kinesthetic tools and activities

Kinesthetic Learning Tools for Kinesthetic Teaching Activitiesby Marian H. Williams, Ph.D.

Kinesthetic Learning Tools-2007-Semester 071! 1

Copyright, 2007

Dear Educator;

One of the first books that I remember “loving” was Miss Fran-

cis’ Ding Dong School Activity Book. It accompanied her TV show

and the book was filled with “do-it-yourself” activities that could be

made from things found around the house to create learning activi-

ties. I suppose that was the beginning of my passion and love of

kinesthetic learning!

Now, every time I walk in a discount store, auto supply store,

hardware store, or garage sale, I’m looking and thinking-“How

could I use that to teach?” It is amazing the number of everyday

items that are not meant to be “teaching tools” that make excellent

items for teaching concepts in the classroom.

My research into this topic has confirmed my own beliefs in the power of kinesthetic and active learning-it is being

used across all age levels and all subject areas. My research has also confirmed my fears that, generally, there is a lack

of creativity amongst most educators and a lack of “trust” in their own ability to pull off a “silly” or fun activity in their

classroom while maintaining their sense of dignity and credibility.

I have found that from adults to children, we all want to learn, but we also want to have fun and to be entertained.

Teaching is an art-form, to which we must “give in to” with all the gusto and passion that we can evoke. It is an awe-

some responsibility, but the thrill and reward of “waking up” a brain to learning is well worth the risks of looking silly by

playing a game to present a concept.

I hope that by reading this book, you too, can get excited about thinking of a new way to use spaghetti, or swim-

ming noodles, or a shower curtain in your classroom.

Good luck, be brave and have fun!

Marian H. Williams, Ph.D.


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It is my belief that anything can be taught

better by utilizing participatory maniuplatives

and active learning, making learning fun.

M. Williams, 2007

Oh to be childlike in our learning!

"The child is curious. He wants to make sense out of things, find out how things work, gain competence and con-

trol over himself and his environment, and do what he can see other people doing. He is open, perceptive, and

experimental. He does not merely observe the world around him, he does not shut himself off from the strange,

complicated world around him, but tastes it, touches it, hefts it, bends it, breaks it. To find out how reality works,

he works on it. He is bold. He is not afraid of making mistakes. And he is patient. He can tolerate an extraordinary

amount of uncertainty, confusion, ignorance, and suspense."

—John Holt, How Children Learn(Holt, 1991)

I hope that this book will:

Give you an understanding of the power of kinesthetic learning

Create, in you, a passion for teaching for real learning

Inspire you to try new ideas and strategies in your classroom

Give you courage to try those new ideas and strategies

Make you think outside the box on “what” a learning tool is,

looks like, and what it can be used for

Give you the license to have fun in the classroom

Unleash your creativity in designing new KLTs and KLAs

Help you to see through new eyes-when you look at a simple

item –think, how could I use this to teach?

Empower you to embrace the physicality of learning


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Thanks to the Creators!

Semester 071


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My special thanks go to the following students, who worked tirelessly to

come up with these amazing Games, Activities and MTPs (Manipulatives,

Activities, & Props) for this book. All of these students were in my Learn-

ing Theory and Implementation class at Bond University in the Semester

of 071. Thanks to each of you for your excellent contributions.

Paul Agnew

Sam Devine

Sophie Dmitronow

Pam Douglas

Travis Dunn

Jessica Fu

Tracy-Ting Li

Janette Liu

Ellyse Malloney

Ntsotiseng Mokhoabane

Bree Noonan

Caris Pratley

Kerry Sanders

Francesca Shepherd

Sharn Treloar

Rebecca Tsoulos

Ashley Turner

Bernadett Vigh

Jing Jing Yu

Bruce Zheng Zhang

Meng Meng Zhao


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A Teacher is a Creator of

Learning!

"The teacher sees the

pallet of tools available

as an artist might ap-

proach a studio: "how can

these things enhance my

creativity and effective-

ness?" (Cambre & Hawkes,

2004).

A special thanks

goes to Bruce - Zheng Zhang, who worked so hard

on making all of these activities uniform, easy to read and

above all-creative and fantastic-looking!

How can this book help you?

• Provides manipulative activities that allow learners to discover concepts. • Provides teachers with ideas that reinforce concepts presented in lessons.• Provides easily prepared activities that require inexpensive (or free) materials,

commonly found around the house or classroom

How to make the most of this book:

1. Use this book as the basis for a resource file of new ways to present old information.

2. Allow yourself to be creative in the adaptation of each of the tools/activities in this book.

3. As you think creatively, you will become more resourceful.

4. The techniques in this book are designed to work with any age group or any subject

area.

5. Consider your audience. Think about every lesson you teach from their point of view

what do they enjoy what would make this lesson enjoyable and fun for them?

6. Add variety. Try to add variety to every lesson you teach the kids are guessing about

what you're going to do that day will make it more interesting if you can add a new

activity in every lesson that would be great if not actually possible to be completely

frazzled however, the more variety you add more interesting your lectures will be.

7. Try not to use the same activity too often. Students will learn what to expect and it will

not be engaging or interesting after two or three times. Move on.

8. Don't feel like you have to use an activity in every lesson.

9. Think creatively to modify and customize each activity.

10. Have fun! Enjoy the learning journey.

11. Don't get discouraged if an activity you try doesn't work the first time. Try again, the

situation may have changed, and it may work right the next time.

12. Get rid of your inhibitions. To be a teacher, you have to be performer. You need to

understand that your students do not think you are silly, just inspired.

13. Always be on the lookout for new “tools”. You'll be amazed at all the different venues

you'll find that will give you ideas on things to make- the hardware store, variety store

or garage sale-all have wonderful possible tools.

