Kinesthetic learners refer to students relying on movements and activities performed within the classroom in order to gain education. They are therefore active learners as they explore their social and learning environments. This dissertation will therefore focus on how kinesthetic learners learn. It will discuss the various activities performed within the boundaries of the classroom as a motivation for kinesthetic learners to gain education. It will also evaluate the various subjects kinesthetic learners are required to learn, and discuss the diverse activities incorporated in teaching them. This is because different activities are incorporated diversely to ensure kinesthetic learners gain knowledge and understanding. The dissertation will also discuss the various issues affecting kinesthetic learners in order to provide recommendations to address and resolve them.
3.1 Definition of Topic
Kinesthetic learners refer to people seizing opportunities to enhance the process of gaining education. For example, they often move around in order to trace and outline or make models while experimenting, listening, writing, and drawing. They achieve this by acting out the various learning stories and concepts.
3.2 Organization of Study
The study discusses kinesthetic learners. Thus, it defines kinesthetic learners in order to determine the various activities instructors integrate in the classroom. It also therefore a comprehensive study divided into various sections. The sections include an abstract, introduction, statement of problem, literature review, research questions, recommendations, and a conclusion.
3.3 Context of Study
This study discusses kinesthetic learning. It therefore determines the various activities implemented by teachers within the classroom. The activities discussed vary depending on the subject. The teachers ensure the activities enhance the learners’ ability to gain knowledge and understanding. Ultimately, the study discusses how the learning environment is changed to suit the learners’ diverse needs enhancing their ability to read, write and gain understanding.
4.0 Statement of the Problem
Kinesthetic learners differ from other students on various levels. For example, they have to incorporate drawings and plays in order learn and gain understanding. Kinesthetic learners therefore face unique learning needs differing from normal students. However, this should not translate to kinesthetic learners pursuing different subjects from normal students. They are equally capable of learning subjects pursued by normal students such as mathematics, English, and science among others. This dissertation therefore seeks to affirm that, kinesthetic learners have unique needs. However, they should not be prejudiced against as they have an equal ability to gain knowledge and understanding.
5.0 Purpose of the Study
This study seeks to affirm that, although kinesthetic learners have diverse learning needs they can also gain knowledge and understanding. It therefore purposes to affirm that, learners with special and unique needs should not be discriminated against. Instead, the teachers should assess their needs in order to determine how the process of learning can be enhanced. Ultimately, the study purposes to determine how kinesthetic learners are equally capable of learning to read and write in a classroom. The learning environment however is different and unique as teachers integrate various activities and movements that would be considered unusual by normal students.
6.0 Literature Review
Michael, Sarah, Michele, Rory and Jessica (2010), claim characteristics of kinesthetic learners differ as follows. Foremost, they ought to engage in various activities facilitating movements, touching, and feeling in order to learn. The authors affirm that, these activities ensure kinesthetic learners utilize emotional, psychological, and physical abilities in order to learn. Secondly, kinesthetic learners prefer working in groups. This encourages and motivates the learners to brainstorm on various steps to undertake in order to learn and gain understanding (Tangient LLC, 2010).
The third trait is based on kinesthetic learners’ love to explore social and learning environments. The process of exploring enhances their aptitude to either concentrate or/and actively participate during the learning process. Coupled with activities encouraging the sense of touching and feeling, kinesthetic learners can gain knowledge, skills, and understand. More importantly, they can acquire experience crucial in develoing and sustaining a career.
Thus, kinesthetic learners can learn and understand various subjects taught in the classroom in equal measure as normal students. However, the instructor has to integrate various activities ensuring the learners’ sense of touching, feeling, and experiencing is enhanced. This is because the activities improve kinesthetic learners’ abilities to gain skills, and conceptual understanding concerning the various materials and models at their disposal within the learning environment. Consequently, kinesthetic learners through activities such as role playing can simulate their abilities to engage in other learning activities. More importantly, they learn to use their rhythmic and active bodily abilities to learn, understand, acquire skills, and experience. Kinesthetic learning can therefore ensure the learners are accepted, values, appreciated, dignified, and respected as members of the community with ability to contribute to socioeconomic growth and development (David, Krissie Gayle, Liana & Chantel, 2012).
