For new faculty, knowing that (some) kinesthetic learners “doodle†as part of their learning experience allows the instructor to breathe a sigh of relief rather than misinterpret the behavior as annoying. As faculty, we bring our personal learning styles and methods used by our former instructors to the classroom. Generally, these methods are focused on the visual learner; although, most students are a combination of styles.
Kinesthetic learners discover more by using their sense of touch with physical activity to assimilate knowledge. This can be a challenge as our culture has determined that “good “students sit in “their places with bright happy faces,†while the “bad†students won’t sit still; not can’t sit still. I believe that many times kinesthetic learners are marked with a false identity of attention deficit disorder.
Instructional approaches include:
• adding the opportunity to move around the classroom
• allowing the kinesthetic learner to teach others by showing them
• encouraging the student to use bright highlight colors
• encouraging the student to take frequent breaks while studying
• encouraging the student to listen to their inner self regarding their study needs, i.e.: having background music, tossing a ball while memorizing, or completing subtle exercise in between each chapter read.
Students should be made aware that this is appropriate behavior for their learning styles, but to understand that random acts of activity and chewing gum are inappropriate for the classroom.
Its good to demo a operation and than have the student perform the task. I will ask about the operation and what is the meaning behind it.
The course was very good in that it reinforced what we try to practice in our online classrooms were I work. More practicals during the MOD would be appropriate.
Tell show do is a great technique that I use as a clinical dentist for a group of hygiene students. They all have seemed to pick up and retain the techniques after sessions of tell show do.
Hi Teresa, Thanks for your post to the forum. I agree - when we really have a good grasp on the material we are able to think of different ways to teach it. Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Zekrayat, Thanks for your post to the forum. Your ability to move from lecture to lab/ application is ideal! Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Anne, Thanks for some great ideas for kenesthetic learners!
Best wishes for continued success in your teaching career. Susan
Susan Polick
I've found the hands on elements of a class are good catalysts for all types of learners. What I've learned is that this higher level of teaching comes after the content is well mastered. With new course assignments, I have to discipline myself to learn the text and complete the foundational elements of the course. It requires trust that the creative activities are on simmer as I'm learning. When my preparation is done well, the creative visions inevitably come and are always worth the commitment to preparation.
My class is divided into a lecture and lab. I schedule my classes to have lecture first. I define the pathology, demonstrate what to look for, and how to assess. Afterwards, I have the students apply the new knowledge with a lab assignment. I am able to work one on one with the students who are kinesthetic learners and be in reach of students who are written and visual learners.
Have students do posters, diagrams, 3-D models of the subject being presented.
Students can interview other students, create short surveys, and present results of the surveys to the class.
Bring students to places where they will be doing externships; plan field trips to museum or other places of interest.
Hi Anna-Maria, Thanks for your post to the forum. Your timely use of skills application following lecture is excellent! Best wishes for continued success in your teaching career. Susan
Susan Polick
I would verbally discuss a point, and then I would take the students to the lab to practice what I have explained. I actually show the students what I meant by "palpating" for example.
a must in this situation would be to have the student involve in the learning process by having them physically active.
In lecturing about specific drugs, my tactile learners are encouraged to go the supply shelves and select the correct bottle corresponding to the drug. They read the label, open the bottle to see what the product actually looks like and describe any unique markings, shapes, sizes, etc.
Hi Ghazanfar,
Thanks for your post to the forum. Your instruction is very comprehensive! Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Kimberly, Thanks for your post to the forum. As I teach mostly General education classes, I find that coming up with kinesthetic activities is difficult - thanks for sharing a few ideas! Best wishes for continued success in your teaching career. Susan
Susan Polick
In my lab classes, I do the following:
1. Lecture with support of multi media (PPP, videos)
2. Demonstration of the skill
3. Let them practice a procedure on a manikin and finally on each other.
If they do it wrong (one step or more), instead of demonstrating it to them again, I ask them if they can recall the right way to do that step. If they can not then I demonstrate it again.
I usually allow for the hands on approach with students like this or allow for activities where the student has an opportunity to move about the room to share their findings in the questions asked in class. A pair and share activity or find someone who? activity. Anything that deals with movement I try to apply to my teaching.
Hi William, Thanks for your post to the forum. I teach mostly Humanities classes like ethics and speech and so understand your dilemma. Best wishes for continued success in your teaching career. Susan
Susan Polick