14. Students can be your best resource. Get your students involved in helping you de-

velop learning activities for class. They will be happy to help find new and interesting

ways to present information.

15. Organize your new activity items so that they can be easily accessed. Know what

you’ve got and have it ready to go on the day you want to use it,


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List of Materials

This is a list of some possible

items that may be used as a

KLT or to develop a KLT. Put

together a collection of

kinesthetic materials that can

be organized for quick ac-

cess and use.

Blindfolds

LEGOs, Kinex, tinker-toys

Masking tape

Big colored markers

Rope

Balloons

Balls of all types

juggling balls

Dice (of all shapes and sizes)

Different hats

Mask

Poster board

Playdough

Laser pointer

Stacking cups or boxes

Big post-its

Candy

Other knickknack food items

Utensils

Peanut butter and jelly

Tortillas

Bags

Water

Boxes

Cheap plastic storage con-

tainers

Yoyos

Scarf or cloth

Hammer

Index cards

Play money

Envelopes

Stamps

Cards

Magnets

Gloves

ClocK

Puppets

Baking soda and lemon juice

Hula hoops

Frisbees

Baskets

Beads

Beans, dried

wallpaper samples

Water

Wood

Yarn

zip type plastic bags.

Swimming noodles.

Spaghetti.

Marshmallows.

Keys.

Shower curtain

Bells

Blocks

Bubbles

Buttons

Cookie cutters

Crackers

Craft sticks

Crayons

Dish detergent (for bubbles)

Empty boxes (all sizes)

Fabric

Felt

Flower

Food coloring

Gelatin

Collector

Glue

Glue gun

Hole punch

Cars

Jars

Costume/junk jewels, old

jewelry

Junk (for sorting)

Paint

Paper

Pasta (all kinds, dried)

Plastic animals

Polaroid type camera

Popcorn

Pudding mix

Puppets

Puzzles

Rice

Safety scissors

Salt

Sand

Scented markers

Shaving cream

Sponges

Stickers

Straying

Tools

Typewriter

Used greeting cards

Vegetables (raw for prints)

Waffle blocks


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The Use of Kinesthetic Learning ToolsTOOLS FOR TEACHING

"The teacher sees the pallet of tools available as an artist might approach a studio: "how can these things enhance my

creativity and effectiveness?" (McCarthy & Oliver, 1965).

Introduction:

Incorporating the use of Kinesthetic Learning Tools into your methods can take your pedagogy in a new direction.

Learning. Isn’t that what teaching is all about?

Our ultimate goal as educators should be about “learning”

! assisting others in the act of learning

! developing strategies to help learners to learn

! more readily,more efficiently, and more enjoyably.

Learning is looked upon by many as boring, too hard, too much work, or uninteresting. Many learners feel that they are not good at “learning”. The fact of the matter is that “learning” is an innate process by our brains. Think about the learner that has a really difficult time at school, but can perfectly recite the ambigu-ous and difficult lyrics to their favorite song. Or the learner that is not engaged in the classroom, but can do Kinesthetic Learning Tools-2007-Semester 071! 8

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anything with and on their computer. These are examples of learners that definitely can learn, they just choose not to be interested in the content that is being presented or in the way it is being presented.

It is time that educators realize the importance of using the vast quantities of information that are now avail-able to us to assist us in developing better methodologies for teaching so that learners can learn better-more enjoyably and more effectively. It is essential that instructors become aware of the new cognitive science research, then embrace it and act upon it.

Although teaching tools have been around since ancient times when teachers would write in the sand creat-ing their own crude blackboards to enhance their instruction, the use of physical or participatory manipula-tives in the classroom has declined. Part of the reason for this was the industrial revolution of the 1800s when the “factory model” was applied to students. Students seated in their chair, quiet, attentive and on task was accepted as the best way for one to learn. In primary grades, and especially kindergarten, exceptions were made, but this was not extended to the more mature learner. Even at this point, for the very young child it was generally believed that they “need to learn through their senses and through physical activity” (Resnick, 1998). Friedrich Froebel, who created the world’s first kindergarten in Germany, was highly influ-enced by Pestalozzi and put physical objects and physical activity at the core of kindergarten. Froebel de-veloped a set of 20 so-called “gifts” – objects such as balls, blocks, and sticks – for children to use in the kindergarten. Although kindergarten and primary classrooms today still use a diverse array of “manipulative materials” when moving up the ladder of education, there are fewer uses of manipulative materials as tools for teaching (Zacchi & Amato, 2000). Moving from the out-of-date factory model for education to a more student-centered method of teaching, the teacher becomes a facilitator of knowledge rather than the “sage on a stage”.

A tactile-kinesthetic approach for teaching reading to slow learning

children used writing with one finger or two fingers in a box of dry salt, cutting and

pasting traced letters into words or designs, and using blocks with different words

written on six sides (Pestalozzi, Holland, Turner, & Cooke, 1998).


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What is a Kinesthetic Learning Tool or Kinesthetic Teaching Activity?Tactile and kinesthetic engagement enhances anyone’s learning!

I hear and I forget.

I see and I remember.

I do and I understand

Chinese proverb

What is a Kinesthetic Teaching Activity (KTA)?

A Kinesthetic Teaching Activity (KTA) is a pedagogical process in

which students learn by actively carrying out physical activities

rather than passively listening to lectures (2007, p. 362). As part of

such an activity, students would be active - moving, standing, walk-

ing, talking, using their hands and working with props or manipu-

latives. Begel, Garcia, & Wolfman (2004) define a KTA as "any ac-

tivity which physically engages students in the learning process” (Sivilotti & Pike, 2007, p. 362). KTAs are

nonstandard teaching techniques, which are very learner centered. KTAs are concrete and constructive, as

well as experiential. A KTA provides very distinctive experiences, somewhat reminiscent of kindergarten

tactics, where games, toys, stories and play can be used to intrigue the learner. Use of a kinesthetic teaching

activity or tool (KTA or KLT), enables the student to experience the material that they are studying.


