, see Coffield, Moseley, Hall, and Ecclestone 2004 )).

According to Sternberg and Grigorenko (op.cit. : 702), there are three main motivations for the interest in the study of styles: ‘providing a link between cognition and personality; understanding, predicting, and improving educational achievement; and improving vocational selection, guidance, and possibly, placement’.

While there is ample evidence that individuals differ in how they prefer to take in, process, and acquire new information, the educational implications of such preferences have been a source of great controversy among researchers and educators over the years ( Pashler, McDaniel, Rohrer, and Bjork 2009 ). Proponents of learning styles assessment in instruction believe that learning styles can be measured and used as a valuable teaching tool inside the classroom (for example Sternberg, Grigorenko, and Zhang 2008 ). According to these scholars, by diagnosing students’ learning styles and matching them to teaching methods (for example for a ‘visual learner’, presenting information through pictorial illustrations), learning can be greatly enhanced. Other scholars have rejected the value of learning styles in educational practice and claim that tailoring instruction to students’ individual learning styles does not lead to better learning outcomes (for example Stahl 1999 ; Willingham 2005 ).

This same controversial situation exists in the area of second language acquisition (SLA). A number of research studies in SLA have addressed the relationship between learning styles and second language (L2) achievement; however, these studies have generally found only a weak relationship ( Ellis 2008 ). Thus, based on what research in SLA has revealed so far, the question of whether or not learning styles are strongly associated with L2 acquisition and should therefore be considered in L2 teaching cannot be answered with certainty. As Ellis (ibid. : 671) states, ‘at the moment there are few general conclusions that can be drawn from the research on learning style’. According to Riding (2000 : 365), this vague situation is due to a number of serious problems, in particular ‘there being too many labels purporting to being different styles, the use of ineffective assessment methods, and the lack of a clear distinction between style and other constructs such as intelligence and personality’.

Further research with more appropriate methodologies is needed to validate the use of learning styles assessment in instruction ( Pashler et al . op.cit. ). Until this occurs, however, as Chapelle (1992 : 381) states, we simply cannot disregard the concept of learning style, ‘which express[es] some of our intuitions about students and which facilitate[s] appreciation for the divergent approaches to thinking and learning’.

Chapelle C . 1992 . ‘Disembedding “Disembedded figures in the landscape”: an appraisal of Griffiths and Sheen’s “Reappraisal of L2 research on field dependence/independence”’ . Applied Linguistics . 13 / 4 : 375 – 84 .

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Coffield F.   Moseley D   Hall E   Ecclestone K . 2004 . ‘Learning styles and pedagogy in post-16 learning: a systematic and critical review’ . London : Learning and Skills Research Centre .

Dörnyei Z . 2005 The Psychology of the Language Learner: Individual Differences in Second Language Acquisition . Mahwah, NJ : Lawrence Erlbaum .

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Ehrman M. E . 1996 Understanding Second Language Learning Difficulties . Thousand Oaks, CA : Sage .

Ellis R . 2008 The Study of Second Language Acquisition . Oxford : Oxford University Press .

Griffiths C . 2012 . ‘Learning styles: traversing the quagmire’ . in Mercer S Ryan S Williams M (eds.). Psychology for Language Learning: Insights from Research, Theory and Practice . London : Palgrave Macmillan .

Oxford R. L . 2011 Teaching and Researching Language Learning Strategies . Harlow : Pearson Longman .

Pashler H.   McDaniel M.   Rohrer D.   Bjork R . 2009 . ‘Learning styles: concepts and evidence’ . Psychological Science in the Public Interest . 9 / 3 : 105 – 19 .

Reid J. M . 1987 . ‘The learning style preferences of ESL students’ . TESOL Quarterly . 21 / 1 : 87 – 110 .

Reid J. M . (ed.). 1995 Learning Styles in the ESL/EFL Classroom . Boston, MA : Heinle & Heinle .

Riding R. J . 2000 . ‘Cognitive style: a strategic approach for advancement’ .in Riding R. J. Rayner S. G . (eds.). International Perspectives on Individual Differences (Volume 1: Cognitive Styles) . Stamford, CT : Ablex .

Stahl S. A . 1999 . ‘Different strokes for different folks? A critique of learning styles’ . American Educator . 23 / 3 : 27 – 31 .

Sternberg R. J . 1994 . ‘Allowing for thinking styles’ . Educational Leadership . 52 / 3 : 36 – 40 .

Sternberg R. J.   Grigorenko E. L . 1997 . ‘Are cognitive styles still in style?’ . American Psychologist . 52 / 7 : 700 – 12 .

Sternberg R. J   Grigorenko E. L.   Zhang L. F . 2008 . ‘Styles of learning and thinking matter in instruction and assessment’ . Perspectives on Psychological Science . 3 / 6 : 486 – 506 .

Willingham D. T . 2005 . ‘Do visual, auditory, and kinesthetic learners need visual, auditory, and kinesthetic instruction?’ . American Educator . 29 / 2 : 31 – 5 .

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Discover Your Learning Style - Comprehensive Guide on Different Learning Styles

Each person has different learning preferences and styles that benefit them. Some may find they even have a dominant learning style. Others that they prefer different learning styles in different circumstances. There is no right or wrong answer to which learning style is best for you – or mix of learning styles.

By discovering and better understanding your own learning styles, you can employ techniques that will improve the rate and quality of your learning.

There has been a big push in education in recent years on how teachers can better meet the needs of the students, and a very effective way to do that is to learn about different learning styles. The more teachers understand their students and the way their brains work, the better they can be at helping them learn.

Even if you’ve never heard the term “learning style” before, it’s likely you already have an idea of what your learning style is. You probably know if it’s hard for you to learn by listening, but if you get your body up and moving around, things click instantly. Or maybe you love listening to audiobooks, but nothing seems to make sense when you sit down to read a paper book. What you’re describing when you talk about yourself in this way is your learning style.

This guide will help you understand what each learning style is, as well as how teachers can alter their instruction to help students of each learning style. For teachers who already have a lot on their plate, it can seem like a lot to add in adjusting instruction for different learning styles. The great benefit teachers will find though is that once they master ways to appeal to all learners, their lives actually become a lot easier. Catering to different learning styles can improve classroom management, and it makes for happier students in the classroom. The chatty student who is constantly interrupting will finally have a positive place in the classroom. The quiet girl who knows all the answers but never raises her hand will feel confident in sharing her knowledge.

Understanding your learning style and that of those around you isn’t only helpful in educational settings. It can also help you understand yourself and others in work, families, relationships, and other settings. If you’re a parent, knowing the learning style of your child can be extremely beneficial as you help them with their schoolwork and as you just relate to them in daily life. Maybe there actually is a valid reason they zone out every time you tell them what to do.

With so many studies on learning styles, there are a lot of theories about how many learning styles there are and what each one should be called. One of the most influential studies found three learning styles: visual, auditory, and kinesthetic. This was called the VAK model. Since that study, another dominant style has been identified as reading/writing, and the model was expanded to become VARK.

The VARK Model

The most widely accepted model of learning styles is called the VARK model, which stands for visual, aural/auditory, reading/writing, and kinesthetic. In brief:

  • Visual (spacial) learners learn best by seeing
  • Auditory (aural) learners learn best by hearing
  • Reading/writing learners learn best by reading and writing
  • Kinesthetic (physical) learners learn best by moving and doing

According to Neil Fleming and David Baume, it’s important for teachers to understand how their students learn, but it’s even more important for students to understand how they, themselves learn. By understanding your own process of learning and thinking, you can be more efficient in studying and learning.

It can be really frustrating to sit in a classroom and not understand why you just don’t get it. You know you’re not dumb, but you just can’t seem to make the information click. It can also be frustrating to be able to learn perfectly well from one teacher, but struggle to learn from another.

If you’ve experienced feelings like this, it likely all comes back to your learning style. Once you understand how and why you learn the way you do, your education can vastly improve. You can stop feeling dumb and getting frustrated, and you can start to advocate for yourself and your education.

According to Fleming and Baume,

"VARK above all is designed to be a starting place for a conversation among teachers and learners about learning. It can also be a catalyst for staff development- thinking about strategies for teaching different groups can lead to more, and appropriate, variety of learning and teaching."

This type of thinking, called metacognition , helps you understand who you are and how you learn. It would be impossible to discover your own learning style without engaging in metacognition.

It’s very common for people to have one dominant learning style, but it is highly unlikely that any one person will strictly have one learning style. Most people are a combination of many. This guide and the research talks about each learning style with different labels, but the label isn’t what’s important. What is important is understanding your brain and the way you learn. Try not to get caught up in labels or classifying yourself or others.

Vark model learning styles venn diagram

It’s obvious that the labels aren’t important when you realize that there are many different theories of learning styles, and each theory uses different terms. Another theory that takes into account some additional learning styles is called memletics. This theory takes the basics of the VARK model and adds in a few different categories. Memletics includes visual, auditory, and kinesthetic that is seen in the VARK model, and also adds in the following types of learners:

  • Verbal learners who learn best by speaking
  • Logical (mathematical) learners who learn best by using logic and reasoning (these learners are typically mathematically inclined)
  • Social (interpersonal) learners who learn best in groups
  • Solitary (intrapersonal) learners who learn best alone

Note that it does not include the reading/writing addition that was added when VAK expanded to VARK, however it does include the four above mentioned categories. Within memletics, there is a lot of overlap between learning styles due to the nature of the categories. Take, for example, two solitary learners. They both learn best in solitary situations, but one learns best by using logic while the other learns best by seeing.

In a study about learning styles , Aranya Srijongjai noted that

"According to the Memletics model, everyone has a mix of learning styles, and learning styles are not fixed (Advanogy.com, 2003), so instructors should also accommodate other types of learning styles by providing diverse learning environments. McCarthy (1980) points out that instructors should vary activities so that students learn in their own preferred style and also can have a chance to develop other styles as well. As a result, matching and mismatching learning styles and instructional methods will complement the students’ learning performance and create more flexible learners in the long run."

As Srijongjai suggests, students and teachers should not think of learning styles as a box to be placed into. Learning styles are just one small piece in the overall puzzle of student learning.

No matter what theory your dominant learning styles fall under, knowing your style can help make your learning easier and more successful. Most learners fall into at least one of the styles in the VARK theory.

This guide will offer information and advice to teachers, students, and parents, as it is important for everyone in the educational environment to understand why and how people learn the way they learn. With each learning style, there are also suggestions included for career choices.These suggestions are in no way meant to be limiting, but they can be helpful. If you are a visual learner, but feel pulled toward one of the fields listed in the auditory learner section, by all means pursue your passion. The career suggestions merely show what careers that style might gravitate towards as well as careers they are likely to excel in with minimal effort.

Understanding your learning style is really helpful, but again, you should also be careful not to put yourself in a box and to define yourself by your learning style. Take what insight you can, but don’t let it overcome your thoughts about yourself.

Visual Learners

Learning Skills for Visual learners

Do you ever remember taking a test in school and thinking “I don’t remember the answer, but I remember I had it highlighted pink in my notes”... then you might be a visual learner.

That’s because visual learners remember and learn what they see the most. This could include videos and pictures, but it doesn’t have to. Visual learners do well with spatial reasoning, charts, graphs, etc. Often, visual learners “see” words as pictures or other objects in their head, and they often use their right brain to process information.

