Kinesthetic learning (American English), kinaesthetic learning (English English), or tactile learning is the learning style in which learning takes place by students performing physical activity, rather than listening to lectures or watching demonstrations. As cited by Favre (2009), Dunn and Dunn define kinesthetic learners as students who require full-body movement to process new and difficult information.
Video Kinesthetic learning
Histori
kinesthetic intelligence, originally augmented by tactile abilities, and defined and discussed in Howard Gardner's Frames Of Mind: The Theory of Multiple Intelligences in 1983. In his book, Gardner explains activities (such as dancing and performing operations) as it requires a great kinesthetic intelligence: using the body to make (or do) something.
Margaret H'Doubler wrote and talked about kinesthetic learning during the 1940s, defining kinesthetic learning as the ability of the human body to express itself through movement and dance.
VARK model
Neil Fleming, a New Zealand teacher and educational theorist, designed the VARK model (visual, aural or auditory, read/write and kinesthetic). According to the Fleming model, kinesthetic learners are just like tactile learners where they love direct experience learning. These learners excel in concrete learning such as workplace training, work experience, internships, simulations and so forth (Kte'pi, 2016)..
Fleming Model VAK/VARK (one of the most common and widely used categorizations of different types of learning styles.The learning styles are categorized as follows:
- Direct learning
- Visual learning
- Hearing learning
- Read/write learning
- Kinesthetic learning
The Skill of memory also fits into the kinesthetic learning category, as happens when a person is kinesthetic. Memory skills are hard to convey except with live demonstrations, can be gained without awareness, and require some repetition.
Maps Kinesthetic learning
Classification
Rita Dunn argues that kinesthetic and tactile learning is the same style. Galeet BenZion asserts that kinesthetic and tactile learning is a separate learning style, with different characteristics. He defines kinesthetic learning as a process that produces new knowledge (or understanding) with the involvement of the learners' body movements. This movement is done to build new knowledge (or expand existing ones). The best kinesthetic learning, BenZion found, was founded when learners use language (their own words) to define, explain, complete and sort out how their body movements reflect the concept being explored. One example is students who use the movement to know the sum of 1/2 plus 3/4 through movement, then explain how their movements in space reflect the mathematical process leading to the correct answer.
In addition, Denig (2004) in his article Multiple Intelligences and Learning Styles: Two Complementary Dimensions presented the Dunn and Dunn's Learning Styles Model that addresses the 21 elements that influence student learning. These elements are broken down into 5 stimuli (environmental, emotional, sociological, physiological and psychological variables). Under this model, physiological stimuli consist of four elements, one of which is perceptual. Perception describes the styles of hearing, visual, tactile, and kinesthetic styles in which learners learn more effectively. It gives meaning to the best learning kinesthetic learners through whole-body activities and learners who tactically learn best through the manipulation of goods with their hands.
Kinesthetic Memory
Depending on the memory system, kinesthetic learners respond differently. The different types of learners mainly include all learners, direct learners, doodlers, students who learn through emotional experiences. Learning and memory are generally short term. To achieve different long-term memory techniques can be used depending on the learning style. Mind mapping, story mapping, webbing, drawing can be used to improve doodler learning. For direct learning, role playing, clay, building and manipulative math can be used. All student body books can learn better through role playing, body mapping, puzzles and the use of computer technology that allows for certain movements while learning. Students can engage in group activities and activities involving body movements such as dance, drama, sports can be used to nurture their learning. The following strategies can be used to facilitate kinesthetic memory through procedural motor paths such as:
- Dance: ideas, concepts, and processes can be expressed through the creative movement
- Laboratory demonstration
- Sports
- Gymnastics
- Charade
Kinesthetic learners who have memories associated with emotional learning can be facilitated through dance, debate, drama, role play, and word guessing. This kind of learning leads to long-term memory because it is associated with emotions such as fun, curiosity, anger, disappointment and success.
Kinds of skill memory
Perceptual motor skills are skills learned by motion patterns guided by sensory input. There are closed skills and open skills. Closed skills are learned skills such as dance. A ballerina learns a series of specific movements and does not deviate from the proper routine, which is why it is called closed skill; there is one option. Open skills are skills that require more flexibility in learning such as team sports. Someone who learns how to play soccer learns some exercises, strategies, and practice exercises to learn how to work in different types of environments. Since there are no match football matches, and one can not know will follow the right step game that another team will take, it takes an open skill to be successful. Cognitive skills are also part of kinesthetic learning, perceptual learning, and skill recall. Some people learn better in a more direct environment, and this builds up their cognitive skills as well. Cognitive skills are skills that require individuals to solve problems or implement strategies rather than moving their bodies based on what they feel. Solving puzzles will be an example of cognitive skills.
Management strategy
Learners with kinesthetic preferences learn through active movement and experience. Activities such as play, puppet shows, drama, acting and design ensure the involvement of the learners. Thus, it is also important to manage students during the activity.
Some of the effective strategies used to engage students who are unmotivated during an activity are:
- Motivate students by giving attention and appreciation, avoid punishment.
- Students should be given the option to choose activities to learn certain concepts
- Value can be allocated depending on participation by using the scoring rubric
- The selected activity should encourage all students to succeed and feel they have successfully learned through an activity
- Each student must be given equal opportunity to participate
- Cooperative activities can be arranged and positive feedback can be given to encourage teamwork in the class
Some of the effective strategies used to manage highly motivated students are:
- Encourages students to organize body movements during activities
- Regular student monitoring
- Appropriate and accurate instructions should be provided for any activity
- Before engaging students in activities, the consequences of tasks that go out of control should be clearly defined.
Kinesthetic Learners in Class
Subjects can be taught to serve kinesthetic learners. Through a power-based and student-centered approach, educators should engage kinesthetic students in activities that require movement as they learn by doing. Activities may include role playing, drama, dance, race and competition, field trips and projects.