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The key characteristics of the KTA:

When using KTAs students are actively, physically engaged in exposition and assimilation of classroom ma-

terial and this engagement directly supports a specific learning objective (Bucci, Long, Weide, & Hollings-

worth, 2000, p. 1). KTAs are valuable for content related exercises, but they also address social challenges

facing any classroom. KTAs are applicable across the breadth of all types of learning.

Implementation of kinesthetic teaching activities (KTAs) in the classroom can take the form of:

•Role-play.

•Dramatization.

•Cooperative games.

•Simulations.

•Creative movement and dance.

•Multi-sensory activities.

•Manipulatives, tools and props.

•Hands-on projects.


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What is a Kinesthetic Learning Tool (KLT)?

A sub-class of KTAs Although there are many kinds KTAs, one particular type of KTA is classed as manipulatives or Kinesthetic

Learning Tools (KLTs). These manipulatives or KLTs can be the catalyst for the KTAs as indicated in this

statement, “There seems to be something special about the clear kinesthetic nature of physical manipula-

tives that gives them an edge with many students” (Bucci et al., 2000, pp. F4B-1). KLTs also work as hooks

and props that provide mental or physical images used in the classroom which help students as they learn

new topics to go from abstract to concrete. Bucci found that "the use of toys, such as stacking plastic cups

and Lego blocks, to be an amazingly effective in helping students develop mental models for mathematical

concepts" (Cambre & Hawkes, 2004).

A Kinesthetic Learning Tool (KLT/s) is any participatory manipulative used in the

process of instruction. A KLT can be used in conjunction with a Kinesthetic Teach-

ing Activity (KTA) which gives specific structure to the KLT based on the learning

objective. KLTs and KTAs when used in the process of instruction give the learner a

“hands-on” or active approach to learning, allowing the learner to be actively in-

volved in the learning process. Kinesthetic Learning Tools address the brain’s

strong affinity to physical movement. Any strategy or tool that appeals to the tactile/

kinesthetic part of the human brain is a Kinesthetic Learning Tool.

Description of a KLT:

A KLT can be any item, especially an item not meant for educating. Transforming an everyday object such

as a plastic drink bottle, a lock, a shower curtain, or a swimming noodle into a teaching tool is the key to

making a good KLT. The element of creativity in teaching is essential to the development of good KLT.

One must have the ability to look at any object and then discover its usefulness for teaching a particular con-

cept. Research shows that many items have been utilized as manipulatives for instruction. Examples of

items used as KLTs are plastic building blocks, string, Frisbees, and a sticky, stretchable rubber-like subject

commercially marketed as "icky poo”, (Hill, Clark, S., & Carver, 2003); popsicle sticks (Pollard & Forbes,

2003).; puzzles and games (Paolo & Scott, 2007; Pollard & Forbes, 2003); Legos, kitchen utensils, chop-

sticks, & baby ring toys (Bucci et al., 2000); commercial games such as Connect Four, puzzles, Frisbees,

beaded blocks, Teletubby dolls, magnetic letters, flashcards, dice, & plastic bottle caps (Bucci et al., 2000);

stacking plastic cups (Henderson, 2005); and PVC pipe (white plastic pipe used for plumbing projects),

PVC joints and Post-it notes (Poole, 1995, p. 1).


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Designing of KTAs & KLTs

Developing a KLT or KTA requires careful planning. A poorly planned activity will waste class time and

may even be pedagogically harmful, undermining the intended lesson. The design of the KTA should begin

with an explicit statement of the learning objective. It is meant to support the activity should then be de-

signed around the learning objectives. In addition to this basic principle, the following rules are helpful in

creating effective KTAs:

•Incorporate an element of surprise.

•Involve multiple senses and dimensions of engagement.

•Anticipate and accommodate mistakes. It will be impossible to monitor all of the activities in your class-

room, therefore, the activity should either robust enough to tolerate occasional mistakes or checks should

be incorporated to reduce the chances of a mistake occurring.

•Engage the entire class. If the activity cannot be scaled to include every student directly, it should be de-

signed to encourage non-participants to identify with participants, and thus be involved at least vicari-

ously.

•Provide simple directions to participants. If the instructions are complicated, there is a greater chance of

mistakes being made. Also, if students are too engrossed in their particular task the bigger picture can be

lost on them (Bligh, 2000).

Physical manipulatives work best when the students can get close enough to the action to see, and they work

even better when there are enough for the students to use themselves. KTAs allow the content material to

be delivered in multiple times in multiple formats, explored at different levels and experienced rather than

passively receiving the material.

Characteristics of good KLTs?

•Accessible-no advance scheduling, no sharing with other teachers, always in the .classroom, ready to use

when and where needed.

•Flexible-used across discipline areas and topics, multiple functions, adaptable for large groups or with

individual students.

•User-friendly-no prolonged training required, easy to repair or replace.

•Chosen to meet a real or perceived need-a conscious pedagogical decision.


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How can KTAs & KLTs be used?

KTAs & KLTs are excellent to use when:

•Introducing a topic, unit, or even an entire discipline

•Introducing new material for discussion.

•Finding innovative solutions to problems.

•Overcoming communication stumbling blocks.

•Coming up with multiple solutions to a problem

•Class reviews

•Homework

•Exam preparations

•Assessments or exams themselves

Why use kinesthetic tools?