One of the many benefits of being a visual learner is that the human brain processes visual information much faster than plain text. As a visual learner, you can take in and retain a lot of information really quickly because you prefer this processing method that humans are already very good at.

When studying and learning, visual learners prefer the use of maps, outlines, diagrams, charts, graphs, designs, and patterns. When taking notes, these students are more likely to organize their notes into visual patterns. They might use charts or diagrams; they might separate their page of notes into different sections. Many visual learners also do well with color coding their notes with different colored pens or highlighters.

Careers for visual learners:

Visual learners are often pulled toward, and do well in, STEM fields. STEM stands for science, technology, engineering, and math. Specifically, some careers include photography, construction, graphic design, interior design, architecture, physics, advertising, engineering, and surgery.

A note for teachers of visual learners:

Sometimes these students might stare out the window or doodle in their notes. If this is the case, let them. Locking their eyes on you constantly might be too much visual stimulation, and that flower they’re drawing next to their notes might help them remember that point by connecting it to their visual drawing.

It’s also easy for visual learners to get overwhelmed by a lot of visual input. If the classroom setting is chaotic with a lot of students moving around, it might be too much for them to take in. The design of your classroom is also very important to visual learners. If there is a lot of clutter or too many posters adorning the walls, this can overwhelm the mind and processing of a visual learner.

For some visual learners, it also could actually be helpful for them to pay careful attention to your movements. They might remember the silly hand motion you made or the way you pointed to a country on the map. Keeping that in mind when delivering your lessons can be very helpful.

Lesson ideas to help visual learners

  • Use colors. Just like these learners tend to color code things themselves, it can be really helpful for them if you color code your notes as you write them or post them. As a homework or in class assignment, you could have students annotate/read actively, and use different colors for different things you want them to look for. For example, they could highlight dates in blue and names in yellow.
  • Draw reasoning. In math, teach students how to draw out their reasoning (rather than verbally explaining).
  • Use gestures. As you’re teaching, be aware of your body language. If you include gestures and hand motions when you speak, it will help your visual learners pay attention and make connections.
  • Posters. As a project or class assignment, students can make posters illustrating key concepts. Once finished, they could even present their posters to the class, which would appeal to auditory learners. You can also hang these posters on the wall when students are done as decorations and to help drive home important topics. Just remember to cover them up or take them down during assessments if they give away too much information.
  • Charts and graphs. Use technology to help students visually see information by creating charts and graphs. This is often used in a math and science setting, but can be used in other disciplines as well. For example, in gym class, students could keep track of how many push ups, sit ups, etc. they can do and then you can create a class chart or graph with the data.
  • Draw the text. In the language arts classroom, pick out a portion of the text with especially vivid imagery. Instruct students to draw a picture of what the writing describes. This helps students with close reading and understanding of the text.

Auditory Learners

Learning Skills for Auditory learners

Do you sometimes talk to yourself when you’re thinking really hard, studying, or trying to organize something? If that sounds like you, you’re likely an auditory learner.

Auditory learners learn best by hearing and carefully listening. This can include hearing things from external sources, as well as hearing themselves talk. They are very likely to volunteer to answer questions and to actively participate in classroom discussions.

Auditory learners have a great advantage in the classroom because they’re not afraid to speak their mind and get answers to their questions. While reading/writing learners might not even realize they have a question until they’ve had time to go back and process their notes, auditory learners learn by listening and speaking, so they process through information very easily right there in the classroom.

Any form of listening or speaking is going to be the most efficient learning method for this category. Some popular methods include lectures, audiobooks, discussion, and verbal processing. These learners are typically good at storytelling and giving speeches as well. A lot of these students often prefer studying and working in groups because they can talk through the information. This often makes them social learners when looking at the theory of memletics.

Careers for auditory learners:

Any job that requires a lot of listening and/or speaking is likely going to be a great fit for an auditory learner. Some careers to consider include radio or TV broadcasting, law, teaching, speech-language pathology, and counseling.

A note for teachers of auditory learners:

Just like the visual learners, these students also might stare off into space, but for a different reason. Since they process information best by listening to it, they don’t need to look at the notes or the PowerPoint very often. It might seem like they’re zoning out or not paying attention. If you’ve ever caught a student staring off into space and asked them a question, thinking you’ve caught them off guard, only to get the perfect answer, you’ve likely found a very auditory learner.

These students might also tend to get chatty during class. This can be great when you’re trying to get a lively class discussion or debate going, but not so great when you need the class to listen intently to you. Instead of getting frustrated and angry, remember that this is how their brain works and how they learn. As much as you can and as much as is practical for your subject matter, try to facilitate discussions and play into this rather than squashing it.

You should always keep in mind that these learners might really struggle with written and visual information. Auditory learners are those students who can answer every single question you ask in class, and then get a 60 on an exam that’s testing the same information. If you have a hunch that a student who bombed a test actually knows the information, give them a chance to verbally answer the test questions.

Lesson ideas to help auditory learners

  • Audiobook. Give students the option to listen to an audiobook- this can be effective with novels as well as textbooks.
  • Socratic Seminar. This is a type of discussion where the students lead the discussion. The teacher provides some topics to talk about, and then the students take over. By sitting in a circle and having a more laid back atmosphere, more students are likely to join in the conversation. Often auditory learners tend to lead these discussions, and it gives them a chance to shine and be rewarded for their talking that can get them in trouble in other situations. Teacher Kelly Gallagher offers a great handout called trace the conversation that can help auditory and visual learners with Socratic seminars. There are many ways to conduct socratic seminars; the National Council of Teachers of English has a great explanation .
  • Speeches. The often hated, but necessary, school assignment that many students dread is actually often a favorite of auditory learners. This type of assignment is where auditory learners feel in their element. Speeches can be short and impromptu or long and planned, and they can be done in any subject.
  • Record notes. You can either record yourself speaking or give your students permission to record during your lectures so that they can go back and listen. You can also encourage students to record themselves reading their own notes.
  • Text to speech. This is something students can do on their own, but they might need your prompting or feel better about doing it if you give them permission. When writing essays, students can use speech to text to capture their thoughts. It can also be beneficial to then use text to speech to proofread and catch errors.
  • Debate. A structured debate is a really beneficial way for auditory learners to get their ideas across. This can be done at all grade levels and in all disciplines. Here is a great resource for some debate ideas, as well as different debate formats for different grade levels.

Reading/Writing Learners

Learning Skills for Reading and Writing learners

Do you tend to zone out when people are talking to you or you hear a lecture? Would you rather read the transcript or get the information from a book? Then you’re probably a reading/writing learner.

Reading/writing learners learn best by, well, reading and writing. They often relate to the famous Flannery O’Connor quote “I write because I don’t know what I think until I read what I say.” Verbal input can often go in one ear and out the other for these types of learners. For them, seeing notes on the board or on a PowerPoint is really important, as is taking their own notes.

These students learn best from books, lists, notes, journals, dictionaries, etc. Some things these students might do to intuitively help themselves learn are rewriting their notes, using flash cards, adding notes to pictures or diagrams, choosing a physical book over an audiobook, and using closed captions on videos.

Careers for reading/writing learners:

A common and obvious career choice for reading/writing learners is writing, but if this is your learning style, you’re definitely not limited to writing. Editing, advertising, researching, translating, and economic advising are also great career choices that would be a good fit.

A note for teachers of reading/writing learners:

While these learners are often your typical “good student” they can really struggle to learn from lectures or completely auditory methods. They may not respond well to class discussions, and need some more time to process things that they hear. If you give them some time to write their thoughts down before asking them to share out loud, they will feel less stressed and will be able to process their thoughts.

Every teacher has had that student who needs more time before you move on to the next slide, even though you’re done explaining and all the other students are ready to move on. A reading/writing learner is most likely that student, and when you understand their learning style it’s easier to cut them a little slack. Sometimes they struggle to get all their notes down because they are trying to write down every single thing you say. You can really help them by working with them to pull out the most important parts of your lecture and to paraphrase what they hear.

Lesson ideas to help reading/writing learners

  • Handouts. No matter what your lesson is about, one of the best things you can do to help reading/writing learners is provide handouts highlighting the most important information. It’s also important to give these learners enough time to write detailed notes. Providing handouts or guided notes can help these learners have enough time to get down all the information.
  • Essays and reading assignments. These simple, traditional assignments often work best for reading/writing learners. This is why this learning style often thrives in the traditional classroom setting.
  • Vocabulary stories. Have students create stories or plays to make their vocabulary words more fun and interesting. This can be done in any subject area that has vocabulary words. You can give students a topic or let them be creative, but all they have to do is write a story containing x number of their vocabulary words. You can also extend this activity to help kinesthetic learners by having students act out their stories for the class.
  • Think, pair, share. Reading/writing learners often struggle with sharing their thoughts out loud. Those students who ace every test but freeze when you call on them in class are likely reading/writing learners. Think, pair, share can really help give them confidence to verbalize their thoughts. This, again, can be done with any age group and in any subject area. First, ask students an open ended question and give them time to silently think and write their answers. Then, have students pair up in small groups to share their answers. Finally, open the discussion to the whole class. Often when you just ask a question and want students to respond right away, you’ll only get answers from the auditory learners because they are the quickest at verbal processing. This method though gives the reading/writing learners time to process in their own way and gives them time and confidence to construct a verbal response.

Kinesthetic Learners

Learning Skills for Kinesthetic learners

Are you the first one to get up and volunteer to demonstrate an experiment for everyone else? Do you need to actually change the oil, rather than look at a diagram, in order to learn how to do it? If so, it sounds like you’re a kinesthetic learner.

The root word “kines” means motion, and as such, a kinesthetic learner learns best by going through the motions or actually doing something. When they are actively moving their body and combining that with what they are learning, it’s much easier for them to internalize the information.

These students tend to shine in demonstrations and experiments. They also learn best from seeing something first hand, watching live videos, and going on field trips. Even just combining a physical motion with a piece of information can help them. They might fidget while they’re listening in class, and they are much more likely than those with other learning styles to talk with their hands.

Careers for kinesthetic learners:

Any career that allows you to be physically active and move your body is going to be right up the alley of a kinesthetic learner. Sometimes they say the phrase “I don’t sit well,” and they typically don’t thrive at a desk job. Kinesthetic learners typically feel in their element as professional athletes, farmers, carpenters, physical therapists, and mechanics.

A note for teachers of kinesthetic learners:

Just because you see a student fidgeting or being antsy, that doesn’t mean they aren’t paying attention or that they’re bored. Their brain just craves that movement to help them make connections. There’s no need to force students to sit completely still as long as they aren’t distracting others in the classroom. As much as you can, try to connect movement to the concepts you’re teaching.

Kinesthetic learners really just need to move and they can benefit from active brain breaks. Try to do your best to keep them active and to allow for movement in your classroom. If you look out to your students and see that glazed over look, pause your lesson for 30 seconds and have the whole class do jumping jacks. Or if you notice one of your kinesthetic learners just can’t take sitting in their seat any longer, ask them to run a quick errand to the office for you. So often these students get punished for trying to move and follow their natural learning style. The more you can find ways to reward them for their learning style, the more engaged they will become.