7.0 Research Questions
- Who is a kinesthetic learner?
- What are the different subjects pursued by a kinesthetic learner and the activities incorporated?
- Why is it important to integrate activities such as plays and drawings in a classroom of kinesthetic learners?
- What are the factors influencing learning environments hosting kinesthetic learners?
- How can a kinesthetic learner be assessed?
- What are the advantages and disadvantages of incorporating kinesthetic learning techniques?
8.0 Key Terms
Social and learning environments
Role-playing within the classroom
Gaining education outside the classroom
Comprehension Process Motions (CPM)
In order to author the study, secondary sources were utilized to gather information and facts. Thus, the study is likely to be biased if the authors of the sources were also biased. More so, it is likely to include facts about kinesthetic learning that cannot be verified.
According to Michael, Sarah, Michele, Rory and Jessica (2010), characteristics of kinesthetic learners are as follows. First, they only learn by engaging in activities ensuring they use their emotional, psychological, and physical abilities. As a result, they also prefer working in groups, especially when brainstorming on various steps to undertake in order to solve particular problems (Tangient LLC, 2010).
Kinesthetic learners also love to explore their social and learning environments. This enhances students’ aptitude to concentrate while actively participating during the learning process. This characteristic therefore affirms that kinesthetic learners can best learn by engaging in the following activities. First, kinesthetic learners love to study whilst engaging in actions encouraging touching. This develops feelings applied throughout the knowledge and skills acquisition experience. Ultimately, touching, feeling, and experiencing enhance kinesthetic learners’ abilities to learn and understand materials and concepts. Consequently, kinesthetic learners prefer role playing. They believe role-playing simulates their abilities to engage in the hands-on learning activities. As a result, they learn how to use their bodies as they engage in rhythm and movements (David, Krissie Gayle, Liana & Chantel, 2012).
10.1 Kinesthetic Learning Styles Incorporation in the Classroom
The main motive for integrating kinesthetic learning techniques in the class ensures all types of people within the learning group are accommodated. Kinesthetic learning is therefore a process through which students feel accepted, valued, and worthy during the learning process. For example, an instructor can acknowledge a particular student can only learn by engaging in drawing or other forms of movements. The student on the other hand can affirm that music, dancing, and hands-on activities enhance their ability to learn and understand. The instructor should not discriminate, assume, or ignore such students’ learning needs. As a result, kinesthetic learning styles should be incorporated as they play an essential role in determining how the students react and interact while learning within the classroom. Interacting with other students can also assist kinesthetic learners to think, develop solutions to various problems, discuss, and communicate them with their colleagues. Ultimately, the learning process is bound to improve as the students’ learning and understanding capacities are elevated as kinesthetic students often have the need to feel equally competent to experience success like other types of students (Michael, Sarah, Michele, Rory & Jessica, 2010).
The kinesthetic learning technique is also commonly incorporated in the classroom when teaching young children. Teaching young students should involve acoustic and illustration learning methods. These styles are effective and efficient in ensuring the learners acquire information. This is because the learning style incorporates movements, acted out notions and narratives, and other hands-on activities increasing the students’ ability to absorb the concepts being taught in the classroom. Young children absorb education much faster if the learning style draws their attention. Thus, young students’ can augment their learning experiences by touching or actively participating in activities enhancing their ability to learn and understand. Kinesthetic learning techniques also allow and encourage students to achieve their potential. The kinesthetic learning techniques have informational curriculum requirements. This leads to conception of projects or/and experiments incorporated within the classroom in teaching students various concepts. The instructor therefore utilizes the projects and experiments rather than reading and writing materials as they allow kinesthetic learners to study, discover, and understand at an equal rate with other students (David, Krissie Gayle, Liana & Chantel, 2012).
