NLP Tip - Dealing With Information Gaps For Kinesthetic Students
There are times during which a student is learning that teaching something in a sense system other than their primary sense system will cause gaps to form in the information flow.
They will have gone from point A to point C and will be missing point B along the way.
Q: Is there a certain sense system that is usually left out or confused in teaching? A: It is common to teach using primarily visual and audio methods and very little kinesthetic, so the kinesthetic students are sometimes left in the dark.
Q: How do you make it so that the kinesthetic student can pick up the missing information? A: It is important to create a method of showing the kinesthetic student where the information went.
For example, you can write the words DO NOT on a piece of paper and then fold it in such a way that you can make the "NO" disappear so that the word DON'T is visible.
Use a paperclip to hold the paper shut in the place where the apostrophe would be.
The student can manipulate the paper herself, which will allow her to "feel" the concept.
In other words, when there are letters or numbers that seem to "disappear" it is important to show the kinesthetic student where they have gone by literally "walking" the numbers or letters to their new home or showing where they have gone.
Another example of where information can disappear is in mathematics.
When fractions are converted into decimals it is easy for a kinesthetic student to wonder how the numbers got to their new positions.
By using moving numbers, either by cutting numbers out of paper or using magnetic numbers you can manipulate them to show the student how they change position.
So when you want to prevent your kinesthetic students from losing information, it is important to develop a method of teaching concepts that allows them to manipulate things and see where things go or how they move.
You can do this by: 1.
Identifying the student and primary sense system they use.
2.
Coming up with a manipulative for that specific topic you are teaching.
3.
Allowing the student to "play" with the manipulative so that she can gain an understanding of how things move and where they go so that there will be no gaps in her flow of information.
They will have gone from point A to point C and will be missing point B along the way.
Q: Is there a certain sense system that is usually left out or confused in teaching? A: It is common to teach using primarily visual and audio methods and very little kinesthetic, so the kinesthetic students are sometimes left in the dark.
Q: How do you make it so that the kinesthetic student can pick up the missing information? A: It is important to create a method of showing the kinesthetic student where the information went.
For example, you can write the words DO NOT on a piece of paper and then fold it in such a way that you can make the "NO" disappear so that the word DON'T is visible.
Use a paperclip to hold the paper shut in the place where the apostrophe would be.
The student can manipulate the paper herself, which will allow her to "feel" the concept.
In other words, when there are letters or numbers that seem to "disappear" it is important to show the kinesthetic student where they have gone by literally "walking" the numbers or letters to their new home or showing where they have gone.
Another example of where information can disappear is in mathematics.
When fractions are converted into decimals it is easy for a kinesthetic student to wonder how the numbers got to their new positions.
By using moving numbers, either by cutting numbers out of paper or using magnetic numbers you can manipulate them to show the student how they change position.
So when you want to prevent your kinesthetic students from losing information, it is important to develop a method of teaching concepts that allows them to manipulate things and see where things go or how they move.
You can do this by: 1.
Identifying the student and primary sense system they use.
2.
Coming up with a manipulative for that specific topic you are teaching.
3.
Allowing the student to "play" with the manipulative so that she can gain an understanding of how things move and where they go so that there will be no gaps in her flow of information.