The use of kinesthetic learning tools allow the teacher to access the mode of kinesthetic learning which in-

volves the learner moving either their hands or their bodies and thereby becoming physically engaged in the

activity. Kinesthetic learning activities fill an important niche in education by energizing students and em-

ploying learning styles rarely tapped by other instructional techniques. KTAs engage students by putting

them in motion and sometimes even requiring real exertion, raising heart rates that tend to lag during lec-

turers (Hergenhahn, 1982). In addition, KTAs also tap into what Piaget termed "sensory motor learning" in

which physical activity transforms into representative mental symbols (Cambre & Hawkes, 2004). Finally,

KTAs & KLTs can be incredibly fun for instructors and students. The use of KTAs & KLTs will engage

students in learning experiences and allow them to work in activities that will cement their learning.


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These KLTs and KTAs work because:

•The activities often resemble activities that students would do themselves when not in school. These ac-

tivities offer more sensory inputs and these hold attention better. With greater attention, comes better

retention.

•They engage other modalities as well.

•They produce long-term recall rather than short-term recall.

•They activate the right hemisphere of the brain, which perceives things as a whole.

•They help students develop study skills, self-management and conflict resolution skills.

The overall goal for using KTAs and KLTs should be to help students learn better and helping teachers to

make learning easier (Cambre,2004). Teachers should use tools, not to do better, what they've always

done but to do better things better (Pollard & Forbes, 2003).

“It takes a lot of preparation to teach just a little.” Eleanor Doan (Sivilotti & Pike, 2007)


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Anticipating

Roadblocks and

Pitfalls

When using Kinesthetic Learning Tools, a teacher needs to be aware of the positives and negatives and

when a KLT will enhance the learning process. Pollard and Forbes (2003) found that although in most

situations kinesthetic learning tools can be very effective, there are some drawbacks for using them. One

problem or drawback is that there is not a straightforward grading scheme, because the answers are not just

right or just wrong. Another drawback or consideration when using KLTs is that the job of the teacher in

the classroom changes significantly, requiring teachers to additionally work to avoid activities or tools that

are too complicated, threatening or cause any psychological distress to the participant.

While KTAs have great value, they can be challenging to use in the classroom. It is possible to create a KLA

that misfires because it's socially inappropriate, physically challenging, difficult to manage or simply in-

comprehensible. Many KTAs have potential to exclude students who are shy or have relevant physical dis-

abilities (Paolo & Scott, 2007; Pollard & Forbes, 2003).


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Despite the fact that using the more innovative and active methods of teaching may cause difficulties or

problems, research shows that the use of KLTs in the classroom is very effective and have been used across

all grade levels, ages, and instructional levels - from kindergarten to university and also learning-disabled

students (Girouard et al., 2007; Griss, 1994; Pollard & Duvall, 2006). Physical manipulatives (KLTs) have

been used extensively in teaching mathematical concepts, language arts, medicine, and computer science

(Bucci et al., 2000).

The advantages for using KLTs and KTAs in the classroom seem obvious when the smiles and giggles are

heard during a learning event. Fortunately, research empirically shows that the use of physical manipula-

tives (KTAs or KLTs) tends to increase motivation and positive attitudes (Riordan, 2006); increase com-

prehension, allow for grasping of concepts more quickly, develop mental models and reduces class time

needed for instruction (Griss, 1994); make the demonstration of complex ideas easier ; and make learning

more fun and enjoyable.

In addition to the use of KLTs in KTAs, students can become physically engaged in the learning process by

using themselves as physical props (Pollard & Duvall, 2006). Using the person’s physical body to graphi-

cally and experientially demonstrate anything from simple machines to animal adaptation to light waves

(Clausen-May, 2005), walking through sentences for punctuations marks (Richardson, 2004), acting out

algorithms (Zimmerman, 2002), using hand sign learning to ease the complication in learning mathematical

terminology (Catrambone, Craig, & Nersessian, 2006), and the reenacting of Victorian life in history les-

sons (Price, 1995) have also been seen to be an effective way to create active/kinesthetic learning. In a uni-

versity English class, adding a component of movement to the lecture on teaching meter in poetry achieved

great success. Movement was used to represent stressed and unstressed syllables (Pollard & Duvall, 2006,

p. 227). The possibilities for the use of kinesthetic learning and the manipulatives used to create this type of

learning are endless. Only the creator can limit this process. It is your challenge, as an educator, to con-

stantly be thinking and dreaming up new ways to present old information and making the learning process

come alive.!


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Tips for

Success

With each new method that a teacher incorporates into their practice, new obstacles must be overcome. A

practice run of the activity, even though it may be carefully planned, is an invaluable aid in making sure that

it works as intended in the classroom setting. A small, friendly group can provide feedback and insight into

the activities’ dynamics and help refine the details of the presentation to improve its chances of success in

the classroom.

The additional time factor involved in the incorporation of KLTs and KTAs may seem like a problem. How-

ever, in most situations, the additional time required is well worth the results as indicated in this statement:

“We are not spending more time on each topic; we are simply making better use of the allotted time. Not

only have our classes been more for everyone, but we believe they have wider appeal. The more teaching

and learning styles that we incorporate into our classes, the more students will enjoy and succeed in our

classes” (Griss, 1994).

If students seem reticent to embrace the activities in the classroom, one way to encourage participation is by

establishing a culture of participation. When the whole class is actively involved in the learning process, the

problems will usually solve themselves. However if a KTA get stalled or out of hand, the instructor must be

aware of the need to intervene. Instructors should consider the physical limitations of students and practice

proposed activities with other groups before using them in class. Apart from these pitfalls, probably the

worst thing that can happen is a poorly prepared KTA. Instructors must construct meaningful KTAs and

remember to plan for them so that they will be challenging, yet organized.

Any trepidation for the use of KLTs or KTAs in the classroom should be allayed when one realizes that all

the physicality needed for a successful lesson will be provided by the learners. As a teacher/lecturer your

job is to supply the direction, guided imagery, permission to be physical and an encouraging gleam in your

eye (Sivilotti & Pike, 2007, p. 366).