It is evident that kinesthetic learning styles rely on activities that involve students gaining education outside the classroom. For example, kinesthetic learners relying on activities, such as running and drawing cannot undertake these hands-on movements in the limited space available in the classrooms. As a result, the instructor ought to adopt the ideas enabling kinesthetic learners to study at an equal level and rate as other learners. This reason can be further affirmed by evaluating the learning styles utilized to enhance skills among young children. For example, instructors have always relied on activities such as drawing, singing, and ability to manipulate learning materials to determine the effectiveness of learning among young children. As a result, an instructor should ensure that, activities drawing students’ attention during the teaching process are incorporated in the classroom schedules. This is because, skills learnt by children through the kinesthetic learning style are essential in future. For example, they determine types of profession and positions to practice regardless of the student’s choice on academia goal and objective to pursue. Thus, kinesthetic learning styles can help students achieve their fullest potential. However, instructors should be willing to adjust the learning styles incorporated in the classroom to ensure the young students develop into successful adults (Michael, Sarah, Michele, Rory & Jessica, 2010).
Lastly, kinesthetic learning ought to be incorporated in the classroom as it engages students requiring hands-on methods. For instance, students often desire being entertained. This prompts them to shut down after joining a traditional classroom as they find the learning setting and environment boring without inspiring them to learn. The outside learning environments comprise of radio, video games, television, and other hand-held devices including mobile phones stimulating their physical, emotional, and psychological well-being. The outside learning environments therefore provide learners with an opportunity to experience imagery, acoustic and kinesthetic incentives. As a result, kinesthetic learning styles should ensure the classroom setting simulates the learners through practical measures enhancing the students’ ability to learn and understand (Michael, Sarah, Michele, Rory & Jessica, 2010).
The following are examples are utilized to affirm that, Kinesthetic learning styles can be incorporated the classroom diversely to teach a variety of subjects. Instructors should however remember that, they ought to guide the learners although the kinesthetic learning styles are creative and limitless. They seek to affirm that, it is crucial for an instructor to integrate diverse learning techniques in class as they help students achieve their potential. The instructors should also maintain functioning classrooms through well-planned lessons providing students with liberty to move about and interrelate while on a classroom task (David, Krissie Gayle, Liana & Chantel, 2012).
10.2 Incorporating Kinesthetic Learning to Teach Math
Foremost, an instructor ought to use blocks to assist learners in solving mathematical problems. The blocks should therefore be utilized by the learners to count, add, subtract, multiply, and divide mathematical problems. The instructor should also commence using a smart board as it allows learners to participate in interactive mathematical games. For example, students from high school students can use the smart board to teach mathematical lessons on limits. Conversely, grade II students can use charts to make decisions between two choices. This involves situating on opposite regions within the classroom to indicate how charts work. These activities can enhance the process of learning, understanding, and solving mathematical problems (Michael, Sarah, Michele, Rory & Jessica, 2010).
10.3 Incorporating Kinesthetic Learning to Teach English
Utilizing kinesthetic learning styles to teach English can rely on the following methods. Foremost, the Comprehension Process Motions (CPM) method should be utilized to teach young students how to read. The instructor should also encourage use of kinesthetic hand movements among the students. The movements are mostly applied as gestures affirming students have understood. Students ought to be motivated to act out scenes as they read. This is more application when reading drama, short stories, poems and Shakespeare. Engaging in role-playing to imitate real life situations can enhance a student’s ability to read, write, and understand an English literature material. Lastly, instructors should involve games such as the act of tossing a ball at a student before requesting them to spell. This will enhance the students’ attention in the classroom and motivate them to practice in order to avoid poor performance in front of their colleagues (Michael, Sarah, Michele, Rory & Jessica, 2010).
10.5 Incorporating Kinesthetic Learning to Teach Social Studies
Kinesthetic learning styles are also applicable in teaching social studies. They frequently rely on the following popular methods to learn. Foremost, the instructors can request students to script historical events. This enhances the students’ ability to learn, understand, and remember crucial historical periods. Allowing learners to engage in dancing can enable them to acquire deeper feelings and comprehend diverse cultures. For example, kinesthetic learners can learn to differentiate between Native and the Hawaiian Hula dance styles. Permitting students to participate in drama can provide them with the ability to imagine historical contexts and ask questions freely without feeling intimidated or inadequate. For example, dramatizing a real life situation through which the students pretend to be different characters can encourage them to learn embracing new and positive traits outside their comfort zone. Consequently, their self-esteem and confidence can be augmented (Michael, Sarah, Michele, Rory & Jessica, 2010).
