Kinesthetic Learning Strategies

Outline

Introduction

Kinesthetic Learner

Strategies to Help the Kinesthetic Learner

Experience

The Record

Reflection

Generalization

The Application

Other Activities

Experiential Learning

Steps of Experiential Learning

Conclusion

Introduction

There are many strategies which are utilized by the teachers in order to effectively teach the students. There are many students who are classified as kinesthetic learners. This ability of learning develops in an individual when he has the capability and desire to do something or achieve something. Kinesthetic learning is the style of learning in which the development of a learnerby doing an experiment or physical activities, instead of simply hearing a lecture or a demonstration. There are many strategies that teachers can employ to help the kinesthetic learner. This paper discusses the various different strategies which can be used by the teacher to help the kinesthetic learners.

Kinesthetic Learner

The style of kinesthetic learning is a natural element in the learners. These learners learn and understand through practical work. They have troubled understanding through a lecture or reading books. Such type of learners learns through doing. These learners attain good marks when they have had an understanding of the subject through experimenting (Stallings, pp. 12). The kinesthetic learners are mostly competent in arts, acting, sports and chemistry and physics experiments. All of these subject areas involve activity based learning.

Strategies to Help the Kinesthetic Learner

Following are some of the strategies a teacher can use to help the kinesthetic learners.

Experience

Activity 1 is not intended to generate "right answers" but to stimulate the opinions, theories and feelings of the child. In most cases, the responses of the child are the result of experience rather than academic learning. For example, in the activity "Once upon a time,” the child is able to understand gender stereotypes by listening to a famous story in which gender roles were reversed.

The Record

Activity 2 encourages the child to articulate his feelings and reactions. For example, in the section on reporting and evaluation of each activity Compasito, children answer questions like: what did you think of this activity? How did you feel during this experience? What happened during this exercise? These open-ended questions encourage the expression of a variety of personal views in an environment where the child is not subjected to any trial (Gagné & Briggs, pp. 45).

Reflection

Stage 3 pushes the child to go beyond the experience of the activity, to understand the meaning of terms of concepts. For example, the discussion that follows very dynamic activities, such as "The Invisibles are coming! Allows the child to grasp the metaphor of xenophobia used by exercise. In the activity "the child experiences the benefits of cooperation, while the following discussion asked him to share his findings (Reynolds & Vince, pp. 442).

Generalization

Activity 4 establishes the connection between the activity and the "world" reality in general and how experienced are the human rights everyday in particular. For example, after a simulation exercise as "a blindfolded" or "The speaker silent", children examine how physical disability can be an obstacle to the enjoyment of Human Rights. Activities 3 and 4 are particularly effective at stimulate personal reflection and ...