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Exploiting the Pedagogical Advantages

KTAs “promote student interactivity and improve student learning by engaging a fundamental and ubiqui-

tous learning style. For this reason, courses across all disciplines can benefit from the inclusion of such ac-

tivities” (M. Resnick, 1998). Ultimately, KTAs enrich the teaching of those that are using them for the stu-

dent and for the lecturer.

Distinct advantages can be seen through the use of KTAs and KLTs. Some of them are:

•Increased comprehension by making abstract information concrete and therefore, easier to understand

(Scagliotta, 1967).

•Enhances physical fitness (Pollard & Duvall, 2006).

•Increase motivation give an opportunity for immediate feedback, and involve the class in higher order

analysis.

•The student creates personal connections to the concept (Pica, 2007).

•Improves self-esteem

•Improves self-confidence

•Creates learning (Pollard & Duvall, 2006, p. 225)

•Re-energizes a class in the middle of a lecture

•Improves the culture of the class

•Raises the level of engagement

The successful use of KLTs and KTAs in the classroom are not difficult to achieve. As an educator, your job

is to offer good, sound opportunities for learning and the use of KLTs and KTAs will definitely improve the

odds of great learning occurring in your classroom.


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Begel, A., Garcia, D. D., & Wolfman, S. A. (2004). Kinesthetic learning in the classroom. Paper presented at the

Proceedings of the 35th SIGCSE technical symposium on Computer science education.

Bligh, D. A. (2000). What's the use of lectures? (1st ed.). San Francisco: Jossey-Bass Publishers.

Bucci, P., Long, T. J., Weide, B. W., & Hollingsworth, J. (2000). Toys are us: presenting mathematical concepts in

CS1/CS2. Paper presented at the 30th ASEE/IEEE Frontiers in Education Conference. from

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Cambre, M., & Hawkes, M. (2004). Toys, tools, & teachers : the challenges of technology. Lanham, Md.: Scarecrow-

Education.

Catrambone, R., Craig, D. L., & Nersessian, N. J. (2006). The role of perceptually represented structure in analogi-

cal problem solving. Memory & Cognition, 34(5), 1126-1132.

Clausen-May, T. (2005). Shake hands with maths. Times Educational Supplement(4656), 4-5.

Girouard, A., Solovey, E. T., Hirshfield, L. M., Ecott, S., Shaer, O., & Jacob, R. J. K. (2007). Smart Blocks: A tangi-

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Griss, S. (1994). Creative movement: a physical language for learning. Educational Leadership, February, 1994.

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nursing education (Vol. 3, pp. 165-183): Springer Publishing Company.

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Hill, J., M. D., Clark, K. R., S., B. J. R., & Carver, C. A., Jr. (2003). Puzzles and games: addressing different learning

styles in teaching operating systems concepts. Paper presented at the Proceedings of the 34th SIGCSE technical sym-

posium on Computer science education.

McCarthy, W., & Oliver, J. (1965). Some tactile-kinesthetic procedures for teaching reading to slow learning chil-

dren. Exceptional Children, 31(8), 419-421.

Paolo, A. G. S., & Scott, M. P. (2007). The suitability of kinesthetic learning activities for teaching distributed algo-

rithms. 39(1), 362-366.

Pestalozzi, J. H., Holland, L. E., Turner, F. C., & Cooke, E. (1898). How Gertrude teaches her children; an attempt to

help mothers to teach their own children and an account of the method (2d. ed.). Syracuse, N.Y.,: C.W. Bardeen.

Pica, R. (2007). Moving and Learning Across the Curriculum: More than 300 activities and games to make learning

fun (2nd edition). Canada: Thomson Delmar Learning.


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http://parasol.tamu.edu/publications/download.php?file_id=259

MEMORY TOOLS AND ACTIVITIES

Kinesthetic Learning Tools 2007-Semester 071 22

MEMORY GAME

NAME: Bernadett Vigh

Grade Level (s): Any

Approximate Prep Time: 30 minutes

Subject Areas: LOTE

Description of Activity/Tool

Using plain paper students can create their own memory cards and play memory game as well.

Rationale

This KLT will be made by students which assist in practicing or learning vocabulary in an in-teresting way. Through creating the memory cards students learn automatically the new vo-cabulary. In case students were not able to memorize vocabulary while creating the cards, then they definitely will by playing the game and see the words numerous times. Playing memory game provides students a great opportunity for rote memorisation of vocabulary.

Objectives

Students will be able to :

Create their own memory cards Play the memory gameLearn vocabulary by using visual, kinaesthetic and rote memorization strategies.

Implementation

How to make the Memory Cards :


1

1. Choose some words and (or) images to put on the cards according to the subject of the lesson.

2. Reproduce the images for the cards so that there are two copies of each image or word. There is a possibility to create cards with only words on it (word-word) or cards with word and image expressing the same meaning (word-image) or only images (image-image).

3. Cut out the pictures and glue to the cards or just write the word on the card.

4. Laminate the cards or cover them with clear contact paper to protect them.5. Invite the students to play the memory game. Place the cards face down

on the table, in rows. Turn the cards over two at a time to find the match-ing pairs.

6. Students who score a correct match get another turn at finding another pair.

Resources/Materials Required

! Pictures or students artwork! Pen ! Scissors! Copy machine! Cards 10cm x 10cm! Glue! Clear contact paper or laminating machine

Assessment

Writings will be assessed on the cards if there are any spelling mistakes done. Because this is a game it is difficult to assess students, but teachers can assess the students’ progress in learn-ing vocabulary. Students with the higher scores do not necessarily learn the best the new vocabulary. Memory plays an important role in this game but it is necessary in language teaching that students develop the skill of memorization.


