Here are some of the best learning strategies for students of this type.

Action-Based Classes

A kinesthetic learner has a strong drive to explore material through doing and to move periodically. For both of these reasons, they can thrive in classes that involve activity, such as those that include laboratory experiments, role playing and field trips. Through these means, they can physically sense what is being studied, experience abstract ideas brought to life through examples and applications and interact with others in the process.

Allowing or Incorporating Movement in Other Class Settings

In classes that are more stationary, it can help if the kinesthetic learner is still able to engage in some motion. They can either sit in a location where they will not be a distraction if they move, stretch out or fidget or perhaps be allowed to sit near the door so they can come and go more easily now and then if this is feasible. In addition, their desire for movement can be channeled by letting them help with tasks that are necessary anyways like passing things out or moving chairs.

Compatible Teachers

Kinesthetic learners may benefit from being placed in classes with teachers who understand and value their style of learning. Such teachers will be supportive and view the kinesthetic student’s movement not as a disturbance but as a perfectly healthy expression of their nature and will be more likely to use kinesthetic learning strategies to tailor lessons to the ways that they can best learn.

Writing, Diagramming and Mapping

Both in class and during study, kinesthetic learners can benefit from putting on paper words and images. Even though it may only be their hand that is moving, even this motion can help reinforce the material. To further enhance this benefit, a larger chalk board or white board can be used so the student can engage in more expansive motions and create bigger, more complex representations.

Using Space

Kinesthetic learners benefit from abstract ideas being laid out in the real world. So, for example, if they are learning about a step-by-step process, consider writing each step out on a piece of paper and then placing the pieces of paper in order on the floor. The student can then physically walk through the process to get it “into their bones.”

Tying Study to Various Motions

Just as visual learners try to connect images and pictures to ideas to reinforce their memory of them, kinesthetic learners can connect different movements to them. They may hop while reviewing one section, then clap in rhythm to the ideas in another and so on. Audio or video reviewing the material can be prepared and played or another person can quiz them so that the person’s body is free to move as the material is delivered to them.

When it is time to be tested on the material or to put it into use, the kinesthetic learner may be able to access ideas by recalling them as “the one I was thinking of while jumping” or “the one I went over during the clapping.”

Using Objects and Materials

Kinesthetic learners love to manipulate things in the environment and doing so as they work with ideas helps the material stick. So, one of the best kinesthetic learning strategies is to find creative ways that lessons can be reinforced through activities involving toys like Legos or K’Nex or materials like playdough or clay.

Frequent Breaks

Long unbroken stretches of class or study can lead kinesthetic learners to become burned out. Rather than work for two hours straight, for example, they may benefit more from working for a total of several hours, focusing heavily for thirty minutes at a time and taking fifteen or twenty minute breaks after each period of concentration.

Partnering with Other Kinesthetic Learners

Many of the strategies discussed can be employed even more effectively when those with the kinesthetic learning style team up and cooperate. Working together, especially with someone of the same learning style, opens up even more avenues of possibility for taking advantage of these kinesthetic learning activities.

Conclusion

These are just some of the best kinesthetic learning strategies, but, when you come to understand how tactile learners work, the possibilities are limited only by your imagination.

Here we will explore some learning strategies for students of the kinesthetic learning style that can help them master material in different areas.

Language

Writing and Spelling With Tactile Sensations

The study of writing and spelling can be translated through the sense of touch in creative ways. Learners can be asked to trace out letters and numbers, both with eyes open and closed, on textured surfaces that they can feel. This can be done using existing textured materials, such as sandpaper. Or, instead, textured materials can be created for this purpose, for example, by writing out words in glue and then sprinkling textured material over it so that it dries in a pattern that can be felt.

Also, moveable models of letters and numbers can be used, allowing the learner to physically arrange them in different patterns as desired.

Representing Verbal Concepts through Movements

Hops, jumps, claps or other motion can be used to demonstrate, often in a very fun manner, concepts like numbers and patterns of syllables and points of emphasis in the pronunciation of words.

Interacting with People, Places and Things to Reinforce Names and Labels

Words for people, places and things can be more deeply internalized by pairing them, as much as possible, with what they actually refer to while saying or writing them. Ideally, the kinesthetic learner can review each label while engaging and interacting with the actual person, place or thing that it names. Otherwise, a representation, such as a picture, replica or diagram can be used.