Lesson ideas to help kinesthetic learners

  • Labs and experiments. These types of lessons are common in science classes, but they can be successfully implemented in the curriculum of all different subjects. For example, psychology students could replicate the studies they are learning about. An elementary math lesson could involve measuring the height of each student and then creating problems based on the measurements.
  • Field trips. When schools are cutting their budgets left and right, it can be really hard to plan educational field trips, and that’s understandable. Field trips don’t have to be major events, though. For an art project, you could take students outside and have them draw or photograph what they see. An English lesson could include a nature walk where students journal or write a story about what they see when they’re outside.
  • Physical props. Whenever you can, use practical and/or memorable props. When teaching a history lesson, you could dress in the attire of the era you are teaching about. If you’re an anatomy teacher, bring in a skeleton or use your own body as a prop.
  • Take a stand. This is an activity that is very easy to set up and appeals to kinesthetic as well as auditory learners. To prep, come up with a series of questions that students can either agree or disagree with. If your students are reading To Kill A Mockingbird, your questions could revolve around racism, for example. (Note: if tackling a sensitive subject such as racism, make sure you know your students and their maturity level) Hang signs on either side of your classroom indicating “agree” and “disagree.” Then, read through each question and have students move to the side of the room that fits their belief. Once there, they can discuss their thoughts with the group that follows their beliefs, and then you can open up the discussion to the whole class.
  • Act it out. This works well for literature and history lessons. Instead of reading silently, assign students parts and have them act out the story.
  • Tableaux Vivants. Again, this works well in literature and history classrooms, and is a great review activity. It’s very similar to charades. Break students into groups and assign each group a “scene”- this could be from a work of literature or a scene from history. Each group works together to create a silent re-enactment consisting of “snapshots” of the scene. Students pose and pause for 5-10 seconds, and then move on to their next pose. Once they have moved through their poses, the rest of the class guesses what scene they were re-enacting.
  • Demonstration speeches. As the famous quote attributed to Einstein says, “If you can’t explain it simply, you don’t understand it well enough.” Demonstration speeches give students a chance to explain something they understand really well in a simple manner so their peers understand. Students pick a topic, for example, how to make a peanut butter and jelly sandwich. They then give a speech explaining the process while simultaneously demonstrating the process. The demonstration portion of this is what really appeals to kinesthetic learners, and it appeals to all learners because students have a lot of freedom in choosing their topic.

Logical Learners

Individuals who excel at math and possess strong logical reasoning skills are usually logical learners. They notice patterns quickly and have a keen ability to link information that would seem non-related by others. Logical learners retain details better by drawing connections after organizing an assortment of information.

Maximize your ability to learn by seeking to understand the meaning and reasoning behind the subject you're studying. Don't depend on rote memorization. Explore the links between related subject matter and make sure to understand details. Use 'systems thinking' to help you better understand the relationship between various parts of a system. This will not only help you understand the bigger picture, it will help you understand why each component part is important.

Social Learners

Social learners usually have excellent written and verbal communication skills. These individuals are at ease speaking with others and are adept at comprehending other people's perspectives. For this reason, people frequently seek counsel from social learners. Social learners learn best working with groups and take opportunities to meet individually with teachers. If you like bouncing your ideas off others, prefer working through issues as a group, and thoroughly enjoy working with others, there's a good chance you're a social learner.

If you're a social learner, you should seek opportunities to study with others. If the class you're in doesn't have formal groups, make your own group.

Solitary Learners

Solitary learners usually prefer working by themselves in private settings. They do not rely on others for help when solving a problem or studying. Solitary learners frequently analyze their learning preferences and methods. Since solitary learners prefer to work alone, it is possible for them to waste time on a difficult problem before seeking assistance. However, solitary learning can be a very effective learning style for students.

Tips to Simultaneously Help Learners of All Types

Lessons that can combine multiple learning styles are often the most effective, as they can reach the most students. Also, since most people are a combination of learning styles, it makes sense that activities that combine learning styles are some of the most effective.

Many of the activities already provided give opportunities for learners of all types to reap some benefit. If you try to be creative, you can make little tweaks in any lesson to reach different learning styles. Following are some ideas of ways to reach all four learning styles in one lesson or activity.

  • Centers. The way this works is you have multiple different stations or centers throughout the classroom and you break your students into groups so there is a group at each center. Then, you provide different activities at each center and students rotate with their groups to each center. There are many benefits of this in addition to reaching students of all learning styles. Even if you don’t have a center that caters to kinesthetic learners, the simple act of getting up and moving to different places throughout the classroom will help them. The same goes for auditory learners as well; being in small groups and rotating throughout the room naturally invites discussion.
  • Write an essay (appeals to reading/writing learners)
  • Record a podcast or TED talk (appeals to auditory learners)
  • Film a video (appeals to kinesthetic learners)
  • Create a poster or multimedia project (appeals to visual learners)
  • Headphones. Allow students to use headphones while working independently in class. For most learning types, this can help cut out distractions around them, and for auditory learners, this can help them make connections between what they hear and what they’re learning. This can be very helpful for them during times when they need to work silently.
  • Technology. Technology has come a long way and there are so many apps and websites available that can help students. For example, here is a list of apps for elementary math that appeals to all four learning styles. Games that include pictures and sound help visual and auditory learners. Reading explanations and lessons on the apps helps reading/writing learners. Physically manipulating and touching a device helps kinesthetic learners. A quick Google search will reveal beneficial websites and apps for any discipline.

Final Words

There is nothing right or wrong with any of the learning styles; they are simply names and categories for the ways different brains process information. Sometimes it is easier for those with a dominant reading/writing learning style to succeed in a traditional academic setting, thus landing those students with a “good student” label. Education has come a long way and schools and teachers are now catering to a variety of learning styles.

It’s always important to remember that every single student is unique and even two students who are both visual learners might still differ very much in what works best for them. The best way to approach education is to learn about and understand each student. By remembering that all students are human beings who have needs and feelings, teachers can approach them in an empathetic way.

If you’re interested in learning which learning style you are, you can take the VARK questionnaire . If you’re a teacher, it is a good idea to have all of your students take the questionnaire to help their learning. Not only will you be able to see what type of learners you have in your classroom, but your students will also be able to learn more about which ways to study and learn work best for them.

Remember, a learning style is only one explanation of a student’s preferred way of learning. This style can change over time, and every student matches with each style to differing degrees. No matter what facet of education you’re coming from, you can benefit from understanding the learning style of yourself and those around you.

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Different Learning Styles Essay

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Myth Of Learning Styles Essay

In school everyone learns differently; however, according to the article The Myth of Learning Styles, “The idea of learning styles is based on a theory… developed in the early 1980’s.” (pg 1.) A lot has certainly changed from the 1980’s as we learn new more material in every class we take. With this being said, someone the scientists referred to in the article “assumed” that learning styles challenged the way of the educational system when in reality, it is simply a myth. Students, like myself, only prefer to process information that they find useful or interesting to him or her. Thus giving us the problems of that teachers may take too long to cover one idea, and students may miss out out on information because he or she did not prefer that learning style.

Annotated Bibliography On Learning Theories

For years, there have been many theorists who have shared their views on how individuals learn. Such research has determined that individuals have different learning styles. It is important for teacher to understand the learning styles of both themselves and their students because it helps them to relay the subject knowledge to the students. The teacher is in a position where they must be able to assess the learning styles of their students. This means that the students and teachers are both in a process of learning.

Vark Analysis

Being aware of learning style is beneficial for individuals in both teaching and learning roles. By knowing personal strengths and preferences, the learner is able to devise ways to augment and tailor the way in which information is received and processed regardless of the way it is presented. With that being said, those that are in teaching positions must make the realization that not everyone learns in the same manner. Being aware of this will lead the teacher to discover new ways to present information in a way that will address the needs of all members of the class. If all parties involved are knowledgeable of prominent styles within a group; the teaching learning environment can be much more effective.

Unit 4 Learning Styles Research Paper

A learning style is a particular way in which the mind receives and processes information. There are four types of Learning Styles: Visual (Sight), Auditory (Talk), Tactile (Hands-on),, and . I am an auditory learner which means I'm a talker. My weak learning style is

The Importance Of Diversity In Education

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

Learning Style Assiginment Essay

From an early age I found learning hard and in my early educational years I

Ptlls Level 3

  • 11404 Words

i. Understanding the learners learning styles can make my course to be engaging. Flemming (1987) noted three different styles of learning; visual, kinaesthetic and aural. In order to know which method(s) to use to benefit my students the first lesson on my course will centre around discussions on what they already know, the resources they are familiar with, and a learning style questionnaire which will provide me with information on preferred learning styles. Effectiveness can also be enhanced if I adapt my teaching style to give maximum benefit to learners.

Customized Learning Theory Paper

“Just as students have different personalities, they also have different ways of learing (Slavin, 107).” Learning styles are another important factor to incorporate when implementing the best learning environment. Learning styles are defined as an individual's mode of gaining knowledge. The most common learning styles addressed are auditory, visual, and kinesthetic. Auditory leaners understand information through hearing. Visual learners need more visual aids in the learning process, such as diagrams, webs, or pictures. Kinesthetic learners learn better by using manipulatives or by being physically involved in the learning process. Learning styles is a piece of the “backbone” of differentiated learning. Both are used to individualize instruction to help students achieve the most success.

African-American Learning Styles

Each child has a personal learning style that results from innate tendencies and environmental experiences. In every culture and ethnic group, individuality is more common than any general pattern. But because cultural groups often share common values, the experiences of children growing up with those values are reflected in their classroom learning behaviors. The philosophy of learning styles is based on three major grounds are , all students can learn, they learn differently, and learn better when they are taught in their specific learning style .Research indicates that African - American students are often described as being physically active, valuing verbal experience, and engaging on personal relationships. Hispanic students are often

Vark Assessment

It can be argued that the more modalities employed and presented to students, the greater their chance for successful learning becomes. As educators, if we appeal to all strategies of learning, we are more likely to enhance the learning of everyone in our target audience. This may be challenging as we ourselves tend to flock to a particular learning style, and in turn, tend to teach the same way. It also may be a challenge to address each individuals learning style, as it may be difficult, or even impossible to know each and every one of their learning preferences. However, the first step in overcoming that challenge is to be well versed in our own learning preferences. If we are well versed in our own

Student Learning Styles Paper

In the classroom it is important to collect information regarding students learning styles, readiness level, and what hinders the student from learning. Creating instructions take time due to students having different learning styles. Collecting data will help support the differentiated instructions that teachers will use in the classroom to ensure all students have the capabilities to gain the knowledge and skills needed to be successful in the classroom. Before gathering data on students, teachers must be aware of their strengths and weaknesses to be able to help students beyond their understanding. There are eight multiple intelligences teachers can use to incorporate differentiated instructions to increase student learning. Gaining this kind of data will give teachers the information needed to guide students throughout the classroom.

Effective Diversity in Learning Essay

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Learning styles is one of the ways schools have changed over the past couple of years in regards to diversity. The varieties of learning styles of students have become more

Personal Learning Styles Essay

Personal learning styles are highly complex and unique to specific individuals. It is often difficult to pinpoint an exact learning style. Though there are different categories, we often fine tune them to our own abilities. By examining our traits and tendencies we create a clearer understanding of how we process and learn information. With careful review, I have developed a specific analysis of my learning characteristics, including an evaluation of skill levels. Based on what I have recently learned and know from experience, I have also devised a structured plan for improvement of time management and study skills.

Reflective Essay On Learning Styles

Learning is obtaining skills through knowledge, study, or by teaching. Learning styles refers to a system of collecting, processing, interpreting, arranging and thinking about information. Learning takes place in different forms like Read & Write comprehends through reading and writing by taking notes, Aural listens to information by hearing and speaking, Visual learns through visualizing of objects to understand, Kinesthetic is hands on learning experience, and Multimodal is study via several diverse modes of learning.

