Using some kinesthetic activities to improve the students’ english communication skills at nhu thanh high school

PART ONE: INTRODUCTION
I. RATIONALE OF THE STUDY
Today learning English is very important because it is the only language
that truly links the whole world together. English may not be the most spoken
language in the world, but it is the official language in a large number of
countries. It is estimated that the number of people in the world that use in
English to communicate on a regular basis is about 2 billion. English is the
dominant business language and it has become almost a necessity for people to
use English if they are to enter a global workforce, research from all over the
world shows that cross-border business communication is most often conducted
in English. Its importance in the global market place therefore cannot be
understated, learning English really can change people’s life. Many of the
world’s top films, books and music are published and produced in English.
Therefore by learning English you will have access to a great wealth of
entertainment and will be able to have a greater cultural understanding. Most of
the content produced on the internet (50%) is in English. So knowing English
will allow people to access an incredible amount of information which may not
be otherwise available!
Communication skills are essential for a successful career, satisfying
relationships and a personal sense of accomplishment. Communication is seen
every day through TV commercials, interaction with the person opening a door
for people and listening to the CEO of their company speak. Effective
communication empowers people, provides clear direction and increases
productivity. Without it, people lose motivation and the inability to make a
decision, and they become angry because their messages are not understood
In fact, many Vietnamese students who have good professional knowledge,
but can’t use English well don’t get good jobs. So, English is the first and the
most important standard for workers who want to work not only at foreign
companies but also at national ones.
Since English is a foreign language in our country, most students especially
high school students are not familiar with it (Hetrakul, 1995). Kavin Hetrakul

also said that they use English more frequent only inside the class and less
frequent outside the class. Whereas, students have limited time to learn English
in class, and they still do not have enough encouragement to practice English
outside the class in order to get familiar with English. This case brings a
problem that make high school students have difficulties to communicate in
English.
When teachers come into class to teach a lesson to improve students’
communication skills. They follow their textbook and give great examples to
illustrate their points and have plenty of practice worksheets – but no matter
what they do there are always many students who just don't get it. What is going
wrong? Why aren't they getting through? The answer may well lie in their
students' learning styles.
Learning styles have been studied for decades and there are several models that
have been proposed by various researchers. While the finer distinctions are still
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debated, most authorities in the field generally agree upon four basic learning
styles: auditory learners, visual learners, kinesthetic learners, and tactile
learners.
Therefore, in this study I present some kinesthetic activities which I have used
successfully with classes of different sizes and levels to improve the students’
communication skills.
II. AIMS OF THE STUDY
I do the research to know about the fact of teaching and learning
communication skills in Nhu Thanh High School more clearly. This study also
investigates whether some kinesthetic activities can have positive impact on
process among students and can develop their communication skills or not.
Bearing in mind, I decide the research with title “ Using some kinesthetic
activities to improve the students’ English communication skills at Nhu

Thanh High School.
III. RESEARCH QUESTIONS
This study aims at finding answer to the following research question:
How can some kinesthetic activities help the students at Nhu Thanh High School
improve their communication skill?
The question has been addressed to two of the classes (A1, A6) that I have been
teaching in Nhu Thanh High School with the aim to examine how some
kinesthetic activities affect the process of communication here.
IV. SCOPE OF THE STUDY
This study does not aim to teach any skill in a systematic way, because it is
experience not for teaching but for practice. The study investigates giving some
kinesthetic activities to help students practice so that they can improve their
communication skill.
V. METHODS OF THE STUDY
In this study, I use some research tools to collect and analyze the needed data
Recording is used to record the process of giving some kinesthetic activities
The second tool used in this study is interviews with students at the end of the
research to study whether using some kinesthetic activities is really suitable for
them or not.
Surveying through the answer sheets is used to know the practical situation of
teaching and learning English communication skill.