The learner can test their knowledge either by being presented with the actual item and being asked to name it or being given a name and asked to choose the item from a group. Where appropriate, physically touching and manipulating the objects in question can be helpful.

Role Playing and Cooperative Projects for Language Practice

Kinesthetic learners best learn language by actually using it within active scenarios. Whatever aspect of language is being studied, one of the best kinesthetic learning strategies is to create and have students participate in sketches that involve relevant dialogue or design projects in which they make something together and, in the process, are prompted into discussions that involve words, phrases and concepts drawn from current lessons.

Literature

Reinforce what students are learning about in their reading by having them, as much as possible, act out scenes and stories, whether these come directly from the works being studied or are developed to help illustrate the lessons of those works.

Math

Math is, by its nature, extremely abstract. So it is important to use kinesthetic learning activities to make its ideas and principles concrete. There are various ways to do this:

• Toys or tools, which students can see, touch and arrange, can be used to illustrate counting and mathematical functions like addition, subtraction, multiplication and division. Or you can use an abacus, the tool originally designed for just this purpose.
• Movements like jumping, clapping and singing can be used to reinforce patterns and make mathematical ideas more memorable.
• Students can actually walk on large number lines while discussing mathematical concepts to physically experience the relationships between numbers.

History

Have students act out historical scenes in role plays. As much as possible, bring in actual people, show them actual objects or take them to actual places associated with historical events. When this is not possible, use images and models instead.

Geography

Use a globe, preferably big enough for learners to walk around, touch and move to experience earth’s landscape and the relationships and distance between places.

Biology

Kinesthetic learning strategies in the area of biology revolve around letting students, when possible, interact with specimens of the life forms being studied. When this is not possible, use replicas.

Chemistry

Chemistry deals with entities too small to directly experience so models are crucial. Ball-and-stick models are so wonderful for this that it is almost as if they were designed with tactile learners in mind. In addition, whenever possible, bring the material being studied to life through laboratory experiments and demonstrations.

Art

Art is one of those subjects where, finally, the kinesthetic student feels at home. It would take an entire article to scratch the surface of the many means of engaging kinesthetic learners in art. With creativity, you can find infinite ways to get students using motion and touch, as well as the rest of their senses, to explore artistic realms.

Drama

Drama is another subject that really lends itself to kinesthetic learning. It inherently involves moving, interacting, speaking and other forms of expression – all things that are very natural to kinesthetic learners. One dramatic requirement that may challenge these students is memorizing lines. Many of the principles discussed earlier regarding learning language can be used to help these students better remember their scripts.

While we have not covered kinesthetic learning strategies for every possible subject, hopefully this has provided you with a storehouse of ideas that you can adapt and then apply with material in any area to make it friendlier and more accessible to the kinesthetic learner.

This is a topic on which there is some disagreement.

Some theorists view kinesthetic learners and tactile learners as one and the same. They classify both within a single group, sometimes going so far as to call those it describes kinesthetic-tactile learners or tactile-kinesthetic learners. And, therefore, in their view, we can effectively apply the same kinesthetic learning strategies for students of both these types.

However, other theorists make a distinction between those with the kinesthetic learning style and tactile learners. They stress that kinesthetic learning has more to do with actually physically moving the large muscle groups of the body, as we do when walking, running, jumping, dancing and so on, whereas tactile learning, in their view, has to do with the actual sensation of touch on our skin.

Obviously, depending on who we agree with, it could influence our approach to students in this category (or these categories, as the case may be.)

Perhaps the safest way to deal with the issue is to simply always aim to include at least some kinesthetic learning activities that are also tactile and some tactile learning activities that are also kinesthetic. Not only will this ensure, just in case there are subtle differences between the groups, that both types of students can work in the way that is optimal for them. But, perhaps the combination of both methods will help enhance learning for all of these students beyond what is possible using only their preferred modality in isolation.

In addition, kinesthetic learning strategies that combine these modalities can sometimes just be a lot more fun!

Ultimately, researchers will have to determine what the truth really is about the relationship between these learning styles. Only with more investigation can we answer questions about exactly how they interact and what is the best way to engage them. Hopefully, in the future, we will have a clearer understanding to help us tailor our approaches even better in this area.

