Mathematics in Motion: a Handbook of Kinesthetic Teaching Strategies

Howard Gardner first proposed his theory of Multiple Intelligences and the bodily-kinesthetic intelligence in 1983. Unfortunately, almost three decades later, teacher programs still do not train teachers about Bodily-Kinesthetic intelligence in depth; nor do they train teachers how to integrate Bodily-Kinesthetic intelligence into daily learning procedures and classroom environment. Schools focus very little on other factors that contribute to how successful a person might be in life, throughout life. Incorporating bodily-kinesthetic strategies in teaching can positively influence children\u27s learning experience. The following research project investigates the research on the bodily-kinesthetic intelligence, bodily-kinesthetic teaching strategies, teaching strategies linked to student achievement, and mathematics textbooks. Lastly, the project culminates with a resource handbook that helps educators use the bodily-kinesthetic intelligence to improve classroom learning

The Importance and Implementation of Kinesthetic Learning in the English Classroom

This paper examines different educators’ and researchers’ activities for kinesthetic learners and discusses how they can be applied to the English classroom in literature, writing, and language. The first section delves into the difficulty associated with but ultimate importance of including kinesthetic learning activities for both kinesthetic and non-kinesthetic learners due to the benefits of active learning. Subsequently, it looks for synthesis between different types of kinesthetic activities, dividing them into the categories of manipulatives, commonly accepted classroom activities with kinesthetic add-ons, and kinesthetic-centered activities. The ways each activity can be used, including its benefits and disadvantages, are discussed, and various principles of including kinesthetic differentiation are extrapolated for future consideration

Transitions in university learning environments: moving towards a kinesthetic model

Based on active learning theory, students learn best when they are involved in the teaching-learning exchange. Kinesthetic and active classrooms have been found to increase student learning and engagement within K-12 learning environments. Yet few kinesthetic learning environments exist for students in college and university settings. The purpose of this study was to understand the process needed to create a kinesthetic classroom for a university, including the perceptions held by faculty and students in this context. This was done by examining current best practices involved in using an active or kinesthetic classroom, and through an exploratory case study developing a framework for the implementation process. Analysis of faculty and student responses, triangulated with statements from experts (those who have already implemented the novel learning space), revealed 14 subthemes. Those subthemes were prioritized into major themes to develop a framework for implementing the new learning environment in the context of higher education. The framework involves the 6-P’s: Probe, Plot, Plan, Prepare, Practice, and Prove. Each theme within the framework addresses issues in order of need to implement an active or kinesthetic classroom. Further research is needed to provide support for the framework structure. This project was significant in that it addressed the use of active and kinesthetic learning changes novel to higher education

Developing Kinesthetic Classrooms to Promote Active Learning

The use of kinesthetic movement in the classroom toward improving health and educational outcomes among youth has been a topic of discourse in recent years. School initiatives that have infused movement as part of the curriculum have shown to increase efficiency in learning, while decreasing stress and contributing to a positive classroom climate. One question that is worthy of exploration pertains to how future professionals in the fields of physical education and health can promote kinesthetic movement in schools and communities. This article discusses how a university kinesthetic classroom prepares future professionals to be advocates for school health using active learning strategies

On the Move: A Mixed-Methods Study to Examine the Impact of Kinesthetic Learning Tables on Student On-Task Behavior and Academic Growth

Kinesthetic learning tables, which incorporate movement, are innovative alternatives to traditional desks. The tables provide movement with bicycle pedals, balance seats, ski swings, cross lateralization, and elliptical, all while students are seated or standing. It is time to investigate whether incorporating movement within the classroom could impact student behavior and academic performance. The goal of this study was to examine the impact kinesthetic learning tables on student on-task behavior and academic growth with an emphasis on reading skills. The study considered the effectiveness of interventions implemented in one first-grade and one fourth-grade classroom based on current research on brain-based learning as it applies to education. The focus was primarily on the processes within the program, concentrating on the impact kinesthetic learning tables had on measures of reading skills as well as the impact kinesthetic learning tables had on student classroom on-task behaviors. The study incorporated a variety of data collection methods, both qualitative and quantitative, including behavior observations, monitoring of reading grades, and teacher interviews with focus groups. A major conclusion that can be drawn from this study was that kinesthetic learning tables have a greater impact on fourth-grade students. There was a statistically significant impact on fourth-grade reading scores as well as on-task student behaviors in the fourth grade. Additional results of this study are explored and recommendations for future research are presented

Learning Styles as Predictors of Classroom Dialogue Among Upper Basic Science Students in Taraba State, Nigeria

The study investigated if learning styles are predicators of classroom dialogue among upper basic students in basic science in Taraba State, Nigeria. The sample of this study was made up of 392 UBE3 students that were drawn from 14 upper basic schools. This study adopted the correlational research design. The instrument known as Learning Styles Preference Questionnaire (LSPQ) and Classroom Dialogue Scale (CDS) was used to collect data for this study. LSPQ and CDS were trial tested which yielded the reliability values of 0.87 and 0.79 using Cronbach Alpha respectively. Five research questions and five null hypotheses guided the study. The research questions were answered using multiple regression analysis while, the hypotheses were tested using ANOVA of regression analysis. The study revealed among other that there is significant relationship between visual learning style and classroom dialogue [F1, 129 = 0.197; p < 0.05]. There is no significant relationship between auditory learning style and classroom dialogue [F1, 107 = 0.142; p>0.05]. There is significant relationship between visual, auditory, reading-writing, kinesthetic learning style and classroom dialogue [F4, 391 = 3.101; p<0.05]. It was recommended among that students should be encouraged as they adopt visual and kinesthetic learning styles in order to enhance their learning and classroom dialogue. Education stakeholders should organize conferences to encourage basic science teachers to adopt visual and kinesthetic learning styles in teaching in order to enhance classroom dialogue. Keywords: Learning styles, classroom dialogue, and Basic Science. DOI: 10.7176/JEP/11-11-04 Publication date: April 30th 202

