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From Valentin Uzunov
Kinesthetic learning
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Kinesthetic learning
is a teaching andlearning stylein which learning takes place by thestudent actually carrying out a physical activity, rather than listening to a lecture or merely watching a demonstration. Students associated with this predominant learningstyle are thought to be natural discovery learners; they have realizations through doing, asopposed to having thought first before initiating action. There is no evidence of theefficacy of kinesthetic learning
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While visual learners account for around 30% of the population and auditory learnersaccount for around 25% of the population, Kinesthetic learners may account for around45% of the population.
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Kinesthetic learners may be restless or hyperactive when feeling understimulated ineducational setting reliant on visual or verbal learning styles. Without movement theymay struggle to maintain attention and so may be more susceptible to diagnoses such asADDor ADHD.
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Kinesthetic learners (unless they also have a movement or motor planning disorder such as dyspraxia) may have a highly developed sense of balance, timing and body movement and work well in physical and manual tasks.
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Examples of kinesthetic learning include buildingdioramas, physical modelsor
participating inrole-playingor historical reenactment. Other examples include the
kindergartenpractice of having children perform various motions from left to right in preparation for reading education.
Movement has long been used as an aid tomnemonics, as with the right-hand rule in
physics.Pedagogicaltheorists such asHoward Gardner ,however, assert that
understanding of space and motion well is a distinct kind of intelligence in itself, usefulin such various fields asengineering,database design, andathleticssuch asmartial arts or
dance.
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Some proponents of kinesthetic learning see it primarily as a way toincreaseassociationthrough repetition, but some proponents of "educational kinesthetics"such asBrain Gymasserts that certain physical motions increase the density of neurological networks within the brain itself, especially when practiced by growingchildren. The ability to maintain awareness of one's own physical position in space issometimes called proprioception.
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Related thinking styles andlearning stylesare visual (learning through visuals and
visualization) andverbal(learning through words and thinking in words), and lesscommonly, aural(musical thinking associated with rote aural patterning) andlogical
(mathematical and systems thinking in which one thinks in categories and relationships between factors).
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Tactile/Kinesthetic Learning
In addition to McCarthy's 4MAT system, there are learning-styles experts whofurther classify learners as visual, auditory, or tactile/kinesthetic. Visual and(especially) auditory learners tend to do well in the classroom. Tactile/kinestheticlearners typically do not.As prerequisites to teaching the kind of 'mental flexibility' discussed in Section I,teachers need to:1.nurture all learner styles and modes2.help students understand their own preferences and utilize learningtechniques compatible with their own styles3.communicate to students an appreciation of learner differencesIn other words, students need to have their unique styles recognized as valid andacceptable.This may be most true of those students most likely to fail. Research increasinglysuggests that the majority of students classified as "at risk" of academic failure fitthe description of concrete/common sense learner style, and favor thetactile/kinesthetic mode. Kinesthetic activities make abstract concepts concrete.This is extremely important for students who have difficulty dealing withabstractions.
Moreover, whether the learner's preferred modality is auditory, visual, or tactile/kinesthetic, it is known that none of us always remembers what is seen or heard, and all of us remember best what we have had an opportunity to do. An oldChinese proverb expresses this: "I hear and I forget; I see and I remember; I doand I understand." Tactile and kinesthetic engagement enhances anyone'slearning!
A Living Laboratory: Volcanoes
provides activities that stimulate visual,auditory, and kinesthetic intake and processing of information. For example,students learn about the eruption of Mount St. Helens, the sequence of events, andthe component parts of the phenomenon through (1) assigned reading material, (2)a lecture presentation, (3) viewing a film, (4) participating in a small-groupdiscussion and project, and finally (4) preparing and dramatizing a simulation of the eruption. (SeeEruption Simulation
)This approach is researched-based. Studies in neurophysiology have shown that physical experience creates especially strong neural pathways in the brain. Whenstudents participate in tactile/kinesthetic activity, the two hemispheres of the brainare simultaneously engaged. This type of learning experience helps assure thatnew information will be retained in long-term memory.The tactile system is essentially touch. It is activated through receptors in the skin.Our tactile sense gives us information about size, shape, texture, and temperature.In the study of science, a well-developed tactile sense is essential. It is a sense thatcould be better utilized in the other disciplines as well. The kinesthetic system isactivated through movement, with its receptors located in the tendons andmuscles. It is the kinesthetic system that recognizes, for example, when a dancesequence you are practicing has not been properly executed.Among the general strategies by which these senses can be engaged in thelearning process are role play, dramatization, cooperative games, simulations,creative movement and dance, multi-sensory activities, manipulatives and hands-on projects. (For examples, charades might be played as part of a vocabulary- building lesson; an historical event might be role played or dramatized; learningof new information might be demonstrated by creating a mural, diagram, model,diorama, or decorated time line; students might be assigned to sort and arrange in proper sequence index cards with information and dates related to the topic beingstudied.)References
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