Often, kinesthetic learners are misunderstood. Their need for movement is sometimes viewed as a behaviour problem. These are often the students who are constantly being told to “sit still” in their desks. Unfortunately, the more we urge kinesthetic learners to sit still, the more they seem to need to move.
Once we understand that movement IS a learning style,
the more success we will have with kinesthetic learners.
Once we understand that movement is a learning style, the more success we will have with these very special learners. We can learn to make the need to move work for us.
Two other important strategies that are powerful for kinesthetic learners are story and visual. So, to recap, the three best strategies to use when teaching a kinesthetic learner are:
ACIES GLOBAL addresses the needs of the kinesthetic learner by incorporating hand and body motions, visuals and story in every concept taught. This is why we are here. We have spent years developing teaching resources that by their very nature are multisensory and meet the needs of visual learners, kinesthetic/tactile learners, and right-brain learners. Those designations cover a multitude of different learning styles and preferences.
WHAT ARE THE STRENGTHS OF THE KINESTHETIC LEARNER?
- Learns best through movement
- Will focus on the whole picture
- Learns best with 3-D materials
- Needs to move while processing new information, but with very little external stimulation that would distract (let the body move but limit objects and visuals in the environment that would capture their focus away from the lesson)
- Needs to learn using hands-on activities to process learning
- Is often highly intuitive
- Needs to physically process what he is learning – let them actually do the work rather than listen to how it is done
BEST PRACTICES TO IMPART KINESTHETIC LEARNERS
- Give them plenty of outdoor time. A small study of children with attention deficit hyperactivity disorder last year found that walks outdoors appeared to improve scores on tests of attention and concentration. (Taken from a NY Times article by Tara Parker-Pope)
- Let them move! They will learn more quickly and effectively if you let them stand at their desk, swing their legs, pace the floor – as long as they are not disrupting other students.
- Break up long lessons into smaller chunks, change teaching location (sit on rug, sit in desks, go outside, switch seats, etc.)
- If you are teaching steps for solving a problem, have students imagine themselves following the steps.
- Their attention follows their hands. Encourage them to draw sketches or diagrams of what they are hearing in a lesson, or when doing a sheet of math problems, teach them to point to each problem they come to. Let them use flashcards with information they are learning.