2

Needs Develop-ment

Fair Good Excellent

Ability of writ-ing new words correctly on

cards

Ability of know-ing vocabulary, progress of de-velopment in learning new

words

Comments

I have not used this K.L.T. before but I think this is an amazing tool for visual and kinaesthetic learners as well in learning new vocabulary. Creating the cards and playing the game makes it easier to memorize words which otherwise count as a quite boring and difficult activity. As it is a memory game it develops memory skills as well which is a very important skill in lan-guage learning.


BLACKBOARD SCRAMBLE

NAME: Bree Noonan

Grade Level (s): Grade 1


Subject Areas: English/Maths


Students play a game of “Blackboard Scramble” to reinforce their knowledge and retention the alphabet and numbers. The students race in teams to see which team will be awarded the “Best Blackboard Scramble”. The game involves the teacher writing letters of the alphabet, tricky words, or numbers onto the blackboard at a low enough level for students to reach. The letters, numbers or words are scrambled in no order. The race is then on for students to find the correct called out number, letter, or tricky word.

Rationale

This KLT requires little preparation. The teacher is required to write onto the blackboard at eye level for students. For Example if the game was being played about the alphabet the teacher would write all the letters in the alphabet in a scrambled order all over the black-board. Students are then divided into two teams, each student has a turn. The teacher yells a letter and the first student to find the letter on the blackboard and circle it, wins a point for their team. When using the alphabet in this game be sure to use capital and lower case let-ters. Through the process of this game the students are learning and practicing to identify let-

ters in the alphabet.

Objectives


Students will practice identifying letters in the alphabet correctly Students will learn the value of team work Learn the alphabet by using visual, kinesthetic, tactile strategies

Implementation

How to run the Blackboard Scramble Game :


1

1. Begin by writing all the alphabet (or whichever you are using) onto the blackboard at students eye level. (this is best done prior to students being there)

2. Be sure to remember to include capital and lower case letters on the board for students

3. When students are ready to play the game, first divide the class into two teams.

4. Give the teams a name such as apples and oranges

5. Explain the rules of the game to the students, these are; everyone has a turn, line up in order and once you have had your turn you go to the back of the line. Explain you will call out a letter and the student whose turn it is has to race to the blackboard, find the letter and circle it with a piece of chalk. The first person to do so wins a point for their team.

6. Direct students that when they find the letter and circle it they must say its name and something that starts with that letter, for example S…Snake

7. Once the student has had their turn, they are to return to their team and go to the back of the line; they give their chalk to the next person in line.

Once all the letters are circled the game is over and whichever team has the most points wins.


! Blackboard (whiteboard is also suitable) ! Chalk (whiteboard marker)

Assessment

Assess through observation of how the students play the Blackboard Scramble game, ob-serve which students are getting the letters correct and which students are not finding the correct letters.

Comments

This is a great tool especially for early childhood. The students love the aspect of competition with their classmates and the idea of winning. This game is a fun way to reinforce the alphabet rather than the traditional A says Apple. The students are excited and engaged about what they are learning.

Photo, Drawing, or other Visual Representation of this Activity/Tool


2

FLASHCARD FUN

NAME: Samantha Devine

Grade Level (s): 3-7


Subject Areas: English, Maths, Science


Flashcards are made by the students on the topic they are currently working on in class. Once they have been made as the students line up before school or after recess, hold up a flash card for them to solve and the answer to the flashcard is their pass into the classroom.

Rationale

This game firstly helps them learn a specific area because they are making the flashcards and then when they come to class it is an informal way of testing previous knowledge.

Objectives


Create flashcards for a specific topic with the correct answer on the back.Learn the topic so that when they come to class they are prepared for their ques-tion.

Implementation

How to make the Flashcards :


1

1. Cut cardboard into squares of about 10 by 7 cm.2. Students are to write a question on the card with the answer on the back.

The question relates to the topic they are currently studying. 3. As the students line up before school or after recess, hold up a flash card

for them to solve.4. The answer to the flash card is their "pass" into the classroom.5. If a student misses the problem, they must step to the side and work it out

before they can come into the room. You will want to choose flash cards according to individual student's ability or you could be standing there all day with some of them! Students who I know are struggling will get a hand picked card especially for them.

6. It will go slow at first, but as they get the hang of it, it will go quickly and they will love it!

7. Many students love to do the multiplication and division facts. When some-one comes in late or has been at the office, they always ask for their fact. It is just another way to reinforce whatever you are working on.

Tools and Resources

Adapted from :http://www.multiplication.com/classroom_games.htm


! Colouring pencils! Cardboard cut into squares about 10 by 7cm! Think markers

Assessment


2

CriteriaHow Effectively did you:

A B C D

Create your flashcard for a specific topic with the correct answer on the back.

Study the facts for a given topic and answer the questions right when you entered the classroom.

http://www.multiplication.com/classroom_games.htm

http://www.multiplication.com/classroom_games.htm

Comments

I haven’t used this tool before but it seems like it will be slightly competitive for the students and a great way to test learning.



MATCHING BOARD

NAME: Kerry Sanders

Grade Level (s): Prep - 3


Subject Areas: English


Using an A4 piece of cardboard paper and shoe laces, students and/or teacher can make a Matching Board. Students are able to create a board where words, letters or descriptions can be matched up to the correct answer.

Rationale

Students will be able to create and/or use a Matching Board to link questions to answers. Students will use shoes laces instead of drawing lines to link the correct answers to the ques-tions. Through the process of creating, students will “automatically” learn the information.