PART TWO: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
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I. OVERVIEW OF KINESTHETIC CTIVITIES
Great ideas originate in the muscles” – Thomas Edison
Kinesthetic learning is a learning style in which learning takes place by the

students carrying out physical activities, rather than listening to a lecture or
watching demonstrations. People with a preference for kinesthetic learning are
also commonly known as "do-ers.
A great deal of information exists regarding the different means by which
students learn new concepts. Although visual, auditory and kinesthetic learning
are the most commonly listed learning styles, little attention has been given to
kinesthetic learning. This is especially true at high school where the format
favors verbal and visual learners. Here we make a tentative argument for the
value of including kinesthetic learning activities in classes as a vehicle for
teaching concepts.
It is important to make clear how our working definition of kinesthetic learning
may be different from previous work. First, the term “active learning” already
means something to the education community and may include instructor
demonstrations, brainstorming, reflections and minute papers. The version of
kinesthetic learning considered here is a sub-set of active learning where
students will be out of their seats and quite literally active. Second, the term
“kinesthetic learning” is in common use in some education circles. Within those
circles, the focus is typically on learning a manual skill or refining muscle
coordination. students must learn to build physical structures, often using their
hands to perform complex tasks.
II. WHAT IS KNOWN ABOUT KINESTHETIC LEARNING
Below I summarize some of the work that has been conducted on the
effectiveness of kinesthetic learning:
Jean Piaget – All of the most basic facts about the world are first discovered
through physical means. As the brain matures, facts are abstracted and related to
other concepts. Although the ability to abstract a concept and make complex
connections between concepts are considered to be signatures of a mature mind,
humans learn best by doing something concrete first, and then abstracting to
more general concepts.
Feldman and McPhee – “Kinesthetic learners are most successful when totally

engaged with a learning activity. They acquire information fastest when
participating in a science lab, drama presentation, skit, field trip, dance, or other
active activity. Because of the high numbers of kinesthetic learners, education is
shifting toward a more hands-on approach and other ‘props’ are incorporated
into almost every school subject, from physical education to language arts.
Hands-on teaching techniques are gaining recognition because they address the
challenging needs of kinesthetic learners, as well as the diverse needs of
auditory and visual learners.
Muneera Spence - Visual learners account for around 30% of the population
and auditory learners account for around 25% of the population. Kinesthetic
learners may account for as much as 45% of the population.
Howard Gardner – Intelligence is a multifaceted quality that cannot be
measured by a single score on a test. Furthermore, some types of intelligence are
not even located in the brain. For example, an understanding of space and
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motion is a distinct kind of intelligence that is useful to the athlete, dancer,
martial artist and engineer. Despite the lack of data in the engineering education
field, some educators, such as those in dance, graphic arts, and communications,
use kinesthetic learning daily. In a study on graphic arts education, where one
would expect a high percentage of visual learners, it was estimated that 45% of
students were categorized as kinesthetic learners. Furthermore,
kinesthetic activities have been found to be effective in special adult
populations, such as the blind and deaf. It should be noted, however, that these
fields place emphasis on refining muscle memory and conditioning responses.
Two studies in English and Computer Science, however, did use kinesthetic
learning to teach concepts. Virginia Zimmerman guides students in developing
dance steps that correspond to the rhythm of a poem. The purpose is to
highlighting the use of meter and structure by different authors, and point out

how they sometimes violate the structure for effect. A small group of computer
science faculty have also been building a repository of kinesthetic learning
III WHAT IS A KINESTHETIC LEARNER?
Kinesthetic learning is a learning style of students that learn best by discovering
and experiencing. These students prefer physical activities that involve getting
out of their seat, moving around and touching things.
The best time to use kinesthetic activities in the classroom is after teaching a
new topic. Whether it’s a vocabulary lesson or a lecture on sentence structure,
using these activities is a great way to get students practicing the new English
skill and is also a great way for teachers to check for understanding.
IV. CHARACTERISTICS OFKINESTHETIC LEARNERS
- They use their hands to speak; they make lots of gestures and describe things
with their hands or even their entire body.
- They enjoy working with their hands, so crafts are a must in the classroom.
- They need to move, do and touch. For this reason, they are better suited to
activities with Total Physical Response.
- They need frequent breaks.
- They have excellent hand-eye coordination

