Learning Style Characteristics Responsive to Tactual and Kinesthetic Resources
Because tactual and kinesthetic materials tend to be gamelike, they usually are motivating, particularly for underachievers. When they are perceived as being babyish, however, they can cause embarrassment and turn off many youngsters. It is important that the children to whom these resources are assigned feel positive about them and therefore be willing to follow directions for their use, care, and replacement. If they enjoy learning in this way, they will be persistent and will continue using the materials until they have achieved the goals or objectives that have been outlined for them.
All the materials are self-corrective so that youngsters can manipulate them to find correct answers. Nevertheless, the motivation for using these materials is necessary if students are to be responsible for them—because the parts or sections of each set need to be kept intact, returned to holders or boxes, and maintained in good condition. Often however, we observed previously apathetic tactual students become highly motivated because of their interest in and enjoyment of Learning Circles, Task Cards, Electroboards, Pic-A-Holes, and Flip Chutes. Floor Games had the same effect on kinesthetic learners.
Other than the taped and printed directions for using the resources, little structure is provided through these materials. Students using them may, therefore, need some structure—but not too much. Beyond the need for motivation, persistence, responsibility, and structure, these resources respond to students who have visual/tactual, tactual/kinesthetic, or visual/kinesthetic inclinations and who do not learn easily either by listening or by reading. Emphasize to the entire class that all students will be responsible for learning and mastering exactly the same objectives, but that each will learn the information through his or her learning style strengths.
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