Kinesthetic+Learners

Addressing the needs of physical learners needs to be more than just allowing them to walk around the room. It can also be an authentic part of the learning. Try to provide the physical learner the opportunity to think, organize, express, analyze through movement or by physically interacting with the information. Physical learning can address either fine motor skills or gross motor skills. Often a physical learning activity is effective for other students as well as the physical learner.

__**Other Physical Learning Activities**__
 * **"Traditional" Learning Activity** || **Same Learning Result Achieved in a "Physical" Way** ||
 * Create a Venn Diagram or give students a pre-made Venn Diagram and have them "fill it in"--write in the answers. || Students write each idea/concept/attribute on a sticky note (small notes for individuals or partners, larger notes for class Venn Diagram) which allows for ideas to be physically separated/compartmentalized. Then place the sticky note in the correct area of the Venn Diagram. Sticky notes also allow for easy movement of ideas. Put the sticky note in the first area; evaluate it; try it in the next area; evaluate it; put it in the third area; evaluate it; determine which was the most appropriate; move the sticky note to its final area. ||
 * Practice vocabulary words and definitions from a list of vocabulary words by having someone read aloud the definition to a vocabulary word and partner/class tries to guess the word || Someone acts out (charades) the definition to a vocabulary word and partner/class tries to guess the word ||
 * Draw a line on paper to connect the right answers: match the word to the definition, match the date to the historical event, match the vocabulary word to the picture/diagram || Play Memory (Concentration) with cards that have the words/definitions, dates/historical events, vocabulary word/diagram on them. Or for students who can't "remember"--just allowing them to physically move the information around, match cards and set them aside, use the process of elimination to determine the last "matches". ||
 * Parts of speech; grammar || Diagramming sentences is a great way for students to physically interact with grammar. They *physically* take apart a sentence. (Diagramming is also good for logical.) If you can use magnet words to move them around, even better. ||
 * Write a description of the flow of blood through the heart (aorta, chambers, vein, valve, etc.) || Write the name of each part on an index card. (Bonus for the visual learner: Color code them by writing in red for parts carrying oxygenated blood, writing the words in blue for parts carrying not oxygenated blood, and half red/ half blue for transition parts.) Allow students to lay out the cards in order. This could even be used as a summative test. Students call the teacher over when they're done for checking. ||
 * Practicing addition or subtraction with trading (or even understanding place value) with problems on a worksheet || Teach students about using an abacus and allow them to use it when solving the problems. It's okay if they don't mark the trades (the cross out and borrow) on paper because they're physically interacting with the trades on the abacus. Many a shop in Chinatown in San Francisco still uses an abacus instead of a cash register. It's a skill and definitely makes math a "hands-on" activity. ||
 * build a model
 * Total Physical Response (TPR) in foreign language
 * use manipulatives in math
 * give a demonstration
 * act it out, pantomime
 * use memory techniques that require movement such as hand gestures (think YMCA)
 * engage in body demonstrations where a motion means a concept
 * tap out syllables or tap to determine poetic style (iambic pentameter)
 * take discovery walks

__**Not as Directly Related to the Learning But Still Effective**__
 * the act of writing (taking notes, making your own vocabulary cards, tracing the letters) is sometimes effective for kinesthetic learners
 * use flash cards -- this can be effective when the kinesthetic learner has made the cards him/herself and especially when the learner gets to be the one who physically handles the flash cards (puts the old one at the bottom of the stack, etc.)
 * move from one center to another center (pretty weak but better than nothing)
 * clap, snap (clap out spelling words - vowels clap hands in the air, consonants clap on lap)
 * take a dance break
 * sing songs with motions