One thing that people do seem to agree about, however, is that whether they are one group or two groups, kinesthetic and tactile learners represent a very small proportion of the population. So, both are in danger of not receiving the amount and kind of attention that they need and deserve. That is why it is important that, whatever our view on the relationship between them, rather than get too caught up in debating our opinions, we channel our energies into working to make sure that these students receive the best education that we can provide. Furthermore, it is important that we help them come to understand their own learning styles and how best to use them throughout their lives.

Both kinesthetic and tactile learners have a great deal to offer to society and kinesthetic learning strategies, especially when they also involve a tactile element, can help those in this group (or these groups) reach their highest potential.

The other day, a reader sent in a great question regarding how to best help her son, who is a kinesthetic learner, improve at taking tests which often are – and which often come with instructions – that are visual or oral. The reader agreed to allow the question to be posted here on the site along with the response so that others can benefit from it too. Hopefully it will be helpful. And perhaps it can spark a discussion full of great ideas.

Here is what the reader wrote:

Hi,

My son is in 3rd grade and having a difficult time especially with Math (subtraction and multiplication).  I just started to read about different learning strategies and I am convinced that he is a Kinesthetic learner (we went over a quiz and a description of one and he agrees).

Anyway, I am miffed that I didn’t think of this sooner – I hope it’s not too late to start helping him to learn / utilize alternative study strategies suited for a kinesthetic learner.

I would also like your thoughts on how a kinesthetic learner can be better at taking tests.  For example test instructions are either written down (good for visual learners) or given orally (good for auditory learners) – but what about kinesthetic learners?  Same with the actual test, most tests are written down which is good for visual learners but not kinesthetic.

Even if I am able to help my son learn better by using kinesthetic methods, how can he deal with taking the actual test if it is mostly visual?

Here is the response below:

Hi and thanks for your question.

First of all, it’s understandable to be “miffed” that you didn’t realize your son’s learning style sooner. But try not to be too hard on yourself. It’s wonderful that you figured it out this soon! Some people don’t figure it out until much later and many never figure it out at all. So while he may have benefited for a few more years if you’d realized it earlier, you’ve still saved him many years, perhaps even a lifetime, of frustration.

As for your question about kinesthetic learners dealing with visual or oral tests and test instructions:

First I’d suggest that you might find some much more detailed answers to this question in the larger resources out there for kinesthetic learners. Amazon has many resources about kinesthetic learners and if you look through those you might find some that address this issue.

However, I will give you my best take on it.

Basically what you have is a problem of translation. You have someone who speaks “kinesthetic” and is then put into test situations where they are speaking “visual” and “auditory.” Obviously, the best possible situation would be if you can talk to the teachers or administrators about instituting some new approaches. Perhaps there is more that they can do to speak “kinesthetic”. But, of course, this isn’t always possible.

The next best thing, in my opinion, is to help your son learn to translate. As a kinesthetic learner, he may always be most fluent in “kinesthetic,” but just as someone who speaks English can also learn Spanish and then learn to go back and forth between them – or a better analogy is how a musician can learn to play by ear or by feel and to use written notation and then go back and forth between them – you might be able to help your son go back and forth between “kinesthetic,” “visual” and “auditory” depending on the needs of his classroom.

How would you do this? First, go over his material kinesthetically until he basically understands it. Then start adding in practice going back and forth between modalities. Have him act out something he’s learning and then immediately associate it with the written words and the sounds so they link up in his mind.

My guess is that it would be best to first just focus on the kinesthetic until he really has the concepts down so as not to confuse him. Only then, start adding in the translation aspect.

You could also create some mock visual or oral exams to practice with him at home where, if he needs to, he can get up and do something kinesthetic to help solidify the information in his mind and then go back to the visual and oral. Perhaps, by the time he takes the exam, you can get it to where he can imagine doing the movements in his mind, rather than having to get up and do them.

This is just a creative solution that comes to mind in response to your question. It isn’t based on research or anything objective like that. So you could try it out and see how it goes. But you should also seek out other ideas in resources such as those on Amazon or by looking up some of the experts on kinesthetic learning and contacting them.

If you get any other great ideas, please come back and share them in the comments. And if any readers have suggestions in response to this question, please share them in the comments, as well.

We grow up realizing that people differ in their heights, their favorite foods, their senses of humor and so on. But, perhaps because so many of us went to schools that primarily taught using a particular set of methods, we never stopped to think about the fact that people also differ in their preferred styles of learning.

We could consider an understanding of the different ways of learning as a subset of the overall study of individual differences carried out by the field of Differential Psychology.

