In this presentation, I explain kinesthetic teaching and learning as an effective classroom achievement strategy, followed by research from three credible sources, and my own opinions formed from the research.
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Kinesthetic Teaching and Learning
1. KINESTHETIC
TEACHING &
LEARNING
Physical and Mindful Movement in the Classroom
Diaz, R. (2016). [Untitled digital image of kids jumping together]. Retrieved
February 8, 2017 from https://pixabay.com/en/kids-jumping-jump-shot-students-
1898959/
2. Overview of the Strategy
• Kinesthetic teaching and learning is known by many different names, such as,
physical movement in the classroom, mindful-movement, and tactile learning. It
is NOT, simply taking frequent breaks during lessons or having students get up to
stretch. Kinesthetic teaching and learning IS planning your curriculum in a manner
that uses students’ movements to teach the lessons, for example, in a math lesson
you could group students and then have them switch from group to group, giving
students active participation in adding and subtracting.This engaged technique
supports cognitive function and comprehension by helping students to focus more
clearly. My question is, through kinesthetic teaching and learning, do students
achieve greater success?
• I have watched the effects of physical activity in my four year old son’s Pre-K
classroom, and the amazing way in which the kids respond to more focused
activities following the physical activity. Seeing this response first hand, is why I
wanted to learn more about this approach.
3. Credible Source #1
Kinesthetic teaching is based on incorporating physical
movement in the classroom during the learning process.
This can be achieved through acting out stories you read,
grouping students to show different amounts and scientific
processes, or even by having students make shapes with
their bodies to answer questions (Griss, 2013). This method
of teaching serves as a useful tool for students to work
together and grow as a classroom and for observation
purposes for the teacher. Griss (2013) finds that, “By
creating a rich contextual environment, kinesthetic learning
constructs memories connected to time, place, and
emotions, which we call episodic encoding” (n.p.).
Ngô, M. (2015). [Untitled digital image of students and teacher]. Retrieved
February 9, 2017 fromhttps://pixabay.com/en/class-learning-brother-
1416904/
4. Credible Source #2 Mindful movement learning or kinesthetic
learning, helps students to focus allowing
their greatest potential to learn through
cognition surface (Ford, 2016). Mindful
movement learning has positive impacts on
achievements for students, not only because
of concentration, but also because students
are having fun! Fun in the classroom leads to
better cooperation and in turn more interest
in learning overall! However, without precise
research relating to brain development
backing this strategy, most schools will
question its’ true advantages (Ford, 2016).
Johnson, G. [Untitled digital online image of brightly colored head with question mark].
Retrieved February 9, 2017 from https://pixabay.com/en/colorful-prismatic-chromatic-1254541/
5. Credible Source #3
Every child is unique. Along with differences are individualized needs for
learning. “Bodily-kinesthetic intelligence” is a specific intelligence
category under Gardner’sTheory of Multiple Intelligences. There are
eight different intelligences. Gardner’s theory suggests that all eight
intelligences work together resulting in teachers need to incorporate all
eight into each lesson for children to accomplish their greatest
achievement (Brualdi, 1996).This is nearly impossible. Instead,
educators can teach lessons touching on as many intelligences as
possible (such as using bodily-kinesthetic, interpersonal, and musical
intelligences to teach a lesson), but not focusing on fitting ALL eight
intelligences in for children to learn. Brualdi (1996) goes on to state, “By
activating a wide assortment of intelligences, teaching in this manner
can facilitate a deeper understanding of the subject material” (n.p.).
Owen-Wahl, R. (2006). [Untitled digital image of
colored pencils]. Retrieved February 9, 2017 from
https://pixabay.com/en/art-artistic-blue-brown-
business-1238602/
6. Analysis
After gathering information from three different sources, I found that the general
agreement lies in the positive gains kinesthetic teaching and learning provides.This
positivity was presented in many different ways, which were; teamwork, fun leading
to better cooperation, and understanding the content precisely. These conclusions
came from personal experiences and research from the authors. Author Griss has
taught with has method and written a book titled, Minds in Motion: A Kinesthetic
Approach toTeaching Elementary Curriculum, on the topic.There is one contradiction
to this method which Brualdi touches on, not every child has kinesthetic
intelligence. I would like to find more research on kinesthetic learning focusing on
using it along with other methods of positive instruction, rather than by itself.
7. Connections
Kinesthetic teaching and learning involves thinking creatively to bring movement
into curriculum in a way that helps students to learn while having fun! What child
doesn’t pay attention better and take more in when they are having a good time?
Motivation is a great tool for helping children to succeed. With this positive
teaching method, kinesthetic learning, promotes motivation through engaging
children in activities that use hands-on approaches to education. Bodily-kinesthetic
learning is also an intelligence from Gardner’sTheory of Multiple Intelligences as
previously stated from credible source #3. This instruction can be very useful in
students that are strong in this intelligence.
Schwarzenberger, M. (2014). Retrieved February 12, 2017 from https://pixabay.com/en/network-cables-network-connector-494645/
8. Conclusions
Kinesthetic teaching and learning has many benefits to enhance students’
learning. Through mindful movement, students’ focus increases and they
can concentrate on the deeper learning process. Working together as a
group through kinesthetic learning, is also a benefit to this approach.
However, throughout my own learning process during my current studies, I
have come to the realization that not all students learn in the same manner.
Some learn better by sitting still and working independently, rather than
moving with others. If educators are using JUST kinesthetic teaching alone,
then it might not be the most effective method to promoting student
achievement. In collaboration with many other learning styles or
intelligences, kinesthetic teaching could prove to be a great asset to the
classroom.
9. Communication with Families
If a parent asked for more information about kinesthetic teaching and learning, I
would respond with supporting details based on the sources I researched with the
following:
“Kinesthetic teaching is a method that teacher’s use to help students take a more
active, hands-on approach to learning. Lessons are planned and taught with
movement at the center, such as, a math lesson on addition would involve students
being divided into groups and practicing adding one student to another group to
teach the concept.Through this type of interaction, students are using many
different types of learning, not just kinesthetic, for example, group interaction is
being facilitated as well. Research has shown that students understand the
information more completely when teachers use many different learning styles to
instruct the lesson.”
10. References
Brualdi, A. (1996). Multiple intelligences: Gardner’s theory. ERIC/AE Digest.
Washington, D.C.: Clearinghouse on Assessment and Evaluation
Ford, K. (2016).The impact of physical movement on academic learning.
Culminating projects in teacher development. Retrieved from
http://repository.stcloudstate.edu/ed_etds/
Griss, S. (2013).The power of movement in teaching and learning. EducationWeek
Teacher. Retrieved from
http://www.edweek.org/tm/articles/2013/03/19/fp_griss.html