Kinesthetic Learning is a learning style in which learning takes place by the student
carrying out a physical activity, rather than listening to a lecture or watching a demonstration.
People with a preference for kinesthetic learning are also commonly known as "do-ers".
Tactile-kinesthetic learners make up about five percent of the population.
The Fleming VAK/VARK model categorized learning styles as follows:
Visual learners Auditory learners
Reading- or writing-preference learners Kinesthetic learners
History Kinesthetic intelligence was originally coupled
with tactile abilities, and was defined and discussed in Howard Gardner's Frames Of Mind:
The Theory of Multiple Intelligences.
In his book, Gardner describes activities as requiring great kinesthetic intelligence:
using the body to create something.
Margaret H'Doubler wrote and spoke about kinesthetic learning during the 1940s, defining kinesthetic
learning as the human body's ability to express itself through movement and dance.
Characteristics According to the theory of learning styles,
students who have a predominantly kinesthetic style are thought to be discovery learners:
they have realization through doing, rather than thinking before initiating action.
They may struggle to learn by reading or listening.
When learning, it helps for these students to move around; this increases the students'
understanding, with learners generally getting better marks in exams when they can do so.
Kinesthetic learners usually succeed in activities such as chemistry experiments, sporting activities,
art and acting; they also may listen to music while learning or studying.
It is common for kinesthetic learners to focus on two different things at the same time,
remembering things in relation to what they were doing.
They possess good eye-hand coordination.
In kinesthetic learning, learning occurs by the learner using their body to express a
thought, an idea or a concept.
In an elementary classroom setting, these students may stand out because of their need
to move; their high energy levels may cause them to be agitated, restless or impatient.
Kinesthetic learners' short- and long-term memories are strengthened by their use of
movement.
Classification Rita Dunn contends that kinesthetic and tactile
learning are the same style.
Galeet BenZion asserts that kinesthetic and tactile learning are separate learning styles,
with different characteristics.
She defined kinesthetic learning as the process that results in new knowledge with the involvement
of the learner's body movement.
This movement is performed to establish new knowledge.
Kinesthetic learning at its best, BenZion found, is established when the learner uses
language in order to define, explain, resolve and sort out how his or her body's movement
reflects the concept explored.
One example is a student using movement to find out the sum of 1/2 plus 3/4 via movement,
then explaining how their motions in space reflect the mathematical process leading to
the correct answer.
Lack of evidence Although the concept of learning styles is
popular among educators in some countries, there is no evidence that identifying a student's
learning style produces better outcomes; on the contrary, there is substantial evidence
that the meshing hypothesis is invalid.
Well-designed studies "flatly contradict the popular meshing hypothesis".
Proponents state that the evidence related to kinesthetic learners benefiting from specialized
instruction appears mixed at best; the diagnosis of kinesthetic and tactile learning is coupled,
and teachers are likely to misdiagnose students' learning styles.
On the other hand, studies do show that mixed-modality presentations improve results in a variety
of subjects.
Instruction that stimulates more than auditory learning is more likely to enhance learning
in a heterogeneous student population.
References
External links Overview of range of learning styles
Tips for teaching kinesthetic learners to read
Tips for kinesthetic learners Misdiagnosis of kinesthetic learners with
ADHD Incidence and description of different learning
styles Learning styles and pedagogy in post-16 learning:
A systematic and critical review, Learning and Skills Research Centre