CHAPTER 2: PRACTICAL SITUATIONS
I. METHODS OF THE STUDY
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The research is done qualitatively in the context of two English classes (Class
A6 and A1 – Applying the Experimental English Curriculum of the National
Foreign Languages 2020 Project - At the beginning of school year 2015-2016
at Nhu Thanh High School ). In this survey, I use the survey questionnaire for
students. This survey is designed to collect information for the study on “An
investigation into the Reality of teaching and learning English communication

skill at Nhu Thanh High School.
II. THE REALITY OF TEACHING AND LEARNING ENGLISH
COMMUNICATION SKILLS AT NHU THANH HIGH SCHOOL
The whole procedure of teaching and learning is implemented similarly to all
students of the class after all of them give consent to be part of the research.
However, due to the limit of the study, I only focus to collect information from
the learning engagement of two classes (A6 and A1) during this process as the
data for analysis. Below is the survey of the practical situation of learning
English Communication skill at Nhu Thanh High School.
Survey no.1
Practical Situation of learning English communication Skill at Nhu Thanh High
School.
Questions for students
1. How difficult is the
English
communication skill
in new curriculum?
2. What is your idea
about
improving
English
communication skill at
your school?
3. What do you think
of your skill classes at
Nhu Thanh High
School?
4. What do you think
of the materials used
for teaching skills at

Nhu Thanh High
School?
5. Does your teacher
give you any active
activities to improve
your communication
skills?

A
Too easy
5%

B
Not difficult
10%

C
Difficult
30%

Very essential
12%

Essential
16%

Not
essential
47%

Really
interesting
3%

Interesting
7%

Boring
41%

D
Really
difficult
55%
really

Not essential
at all
25%
Really boring
49%

Difficult and Difficult but C.
Interesting
boring
interesting
and stimulating
51%
8%
9%

Easy
boring
32%

Always
2%

Never
72%

Sometimes
4%

Rarely
22%

and

From the survey number 1, we can see that communication skills are rarely
improved at Nhu Thanh High School, this may not make it attractive to learners
as a classroom activity. The students often see communication as hard work,
boring, unrewarding. Moreover, students don’t know how to learn English and
improve communication skills effectively
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CHAPTER 3:
RECOMMENDATIONS
TO IMPROVE THE STUDENTS’ ENGISH COMMUNICATION SKILLS

I. RECOMMENDATIONS
According to the data analysis from the survey, it can be personally concluded
that the most important feature that makes my students to engage more in the
lesson is the kind of assessment which forces them to learn although the
meaningfulness of tasks also more or less affect the level of engagement
the most meaningful tasks to my students are tasks that can help them to pass the
tests at the end of the semester not tasks that give them reasons to communicate
as I expected.
Therefore, I have given them some kinesthetic activities to improve my
students’ communication skill.
II. PRACTICAL SOLUTIONS
Kinesthetic actions seem to originate the holistic right side of the brain. Verbal
language is left-hemisphere based. (Promislow, 1999). Physical warm-ups
involved both hemispheres. They may be a way to help learners use both sides
of their brains in a more integrated way.
Physical movements encourage our bodies to manufacture endorphin (the
chemical that contributes to “runner’s high”) and dopamine, which helps us see
patterns and learn faster. (Snell, 1980, cited in Promislow, 1999.).
On a more general level, doing physical activities together may just get people
working together.
Our students spend hours sitting in their desks every day. A few minutes up and
moving seems to get them more attentive, move involved. And these are fun
There are lots of kinesthetic activities available. For this , I have concentrated on
some that have learners physically moving around the room . Also, I am
focussing on those that have a specific, spoken language aspect.
Games for Kinesthetic Learners That Love to Move
These types of games are always class favorites and along with reviewing
material, it encourages team building and critical thinking.
1. Jeopardy