Objectives


Create and use a Matching BoardLink the question to the answer using shoe lacesDetermine ‘right’ and ‘wrong’ answersLearn through visual and kinaesthetic learning strategies

Implementation

How to make a Matching Board :


1

1. With an A4 piece of cardboard paper, write questions on the left side of the pages (6 questions).

2. Directly across the page, write the answer to each question. Ensure the an-swers are mixed up – eg not directly next to the answer.

3. Punch a hole next to the question and answers – 6 each side (holes must be on the inside of the page).

4. Thread one shoe lace through one of the holes on the left hand side of the page (next to one of the questions)

5. Tie a knot at the end of the shoe lace at the back of the A4 piece of card-board paper.

6. Repeat step 4 & 5 for the remaining holes on the left side of the page7. The shoe laces will be used to link the question to the answer (loop the

shoe lace through the hole punch that is the correct answer)


! A4 sheets of cardboard paper! 6 shoe laces for each A4 piece of cardboard paper! Marker/Texta! Hole punch

Assessment

1. Visually assess student’s creation of Matching Board2. Visually assess student’s using the Matching Board (are they able to match up the

questions to the correct answers – loop the shoe laces through the holes)

Comments

Students will have fun linking the questions to answers with shoes laces rather than simply drawing lines.Great tool for kinaesthetic and visual learners.This activity could be used to identify Capital letters eg – B – b, J – j, M – m (match the let-ters) and much more.

Activity developed from the book: Games, Games, Games: Reading, word recognition and listening activities. (1972). Adelaide: Reading Development Centre.


2

Drawing of Matching Board


Fish usually……………………………

Potatoes grow…………………………

Parrots can…………………………….

Cakes are made from…………………..

It is hot in……………………………..

A kangaroo is a………………………..

………………………………………flour

……………………………………….Fly

……………………………………..Swim

………………………………….Marsupial

……………………………. in the ground

………………………………….Summer

A4 piece of

Cardboard paper

Hole punch

Shoe lace – used to

match question to

answer

MAGIC MEMORY CARRY CARD

NAME: Bree Noonan

Grade Level (s): Lower Primary


Subject Areas: Science/SOSE (however change what you put on the cards and this can be used for anything )


Using plain white business cards or white card of that size, students can create their own “Magic Memory Carry Cards”. The students design, create and illustrate the cards, then use the cards in a game of memory. In this instance the game is used to reinforce different types of fish, mammals, and other sea creatures and their names. However, the Magic Memory Carry Cards can also be used to reinforce other information such as sight words, multiplica-tions, learning numbers or phonics.

The students will use materials such as pictures, photos and their own illustrations to draw two identical images on two different cards. Once they have a full set of cards the game and the fun will begin.

Rationale

This “student-made” KLT will allow active learning to occur while using the old tried and tested game of ‘memory’. Sometimes information has to be rote learnt and memorized. Through the process of creating and playing the Magic Memory Carry Cards Game the stu-dents will “automatically” retain the information.

Objectives


Create their own Carry Cards for the Magic Memory Carry Cards GameLearn specific information by using visual, kinesthetic, tactile and rote memorization strategies.

Implementation

How to play Magic Memory Carry Cards Game :


1


Needs Devel-opment

Fair Good Excellent

Relatedness, creativeness of

questions to the material students learn about cur-

rently

Knowledge of material judged

by given answers to classmates

questions

2

1. Tell children that they are going to make and play a card game called Magic Memory Carry Card Game.

2. Hand out books, magazines, pictures and other resources that can be used to create their cards.

3. Hand out the cards (plain white card, business cards or something that size)

4. Tell children to look through the books or magazines and choose a fish/crab/turtle/mammal etc they would like to draw/create. Then have them draw/place that picture on two cards.

5. Explain that they are making a matching pair of cards so the pictures on the cards should match as closely as possible.

6. Then they need to carefully label their pictures, by writing the name of the picture they have drawn.

7. Let them know if they need help in spelling or writing the name to raise their hand and we will do it together.

8. Have each students collect their cards into a deck.

9. Once the decks are made the students can then play the Magic Memory Carry Cards game

10.Direct students to play in groups of two – three

11.All the cards that have been make need to be shuffled and placed face down on the floor

12.Once all the cards are placed face down students then take it in turns to turn over two cards.

13.Explain that the idea of the game is to collect as many pairs as possible

14. If the player draws a matching pair, he or she must read aloud the name of the animal on the card, and set aside the pair.

15.Play continues to the left. The game ends when all the pairs are "caught"

16.Have children, shuffle the deck, and play again.

Resources/Materials Requires

! Books, pictures, (words, numbers, or whatever is required for you to create the cards) ! Pencils, texters, glue, scissors ! Plain white business cards or white card cut up to be that size

Assessment

Assess how the students make the game, is their information correct. Using observations of groups playing the game you can evaluate their learning experiences.


Comments

This is a great tool for teaching students in lower primary grades about simple things such as number, phonics, sight words and multiplications. In this instance I used the game as a performance activity to reinforce information relating to animals under the sea. Making the cards helps students to rote memorize and playing the game is a great activity for kinesthetic, tactile and visual learners.


Below are some examples of how the cards would be laid out and of a person getting a pair.


THE ALPHABET GHOST

NAME: Jessica Fu

Grade Level (s): Pre-primary


Subject Areas: English


“The alphabet ghost” activity is for children to learn English alphabet by recognizing alphabet flashcards. Prepare large alphabet flashcards with the poster board. Draw the letters with broad- tip markers.

Rationale

This activity is simple and easily obtained. This makes children happy to learn and easy for parents to practice with them at home. Children can learn through active involvement. It can also develop their willing toward learning at the early stage.

Objectives


Remember the alphabet and recognize them easily.Build up the confidence for later studying.Understand the component of English.Have an image that learning is fun!!!

