Physical Learning from a Hands-On Viewpoint - Anthony Hurst

  

 

 

 

 

 

 

 

 

Your name	Commented On
Anthony Hurst	Linda Wash

 

 

 

 

 

Physical Learning from a Hands-On Viewpoint 

Anthony A. Hurst 

EDAC 635 

Spring 2021 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Physical Learning 

 

The terms and ideas surrounding Physical Learning can be looked at from multiple vantage points and considerations. Two that come to mind immediately for most people are kinesthetic typed physical learning and physical learning environments, or environments that aid or disrupt one’s learning. For the purposes of this paper, we are going to look solely at the kinesthetic approach to physical learning. In doing so, we will discuss what this learning style is, some main theories and approaches to physical learning, tools for those who learn best through this approach, as well as considerations for instructing classes which will engage the physical learning style. Throughout this paper, the terms physical learning and kinesthetic learning will be used interchangeably, but will have the same meaning. 

 

Theoretical Points 

 

Physical learning, kinesthetic learning, and experiential learning, all have similar meanings, ideas, and rationales. According to Kolb’s theory on experiential learning this is, “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (Ethridge & Branscomb, 2009). Numerous points and considerations were taken from Kolb’s Experiential Learning, 1984, when reviewing and learning about physical learning.  

The benefits of physical learning show through in training and environments where individuals are required to perform a task which would be considered hands on or a physical skill. This is not however, where this learning style ends.  In a study performed with students who were performing acetylene welding, it was discovered that application of the experiential learning process, hands-on learning, produced outcomes which made it easier for students to understand and improve their skills (Djatmiko et. al., 2020). While we generally consider a specific learning style to be the best method for how an individual prefers to learn as visual, auditory, or kinesthetic (Djatmike et. al., 2020), we should also put consideration into the type, style, or skill for the task which is looking to be understood. 

Kinesthetic or physical learning is a mixed bag of consuming information, processing it, and recalling it all by direct connection, contact, or movement with the material or topic. There are however, some individuals who learn best through kinesthetic or hands-on learning skills. Moving away from techniques such as welding, as discussed in the Djatmiko et. al. study, some individuals just plan learn better through moving and interacting. 

Research suggests, students who partake in internships, service projects, and learning communities, benefit greatly from their experiences. These experiences require the students to interact with others, engage with their community or their desired practice, and put their learned knowledge into practice (Mobley & Fisher, 2014). Also according to Mobley and Fisher, over eighty percent of college faculty are using lecture as their primary instructional technique. This is a jump from a kinesthetic learning environment which is often found in lower level early educational settings. This type of educational style helps get students out from their traditional study and learning environment, out of their desks, and in their communities or in an environment conducive to the style of work they wish to achieve post education. 

 

Application 

 

There is a nearly infinite number of tools and ways to approach the use of physical and kinesthetic learning based off the brief number of theories I have discussed. Not just students learning to use oxy-acetylene welding (Djatmiko et. al., 2020), but also students in nearly any field; nursing, policing, the military, even accountants can find means of using this style of learning.  

One study suggests getting students out from their desks, in their respective fields, and directly introduced to the work they hope to soon be completing (Mobley & Fisher, 2014). Take the student who desires to be an accountant for example. After introductory courses, introduce them to a local CPA firm around tax time. Allow this student to see the inner workings of the agency and possibly even help with small numerical tasks within in the agency. You must however account for reflection after the internship or period of study to help assess and allow the student to reflect on what they have learned and where they have come from. 

For me personally, the ideas presented from students getting hands on experience in their field are not outweighed by classroom learning. I consider education to be broken into two separate portions; theoretical and actual. I can sit all day and preach to a young police officer the theories and ideas surrounding the practice in the case law Miranda V. Arizona. If you have ever watched any police drama you have heard the words, “You have the right to remain silent…” so on and so forth. Young police recruits can understand the two components to Miranda, in-custody and being questioned about a crime, but the direct and immediate impact changes immediately in the field. Questions such as what is custody, is it a perceived idea, a physical custodial detention, or merely officer presence all become a real tactile thing. Any given call, at any given moment, each one of those three previously mentioned components could in fact equate to an individual being in custody thus satisfying one component of the Miranda requirement. 

