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Using VARK in your Classroom or Training

Using VARK® to improve learning:
A guide for teachers and trainers

Make your Plan
  • How to introduce VARK and use it in practice.

You’ve seen what VARK is and why it matters.
This guide shows you how to use it in practice with your students or trainees.

By the end of this page, you will:

  • Know how to introduce VARK effectively
  • Understand what it looks like in real teaching situations
  • Have a simple, workable plan for using it in your context

Quick Start: Using VARK with your learners

If you want a simple way to begin, start here:

Step 1: Introduce the idea (10–20 minutes)
Explain VARK as:

“A tool to help you learn more effectively—not a label.”

Step 2: Complete the Questionnaire
Use an online version, so learners receive immediate results.

Step 3: Reflect on results
Ask questions like:

  • “What surprised you?”
  • “What already fits how you study?”
  • “What could you try differently?”

Step 4: Apply it straight away
Link VARK to current learning:

“How could you study this topic using a different approach?”

Step 5: Revisit later
After a few weeks:

“What worked? What didn’t?”

The key idea: VARK only becomes useful when learners do something differently.

Best Practices for Introducing VARK

Introduce VARK early
Learners are more willing to try new strategies well before assessment pressure builds.

Use the questionnaire online
Immediate results make the experience more meaningful and accurate.

Explain key concepts clearly
Ensure learners understand:

What each modality means.

Visual:

The Visual preference includes the depiction of information in maps, diagrams, charts, graphs, flow charts, and all the symbolic arrows, circles, hierarchies, and other devices, that people use to represent what could have been presented in words. This mode could have been called Graphic (G) as that better explains what it covers!

NOTE: It does NOT include still pictures or photographs of reality, or videos.

Aural:

The Aural mode describes a preference for information that is “heard or spoken.” Learners who have this as their main preference report that they learn best from lectures, discussions, radio, podcasts, messaging, speaking and talking things through.

Read/write:

The Read/write preference is for information displayed as words. This preference emphasizes text-based input and output – reading and writing in all its forms, but especially manuals, reports, essays, and written assignments.

Kinesthetic:

By definition, the Kinesthetic modality refers to the “perceptual preference related to the use of experience and practice (simulated or real).” Although such an experience may invoke other modalities, the key is that people who prefer this mode are connected to reality, “either through concrete personal experiences, examples, practice or simulation”

It includes demonstrations, simulations, and videos of “real” things, as well as case studies, practice, and applications. The key is the reality or concrete nature of the example. People with this preference learn from the experience of doing something and they value their own experiences and less so, the experiences of others.

More Information:

What multimodal preferences are.

Life is multimodal. There are seldom instances where one mode is used or is sufficient, so that is why there are two-part, three-part, and four-part VARK preferences. Those who do not have a standout mode with one preference scoring well above others are defined as multimodal.

Make it clear that effective multimodal learners often use more than one mode, depending on the task.

More Information:

That VARK reflects preferences, not ability (or lack of ability).

If someone has a low score for Read/write, for example, this doesn’t mean that they can’t read!

We recommend that learners try using the modalities that they prefer or enjoy using, when learning, as this will be more motivating than persevering with modalities that they don’t like using (even if they are skilled at using them).

More Information: The Nature of Preference discusses preferences versus strengths.

The importance of using study strategies actively.

Not much learning happens when you passively watch, listen, or read without actively engaging with the material.

  • Visual learners should draw their own diagram, rather than just look at a provided diagram.
  • Aural learners should discuss the content, rather than just listening.
  • Read/write learners should write a summary in their own words, rather than just reading or copying.
  • Kinesthetic learners should try something themselves rather than just watch a demonstration.

For more information about Active Learning: How to enhance learning by using VARK with an Active Learning focus

What they should do when information isn’t in their preferred mode.

Transform it! Learners should transform the content using their preferred VARK modalities.

For example, if you have a VK preference but need to read something, you should draw a diagram to represent the ideas you are reading about, and think about how what you are reading relates to your own real-world experience.

Focus on application more than results
Position VARK as “A way to get more out of your study—not a definition of who you are.”
Completing the questionnaire is only the starting point. The value comes from what learners do next.
Move quickly from results to action:

  • “What could you try differently this week?”
  • “How else could you learn this topic?”

Encourage reflection and discussion
Use:

  • Worksheets
  • Group discussions
  • Short activities (e.g. role play using your preferred modalities in a scenario)

These help learners connect VARK to real situations.

Add small VARK-informed options into what you already do:

  • Offer choice in activities.
  • Suggest multiple ways to revise.
  • Encourage learners to compare approaches.

The most important principle:
VARK works when it becomes an ongoing conversation about learning.

Don’t Forget:

Common Mistakes to Avoid

Instead:
Use VARK to build awareness, flexibility, and experimentation.

Using VARK Responsibly

For teachers and educational institutions
You are welcome to use VARK by directing learners to the Questionnaire and resources on this website, or by using a Subscription.

For organisations, businesses, and non-profits
A Subscription is required to use VARK in training, workshops, or organisational settings.

Why use a Subscription?

  • Ad-free questionnaire experience
  • Access to guided worksheets
  • Reporting and progress tracking
  • Access discounted PDF Profile Reports for each learner

Your VARK Implementation Plan

Before you begin, take a moment to plan:

  • When will you introduce VARK?
  • How will learners complete the questionnaire?
  • What reflection questions will you use?
  • Where will you apply it in your current teaching?
  • When will you revisit it?

Start small. One group is enough.

You’re Ready to Start

You don’t need to change everything.
You just need to begin—with one group, one activity, and one conversation about learning.

Resources for introducing VARK to classes and teams:

VARK Subscription

A simple way to manage access, results, and follow-up.
Find out more.

VARK Workshop Essentials

PowerPoint and resources for use in VARK sessions.