10.6 Incorporating Kinesthetic Learning to Teach Science
Utilizing kinesthetic learning styles to teach science can involve use of the following methods. Foremost, an instructor can use the Smart Board to encourage students in participating in the classroom. The smart board can also enhance the students’ self-esteem and confidence, as they have to learn using it during open classroom discussions. Encouraging students to bring animals to class can enhance their abilities relying on sense of feeling to learn and comprehend. As a result, instructors should also encourage learners to collect leaves and soil as well as other learning materials located in the outside enhancing their ability to learn science. Lastly, an instructor can assist the learners create a dance ensuring they remember various scientific concepts such as plant and human anatomies (Michael, Sarah, Michele, Rory & Jessica, 2010).
It is therefore clear that, kinesthetic learners can learn diverse studies or subjects effectively and efficiently in an equal measure as other learners. This is because integrating kinesthetic learning techniques and activities in the classroom motivates the learners. Consequently, the teachers achieve and record great success, accomplishments, and positive response even from students who were once considered low-achievers. Although this should not suggest that high-achieving students are cannot find success, it should be a confirmation that kinesthetic learning styles are helpful to all students. Incorporating the kinesthetic learning methods to teach the diverse subjects should therefore be encouraged, as they are an easy way to guarantee all students obtain sufficient education in a fun and stimulating way (David, Krissie Gayle, Liana & Chantel, 2012).
There are various issues adversely affecting the process of incorporating kinesthetic learning in the classroom. The primary issue is related with process of educating. It can be challenging and confusing for a single instructor to incorporate either similar or diverse kinesthetic portions to teach various lessons students ought to learn in the classroom. As indicated earlier, various methods are applicable in teaching particular subjects. Thus, the instructor should assess the subject area and specific learning outcomes he/she is trying to be fulfill before incorporating a particular kinesthetic learning style. The challenges can however persist when the classroom activities do not correlate well with the learning style. This is mainly experienced when instructors and students’ preference to a learning style differ. It is hard for both parties, as they have to determine and agree on the learning technique to utilize even when it does not suit all the parties (Tangient LLC, 2010).
The other issue allied to teaching arises when deciding if the kinesthetic learning style will make a positive difference. An instructor’s desires and hopes involve using kinesthetic learning styles to positively influence and impact students’ learning experiences in the classroom. It is however difficult to determine kinesthetic movements that will guarantee the students’ ability to learn and understand is enhanced. This issue is further elevated by the inability to verify kinesthetic learners (Tangient LLC, 2010).
The second issue is allied to the process of assessing kinesthetic learners. An instructor should not be subjective, discriminative, and judgmental when assessing the students’ ability to learn and understand through the kinesthetic learning styles. Instead, they should rely on the noted differences to ensure the kinesthetic learning styles are viably and reliably applied to enhance the process of learning. Otherwise, the issue of assessing students can adversely influence the process of relying on kinesthetic learning styles to ensure the students’ learning abilities and skills improve. The other issue allied to assessing students’ learning abilities involves validity. Subjective and judgmental instructors are not valid and reliable sources of confirmation on whether kinesthetic learning styles are either effective or inefficient. Such discrepancies regarding to how well students are responding to kinesthetic learning styles are unethical and detrimental to the process of teaching and learning (Tangient LLC, 2010).
11.1 Assessing Kinesthetic Learners
Assessing kinesthetic learners should involve crediting the process to avoid relying only on the absolute results. For example, an instructor should observe the process through which the students go through before coming up with persuasive pieces of writing. This will provide kinesthetic learners with an opportunity to get past their desks, converse with their classmates as the instructor listens. This will help the instructor to determine if the learners actually understand the concepts taught in the classroom. It is however crucial to ensure the students effectively and efficiently utilize concepts and information learned in the classroom during the assessment tests and observations. Thus, an instructor using kinesthetic learning techniques ought to evaluate success of the methods through use of assorted teaching formats when testing students. For example, the instructor should ask the students to re-word notes they have already written. The re-wording should involve the students including pictures and graphs to support their notes. Students that act out of their notes should be involved in a small group discussion to determine what they have exactly learned (Tangient LLC, 2010).