Reflection On Teaching Style

In fact, I realized, as I continued to read, my teachers did a lot of modeling and demonstrations on completing a task. In addition, they had the ability to adjust learning to their students learning need and style, even though learning styles were not part of the system yet (Hamond et al., n.d.). Therefore, much of my teaching mimics how I learned from those teachers. I believe in guiding my students toward discovery on their own; therefore, my lessons were thought out, so they encompassed each student’s learning style. I taught 6th-grade social studies, not an exhilarating course to garner excitement.

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Laerning Styles Essay

Tamara Team

  • December 7, 2022

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Personal Learning Style

Learning Styles Essay: Introduction

Learning styles are essential variables in the learning process, and learner who knows their learning style are more successful than others because those individuals are already familiar with their learning styles and organizing their learning process accordingly. In this assignment, a summary of my learning style, according to the VARK questionnaire, has been presented. The paper also includes my preferred learning style, individual learning styles, and understanding of different learning styles, along with their interrelation and possible impacts. After all, rather than counting merely on a single learning style, a combination of different styles may lead to success in the long run.

The VARK Questionnaire

The Vark questionnaire is an essential website that provides a chance for individuals to learn their learning styles. According to my test result of the Vark questioner: “People with your preference like different formats, graphs, diagrams, maps, interesting layouts, space, listening, discussing, talking, questioning, notes, handouts, print, text, practical exercises, experiences, examples, case studies, trial and error, things that are real” (“Vark Learning,” 2020, para. 7). Moreover, my scores are the same in every category, and my learning style includes visual, aural, read/write, and kinesthetic, so one can infer that I adapt to almost all learning strategies that are proved by educators.

According to my test result, I prefer every learning style the same, but to support my learning process, I prefer to read examples, articles, and other sources on the topic. Also, I can infer that I am learning better when educator uses graphics, visual examples, and listening to the educator motives my learning process. Furthermore, the Vark questionnaire results have shown that I can be more successful if I try to improve other learning styles, such as aural and kinesthetic. The aural learning style in education demands to take summarized notes in order to create a better learning process, but I am not particularly eager to take summarized notes because I prefer taking long notes and summarized them in my mind. Also listening to educator during the lesson make my learning process more memorable than taking notes while I am listening to the educator. More specifically, seeing charts, graphics, visual examples during the lessons makes my learning process more effective than other times.

Learning Styles & Strategies

One can infer that learning styles affect the learning process during the education, and it is an essential variable to perform educational activities because every learning style demands different variable, and when educator plans educational activities, these learning styles help the learning process. Also, most of the time, educational activities can benefit the learner, but when learners perform an educational activity that is inadequate to its learning style, the educational activity can harm its learning process because learners should be motivated with such educational activities. In other words, inadequate educational activities might give those learners hard times during the activity, and the learner becomes unmotivated when they experience hard times during the educational activity. On the other hand, if an educator knows the learner's learning styles, this can be prevented because educators can plan educational activities according to the learner's learning styles, and this point of view can motivate learners to perform in the educational activities in the degree that they are studying.

Moreover, the importance of knowing learner's learning styles can lead to positive or negative outcomes in education but knowing the learner's learning styles can be ineffective if the educator does not know how to provide adequate activities to the learner, and on the contrary circumstances, learners can motive their learning process, and they may come up with good outcomes (Jackie, 2020).

Health Promotion Teaching

In health promotion teaching, it is critical to learn participants learning styles for desired outcomes. Also, in the patient teaching education, there are several strategies for a more effective learning process, and the most important perspective in these strategies is that educators should learn their patient's or family member's education level in order to reach the desired outcome. More specifically, learner's educations level affects their learning process and motivation in the learning process (Jackie, 2020). Moreover, when an educator learns their learning styles or education level, it is more likely to provide them a better learning process, and before teaching, education level is an important variable. In other words, assessing learning needs, or the gap between what patients know and need to learn is a priority.

“Asking about patients' or caregivers' level of formal education is important but may not in and of itself describe their capacity to learn new information at the point the clinician encounters them” (“Patient Education,” 2020, para. 11). One can infer that high educated learners are more close to the learning process, and other learners who have lower degrees are more open, and more motivated in the learning process. Also, the educator's teaching strategies are an important variable for learners. More specifically, educators should provide related materials to the learner in the learning process, such as using visuals, models, dolls, and realistic medical equipment in teaching (Jackie, 2020). Also, the learning environment is a critical variable because noise makes communication harder.

Furthermore, for achieving desired outcomes, educators should provide learners to use different strategies according to their learning styles, motivations in order to reach the desired outcome in the learning process. More specifically, for patient learners, it can be difficult to stay motivated in the learning process, but when educator uses all these strategies with adequate activities, learning styles will affect learners to positive behavioral change.

Learning Styles Essay: Conclusion

In conclusion, one can readily infer that learning styles are critical variables in the learning process, and learners who know their learning styles are more successful than others because those individuals are already familiar with their learning styles and organizing their learning process accordingly. In this assignment, a summary of my learning style, according to the VARK questionnaire, has been presented. The paper also presented my preferred learning style, individual learning styles, and understanding of different learning styles, along with their interrelation and possible impacts. After all, rather than counting merely on a single learning style, a combination of different styles may lead to success in the long run.

Jackie A. Smith is a professor (clinical) and Helen Zsohar is a professor emerita (clinical) at the University of Utah College of Nursing in Salt Lake City. (n.d.). Patient-education tips for new nurses : Nursing2020.

Patient Education in Home Care: Strategies for Success. (n.d.). Nursing Center

VARK Learning Style Questionnaire. (2020). Retrieved June 20, 2020, from https://vark-learn.com

Tamara Team

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Different Learning Styles - Essay

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Different students have different learning styles. In this essay, I will be examining various learning styles as presented by Learning Style Inventory (Penn State, 2010). and Index of Learning Styles (Felder & Soloman, n.d.). I will discuss the aspects of the various leaning styles different students have, and the study methods most beneficial to the students. I have taken the inventories, and received the results. I will discuss my thoughts on these inventories and how I feel they relate to my own learning style.…

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After being on courses or observing others, if its good idea, I will implement it to my practices and give it a trial as I’m…

What Is Your Learning Style Essay

different learning style essay

Show More Everybody actually has different learning style. If you use a suitable learning style, the speed of your brain work will become much quicker and better than other who use a wrong learning style. So people should know what their learning style is. You might have a special learning style, but that does not matter. Just do what you want. You can divided learning style into three different types: visual, auditory and physical. Students should know themselves and find the most useful learning style by themselves. Actually, before I was tested by the VAK Learning Style Indicators, I think I am an auditory learner. As I have expected, the test result showed that I am a totally auditory learner. After I finish my VAK survey, I found that I am an auditory …show more content… I think the easiest task is practiced pronunciation because when I watch some American TV series can also help me to improve my English skills because even when you can’t understand the meaning of some part in American TV series, hearing the actors speaking English will improve your oral language skills. The hardest thing is person who have a funny accent, which will make me confused because I cannot understand what they are talking about. But if they use some body language I can understand what they are talking about. But that need I use my brain, just like a guess game. So I think I will have some problems when I study in University because there are a lot teachers from different countries, you never know about they have accents or not. Maybe taking notes can help me, I do not take notes because I think take notes is useless, but right now I think write down some notes can help me remember a lot of important information. Use your brain to understand is a great way to learn, but if you write down will never disappear. When you forget some knowledge, just check your notebook. So I will start taking notes in class to help me remember. Just like learning a bicycle, some people think ride a bike is a super easy thing, but some people never figure out how to bicycling. I think the reason is the learning style because some of people are not only listening to how to ride a bike, they try to ride a bike over and over, they are not afraid to fall over the pain. Finally, they can ride a bike. But some people just know how to do, they are scare about ride a bike, never try to ride a bike or just try once time then give up. So I cannot just learn anything, I should to put my skills to

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My Learning Style Essay

Learning style is a way to see how did each one of us learn visual,auditory,reading/writing or kinesthetic learners. Each one of us has different way of learning and understanding. It could be Visual: by seeing the thing that they want to learn , it could be auditory: by listing, or also it could be reading/ writing or Kinesthetic and this by touching and learning how things works. Sometimes we need to teach ourselves and learn from our mistake we make. Each person will need to teach themselve . For me, if I need to teach myself the technique I first take and follow is visual. I like to see things and learn because this is the best way I can teach my self by looking at thing and trying it. Sometimes we need to explore the things that we want …show more content…

The Seven Learning Styles. Visual (spatial):You prefer using pictures, images, and spatial understanding. Aural (auditory-musical): You prefer using sound and music. Verbal (linguistic): You prefer using words, both in speech and writing. Physical (kinesthetic): You prefer using your body, hands and sense of touch. Each person learn differently from each other. There are some ways of what people need to do to help them learn the information better. For example, the visual learner need be good at seeing and analyzing pictures or and type of data that is given. As well as for auditory. The people that have this learning style need to be good at listing and also need to sit closer where they can listen more. They also can read out loud so they can hear their voice and understand more. They can record their voice as well. But for kinesthetic they need to use their body more than anything like hands. Hey need to be good at creativity and have patience with everything they do. They need to work with their hands in order to understand the information. A learning style is an individual's approach to learning based on strengths, weaknesses, and preferences. And knowing yourself as a learner is important if you want to achieve to the best of your ability. When it comes to processing information,your brain is the most important part of your

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Personal Narrative: Journal Day Entry

It all depends on the factors and traits of how every individual learns best. Some of us are visual learners where we learn by seeing knowledge in front of us. Some of us are kinesthetic learners

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Discussing learning styles which can be implemented to overcome the problems; have identified. When the organization can face the problems determinedly, the organization needs to change the learning styles in some sector. As I find the problem which is Training needed. For these training the learning styles should be such as Visual Learning: The sales assistance of mine need to get the field work as viewing the whole points of marketing.

Peak Performers

I feel that as I pay attention with my eyes and ears, it will help me learn on a visual level of

Psy 270 Week 4 Learning Style Analysis

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Learning styles are important as people can process more in their learning and if they do not informed then it would decrease their learning capacity.

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Kinesthetic Learning Experience Analysis

think that I am in between auditory and kinesthetic because I learn the best by listening and interacting with other people and being involved with the learning. I would rather be moving and being involved than just looking at a board all day. But, sometimes I might just want to sit down and listen. For example, kinesthetic learners learn better by moving or holding something in their hand but for auditory learners they just have to sit and listen and I am a mix of both kinesthetic and auditory learners.

Essay On My Writing Process

Every student has their own writing process. Writing process ways is the student's way to have the best writing assignments and make who ever read it understand their main idea. In this essay I am going to explain my own writing process for various type. In chapter 4 by Keith Hjortshoj “How Good Writing Gets Written” which talks about how should develops their writing skills and gives them some tips that they should use in their writing process.

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Teacher-Centred Approach To Teaching Essay

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Learning Style Inventory Essay

If the students are primarily visual learners, base the majority of the teaching on visual aids, but it is important to include other learning styles as well. The teacher cannot assume that one-brain-fits all. Teachers who know their students’ idiosyncrasies and their preferred learning style will be better able to equip students for succeeding in the future. Teaching Strategies 1. Show me how to do something and then let me do it without hovering.