Implementation

How to make the Alphabet Ghost :

1. Begin with 5 flashcards (begins with A- E) face up on the floor.2. Ask the children to study the letters.3. After a short time turn the cards face down.4. Choose a ghost5. Have the ghost take away one letter and hide it behind his or her back at

the appropriate time in the song. 6. Sing a song and ‘round the circle for short time.7. Turn the letters face up and see who can guess the missing letter.

* This activity can also be played at other times such as during Thanksgiving or at Easter.



! White poster board! Scissors, ! Broad- tip maker

Assessment

Children can get a star point if they get it right. For the assessment at the end of this lesson, students will be encouraged to try to write the alphabet down and see how many they can remember.

Comments

From my experience, children love this game so much! They want to actually touch the card and it did help them to recognize and remember all those alphabets much more easily. After few times playing this game, I’ve noticed that it is such a good activity for pre- school students because it is simply fun!!!


References

Claycome, P. (1988). The Learning Circle. Maryland: Gryphon house, Inc. Alphabet pictures from: Hess International English Institute.


CRAZY CARDS

NAME: Paul Agnew

Grade Level (s): Primary


Subject Areas: Maths


Use a packet of cards to aid learning of addition and subtraction.

Rationale

Students, with their peers, have to perform adding and subtracting exercises off the top of their heads. They have a little pressure to perform in front of their peers, so this helps them to concentrate. They are using the skills in a real life situation where you have to be able to think on your feet.

Objectives


improve their addition and subtraction skills

Implementation

How to make the Crazy Cards :

Students get a deck of cards and get into groups of three, take picture cards out. Two students pick up a card and hold it up to their forehead so they can’t see their own card but can see the other students card. The third person reads out the sum of the cards and the other two must work out what their card is, by looking at the other student’s card and subtracting it from the total. The third person records a mark for correct answers from students, including themselves. Then rotate students so everyone gets a go at addition and subtraction.To make it harder and adapt to upper primary, the teacher could have students hold up two cards each.



! Deck of cards with picture cards removed. ! Paper and pencil, or pen to record progress.

Assessment

The teacher can assess how individual students are going by the amount of marks they have for correct answers. This will guide the teacher to which students need more attention and which ones are getting it.


CONCENTRATION/MEMORY MATCH

NAME: Sharn Treloar

Grade Level (s): Any


Subject Areas: Any


Using a pack of cards divided into pairs (so about 12 to 14 cards). The cards are laid face down and students turn over two at a time to find a match of pairs.

Rationale

The aim of the MTP is to improve and teach memory and pairings. Students of all ages can enjoy this activity, by simply matching the pairs students learn memory as in were they last saw the cards matching pair, and where it was placed.The cards images can be anything from numbers, to images of flags to connections so on.

Objectives


Visual memoryPairings

Implementation

How to play the Concentration/Memory Match :

1. Divide the cards into pairs2. Mix up the card and place them in equal numbered rows face down. (i.e 4

top 3- row second row etc)3. The students now get to flip over two cards per turn to se if there is a

match. I4. If there is a match the matched cards stay face up.


Tools and Resources

As I am not sure who originally invented this game and there are many variations of it here are a few websites that have versions of this game:

http://www.lizardpoint.com/fun/java/conc/Memory.htmlhttp://www.zefrank.com/memory/http://teacher.scholastic.com/activities/adventure/grammar5.htm\


! A pack of card divided into 6 or 7 pairs depending on the desired difficulty

Assessment

Assessment can be made mainly by how many the students got correct the first time then the improvement of that record over time. This can be formulated in summative assessment at the end of the unit if you wish. (See table on the next page)

Comments

There are many variations of this game that can be found in books or on the internet.



http://livepage.apple.com/

http://www.lizardpoint.com/fun/java/conc/Memory.html

http://www.lizardpoint.com/fun/java/conc/Memory.html

http://www.zefrank.com/memory/

http://www.zefrank.com/memory/

http://livepage.apple.com/


Student name

Week 1 score

Week 2 score

Week 3 score

Week 4 score


Figure 7 Figure 8


Whose Finger Pyramids? Score ( / 2) I got these ones wrong….

John Smith 2

Scott Jenson 2

Fred Bucket 2

Laura Knowles 1 How did Cook die?

Rebecca Jones 2

Kylie Bazley 0

When did Cook leave on his first jour-ney?

What country did Cook visit before find-ing Australia?

Lisa Wade 2

Tracey Miller 2

Courtney Yeager 1 What is Breadfruit?

Brooke Dammers 2

Lachlan Cook 2

Jake Abraham 2

ITEMS A B C D

CONTENT

All of the cards are displayed correctly, accurately and with detailed description.

Most of the cards are displayed correctly, accurately and with a description.

Some of the cards are displayed cor-rectly but with little description.

The content is dis-played incorrectly and with little de-scription.

DESIGN

I make excellent use of font, color, graph-ics, and effects to enhance our cards.

I make good use of font, color, graphics, and effects to en-hance our cards.

I make use of front, color, graphics, and effects, but occasion-ally these detract from the card's con-tent.

I make use of some font, color, graphic, and effects. My design often detracts from the card's content.


PERSON

Other side of the card

TREE

Other side of the card

One side of the card

One side of the card

REST


ITEMS A B C D

CON-

TENT

All of the cards are

displayed correctly and

accurately.

Most of the cards are

displayed correctly and

accurately.

Some of the cards are

displayed correctly.The cards are displayed

incorrectly.

DE-

SIGN

I make excellent use of

font, color, graphics, and

effects to enhance the

turntable and cards.

I make good use of

font, color, graphics, and

effects to enhance the


I make use of front,

color, graphics, and ef-

fects, but occasionally

these detract from the


I make use of some

font, color, graphic, and

effects. My design often

detracts from the turn-

table and cards.

Name:Chinese characters:Correct times:


Flash Card Flash Card