For example, “game boards such as Tic-Tac-Toe affixed to the classroom floor and hopscotch template painted on the playground tarmac or sidewalks around the school” (p. Favre suggested designing kinesthetic games. Activities could include role-plays, drama, dance, races and competitions, field trips and projects.įavre (2009) stated that instructional strategies should include movement in a game-like format. Through a strength-based and learner-centered approach, educators should engage kinesthetic students in activities that require movements because they learn by doing. Subjects can be taught to cater for kinesthetic learners. Skill memories are difficult to convey except by direct demonstration, may be acquired without awareness, and requires several repetitions. The Skill of memory also fits into the category of kinesthetic learning, as it is what happens when somebody is kinesthetically learning. The Fleming VAK/VARK model (one of the most common and widely used categorizations of the various types of learning styles. These learners excel in concrete learning such as on-the-job training, work experience, internships, simulations and so forth (Kte’pi, 2016). According to Fleming’s model, kinesthetic learners are like tactile learners whereby they like hands-on experiential learning. Neil Fleming a New Zealand teacher and educational theorist designed the VARK model (visual, aural or auditory, read/write and kinesthetic).
People with a preference for kinesthetic learning are also commonly known as “do-ers”. As cited by Favre (2009), Dunn and Dunn define kinesthetic learners as students who require whole-body movement to process new and difficult information. Kinesthetic learning (American English), kinaesthetic learning (British English), or tactile learning is a learning style in which learning takes place by the students carrying out physical activities, rather than listening to a lecture or watching demonstrations.