Charles Spearman's Theory Of Intelligence

Body Kinesthetic: an individual’s ability to move an object skillfully and the coordination to move their body. Musical: an individual’s interpretation of tone and pitch including the understanding of rhythm and harmony. Visual/Spatial: an individual’s ability to judge distance as well as their ability regarding high order thinking such as understanding mazes and maps.

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More about My Learning Style Essay

Understanding your learning style and strategies for success.

The process of educating one's self can be a difficult process. That is if you don't understand your habits and the way you learn and absorb information. Luckily in these times educators are becoming more understanding to their students learning habits and are able to adapt to a students learning styles to better educate them. Some may not know in what category of learning style that they are, there are online surveys one can take to find out there learning style strengths.

I myself have Just aken a survey and my results are as follows; Visual: 7 Aural: 9 Read/Write: 4 Kinesthetic: 9. Pretty much what this means is that I am good at listening and hands on learner. The survey also provided learning strategies to better help me. I scored strong on the Aural side (Auditory) strategies that were recommended are, Step 1: INTAKE: attend class discussions and tutorials, discuss topics with others and your teachers, explain new ideas to other people, use a tape recorder, pretty much any method that is easier for you to "intake" the information.

Step 2: "SWOT" which means study without tears, convert your notes into a smaller package, as an Aural learner it would be key study with another aural learner like yourself, also have your partner listen to your understanding of the material discussed, and reading your summarized notes aloud to yourself is also key. Step 3: Output, which is how you will use this information on your tests, assignments and examinations. Imagine talking with the examiner or speaking the answers aloud and writing them down, listen to your voice nd write it down, spending your time in a quiet place is also helpful in recalling the information.

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I also scored strong on the kinesthetic part of the survey, which is someone who needs to experience something to learn from it, or you need to be able to relate to it, something real, or an easy way to remember it is a hands on person. Studying for every learning style uses the same three step process I discussed in paragraph

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Overview on Different Learning Styles Research Paper

Introduction, deductive and inductive learning style, visual, auditory, and kinesthetic/tactile, tactile/kinesthetic learning style, kolb’s learning style, reference list.

There are many different methods that have been established to categorize students into different learning styles. Some techniques used may include two opposite learning styles while others involve up eight different approaches to learning (Sims, 1995). For instance institution or company would seek to select a method of evaluating learners’ learning styles of their employees based on the viability of providing evaluation tool and the types of work performed within (Smith, 2006).

In most cases, the tools used to assist find learning styles are referred to as self-report instrument (Kaplan, 2009). This requires the learner to complete a designed questionnaire indicating certain likes and dislikes, the findings are then analyzed and calculated to determine the employees’ preferred learning style (Kaplan, 2009). This research paper reviews literature related to different learning styles, such as: deductive and inductive; visual, auditory, and tactile/kinesthetic; Kolb’s learning style inventory.

Deductive and inductive are classification schemes which divide learners into two categories focusing on how learners prefer to organize the information. In this category, learners approach the learning of new material from deductive or inductive point of view. Inductive learners prefer to move from specifics to the whole (Nielson, 2010. Deductive learners on the hand would first prefer to see the big picture and then learn about the details. The inductive learner (Smith, 2006)

A good example in inductive learning is the concept of “Just –In-Time” in inventory control (Nielson, 2010). At the beginning, inductive learners would first focus on what causes excessive stocks, such as; untrained personnel, mislabeled parts, parts placed in wrong bins (Sims, 2010). Once the learner gets to know the inventory characteristic of JIT, the learner would then approach the quality elements and then learner would then establish his or her own idea of the JIT philosophy (Nielson, 2010). The inductive learner then learns the concept from the small pieces of concepts presented during instruction. Inductive leaner applies facts and observation to determine a principal (Sternberg, 1995).

Just like inductive learning, the inductive learner would first require to understand the JIT philosophy. Presentation of the details to deductive learners at the beginning can confuse the learners (Smith, 2006). They require knowing what the general JIT elements are available. Once a leaner understands the overall, they would then examine the various elements in terms of the concept (Kaplan, 2009). Therefore, when a deductive understands that JIT is about sustained improvement, the he or she will examine inventory as a part of sustaining continuous improvement strategy. The deductive learner performs from a principle to determine applications and the consequences (Sims, 2006).

These learning styles examine how learners perceive new information. The three primary techniques of perceiving new information include ability to; see, hear and interact. Each of these techniques are used to categorize learners as visual, auditory, or tactile (Nielson, 2010). The visual learner prefers the forms of pictures, diagrams, illustrations, charts and others (Kaplan, 2009). Visual learners prefer to sit in front of the classroom to notice the body language and facial expressions of the teacher; as well as gain a vantage view of any visual material presented. They draw pictures of concepts (Nielson, (2010).

The auditory learner can learn best through lectures, class discussions, conversation with classmates, and even the use of audio tape. Auditory learners tend to speak a lot in class, discussing conversations about the class topic, and require classification of what they will teach (Sternberg, 2001). Learners under this category prefer verbal explanations on charts, diagrams, charts and others. Auditory learners benefit from online learning that has been accompanied by audio music. They also like to study with the radio on (Sarah, 2005).

Tactile learners on the other hand, like to move around touching models when learning new concepts. For instant, these learners learn best when educational games are used to simulate the manufacturing environment (Kaplan, 2009). The learners find it hard to remain still for long period. They often get up and pace in the back of the classroom while listening while listening to the instruction (Sternberg, 2001). This action helps learners to concentrate. Many employees in manufacturing environments use tactile/kinesthetic learners (Sims, Sims, 2006). They need to be involved actively in learning. For instance, instructions on inventory reduction methods or explanations on the material requirements planning logic on the factory floor are an effective technique for teaching learners at all levels (Smith, 2006).

In this learning style, an individual combines four theories to learning. Kolb posited that people combine the four different approaches into four different styles of learning. These learning styles include: one, converger of concepts and active experiments. Learners with this learning style are good variety of information, and placing them under concise and logic form: two, Accommodator which allows individuals to have the ability to learn from hands experience. Kolb’s learning style is significant for effectiveness in careers that are action oriented such as, direct production positions (Kaplan, 2009).

In summary, classrooms requirements must allow all the different perception styles to be accommodated. The teacher must involve hands-on-exercises for tactile or kinesthetic learner, lectures for auditory learner, and charts and graphs for the visual leader (Kaplan, 2009). In addition, once the instructor understands that learners need to pace around during class, or speak a little learning while learning, he or she should not be angry thinking that they are inattentive or are not interested in the material presented (Kaplan, 2009).

Knowledge of learning styles is significant several levels of education. In addition, it can assist organizations in training that meets the needs of all the employees. Knowledge of learning styles assists trainers within the organization to understand how best to present information to learners. Three, instructors tend to present and design training in the same learning style in which they are comfortable learning. This performs better when all the students have similar learning style with the instructor (Kaplan, 2009).

Kaplan, E. (2009). Study Aides . New York: Kaplan Publishing.

Sarah , R., Komives., & Dudley, W. (2005). Student Service. New York: New York.

Sims, R., & Serbrenia, S. (2009). The Importance of Learning Styles . New York: Rutledge.

Smith, E., & Evans, C. (2006). Learning Styles . New York: Emerald Publishers.

Sternberg, R, & Zhang. (2001). Perspectives of Thinking, Learning., & Cognitive styles . New York: Rutledge Publishers.

Nielson, L. (2010). Teaching at it’s Best. New York : Wiley and Sons.

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TEACHING AND LEARNING STYLES

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different learning style essay

Teaching styles (methods) There are many different styles or methods of teaching. Research I did showed at least 150 different styles from lecturing to brainstorming and vocabulary drills. I have identified the following styles as most often used: Demonstrations & Practicals/Experiments:

When teachers show learners skills while they watch, followed by the learners practicing the skill they’ve learnt. Additionally learners may observe and record results of what they have done ultimately explaining these results where experiments are involved.

According to Gordon Dryden and Dr Jeannette Vos, in their book “The New Learning Revolution” 2010, applying what has been learnt in purposeful, real-life situations, is a far better test of acquired knowledge than written tests. This method of instruction is therefore effective and suitable for all learning styles. Lecturing & note-giving or questioning:

This method entails the teacher telling learners about information or ideas while the learners listen. Additional information may accompany lectures in the form of written notes on a board that learners copy or hand-outs which they are required to read. Teachers may ask individual learners or the whole class questions. This method would be more effective when mind-maps are used instead of linear notes and even learners whom are print-orientated or linguistic would benefit by reinforcing information learnt with pictures or sounds incorporated through audio- or video tapes.

This method combines well with active learning strategies, may be used successfully to instruct a great number of learners simultaneously and grants the facilitator more control without being threatening to learners. Unfortunately it leaves little room for feedback from learners and the facilitator may have an unrealistic idea of the learners’ level of understanding. Many learners may become uninterested and forget much of the information. Brainstorming and discussions:

Learners try to come up with as many ideas as possible working in groups or as a class. Someone should make notes of all the ideas. Learners discuss and share their ideas in groups, with or without teacher participation or as a class.

Teachers should make sure that all learners participate. For this method to be effective, learners need to be able to identify and isolate the challenge or subject in question and ask the following questions suggested by Alex Osborn, pioneer teacher of creativity, to activate ideas: Can ‘it’ be substituted, combined, adapted, modified, magnified, put to other uses, eliminated, reduced, reversed or rearranged? Discussions take much preparation on the part of the facilitator and learners. Seminars:

This method requires learners to individually research a topic and to present this information or teach the rest of the class a skill. Preparation should be done in advance. Group work and cooperative learning:

Learners are required to work in groups, usually to produce something like a poster after finding out about a particular topic. This may take anything from one day to a few lessons or weeks. Cooperative learning requires planning, preparation and knowledge about group formation and management. Cooperative learning is not suitable for younger learners. Case Method:

May be combined with any other method of teaching to enhance learning, as it gives the opportunity to apply what is learnt in real-life situations. This method is instructional and engages student in discussions and practical applications. Many sources are available and may be combined with print- and broadcast media to enhance learning experiences and find solutions to problems. It adapts well to cooperative learning and role playing. It stimulates critical thinking and awareness of more than one correct answer or solution. Active learning:

A method allowing learners to talk, listen, read, write and reflect on content through problem-solving, case studies, role playing and other activities, all focused on applying what is learnt. As with the case method, learners are actively involved in the learning process and stimulate critical thinking and other perspectives. This method is not suitable for younger learners and assessing learners’ achievement is problematic. Integration of technology:

Computer literacy is becoming increasingly important and should be incorporated in as many teaching techniques as possible to avoid learners’ literacy levels being too low to cope with tertiary demands. Distance learning:

Is a style of learning where the learner and facilitator are not in the same place at the same time. Distance learning incorporates on-line study and research requiring a reasonable level of computer literacy. This method is not suitable for younger learners.

Learning styles Determining the preferred learning style of learners may remove the barrier between learners and facilitators and is thus of great importance. Main categories include visual, auditory and kinesthetic. Learning is influenced by thinking styles that, according to the University of Connecticut, are divided into four separate groups: Concrete sequential, concrete random, abstract random and abstract sequential. No style is better than the next and all are equally effective.