This game is great for reviewing a lot of different subject matter before a
comprehensive test. It also encourages teamwork and critical thinking, while
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giving the students a chance to build confidence and practice their speaking
skills.
What You Need:
An internet connection or PowerPoint
A projector
Set Up:
Prepare a jeopardy board filled with questions on the subject matter being
reviewed. You can do this on PowerPoint
Split the students into even groups of four, five or six. (This number can be
adjusted according to the number of students in the classroom. For the ideal
playing situation, there should be 4-6 groups.)
How to Play:
After class has been split into groups, the first group chooses a subject matter
and point value.
Read the corresponding question aloud, and then everyone has the opportunity
to raise their hand to answer the question.
The first hands up get to answer and if they are right, their group receives the
designated amount of points and also gets to pick the next question.
If they get the question wrong, then their team loses the points and another
group gets a chance to answer.
The group with the most points at the end of the game wins!
Note: Make sure that the students rotate the spokesperson in the group so that
everyone gets English speaking practice!
2. Fly Swat

The Fly Swat game works best for vocabulary review, and is great to play at the
end of a lesson introducing new subject matter. You can also use this game to
help students with understanding synonyms, antonyms, and homonyms.
What You Need:
Two fly swatters
PowerPoint or a whiteboard
A projector (if using PowerPoint)
Set Up:
Using PowerPoint (or simply write on the board), prepare a slide filled
with vocabulary words sprawled all over the page. Have a series of definitions
and questions about those vocabulary words prepared to read to the students.
To make it extra fun, write the words on pictures of flies!
Split the class in half and get ready for a great time.
How to Play:
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Each team sends up one person to the front of the classroom and they are each
given a fly swatter.
Read the question aloud, and then the first student to swat the answer on the
board wins the round!
3. Telephone

Telephone is a game that will help develop your students’ English listening
skills. It also helps students practice word pronunciation and enunciation of
sounds that they’re not used to making. So Telephone encourages listening and
comprehension skills, while still allowing students to get a little bit of speaking
practice in there, too!
What You Need:
A class full of ears!

Set Up:
Have all of the students sit or stand in a straight line or a circle.
How to Play:
Make up a phrase or sentence and whisper it in the first student’s ear.
That student then whispers the phrase to the next person, and so on and so forth.
If anyone would like the phrase repeated to them, students can say “Operator!,”
but this can only be done once per person.
At the end of the game it’s always really funny to see how different the phrase
turns out!
Note: A more competitive alternative to play this game is to split the class into
two teams and see who gets closest to the original phrase!
4. Song Puzzle

For this game, you’ll need to select a song and print out the lyrics with enough
space between lines such that you can easily cut the lyrics into strips. Separate
students into small groups of two or three and give each group a complete set of
the lyric strips.
Then play the song over and over, while the groups try to organize the lyrics into
the correct order. The first group to organize the lyrics correctly wins the
8


game. After the students have all figured out the correct order of the lyrics, sing
them aloud as a class together!
Doing song puzzles reinforces sentence order and helps students with their
fluency of speech.
5. Story Telling Memory Game

In this fun game, students should begin by sitting in a circle. The first person
(this can be you, but it does not have to be) starts the story with a fragment like

“It was a dark and stormy night,” and then the next person has to repeat what the
first person said and add a phrase of their own.
For example, “It was a dark and stormy night and no one was around.” Keep
going around the circle until someone messes up! Students love this game
because they get to work together to be creative with their imagination.
Teacher could have someone write down the story, and then hang it up in the
classroom for students to remember and get a good laugh!
Telling stories as a class benefits students in countless ways. Fostering
creativity encourages English learners to use words that they don’t use on a daily
basis, and formulating a story allows students to practice sentence structure in an
informal and non-intimidating way!
6. This is for you
What You Need: get a few soft objects that are easy to throw and catch

How to Play:
- On the board, write, “This is for you, (name).” “Thank you, (name). “
- Students stand in circles of 10-15. Start by going around the circle. Everyone
introduces themselves.
- Give one stuffed animal a student. She reintroduces herself (“I’m Mai.”). Then
she says, “This is for you, (name) “ and throws it to that student.
- That student says, “Thank you, Mai. I’m Emi. This is for you, (name).” and
throws it to another student.
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* It is a good idea to have them make sure everyone has gotten the animal once
before there are repetitions. There will be times they don’t know someone’s
name. They just look at that student and gesture that they need help with the
name. That person says her name.
-Once everyone has received and thrown the stuff animal once, the fun begins.