Therefore, instructors should recognize kinesthetic learners as individuals with differing needs, abilities, and desires. As a result, they should use kinesthetic learning styles able to meet, fulfill and achieve the students’ full potential. To achieve this goal, instructors should engage in regular learning assessment tests. This will identify specific kinesthetic learning styles guaranteeing the students achieve their full potential excellently. Assessments however have to be tested in specific ways meeting learners’ educational needs. For example, the students can engage in snowball discussion or use molding clay as strategies to determine the actual concepts they have learnt and understood. The instructor can also request the learners to draw based on their understanding of a particular reading and subject such as art or music. Thus, role playing can be utilized by teachers to assess students’ learning abilities in an English class. Consequently, mathematics teachers should permit students to stand at the back of the classroom after the lesson in case of any questions. More importantly, instructors should provide learners with practice time either as individuals or in groups. This will encourage them to engage in tasks assisting them to focus, learn, understand, and confirm to the teacher they have actually learned something (Tangient LLC, 2010).
11.2 Advantages of Kinesthetic Assessment
Kinesthetic learners rely on touching and doing activities in order to learn and understand. Consequently, they develop great hand, eye, and brain coordination. This explains why kinesthetic learners often excel at Physical Education among other multiple sports as they posses advanced physical and movement skills. Kinesthetic learners also possess enhanced motor memory. As a result, they excel at Drama and Art, as they are good actors facing little trouble to express their emotions and feelings. They are also emotional enabling them to display personal emotions and/or feelings. Kinesthetic learners develop to be strong leaders with outgoing personalities.
It is therefore crucial to assess how kinesthetic learners grow and develop within and outside the classroom or learning environment. The instructor ought to ensure the kinesthetic learners gain courage to utilize the high levels of energy for quick responses in order to develop into astute leader. Instructors should also assess the kinesthetic learners’ abilities to engage in experiments. This will ensure more experiments and activities are integrated in the learning process enabling the kinesthetic learners to process information fast. This can further enhance their ability to retain knowledge quickly, effectively and efficiently for future use (David, Krissie Gayle, Liana & Chantel, 2012).
11.3 Limitations of Kinesthetic Assessments
It can be difficult to prepare all subjects, as they comprise active components kinesthetic learners ought to learn through the interactive process. Consequently, kinesthetic learners are described as touchy students often grabbing and touching objects. The process of assessing their progress within the classroom can therefore cause disturbances within the learning setting. For example, individual assessments can distract the other learners if one of them is always grabbing objects in a rude and threatening manner. Kinesthetic learners are also identified as poor listeners as they have to be told to stay on task constantly. This is because they are restless facing difficulties to stay alert on a particular task for a long time, as they are easily bored in activities that do not involve physical elements in the learning process. Thus, spending long periods assessing their progress without involving experiments and discussion breaks can be challenging to kinesthetic learners (Masera, 2010).
It is evident that kinesthetic learners love to explore their social and learning environments. This enhances their aptitude to concentrate while actively participating during the learning process. It also enhances their ability to develop feelings applied throughout the knowledge and skills acquisition experience. Ultimately, touching, feeling, and experiencing enhance kinesthetic learners’ abilities to learn and understand materials and concepts. Kinesthetic learners are therefore students with ability to learn and be high achievers in equal measure as other normal students. Thus, they should not be discriminated against, as they are worthy, dignified, and valued members of the learning community. They should be embraced, loved, appreciated for their determination, and assisted to acquire education and lifelong skills.
David, S., Krissie, E., Gayle, N., Liana, H., & Chantel, R. (2012).
Masera, R. M. (2010). Effects of Traditional versus Tactual/Kinesthetic versus Interactive-Whiteboard Instruction on Primary Students’ Vocabulary Achievement- and Attitude-Test Scores. ProQuest LLC.
Michael, Q., Sarah, B., Michele, B., Rory, H., & Jessica, P. (2010).
Tangient LLC (2010). Classroom Assessment Theory into Practice: Kinesthetic Learners, ABC.