People have a combination of different intelligences correlating with their preferred styles of learning. The main style of preference is supported by at least one or two others in case the style of presentation is not matched. At least eight different intelligences have been identified by Howard Gardner and include verbal/linguistic, logical/mathematical, visual/spatial, musical/rhythmical, bodily/kinesthetic, interpersonal, intrapersonal and naturalistic. Verbal/linguistic:

Descriptive language stimulates these learners and assignments should include reading and writing etc. They learn by saying, hearing and seeing words. Logical/mathematical: Enjoy categorizing, classifying and working with abstract patterns and relationships. Good inductive and deductive thinking and reasoning. Assignments should include numbers, logic, problem solving, abstractions and performing experiments. Musical/rhythmical:

These learners recognize tonal patterns and should sing or hum information to be memorized. Moving while they study would assist. Bodily/kinesthetic: This form of intelligence is activated by the motor cortex and hands-on activities stimulate learning. They need to touch, move and interact with space. Interpersonal: Communication and personal relationships are important.

These learners are often leaders and assignments require interviewing or co-operating with people and opportunity to mediate conflict as during debates. Intrapersonal:

Opposite of interpersonal and enjoys working alone. Self-based instruction and individual projects work best. Naturalist: Provide visual activities and hands-on activities based on nature. Assign activities using ability to map, chart and measure observing plants and animals.

Personalities Personality also influence learning style and can be summarized into four different types: order seekers, debaters, groupies and loners. Order seekers:

Sequential thinkers in need of a syllabus, goals and clear objectives with knowledge dispersed to them, mostly logical/mathematical learners. Debaters:

Are abstract, random thinkers at their best when arguments contain a thesis, antithesis and synthesis, thus mostly verbal/linguistic learners. Groupies: Need to work in co-operative learning groups and be constructively involved with hands-on experimental learning. Loner:

Engage in self paced learning and may not enjoy being in a room, listening to lectures etc., as they are self-directed, independent learners. In conclusion, no teacher will be able to reach and satisfy the personal likes and dislikes of all learners all the time, but providing as many different teaching strategies as possible will facilitate effective learning for a greater number of learners most of the time. In the end, education means facilitating learning. . .

The style I identify with: My preferred style of learning depends on the study material to be mastered. I identify with the verbal/linguistic learning style, although I prefer mind-maps using many colors instead of linear notes. I do not think I prefer logical/mathematical learning, but definitely need order in my mind-maps, as they always end up as straight or angular lines joining colorful blocks of information and never look like the trees they probably ought to.

When it comes to memorizing facts I use pictures connected to numbers, such as 1=bun and if the first fact to be remembered happens to be a tree shedding leaves, I would probably draw a picture of a bun-growing-tree dropping hot-cross-buns on plates or something completely ridiculous and will never need to think too hard to recall any information connected to it! As long as I involve color and imagination, I enjoy the learning process, thus the visual/spatial style come into play.

I hate writing and love moving, therefore I need to get up and stretch or walk around a little, every so often while studying. Listening to certain music is also helpful to me, although complete silence is equally welcome, but I do not need to turn information into a song and dance routine in order to memorize any of it. I am able to focus my attention and can study effectively in a very noisy area.

I guess when it comes to studying, I am a loner, as I prefer to work on my own, but need to make sense of what I learn the way groupies do. I therefore, classify myself as a fruit salad, incorporating certain aspects of many different learning styles to suit my complex character and learning preference. I have been studying this way for as long as I can remember and my greatest motivation is my own stubborn, stick-to-it-ivity!

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  • Main content

US schools taught me to sound poetic in my writing. My switch to a UK education required results.

  • I moved from Southern California to the UK when I was 16. 
  • My school experience in both countries could not be more different. 
  • Now, as a journalist, I appreciate what both styles of teaching taught me. 

Insider Today

The first essay I turned in for the UK school I transferred to at 16 was for my English literature class — historically, my best subject.

I wrote about Tess of the D'Urbervilles; her pain, her isolation, the unfairness of her ending. The essay came back with the lowest grade I had ever received, alongside a single comment at the top: "This reads like poetry." When I thanked the teacher for the comment, asking why I had earned such a low grade , I was informed that she wasn't actually complimenting me.

My experience in my school in California was different

Growing up in Southern California schools, I knew exactly what it took to excel academically.

I read avidly, wrote passionately, and sincerely thanked my teachers at the end of every lesson. After all, they were the ones who awarded me my grades at the end of each trimester — being liked by them was imperative.

It wasn't much of a requirement for my essays to actually display knowledge of the subject I was writing about; if I could speak charismatically, both in my writing and to my teachers themselves, I knew I could get an A. Maybe it was a reflection of California as a whole, where self-presentation is curated like an art form.

Things in England were very different. Where American schools encouraged me to schmooze, quietly imparting the importance of every teacher's view of me upon my grades, my teachers in England worked only to make sure I clearly defined and argued my points, with no need for flowery language. My arguments needed to be concise and expertly navigated, following a strict structure of explanation, which allowed no room for my beloved adverbs and emotive descriptors.

In the UK, my exams were graded externally

The reason for this difference is clear. Rather than grades being determined and handed out by teachers like in California, in England, students sit externally-marked exams at the end of each year, the outcome of which solely decides our grades. It didn't matter to my English teachers if I was poetic, whether they personally liked me and wanted me to succeed — these things would do nothing to aid me in scoring well in my exams.

It took many failed essays to break my habits, convinced that if I just wrote a little more beautifully on the next one, my teachers would overlook my lack of evidence, quotes, and explanations.

Exams were more important for me in the UK than homework

On the plus side, another difference I experienced in the two countries' education systems is that these poor assignments didn't negatively affect my grades as they would have in the US; all possibilities of success hang on the exams.

Eventually, I learned to prioritize the techniques that would ensure the grades I so wanted, beginning to cut out superfluous language from my academic papers with clinical precision. I suppose it must have been the right decision because I ended up doing well enough in the fateful exams to land me a place at the University of Cambridge, where I undertook an undergraduate degree studying the philosophy and sociology of educational systems.

Now, as a professional journalist living in London, I'm grateful to be able to use both writing styles in my work. I still enjoy the employment of descriptive language I learned in US schools, and it serves me well in writing about the intimate topics that I cover in my job. But I equally find the concise, fact-based English style to greatly aid me in reporting and explaining the most important facts of any given event I am writing about.

I am passionate and persuasive, the product of two very different education systems which shaped me.

different learning style essay

Watch: A top movie actor reveals how he learns different accents

different learning style essay

There are three main learning styles: visual, auditory, and kinesthetic. And each person tends to have a preferred learning style. Some people may even use a combination of all three learning styles. Visual learners prefer to learn by seeing information. This could mean reading texts or watching videos.

Learning Styles Essay | Bartleby Page 1 of 50 - About 500 essays ©2023 Bartleby.com Harvard Classics Harvard Classics Bartleby bookstore Free Essays from Bartleby | A learning style is a term used to describe the ways in which people gather, interpret, and store information. Each style can be...

Traditionally, learning styles were broken into four main groups: visual, aural/auditory, read/write and kinesthetic. But some are taking a more holistic approach, using models that help learners uncover strategies that work best for them. Dr. Marie Morganelli Oct 18, 2023 Find Your Program Everyone has a different style of learning.

People have different learning styles and it is important to know one's learning style to maximize learning in both private and professional aspects of life. I have always enjoyed meeting people and reading on a wide range of subject matters to broaden my thinking horizon.

28 June The concept of "learning styles" has been overwhelmingly embraced by educators in the U.S. and worldwide. Studies show that an estimated 89% of teachers believe in matching instruction to a student's preferred learning style (Newton & Salvi, 2020).

Volume 9, Issue 3 https://doi.org/10.1111/j.1539-6053.2009.01038.x PDF / ePub More Abstract The term "learning styles" refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them.

This reflective essay aims to draw reflection from experience acquired from the Learning from Practice and Reflection (LFPR) module studied at level 1. My own development during this period will be examined in addition to issues encountered in the progression of the event/activities endeavoured upon. In an attempt to demonstrate significant ...

A learning style is not in itself an ability but rather a preferred way of using one's abilities (Sternberg 1994).Individuals have different learning styles, that is, they differ in their 'natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills' (Reid 1995: viii).Learning styles are typically bipolar entities (for example reflective ...

Catering to different learning styles can improve classroom management, and it makes for happier students in the classroom. ... Essays and reading assignments. These simple, traditional assignments often work best for reading/writing learners. This is why this learning style often thrives in the traditional classroom setting.

Learning Styles in Action—Some Examples Working with Learning Style Although its origins have been traced back much further, research in the area of learning style has been active for—at a conservative estimate—around four decades.

Different Learning Styles Essay Good Essays 1354 Words 6 Pages 14 Works Cited Open Document Different Learning Styles Students have different ways to learn. Some people are hands on learners or visual learners. Teachers try to adapt the way they teach; to the way their students learn the best.

There are three different learning styles, Myers Briggs Type Indicator, The Vark Learning Styles Inventory, and Multiple Intelligence. As you continue to read you will see the results of my learning Styles and which method I find superior. Table of contents 📘 Free essay examples for your ideas about Different Learning Styles

Learning Styles Models and Theory of Motivation. Of particular interest in the essay is the Honey and Mumford learning style that is the result of the work done by Peter Honey and Alan Mumford. Receptive Learning Styles in College Students. I am certain that the assessment gives pertinent explanations of learning styles and personality.

2848 Introduction There are three types of learning styles which are visual, auditory, and kinesthetic. Based on their individual differences, different students use different learning styles for their learning. Individuals understand, organize, and analyze different ways of learning.

According to my test result of the Vark questioner: "People with your preference like different formats, graphs, diagrams, maps, interesting layouts, space, listening, discussing, talking, questioning, notes, handouts, print, text, practical exercises, experiences, examples, case studies, trial and error, things that are real" ("Vark Learning," ...

Research Papers and Essay On Learning Styles🗨️ More than 30000 essays Find the foremost Essay About Learning Styles Topics and Ideas to achieve great results! ... There are three different types on learning styles, these are: Visual, Auditory and Kinaesthetic. They are all quite different and everyone has their own preference will in a ...

The different learning styles created by honey and Mumford (1986) are as follows: • Activist • Reflector • Theorist • Pragmatist There are strengths and weaknesses in each of these styles.

You can divided learning style into three different types: visual, auditory and physical. Students should know themselves and find the most useful learning style by themselves. Actually, before I was tested by the VAK Learning Style Indicators, I think I am an auditory learner.

My Learning Style Essay. 976 Words4 Pages. Learning style is a way to see how did each one of us learn visual,auditory,reading/writing or kinesthetic learners. Each one of us has different way of learning and understanding. It could be Visual: by seeing the thing that they want to learn , it could be auditory: by listing, or also it could be ...

The survey also provided learning strategies to better help me. I scored strong on the Aural side (Auditory) strategies that were recommended are, Step 1: INTAKE: attend class discussions and tutorials, discuss topics with others and your teachers, explain new ideas to other people, use a tape recorder, pretty much any method that is easier for ...

Visual, Auditory, and Kinesthetic/Tactile. These learning styles examine how learners perceive new information. The three primary techniques of perceiving new information include ability to; see, hear and interact. Each of these techniques are used to categorize learners as visual, auditory, or tactile (Nielson, 2010).

Example Of Essay On Learning Styles Inventory. This paper will discuss why learning styles are better interpreted as learning preferences. It will also describe an instructional model related to my personal learning style. In addition, it will discuss how an educator's personal learning styles and preferences influence the teaching strategies ...

