If a student finds lectures without visuals frustrating, which learning style model would best support incorporating visuals in teaching?

The VAK/VARK model is particularly relevant in this context because it categorizes learning preferences into visual, auditory, and kinesthetic modalities. This model emphasizes the importance of accommodating different learning styles, and students who prefer visual learning benefit significantly from the use of visuals such as charts, diagrams, and videos during lectures. For a student who feels frustrated by lectures lacking visuals, integrating more visual aids aligns perfectly with their preferred learning style, enhancing their understanding and retention of information.

In contrast, the other models mentioned do not specifically focus on the visual aspect of learning to the same extent. The Kolb model, for example, revolves around experiential learning and focuses more on the process of learning rather than visual preferences. The NASSP model concentrates on effective teaching strategies for secondary education but does not directly address different learning styles. Likewise, the Silverman model deals with cognitive styles but does not emphasize the same type of visual aid incorporation as the VAK/VARK model does. Therefore, for a student who finds lectures without visuals frustrating, the VAK/VARK model presents the most supportive framework for enhancing teaching through visual elements.