We are Kinaesthetic Learners
To teach effectively a teacher must be capable of sharing information and by engaging students to access and source information using a variety of teaching and learning strategies.
“Human beings are kinaesthetic learners.”
We use our senses to gather information about the world around us. Therefore, as a teacher we need to provide a variety of stimuli to assist students to learn. Some students are visual learners, others are more tactile, the majority prefer a combination of auditory, tactile and visual and others prefer the energy of group dynamics and the occasional moment on their own.
When teachers have a positive learning relationship with the students, an effective way to adapt the teaching and learning style is to ask the students. What can I do as your teacher to assist you with your learning? What style and what type of activities do you find most helpful? This information may be helpful to the teacher when preparing lesson plans and in gauging the learning outcomes for students.
When teachers differentiate the curriculum for students, what they are essentially providing is an individualised approach to learning. This is why differentiation of the curriculum is so valuable in enhancing student learning. When teachers “learn” their students, they make modifications to the content so that it is understood easily or for some students, they increase the level of difficulty to extend the learning. Teachers who are committed to differentiating the curriculum will then do this in a variety of ways. First, by providing clear instructions and a range of materials (auditory, tactile, visual etc), which stimulate, motivate and enhance the individual learning styles of students.
These teachers then provide a variety of ways as to how students can process, express or present what they have learnt. Plus the classroom setting would be adaptable and flexible to the learning that takes place. It is open to all forms of learning interactions so that the grouping of learning formats, the physicality of the learning environment is not stagnant. There is a breaking away from the highly structured seating arrangements of students at desks and on their own in rows. The learning environment would be highly sensory with the opportunity for workstations to promote group work, computer access and assigned for practical work.