Of the three primary learning modalities -- visual, auditory, and kinesthetic -- kinesthetic learning is the least frequently utilized in most elementary and secondary classrooms, by a wide margin.
Fleming and Mills (2001) proposed the VARK model, which encodes four different learning modalities: Visual, Aural, Read/Write and Kinesthetic.
A canonical correlation analysis revealed that study coping strategies and examination-taking coping strategies simultaneously were related statistically significantly to the following learning modalities: (a) motivated/unmotivated, (b) persistent, (c) responsible, (d) structure, (e) learning alone/peer-oriented learner, (f) auditory, (g) kinesthetic, (h) evening/morning, and (i) needs mobility.
Kinesthetic learning activities tackle topics such as fractions, geometry, probability, graphing, and pre-algebra.
Sinha says that such kinesthetic learning reinforces a concept by tying it to a concrete physical action.
The tracking capabilities of room-scale virtual reality systems afford a way to incorporate kinesthetic learning in language education.
With increased interest in enrichment programs, integrating the arts into educational curriculums addresses the learning modalities of all children.
However, what sets this group apart is the primary method teaching: Shine harnesses kinesthetic learning principles by combining math and dance.
Kinesthetic learning is hard.
It helps them foster new skills, and encourages kinesthetic learning.