Ask them to follow the trail – they throw it to the same person. Introduce the
second and third stuffed animal. Leave a few seconds delay between each one.
They continue to say, “This is for you, (name).” “Thank you, (name).” each
time they throw it.
-Then suggest a bit of silence. They continue to throw the animals but the only
think about the names. They don’t say them. This silent period really helps them
concentrate on the names.
Variation. At this point, make it a free for all. They see how many names the
remember. They call out the names and try to get that person’s attention (Mai!
This is for you!”, When they do, the toss the animal to that person. The animals
no longer follow a trail . Creative chaos!
• At the end, give everyone a minute or two to look around the circle and
see how many people’s names they know.
7. Circle action game
What You Need:(Optional)One soft object (like the stuffed animals above) for
each group of 8-12

How to Play:
- On the board, write

“I’m (name). I like
.”
“You’re (name). You like
.”
- Students work in groups of 8-12. Give the animal to one person. He introduces
himself and says something he likes. (“I’m Hoa. I like skiing.”) As he says what
he likes, he makes a gesture demonstrating it. For example, he moves his body
as if he was skiing or uses two fingers flying down a mountain to represent a
skier. Then he throws the object to the next speaker. (If there is no object, he just
points to the next speaker.)

-The next speaker must repeat the first speaker’s information and do the gesture
before adding her own information and gesture. (“You’re Hoa. You like skiing.
I’m Lan. I like listening to hip-hop.”) She adds a gesture such as a hip-hop dance
movement or something to show listening to music. She throws the object to the
next person who has to remember and repeat both Hoa’s information and Lan’s.
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- The game continues. Everyone has to remember each person’s information and
do each gesture: #2 remembers #1. #3 remembers #1 and #2. #4 knows #1, #2
and #3. #4 knows 1-2-3-4, etc. If someone forgets (no problem. It will happen.),
the person gives a hint by showing the gesture. That is often enough to help the
speaker remember the name as well as the thing he likes. If not, the person can
give the information, either by speaking aloud or by mouthing the information
silently (like lip-reading).
* Variation: Unlike the activities mentioned above, you may want to have
some people get a second turn before everyone has had a first. This way
everyone keeps paying attention. They might get called on again!
8. Mirrors
How to Play:
- Tell the students what the topic they will talk about is. “Plans for the
weekend”, “things you did last weekend,“ or similar, personalized topics work
best.
- (Optional). Give them a minute or two to think about what they want to say (a
bit of silent planning time goes a long way in increasing how much they will
say.).
- Students work in pairs. They stand, facing each other. One is the speaker and
the other is the mirror. The speakers talk about the topic, using a lot of gestures
as the speak. Mirrors listens. The also imitate all the gestures, reversing them as
a mirror would (i.e., if the speaker moves her left leg, the mirror moves his

right). The mirror can ask questions.
* Beginners might find it difficult to mirror actions, listen and ask questions at
the same time. In that case, you might ask them just do the mirror actions and
listening. They wait until after the activity to ask two or three questions.
Variation: Crazy mirrors. Instead of mirroring the action, the mirror does an
opposite action. For example, the speaker raises her right arm, the mirror could
lower is left art. The speaker touches her head, the mirror touches his leg,
etc(RB)
9. That’s true/ that’s a lie
      How to Play:
- Each student thinks of two sentences about himself. One is true and one is
false. Both sentences should be believable but not information that other people
know. Of course, interesting information (I rode an elephant once.) is more fun
than everyday stuff (I don’t like spinach.)
- On the board write, “I don’t believe…” “You’re right.” “Sorry, you’re wrong.”
- Introduce two gestures for the game. Crossing one’s arms in front of your chest
to make a big X means “wrong” or “not true.” Joining your arms above your
head to make a big circle that goes around your head means “That’s right.”
- Everyone stands and walks around at random. Everyone finds a partner. In
each pair, one person says both of his sentences. The partner decides which she
thinks is a lie, and says, “I don’t believe…” (e.g., “I don’t believe you rode an
elephant.” making the “X” gesture. If she was correct, the speaker makes the
11