Favre (2009) states that instructional strategies must include movement in formats such as games. Favre suggests designing kinesthetic games. For example, "game boards like Tic-Tac-Toe are taped to the classroom floor and hopscotch templates are painted on the tarmac or sidewalk around the school" (page 32). Favre also suggests that instructors can use "commercial games like Twister, Jeopardy and Nerf basketball and create game cards that are aligned with their learning objectives" (pp.32-33).
Reese & amp; Dunn (2007) in their study of the new student learning style provided recommends that "to ensure success for kinesthetic learners, the class should provide active experience to plan or implement objectives, such as visits, projects, role plays, simulations and floor or wall play. "(pp. 108).
Lack of evidence
Although the concept of learning styles is popular among educators in some countries (and children and adults express preferences for particular learning modes), there is no evidence that identifying student learning styles produces better results; on the contrary, there is substantial evidence that the meshing hypothesis (that a student will learn best if taught in a method deemed appropriate for student learning style) is invalid. Well-designed studies "flatly contradict the popular meshing hypothesis".
Proponents claim that evidence relating to kinesthetic learners who benefit from specific instruction (or targeted material) appears to be best mixed; kinesthetic and tactile learning diagnoses are combined (not isolated), and teachers tend to misdiagnose student learning styles.
On the other hand, research does show that mixed-modality presentations (eg, using auditory and visual techniques) improve results in various subjects. More stimulating instruction than auditory learning (eg, kinesthetic learning) is more likely to improve learning in a heterogeneous student population.
Brain substrate involved
There are three parts of the brain that are most important for kinesthetic learning and skill. Basal ganglia, cerebral cortex, and cerebellum all play an equally important role in the ability to learn new skills and master them.
Basal ganglia is a collection of ganglia (group of neurons) located at the base of the forebrain. Basal ganglia receive information from other parts of the brain such as the hippocampus and cortical areas that send messages about the outside world. Most of these messages are sensory, which means what a person feels physically. The basal ganglia then interprets this information and sends it to the path to the thalamus and brainstem, both of which play a major factor in physical movement. Therefore, basal ganglia is the beginning of a process for someone who learns while doing to respond instinctively to the stimuli around them. It is important that skills are learned to train them. This can change how basal ganglia circuitry participates in the skill's performance and synaptic plasticity is the basic neural mechanism that allows such changes. The more people practice, the more plastic they develop.
The cerebral cortex is the brain tissue that covers the upper and the sides of the brain in most vertebrates. It is involved in storing and processing sensory input and motor output. In the human brain, the cerebral cortex is actually a sheet of neural tissue about 1/8 inch thick. The sheet was folded so it could fit inside the skull. The neural circuitry in this area of ​​the brain develops with exercise activity, as synaptic plasticity grows with exercise. Clarification of some learning mechanisms by neuro science has advanced, in part, with the advent of non-invasive imaging technologies, such as positron emission tomography (PET) and functional magnetic resonance imaging (FMRI). This technology has enabled researchers to observe the process of human learning directly. Through this type of technology, we can now see and learn what happens in the learning process. In various tests performed, the imaged brain shows greater blood flow and activation to areas of the brain that are stimulated through various activities such as the tapping of a finger in a particular sequence. It has been revealed that the process at the beginning of learning new skills occurs quickly, and then slows down to almost a plateau. This process can also be called The Law of Learning. Slower learning indicates in FMRI that in this cerebral cortex is when long-term learning occurs, indicating that structural changes in the cortex reflect an improvement in skill memories during the final stages of the training. When one learns skills for longer duration of time, but in a shorter time they will learn quickly, but also just store information into their short-term memory. Just like studying for exams; if a student tries to learn everything the night before, it will not last long. If someone learns skills for shorter, but more frequent and long-term durations, their brains will retain this information longer because it is stored in long-term memory. Functional and structural studies of the brain have revealed extensive interconnections between different regions of the cerebral cortex. For example, a large number of axons interconnect the posterior sensory area serving vision, audition, and touch with the anterior motor area. The continuous communication between sensation and movement makes sense, for to carry out subtle movements through the environment, the movement must be continuously integrated with the knowledge of one's environment acquired through sense perception. The cerebral cortex plays a role in allowing humans to do this.
Cerebellum is very important for the ability of humans or animals to be able to regulate movement. This area of ​​the brain encloses the brain stem and is very dense with neurons and nerve connections. This part of the brain is involved in setting time and motion. It helps in predicting events, especially in formation, execution, and conditioned response times. The small brain plays a very important role in all forms of kinesthetic learning and motor function. For the ballerina, it is important to be able to control their movements and the right time for their routine. For soccer players, it is important to be able to manage the movement when running throws, and able to control the ball and the right time.
These three important systems in the brain function together as a team, one not more important than the other. They work together to enable responding to sensory events, timing, controlling physical actions, and more. However, it is important to remember than if someone is actively practicing, this part of the brain will not help them reach their full potential. The changes in the brain that occur during learning seem to make nerve cells more efficient or powerful. Studies have shown that animals grown in complex environments have larger capillary volumes per nerve cell - and therefore a larger blood supply to the brain - than confined animals, regardless of whether the caged animal lives alone or with a friend. Overall, these studies illustrate the pattern of capacity building that is structured in the brain that depends on experience.
References
External links
- An overview of different learning styles
- Tips for teaching kinesthetic learners read
- Tips for kinesthetic learners
- Misinagnosis of kinesthetic learners with ADHD
- Incident and description of different learning styles
- Learning styles and pedagogy in post 16 lessons: Systematic and critical reviews, Learning and Skills Research Centers
Source of the article : Wikipedia
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