As an instructor in a career school hands on learning is a large part of the curriculum,so i like to approach it as showing a demonstration first then put them in a hands on situation and assist along the way, while working in partical examples of how this will benefit them in their field.
Use a small amount of lecture regarding instructions on the process, then allow each student to participate in the activity based on your instructions. I teach Esthetics Practical Application so this is great for kinesthetics learners.
Kinesthetic learners learn by doing. If the opportunity is present it is beneficial to incorporate as much "activity" in the class. For non-technical courses role-playing has proven beneficial. Kinesthetic students are learning by doing when immersing themselves in a role-play situation.
I like this idea too. Because of the room set up in my classroom which I cannot change, this is a great idea to move them from the classroom to a clinic area to do something different!
Hi Eva- Thanks for your post to the forum. You might try having your students interview folks from other cultures, make posters about other cultures, put together PPTs with maybe video clips etc. Best wishes for continued success in your teaching career, Susan
As a culinary student most of my students are kinesthetic learners and need to learn the skills to through repetition. Getting them motivated to learn these new skills and relieving there stress is where the instructor is challenged. Taking the mystery out of cooking and giving them little bites of encouragement as they progress goes a long way.
I teach an academic class (sociology) in a culinary college. With mostly kinesthetic learners (I assume), it is a challenge to keep them interested in academic material.
Part of the students' grade is a presentation to the class. Some of them bring food or other items to show a country's culture. I guess this is a good way for them to use a different kind of learning style.
I welcome any suggestions. thanks.
Experiential and hands-on learning projects often best reach the kenesthetic learner. This can be difficult to arrange in some disciplines (my own is composition) and so arranging grammar graphic exercises, building the perfect noun in clay, and other hands-on exercises can reach students who are traditionally lost to lecture, visual presentation, or abstract discussion. As an educator it is my challenge (and priviledge) to seek and try new strategies and work arounds to reach these students.
Hi Larry- Thanks for your post to the forum. I am someone who usually learns a skill best if I can "do" it. Watching a demo or video or reading directions just does not work for me. Your delivery style would be ideal for people like me!
Best wishes for continued success in your teaching career. Susan
The use of training aids when lecturing is always helpful. To use parts and pieces in the hands of students helps put clarity and understanding to the lecture. When doing demos, have the students do the work while you guide them thru the proceedures. This is benefical because you can instruct and explain while the students gain the concept and experience. It also shows the other students the work can be done by students rather than by an experienced instructor. This helps the students gain more confidence, which we should always do rather than just teach them.
after introducing the topics if possible hands on,would be a great way for kiniesthetic student to grasp on the information.
I teach a lot of Microsoft classes - so allowing the students to do the feature after I demonstrate the feature...and/or...encouraging students to click through the feature as I demonstrate the feature.
Hi Helen - thanks for those excellent suggestions on ideas for kinesthetic sociology students!
B est wishes - Susan
Hi Helen,
Those are all great ideas, but I have no control over the tasks for the class. The university where I teach creates all the assignments for the class. The only things I have control over are how I present the material in the live chats. I could suggest that they do an extra project or activity, but I couldn't make it mandatory.
Have you tried assigning them projects that require interaction in the real world in the area of sociology? Perhaps interviewing someone in the area or doing research that involves contacting different companies. I did such type of assignments when I took some online courses.
Wow Helen - You have a LOT going on! Creativity is definitely your thing and your students must love it! ( Especially the kinesthetics.) Best wishes for continued success in your teaching career. Susan
Hi Vickie- Thanks for your post to the forum. You gave us some good ideas for our kinesthetic learners. I am currently teaching Pschology online to a group of Surgical Technology students. Wish they could flip or touch something...(-: Best wishes for continued success in your teaching career. Susan
I teach Surgical Technology and during the theory portion of lectures or reviews I try to keep kinesthetic students involved by flipping flash cards, touching body parts, and writting cues on the board for me while I lecture.
I use many things. I teach Anatomy and Physiology so for almost every system I have the whole class participate. When we are doing the cell I bring in different things to represent all of the organelles. For example, I bring in ziploc bags for the cell membrane, cut up straws and have them attach them together for ER, and little plastic clear ornaments for vesicles that they also use for lysosomes and have to write on a piece of paper what are in the lysosomes, etc. They put them all in thier cell/ziploc and get to take them home. For the heart I move all the desks and draw a big heart on the floor with masking tape. Then I have each student represent a different part. for the valves I have the students put their arms out for being closed and down for being open. I have one student hold balloons to represent the lungs. I have one student represent each node and they have flashlights to represent the electrical impulses. I have another student be a drop of blood and goes through the heart and out around the perimeter of the classroom for the systemic circulation. As the "drop" goes through the heart the students must figure out what to do when to get the drop out. I have lots more but it would take all night to write about!! LOL
I am wondering how I could incorporate approaches for kinesthetic learners when I teach sociology online. My school designates the tasks that students have to complete and I have no control over them. I do give powerpoint presentations and lectures in a live chat format, but students are not required to come to the live chat. When students do come then I incorporate discussion. The students do have textbook, so that covers the learners who tend toward written word. When I taught in person I had students get up and do activities in class and I assigned them hands on experiments to do. I can't do this in the online class I have now. Does anyone have any suggestions?