“O” gesture and says., “You’re right. I didn’t…(ride an elephant).” If she was
incorrect, the speaker makes the “X” gesture and says, “Sorry, your wrong.”
- Then the other person says her sentences and the partner guesses.
- When they have finished, they find new partners and continue.
Variation: When someone guesses incorrectly, it often means the

information was usual or surprising. You can ask the speakers to add two or
three extra pieces of information (“I rode an elephant two years ago. I was in
Thailand. I went there with my friend.” )
10. Fonfs (Focus on forms)
These activities are among the easiest to plug into your lesson because the
connect to specific grammar points, functions or vocabulary sets.
ABC race
Language focus: Various. Examples:
1st conditional (ABC picnic):
If you bring the (apples) , I’ll bring the (bananas) .
“Going to” future (Trip around the world.)
We’re going to go to (Australia) . Then we’re going to
visit Bangkok .
Nouns:
I have an album . You have a baseball .
How to Play:
- Write the target structure on the board.
- Explains the situation and the task. For example, for the first conditional, tell
the students that they are going on a picnic. This is an “ABC picnic” which
means they have to take one thing that starts with every letter of the alphabet –
one think that starts with A, one that starts with B, etc. all the way to Z).
* Actually, you might want to leave out the letter “X” – no one takes a
xylophone to a picnic.
- Students work in pairs. The stand and face each other. One partner holds his
hands in front of him, palms up.
4 The other partner says the target sentence (If you bring the apples, I’ll bring
the bananas.) and slaps the first partner’s hands.
- The first partner says the next sentence. That sentence includes the second
item from the previous sentence (bananas) and a new item that starts with “c” (If
you bring the bananas, I’ll bring the chocolate.) and slaps the partners hands.

- They continue until they get to Z.

III. SOME PRACTICAL EXAMPLES AFTER USING KINESTHETIC
ACTIVITIES IN THE EXPERIMENTAL CURRICULUM AT NHU THANH
HIGH SCHOOL.
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Example 1 :

CIRCLE ACTION GAME
English 11- the experimental curriculum
Unit 7- Further education
Period: speaking
Exercise 5: Discuss your choices and preferences for further education.
Preparation: (Optional)One soft object

(The eleventh graders were discussing their choices and preferences for further education)

1. On the board, write
“I’m (name).
I like
.
Because
”
“You’re (name).
You like
.
Because ”
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2. Students work in groups of 4-5. Give the animal to one person. He introduces
himself and says types of further education he likes.
“I’m Thao Van.
I like “cloud” learning.
Because i can save the time and money”
Then she throws the object to the next speaker.
3. The next speaker must repeat the first speaker’s information and add her
own information .
“You are Thao Van.
you like cloud learning.
Because you can save the time and money”
“I’m Nga.
I like career-based course.
Because i need some skills for getting a job first.”
4. The game continues. Everyone has to remember each person’s information .
If someone forgets (no problem. It will happen)

Example 2 :

Using That’s true/ that’s a lie

English 11- the experimental curriculum
Unit 9- Cities of the future
Period: Listening
Exercise 5: Which viewpoint do you agree with, the optimistic or pessimistic?
Provide your reasons

14

(The eleventh graders were discussing which viewpoint they agree with)

What to do
1. Each student thinks of two sentences about two viewpoint.
Ex:
- In the future, governments have no effective ways to control pollution.
- in the future, Renewable energy will replace fossil fuels.
2. On the board write,
“You’re right.”
“I don’t believe…”
“Sorry, you’re wrong.”
3. Introduce two gestures for the game. Crossing one’s arms in front of your
chest to make a big X means “wrong” or “not true.” Joining your arms above
your head to make a big circle that goes around your head means “That’s right.”
4. Everyone stands and walks around at random. Everyone finds a partner. In
each pair, one person says both of his sentences. The partner decides which she
thinks is a lie, and says, “I don’t believe…”
e.g.,
“I don’t believe - In the future, governments have no effective ways to control
pollution .” making the “X” gesture.
If the speaker agrees, then makes the “O” gesture and says:
“You’re right,. in the future, Renewable energy will replace fossil fuels”
5. Then the other person says her sentences and the partner guesses.
6. When they have finished, they find new partners and continue.
Example 3:

Using “Song Puzzle”
English 11- the experimental curriculum

Unit 9- Cities of the future
Period: Listening

Exercise 4 : Listen again and complete the summaries of the two viewpoints
For this game, Teacher needs to print out the sentences . Separate students into
groups and give each group a complete set of the two viewpoint strips.
15


Then play the cassette player over and over, while the groups try to organize the
sentences into the correct order.
After the students have all figured out the correct order of the sentences, Report
them aloud as a class together!