Research I did showed at least 150 different styles from lecturing to brainstorming and vocabulary drills. I have identified the following styles as most often used: Demonstrations & Practicals/Experiments: When teachers show learners skills while they watch, followed by the learners practicing the skill they've learnt.

An envelope. It indicates the ability to send an email. An curved arrow pointing right. The first essay I turned in for the UK school I transferred to at 16 was for my English literature class ...

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Children and young people's voices matter: progress report - March 2023

Report on progress made on the actions agreed at the sixth annual meeting of Cabinet members and children and young people on 1 March 2022.

Children and Young People’s Voices Matter: Progress Report - March 2022

1. introduction.

The sixth annual meeting of Cabinet members and children and young people was held virtually on 1 March 2022. In attendance were 7 Members of the Children's Parliament ( MCP s) and 7 Members of the Scottish Youth Parliament ( MSYP s). At this meeting MCP s and MSYP s represented children and young people's views from across Scotland and talked about issues that were important to them.

Seven Members of the Children’s Parliament ( MCP s) attended. They were

Rida (11), Aberdeen; Tate (10) Aberdeen; Sam (11) Western Isles; Chiara (12) Western Isles; Michael (10) Clackmannanshire; Harry (11) Clackmannanshire; Waldah (11) Clackmannanshire.

Seven Members of the Scottish Youth Parliament ( MSYP s) also attended. They were: Josh Kennedy, Chair, Renfrewshire North and West; Sophie Reid, Trustee, Girlguiding Scotland; Rosie Sumsion, Trustee, Midlothian North and Musselburgh; Cameron Garrett, Convenor, Argyle and Bute; Mollie McGoran, Convener & Trustee, Inverness and Nairn; Jack Bell, Convener, Perthshire South and Kinross-shire; Wiktoria Orlicka, Trustee, Motherwell and Wishaw.

The Cabinet Takeover meeting is an example of the Scottish Government’s commitment to Article 12 within the United Nations Convention on the Rights of the Child ( UNCRC ) which states children and young people have the right to be heard and influence decisions on matters that affect them. The Scottish Government remains committed to the incorporation of the UNCRC as far as possible within devolved competence and to doing that as soon as practicable. We have made significant progress across many areas set out in the: Progressing the human rights of children in Scotland: action plan 2021 to 2024 - gov.scot (www.gov.scot) . An update on progress made was included in our standalone Position Statement , which was published on World Children’s Day in November 2022. A child-friendly version of this report was also published at that time.

Everyone agreed on a set of 9 Commitments for the year ahead which have been taken forward by the Scottish Government. This report highlights the main areas of progress on these commitments; however, it does not include all activity that has taken place. We would like to thank everyone who has supported this important work over the last year.

2. Agreed Commitments

1 - We will continue to engage and keep children and young people fully up to date with the timing of the UNCRC Bill and its implementation.

The Minister for Children and Young People wrote to all children and young people to coincide with World Children’s Day and reinforced our commitment to bring the UNCRC Bill back to Parliament.

The timetable for bringing the Bill back to Parliament for Reconsideration Stage cannot yet be confirmed but preparations are well underway. Preparations for Reconsideration Stage include engagement with UK Government officials on proposed amendments to bring the Bill within legislative competence and to reduce the risk of another referral to the Supreme Court. We keep children and young people up to date on progress.

2 - We will continue to make awareness raising of children’s rights a high priority.

Awareness raising of the UNCRC is being delivered to children and young people through UNICEF UK ’s Rights Respecting School Award, national funding that is currently provided by the Scottish Government as part of the UNCRC Implementation Programme. Young Scot have supported a social media campaign, run, and delivered by young people. We have also worked with young people from Parent Network Scotland, Partners in Advocacy, Renfrewshire Youth Services and Young Carers to develop an animation on how their rights might be met by public authorities. Children’s Rights and the UNCRC in Scotland: An exploration of rights in our communities

A new resource Children's rights | Parent Club designed by parents’ organisations was launched. It gives simple and clear messaging around children’s rights specifically aimed at parents, carers, and families.

The Scottish Government is working to ensure public authorities are fully aware of their duties under the UNCRC Bill. It has provided a range of resources and funded the Improvement Service to provide resources through their Knowledge Hub and run training and professional peer support networks for local authority UNCRC leads and Elected members.

3 - We will consider practical ways in which we will translate Children’s Rights into reality, with particular reference to: mental health of young people; and promoting gender equality in schools.

In Summer 2022 the Scottish Government ran a public consultation on school uniforms. SYP and CP held workshops to gain views from children and young people which informed what could be done to help with the cost of uniforms, and how pupils can be treated equitably in relation to school uniform policy.

We worked to broker direct engagement with Scottish Women’s Football ( SWF ) and Children’s Parliament. A letter from Aileen Campbell ( SWF Board) to MCP s outlined their vision for Football in Scotland, underpinned by the values of respect, fairness, and kindness.

In 2022 we provided £10 million to support summer holiday activities and childcare for low-income families and those who would most benefit. Summer holiday activities and childcare are part of a wider system of school age childcare. This gives children and young people access to lots of different activities, where they can try out new things, play in a safe place, learn new skills, grow their confidence, and meet and get to know other children and young people and adults who they can trust to support them. It also helps their parents and carers to work, learn or rest.

We will be designing changes to this system by working with the children, young people and adults who will use and deliver it. So far, we have asked children and young people from different parts of Scotland to write a Children’s Charter for school age childcare. The Charter describes what children and young people want and need before school, after school and during the school holidays, and the changes to the system that they would like to see. We will share it in early 2023.

The Gender Equality Taskforce in Education and Learning welcomed the publication on 7 October 2022 of the reports developed in collaboration by The Collective, the Children’s Parliament and the Scottish Youth Parliament. The Theory of Change report shines a light on the systemic gender inequality which girls and young women continue to experience in schools today. It was tested against the work conducted in parallel by the Children's Parliament and Scottish Youth Parliament on how we can ensure the Scottish education system is truly gender equal. The Cabinet Secretary for Education and Skills, Shirley-Anne Somerville has taken up the position of Taskforce Chair, helping to drive forward systemic change, based on the recommendations made in the reports. In due course she will co-chair the Taskforce with a young person.

The Learning Estate Strategy and its guiding principles provide a platform for investment in the learning estate across Scotland and sets out our strategic approach for managing the learning estate.

The Strategy also makes clear that outdoor learning and the use of outdoor learning environments should be maximised and that good consultation about learning environments, direct engagement with learners and communities about their needs and experiences, and an involvement in decision making processes should lead to better outcomes for all.

4 - We will continue to engage with the Scottish Youth Parliament and other youth partner organisations on the Gender Recognition Reform (Scotland) Bill as it progresses through the Parliament and will work to ensure a positive and respectful debate around it.

We meet regularly with representatives from LGBT Youth Scotland as part of our liaison with key stakeholders. We have also engaged in discussions with the National Registers of Scotland with a view to gain input from young people during the design phase of the required application forms and processes. This work ran in parallel to the parliamentary progress of the Bill and will continue now that the Bill has passed.

The Scottish Parliament debated and passed the Gender Recognition Reform (Scotland) Bill on 22 December 2022, with a large majority vote of 86 for, 39 against, with no abstentions. Members across all political parties supported the Bill.

Throughout the Parliamentary process, the Scottish Government agreed to ensure that appropriate support and signposting to resources would be made available. The Scottish Government supported amendments at Stages 2 and 3 which provided reassurance that appropriate information and support will be in place for young people aged 16 and 17 seeking legal gender recognition, without introducing unnecessary barriers to them accessing their rights.

We are aware that the Secretary of State for Scotland has made an order under section 35 of the Scotland Act 1998. The Scottish Government is confident in the legislation as passed and maintains the position that there is a clear and pressing need for gender recognition reform.

5 - We will do more to challenge behaviour that results in abuse, harassment and attacks against women and girls; think more about how women’s safety can be incorporated into our planning decisions; and as outlined in the Programme for Government, we will consider and act swiftly on Baroness Helena Kennedy QC ’s report on misogyny.

The impact of misogyny is felt by women and girls across Scotland. In March 2022, Baroness Kennedy QC published a report which made clear the negative impact misogyny has and recommended creating new criminal offences relating to misogyny. In April 2022, the Scottish Government responded by announcing a full consultation on these proposals. In the first half of 2023, a Scottish Government consultation will be published. Feedback will be used to shape a piece of legislation to be brought before the Scottish Parliament before the end of this session of Parliament (before 2026).

6 - We will continue to engage with SYP on the issues related to Assisted Dying as and when appropriate.

Liam McArthur MSP lodged his final proposal for Assisted Dying for Terminally Ill Adults (Scotland) Bill on 8 September 2022. The final proposal is for a bill to enable competent adults who are terminally ill to be provided at their request with assistance to end their life and to provide for the collection and reporting of relevant data.

A report of the public consultation outcome was published alongside the final proposal. With over 14,000 responses, it includes many shared experiences of people who have cared for family and friends at the end of their life. Mr McArthur has secured sufficient cross-party support to introduce the Bill.

Liam McArthur MSP also invited a group of senior healthcare practitioners to form a working group (Medical Advisory Group) to advise and inform the process ahead of the final bill being drafted. Dr Sandesh Gulhane MSP (Chair of the Medical Advisory Group) submitted a report in November 2022, which can be found here: Assisted Dying Consultation – Consultation on Assisted Dying for Terminally Ill Adults (Scotland) Bill . The Scottish Government will carefully consider the substance of any Bill that is introduced.

7 - We will continue to address the drug deaths crisis as a Public Health Issue, and we commit to working together to ensure that the voices of young people are heard as we take forward our National Mission to save and improve lives. We will continue to engage with the detail of the Member’s Bill as it progresses.

The Scottish Government are working with an expert group to improve services for young people who use drugs. We have sought their preferences for accessing support and the barriers they face in getting help. We are working to engage with young people, using a co-design approach, to develop standards of service specifically tailored to meet the needs of children and young people.

The Scottish Government will give the proposals for a Right to Recovery Bill a fair hearing and will consider the detail of a draft legislation once it is made available.

We support the need to get more people into treatment and recovery that is right for them. As well as progressing the reconsideration of the UNCRC (Incorporation) (Scotland) Bill, the Scottish Government is developing a new Human Rights Bill which will give effect (as far as possible within devolved competence) in Scots law to a range of internationally recognised human rights. Both Bills will incorporate the right to the highest attainable standard of physical and mental health.

In January 2022, the First Minister appointed Professor Alan Miller to lead on establishing a National Collaborative which will bring together people affected by drugs and alcohol, including families, and those with responsibility to provide services to integrate human rights into the design, delivery and regulation of drug and alcohol policy and services.

8 - We will continue to put children and young people’s voices at the heart of our approach to assessment in Education.

The Independent Review of Qualifications and Assessment has committed to engage with learners throughout the lifetime of the Review and is actively seeking the views of children and young people on the future of qualifications and assessment in the senior phase. Two MSYP s are members of the Independent Review Group ( IRG ) and have attended and actively participated. The MSYP s have also developed a young person’s ‘Collaborative Community Group’ ( CCG ), which brings together young people from a range of different backgrounds and ethnicities across Scotland. The CCG has met twice during which the young people discussed Phase One of the Review; Vision and Principles and Phase Two of the Review; Options. The Independent Review will also be running some bespoke young people events, scheduled for March 2023, as part of the wider engagement to inform Phase Three of the Review.