There are a number of different models that aim to categorize the range of different learning styles. Just to offer a couple of examples:

• David Kolb’s model focuses on two main distinctions between learners – whether they prefer to explore information abstractly or concretely and whether they prefer to take on an active outward role or an inward reflective role.
• Peter Honey and Alan Mumford’s model lays out 4 steps in the learning process and identifies at which step a particular learner excels.

In many cases, those associated with each model have developed assessment tests in order to determine how a given person would be categorized within that model. For instance, a student’s preference in Kolb’s model is assessed using the Learning Style Inventory (LSI).

One thing that is interesting about the VAK model is that it is tied in with similar concepts that evolved in a field called Neurolinguistic Programming (NLP). If you are at all interested in how our experience of language relates with inner subjective visual, auditory and kinesthetic sensory experiences, you might find it fascinating to more deeply explore NLP.

What all of these models have in common is the idea that, by identifying the different ways of learning that each person prefers, we can better tailor education to them to render it more effective. One corollary of this is that we can recognize when students are doing poorly not due to any personal failing but simply because their preferences are not being accounted for. Another is that group learning environments would optimally involve a variety of teaching strategies rather than just one or two.

The area of learning styles is a controversial one in academia. Not everyone agrees on whether these differences are real or relevant or on which model is most accurate or how we should best measure that. Yet, in spite of the controversy, many students, parents and educators have found an understanding of learning styles to be very helpful to them. Ultimately, it will be up to each person to make up his or her mind about what they believe regarding learning styles and how they’d like to see that translated into educational opportunities for themselves and their families.

The Merriam-Webster Dictionary says that one of the definitions of modality is:

“One of the main avenues of sensation (as vision)”

So, learning modalities refer to which avenues of sensation people prefer to use to learn.

• Many people are visual learners. In other words, the modality with which they prefer to learn is the sense of sight. Such people like to see information in the form of charts, graphs, images and demonstrations or to read descriptive text that allows them to form a mental picture of the content.
• A relatively equal proportion of learners are primarily auditory. The learning modality they prefer is the sense of sound. They like to take in information via the spoken word. They notice not only what is said, but how it is said, including the tone of voice. When they can integrate elements of music such as tones or rhythms it can enhance their learning experience.
• A smaller proportion of learners are kinesthetic. The modality through which they prefer to learn is the sense of touch, which may also include bodily movement. If you want a kinesthetic learner to best internalize material, let them physically interact with it somehow. Give them objects to hold and manipulate. Have them act out scenes related to the material. And so on.

Note: Some people recognize a fourth learning modality, tactile, consisting of those that prefer touch and distinguish this from kinesthetic, which they define as simply preferring bodily movement.

Some percentage of learners thrive best when learning via a mixture of these different senses.

It’s very important for those involved in education to be conscious of these different learning preferences. Since just about every group of learners will include people with each of these styles, a diversity of teaching strategies is necessary to help them all reach their potential. Luckily, in recent years, word has spread about these differences in learning style and more educators are being trained to use multiple approaches in their teaching methods.

But these learning modalities have implications not only in the classroom, but also for many aspects of how a person functions. Dr. Margaret Anderson at State University of New York Cortland offers a very useful chart on her page about learning modalities. The chart shows how a person’s preferred learning style affects everything from how they approach spelling to how they talk to how they interact with people.

This particular site, Kinesthetic Learning Strategies, is dedicated to those kinesthetic learners whose needs are often overlooked because they are less common than visual and auditory learners. We aim to help spread the word about the needs that these learners have to educators, parents, and the learners themselves.

Once you understand what learning modalities are and their implications, it can help you experience interactions with people in a whole new way. Next time you’re speaking with someone, try to figure out from how they communicate and the particular verbal choices they make which modality they favor. If you can’t figure it out, at some point, ask them. They may not be conscious of it themselves yet and may find it very interesting to think about.

When you know someone’s preferred modality it can greatly enhance communication. You can share information in ways that are going to be most easily internalized by them and avoid a lot of misunderstandings. Similarly, when you can share your preference with others, they can do the same for you.

If you’d like to learn more about this topic, there are many resources that focus on it. Click any of the links below to explore:

• Amazon’s resources on Visual Learning
• Amazon’s resources on Auditory Learning
• Amazon’s resources on Kinesthetic Learning

We believe the world will be a better place when people understand their learning styles and how they relate with those of others. So let’s continue to inform people about this issue.