Peningkatan Kinerja Pendidik Paud dalam Pengembangan Kemampuan Kinestetik

The Improvement of ECE Educators' Performance in Developing the Kinesthetic Quotient. This study aims to improve the performance of Early Childhood Education (ECE) educators at the TAPAS Al-Ikhlas BPPNFI Regional IV Surabaya so that they are capable of developing children's kinesthetic qoutient through the concepts of ECE and kinestetic teachinglearning. This study was a classroom action research study. The data were collected through interviews, observations, and documents and were analyzed by means of data reduction, data display, data verification, and conclusion drawing. The findings showed that: (1) before the action was implemented, the kinesthetic teaching-learning model was teacher-centered, the educators did not understand kinesthetic learning concept and learning psychology, the classroom management was not well implemented, and the teaching style was monotonous, (2) after the action was implemented, the educators' teaching skills improved, they employed a variety of teching styles, they understood ECE concepts better, and they were willing to accept changes and committed to making changes

Learning Styles of Australian Teachers in Learning Bahasa Indonesia (Bipa) at UIN Maulana Malik Ibrahim Malang

This research examines the learning styles (Fleming, 1987) – visual, auditory, and kinesthetic (VAK) of Aus-tralian teachers in learning bahasa Indonesia (BIPA) at UIN Maulana Malik Ibrahim Malang. This research was undertaken to answer the following questions: (1) what kinds of learning styles performed by the Australian teachers in learning bahasa Indonesia at UIN Maulana Malik Ibrahim Malang? and (2) what kinds of categories of each learning style mostly reflected by the Australian teachers in learning bahasa Indonesia at UIN Maulana Malik Ibrahim Malang? The data were collected by doing short survey, classroom observations, questionnaires, and interviews with both students and teachers (Robson, 2002). The results of the study shows that (1) more participants were kinesthetic learners. Most of them learnt bahasa Indonesia best through a hand – on method, exploring the world around them, and often relying on what they could directly experience or perform; (2) Its categories mostly suited with the participants\u27 learning style: more time for outside learning, as the participants needed to know more about the language and practice it within its cultural context. Most of them enjoyed very much tasks which involve manipulating materials and objects. Finally, they also liked learning bahasa Indonesia through moving, doing, and touching

Analisis Gaya Mengajar Guru Berbasis Kecerdasan Naturalis Dan Kinestetis Pada Siswa Kelas 3 Di Mim Pk Kartasura

This study were aims to describe the teacher's understanding of the teaching style based on naturalist and kinesthetic intelligence in MIM PK Kartasura, to describe the application of teacher-based style of naturalist and kinesthetic intelligence in third grade students of MIM PK Kartasura and to describe the problems and solutions of teachers in applied the teaching style based on naturalist and kinesthetic intelligence in third grade students of MIM PK Kartasura. This research type was qualitative research with case study research design. The informant of this research were the head master, teacher of class 3A and teacher of class 3C. The data collected techniques were using observation, interview, and documentation. Analysis of the data through data collection, data reduction, data presentation, data verification, and conclusions. The validity of the data were done by usinh technique traingulation and source triangulation. The results showed that the teacher had enough understanding of the teaching style based on naturalist and kinesthetic intelligence that could be seen from the lesson plan and the learning activities, the application of naturalist and kinesthetic teaching styles started from the planning and preparation stage includes teacher training (teacher learning), MIR test, making lesson plan, understanding the characteristics of students with naturalist intelligence, and understanding of teachers teaching style based on naturalist intelligence. In the class learning activities with naturalist and kinesthetic intelligence using teaching styles, strategies, methods, and learning media in accordance with the students' intelligence. At the time of learning activities there are some problems experienced by students and teachers such as manage the students to be obedience, students could not sit for long periods, students were slow in learning, students who went outside the classroom while teaching learning process was take place, and the selected of different strategies according with students' intelligence. Solutions that were applied by teachers include created class rules and made rules in every learning process, made a fun teaching and attract students' attention and took the advantage of students' activeness to deliver learning materials, carried out learning outside the classroom so that the students did not feel bored, gave warning to students who were unruly and paid attention to all students although inside and outside the classroom, the selected of the appropriate strategy could be by training, learning through the internet, understanding students' intelligence, and etc

Academic Advantages of Increased Classroom Movement in Kindergarten

Modern kindergarten classrooms are academically rigorous learning environments with high expectations placed on young learners. Oftentimes, these students still receive an education based on traditional instructional strategies that no longer benefit and challenge young learners appropriately. This literature review examines the academic benefits of intentional classroom movement, kinesthetic learning, brain breaks and the impact they have on learning in the kindergarten setting. This literature review presents peer reviewed research studies conducted within the last ten years that investigate the most advantageous methods of movement incorporation in the classroom. The findings of this literature review conclude that, by increasing classroom movement, students benefit with greater cognitive ability, increased executive functioning skills, demonstrate higher levels of engagement, and can retain more academic material. In conclusion, current kindergarten classrooms benefit from and should integrate intentional movement, kinesthetic learning, and brain breaks as best practice instructional strategies to educate young learners appropriately