9 - We will ensure engagement and participation of children and young people in our efforts to tackle Climate Change.

The Cabinet Secretary for Net Zero, Energy and Transport met with members of the Scottish Youth Parliament in April 2022 to discuss youth engagement on climate action following COP 26.

The Open Government network on climate change was launched to improve participation and engagement on climate change policy. Different organisations, including those representing children and young people, will help the Scottish Government involve the public in climate change policy development. This includes the Scottish Youth Parliament ( SYP ) who gave us feedback to make sure the network was conducted in a meaningful way. As a result, we have ensured that the online platform can host separate sub-groups for children and young people where they can receive additional information and discuss topics in a shared space, with relevant support and safeguarding.

The Scottish Government is engaging with a number of representative organisations of children and young people in the development of the next Climate Change Plan including YouthLink, SYP and Fuel Change. This included a workshop in January 2023 to look at overall visions and routes for reaching net zero.

We continued funding for the Climate Action Schools initiative for 2022/23 in schools for children and young people from nursery age to adulthood. It helps to engage children and young people on Scotland’s transition to a net zero nation and the ongoing implementation of Learning for Sustainability.

The Scottish Government is working with partners, including Scotland’s Climate Assembly members, to review and strengthen its action plan on Learning for Sustainability. This includes work with the Children’s Parliament and the University of Dundee to gather ideas from children and young people and their educators to improve the delivery of Learning for Sustainability.

We continue to fund the Fuel Change initiative to deliver climate education to young people, and match 16- to 24-year-old graduates and apprentices with real climate challenges from businesses.

Scottish Government funding for the 2050 Climate Group continues to empower young people aged 18 to 35 years to lead climate action. The 2050 Climate Group also have a Policy Engagement Subgroup who have engaged with government policy teams on the biodiversity strategy and the circular economy bill.

Transport Scotland worked with the SYP to gain feedback on the 20% reduction in car km route map, and the Scottish Government have worked with SYP to explore how best to communicate the changes required to heat and power our homes. Findings from SYP ’s #WhatsYourTake survey will be used to inform the Heat in Buildings Public Engagement Strategy and tactics, to be published in 2023.

We consulted with young people on the design of the draft Energy Strategy and Just Transition Plan and will continue as we refine the plan. Engagement has included SYP and workshops involving YouthLink, the University of Strathclyde and X-Academy.

We continue to ensure the voices of young people, particularly those from the Global South, influence debate and action during climate negotiations. This includes funding the climate youth negotiator programme which will help to give young leaders the skills, networks, and resources to participate in climate change negotiations.

The Scottish Government directly funded thirty-five youth negotiators to travel and participate in the COP 27 negotiations on behalf of their countries.

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‘Ridiculous’: Mother has concerns over son’s living conditions at Cabarrus Youth Development Center

“the only place my son can write notes is on the floor.”.

CONCORD, N.C. (WBTV) - After recent incidents at the Cabarrus Youth Development Center, the mother of one of the inmates reached out to WBTV, expressing her concern about her son’s living conditions.

On Monday this week, a group of inmates barricaded themselves and attempted to overtake their cell pod from the guards.

This mother — who did not want her name or face shown — says that the incident set off the sprinklers and flooded her son’s cell for three days before someone cleaned it.

“The only place my son can write notes is on the floor. So when his cell is flooded with water, he’s not even able to write home,” the mother said.

Then, last week, a guard was charged with assault by strangulation after a physical confrontation with one of the juvenile inmates.

“If he is to say anything that they don’t like or do something that they don’t like, they can do whatever to those kids and get away with it,” the mother said.

On top of these safety concerns, this mother says her son tells her that inmates routinely aren’t given necessary hygiene products like soap or clean clothes.

“Kids having to go weeks without having to take a shower just because the guards won’t give them the things that they need is ridiculous,” the mother said.

WBTV reached out to the Cabarrus Youth Development Center for an interview to address some of these concerns and received the following statement in response:

“The safety of youth and staff in our juvenile facilities is of the highest importance to the Division of Juvenile Justice and Delinquency Prevention, and we take concerns from parents and guardians seriously. Since juvenile information is confidential, we are not authorized to discuss any matters concerning specific youth.”

The mother who spoke with WBTV disagrees with the first line of this statement, saying that she feels her concerns have not been taken seriously when brought up to the staff at the facility.

“I understand they are troubled kids, but they deserve to be treated like human beings,” the mother said.

Copyright 2024 WBTV. All rights reserved.

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IMAGES

  1. Annual report 2014 European Youth Parliament

    write a report youth parliament

  2. SYP Annual Report 09/10 by Scottish Youth Parliament

    write a report youth parliament

  3. Victoria Youth Parliament 2021 wrap-up

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  4. The National Youth Parliament

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  5. Youth Parliament 2022

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  6. 14th National Youth Parliament Script 2017-18

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COMMENTS

  1. PDF Report on Youth Parliament 2019

    conducted Youth Parliament in 2019 at two levels - District and National level covering 20 states of the country under the GoI-UNDP Project "Strengthening NYKS and NSS . The following were the key objectives of the Youth Parliament: • Develop broad understanding of procedure and insight into the working of parliament among youth in India.

  2. PDF Conducting Youth Parliament

    CHAPTER 1 Introduction: Why Youth Parliament The law-making bodies are required to discuss various local, national and international issues and then make suitable laws on them. The members of these bodies present all points of views and try to represent all kinds of interests related to a problem.

  3. PDF YOUTH PARLIAMENT A MODEL DEBATE

    To facilitate the school participating in the Youth Parliament Competition to prepare their script for a sitting of Youth Parliament, the Ministry of Parliamentary Affairs have brought out this Model Script. Though not exhaustive, it contains most of the important items which can be included in the programme of a sitting of Youth Parliament.

  4. PDF Youth Participation in Parliaments and Peace and Security

    the establishment of new linkages between youth and parliament; the use of young parliamentarians as mediators; and ... (including four responses in writing), including young parliamentarians and ... and civil society. The research builds on the initial findings of the global IPU report on Youth participation in national parliaments, produced ...

  5. PDF Workshop Report: Parliaments and Youth: Bridging the Gap

    Youth Councils have been developed in several countries, such as Finland and Ireland in order to give young people formal channels into decision making processes. The Sami Youth Council is an appointed group of people between the ages of 18-28 who participate in the parliament and represent the youth of the Sámi minority group.

  6. PDF Youth participation in national parliaments

    How do young people engage in politics through national parliaments? This report, published by the Inter-Parliamentary Union (IPU) in 2016, provides data and analysis on the representation, challenges and opportunities of youth in parliaments around the world. It also offers recommendations and good practices to foster youth participation and leadership.

  7. The 17th Youth Parliament, 2022-23: A brief Report

    The 17th Youth Parliament Pakistan® released its report, outlining the key issues and recommendations discussed during the term, 2022-23. The Youth Parliament Pakistan® is a platform for young people to engage in democratic processes and gain experience in parliamentary practices. The report highlights the diverse perspectives and ideas of the participants, who represent different regions ...

  8. Youth participation

    Youth participation in national parliaments: 2023. Young people form a large share of the global population, but they make up only a small proportion of members of parliament around the world. This disparity is greatest among younger cohorts: while half of people worldwide are under age.

  9. National youth parliaments (September 2019)

    Youth parliaments represent an opportunity for young people to familiarise themselves with democratic decision-making, to reflect on social issues, and to argue for their ideas in a mock parliamentary debate. They usually involve simulations of the workings of a real parliament, lasting over a few days.

  10. Youth Parliament

    Ministry of Parliamentary Affairs. Result of 53RD Youth Parliament Competition,2018-2019 for Schools under Directorate of Education, Govt of NCT Delhi & NDMC

  11. PDF A Note on Practice and Procedure for Conducting Youth Parliament

    The Procedure for Conducting the Youth Parliament. The Parliamentary procedures and practices to be followed in the Youth Parliament should correspond as far as possible to the practices and procedures followed in the Lok Sabha. Before holding a Youth Parliament Session, each participating school should prepare a List of Business.

  12. IPU: Data gathering and report drafting on youth participation in

    draft the 2023 IPU report on youth participation in national parliaments for both paper and digital formats (in coordination with the IPU Communications Division), including data and information, a review of good policies and practices, and a compilation of testimonies, stories, anecdotes and interviews.

  13. PDF The Southern Africa Youth Parliament (SADC Youth Parliament)

    Youth Parliament is to create a space where parliamentarians will: 1) Debate and deliberate on topics and policies relevant to the future of SADC. ... country relating to issues on the parliament's agenda. 3) Report back on the progress of their youth development projects in their respective country. 4) The parliamentarians will undergo ...

  14. Youth Engagement

    The Youth Engagement activities of the CPA Secretariat. Youth engagement is central to our values. Our work includes the Commonwealth Youth Parliament (CYP), the development of educational resources and outreach programmes. These programmes aim to increase awareness of the important work done by the CPA in promoting democratic governance across ...

  15. Youth Parliament

    Feb 1, 2024 IAS Exam Latest Updates 01 February, 2024 : IAS Personality Test/ Interview 2023 Schedule Out: Download PDF Youth Parliament means a platform for the youth to speak up, participate in the policy direction and have an impact on the growth agenda of the country.

  16. Youth in Parliament infographic

    Download publication 322.26 KB French Download publication 326.88 KB Format A3 Summary of facts and figures on the participation of young people in politics based on 2020 figures. Learn about the IPU's work on youth empowerment.

  17. British Youth Council

    Programmes & Services UK Youth Parliament enables young people to use their energy and passion to change the world for the better. FEATURED CAMPAIGNS Read more +

  18. UK Youth Parliament Programme 2023-2025: Guidance for applicants

    Introduction DCMS is relaunching the UK Youth Parliament programme to increase engagement with young people from across the UK, including with more marginalised young people and those that may...

  19. HS 2023 English Report Writing || Youth Parliament Competition || Class

    HS 2023 English Report Writing || Youth Parliament Competition || Class 12 English Report Writing #hs2023englishreportwriting#youthparliamentreport

  20. write a report youth parliament

    Write a report organized youth parliament in your school Get the answers you need, now! In order to develop democratic ethos in the younger generation the Ministry conducts Youth Parliament Competition in... Cognisant on the lack of data and information of youth representation in parliaments, in 2014, IPU developed a first of the kind database on youth participation in national parliaments...

  21. Children and young people's voices matter: progress report

    Report on progress made on the actions agreed at the sixth annual meeting of Cabinet members and children and young people on 1 March 2022. 1. Introduction. The sixth annual meeting of Cabinet members and children and young people was held virtually on 1 March 2022. In attendance were 7 Members of the Children's Parliament ( MCP s) and 7 ...

  22. Write a report organized youth parliament in your school

    Answer: College under the aegis of Department of Extra-Mural Activities organized the 11th National Youth Parliament. It was sponsored by Ministry of Parliamentary Affairs, Government of India under the Scheme of National Youth Parliament Competition in Universities/Colleges throughout the country. Dr.

  23. 'Ridiculous': Mother shares concerns over son's living conditions at

    CONCORD, N.C. (WBTV) - After recent incidents at the Cabarrus Youth Development Center, the mother of one of the inmates reached out to WBTV, expressing her concern about her son's living conditions. On Monday this week, ... At Gray, our journalists report, write, edit and produce the news content that informs the communities we serve. ...