(The eleventh graders were discussing organizing the sentences into the correct order)

(One eleventh grader was reporting them aloud)

16


CHAPTER 4: RESULT
In conclusion, using kinesthetic activities is an efficient way to teach English
in the classroom. This way I get the best results in the classroom. It arises
students’ motivation. Kinesthetic games prepare students for life and they
acquire positive social attitudes. They teach sharing, helping each other and
working as a team. A student learns by doing, living, trying and imitating. So
this kind of learning is lasting. During these activities some feelings such as the
pleasure of winning and the ambition of losing may arise. This gives to the
teacher an idea about student’s character. So games are must-have activities for

hardworking teachers
Moreover, The result of testing skills has increasingly improved. The following
is the result chart of class A6 and class A1:

Class

Before
using kinesthetic activities
Excellent Good Fair Poor
(%)
(%) (%) (%)

After
using kinesthetic activities
Excellent good Fair
Poor
(%)
(%) (%)
(%)

10,3

14,3

49,2

30,7

5,8

18,3

45

36,7

0

16

49

31,5

3,5

23,4

50,1

26,5

0

33,7

39,8 16,2

A6
10

A1

34

41,8 14,2

PART THREE: CONCLUSION AND SUGGESTION
I. CONCLUSION
The idea of kinesthetic learning as a sub-set of active learning has received
very little attention from the education community. The small quantity and
quality of data that does exist is largely outside the community. Although the
author will continue to explore the use of kinesthetic activity during lessons,
future research should be conducted to first develop measures to assess
kinesthetic learning in classrooms and second to use those measures to develop
best practices.
II. SUGGESTION
Learners with kinesthetic preferences learn through active movements and
experiences. Activities such as playing, puppetry, drama, acting and designing
ensures involvement of the learners. Thus, it is also important to manage the
students during such activities.
Some effective strategies used to involve unmotivated students during activities
are:
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- Motivate the students by giving attention and reward, avoid punishment.
- Students should be provided with option to choose activities for learning a
particular concept
- Grades can be allotted depending on the participation by using score rubrics
- Activities chosen should encourage all the students to succeed and feel that

have accomplished learning through an activity
- Every student has to be given equal opportunity to participate
- Cooperative activities can be organized and positive feedback can be given to
encourage teamwork in a class
Some effective strategies used to manage hyper motivated students are:
- Encourage the students to organize body movement during activities
- Regular monitoring of the students
- Appropriate and accurate directions have to be given for any activity
- Before involving the students in the activity, the consequences of the task
going out of control has to be clearly explained.

The Headmaster’s identification

Thanh Hoa, the second of May, 2016
I ensure that this study has been written by
me
The writer

Bui Thi Tu

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REFERENCES
Begel A., Garcia D. and Wolfman S., "Kinesthetic Learning in the Classroom",
ACM SIGCSE Bulletin, v. 36, n. 1, March 2004.
Glass, S. “The Uses and Applications of Learning Technologies in the Modern
Classroom: Finding a Common Ground Between Kinesthetic and Theoretical
Delivery”, Information Analyses 070. 2003.
Wolfman, S. and Bates R., "Kinesthetic Learning in the Classroom", J.

Computing Sciences in Colleges, v. 21, n. 1, p. 203-206, October 2005.
Zimmerman, V. “Moving Poems: Kinesthetic Learning in the Literature
Classroom”, Pedagogy 2.3 409-412. 2002.
Sivilotti, P. A. G. and Pike, S. M. “The suitability of Kinesthetic Learning
Activities for Teaching Distributed Algorithms. ACM SIGCSE Bulletin 39:1
362-366. 2007

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