Hi Cornelius, Thanks for your post to the forum. I agree that demonstrating and then having students complete the activity is really an excellent way to teach. Best wishes for continued success in your teaching career.
Susan Polick
I find that demonstrating process or procedure and then asking students to immulate what was done is a great instructional approach to kinesthetic learners, especially in quantitative problem solving. Repitition is the key to becoming a great mathmatical problem solver.
Hi Michelle, Thanks for your post to the forum. That is really excellent practice for your kinesthetic students! Best wishes for continued success in your teaching career.
Susan Polick
Hi Sally, Thanks for your post to the forum. Will they ultimately have to use "point and click" on the job? Best wishes for continued success in your teaching career.
Susan Polick
I started to bring the computers into classes a little more to use a more hands on approach
In the field that I teach, which is ultrasound, kinesthetic learners really thrive because you have to actually do to learn. I utilize the machines that are available to me in the lab and work one on one with students in a very hands on approach, showing them the different anatomy as we go.
Sally Conley
Columbus OH
I teach medical coding, so we do a lot of hands on coding in the classroom with the students hands on the books, looking up codes, checking codes, writing codes. This seems to work better than to use "point & click" computer coding software.
Hi Cory, Thanks for your post to the forum. I especially liked your suggestion that the students explain the relevance of the objects (critical thinking required!). Best wishes for continued success in your teaching career.
Susan Polick
as an automotive instructor, extensive use of "pass around" parts while discussing a system seems to help with lecture time. Surely even in a psychology class you can come up with "pass arounds" even if you have to explain their relationship to the subject matter -- for that matter, make the STUDENTS explain the relationship each time an abstract pass around is introduced
Hi Olga, Thanks for your post to the forum. That is the description of an ideal class session! Best wishes for continued success in your teaching career.
Susan Polick
After a lecture, power point presentation, question/answer period, and discussion, a "hands on" exercise solidifies the learning process, resulting in the famous "aha" moments!
Hi Sean, Thanks for sharing an excellent analogy! Best wishes for continued success in your teaching career.
Susan Polick
Hi Dianne, Thanks for your post to the forum. That application of skills is so important! Best wishes for continued success in your teaching career.
Susan Polick
I think that most people get a lot of value from a kinesthetic exercise. Being able to directly apply what you learned through other methods such as audio or visual. Imagine that you are learning to tie knots in a rope. Listening to someone describe how to tie the rope would give you some insight. Watching a video of someone tying the rope would be better. But there really is nothing like holding the rope in your hands and trying it for yourself.
I use a lot of demonstration and then have the students recreate what I have demonstrated. We begin slowly and work towards the speed and accuracy that will be required in the industry.
Hi Celine, Thanks for your post to the forum. That skill application practice is really essential!
Best wishes for continued success in your teaching career.
Susan Polick
For hands-on learners, I demonstrate what I want to know, then I allow them to practice as many times as needed
Definitely "hands-on" with a goal in mind. Good instructions help also.
Teaching web design is more than understanding the HTML (code). For one of my exercises, the students work in teams at the whiteboard to actually "draw" the HTML with boxes, arrows, comments, etc.
Hi Leslie, Thanks for your post to the forum. I agree - that sequence of activities is ideal! Best wishes for continued success in your teaching career.
Susan Polick