By allowing officers to experience direct hands on demonstrations or scenarios before hitting the streets we can help develop this understanding. Even that, does not quite equate to functionality or actual understanding. Not until the young recruits find themselves in given situations does this theoretical knowledge come into play and a sweet dance or balance of the two begin to work with one another. 

These principles can be applied in other arenas as well. Direct, hands-on, or physical learning can not only begin to help map the synaptic response and recall in the brain, but it can also help to begin to build and develop muscle memory as well. The old saying, “It takes one thousand repetitions for someone to become proficient in a skill,” may seem out there, but I find it to be true.  The theories and ideas previously discussed seem to back this notion. While one thousand repetitions may not necessarily be doable by typical standards at least the foundational skills can be laid. 

This is not to put down standard educational or classroom practices. They are great for creating that baseline and putting theoretical practices into use. Once the theoretical practices are explained and understood, putting them to use in the real world helps drive their point home and build the maps to continual successful utilization in the future. Houghton College has a website completely dedicated to understanding and putting to use physical learning skills. It is a great resource for students or individuals who learn best hands on, but it takes into consideration their physical learning environment and makes suggestions to aid in their learning such as moving about while studying, creating flash cards, pacing yourself, and even chewing gum. I find it refreshing that this college has gone to the lengths to find ways to help those students who would much prefer being in the world learning, but find themselves in the eighty percent of classes being taught in a traditional manner. 

Reflection 

I took to this assignment looking at self-reflection and the style of learning I not only learn best through, but also the type of learning I try the most to help get to my students. A lot of my training is in the psycho-motor skill realm or hand, eye, and physical muscle coordination. The most unique aspects of the theories presented is getting out of the classroom and into the world to put theories into direct practice. I completed this assignment by beginning to look for articles which not only discussed Physical Learning, but articles which proved its relevance and success. Not just success, but success which matches what I have experienced in my professional life as well. For me, this lesson has helped drive home some of the practices I currently employ.  

As mentioned, a large portion of my trainings involve hand and eye or psychomotor skills, but some of the articles and studies I read have helped me put other ideas into consideration and develop my ideas surrounding the importance of instilling the theoretical knowledge prior to actually putting it to use in the real world. In all, as an individual who likely suffers from a small degree of undiagnosed ADHD and admittedly learns by getting out of my seat and doing, I was relieved to discover many of the notions and theories I possessed were proven by other individuals as well.  

 

	The main theoretical ideas –Be specific		Summary of how to apply the main theoretical ideas in practice
Idea 1	This is the process where knowledge  is created by doing	You begin by transforming theoretical knowledge taught in the classroom and allow it to evolve into physical/tangible skills which are improved upon by continual practice and evaluation.
Idea 2	This type of learning increases outcomes which allow students to more readily understand and improve skills	In the study on welding, students were shown the skill, allowed to practice it, then tested on their ability. During the practice phase and before the demonstration, they were worked with by staff and other students
Idea 3	Kinesthetic learning can aid in recall, muscle memory, and task completion	Introduce repetition and design course work which requires the student to complete a given task or skill. From repetition, the student will develop quicker and more successful skillsets for the given task or field
Idea 4	Service learning or internships create greater experience for students in their learning communities	Students engage with other students, clients, and professionals in their given arena of study. By putting students in the field and requiring a post assignment assessment, students can grasp an understanding of where they’ve come from and how successful they have been

  

References 

Benitez, L. (2013, May 15). The physical learning style. Retrieved February 15, 2021, from http://www.woople.com/2013/05/15/the-physical-learning-style.html#:~:text=A%20physical%20learner%2C%20also%20known,drama%2C%20dancing%2C%20and%20athletics. 

Djatmiko, R. D., Pradana, F. N., Prasetya, T. A., & Putra, A. G. (2020). The demonstration method using kinesthetic learning style on oxy-acetylene welding practice. Journal of Physics: Conference Series, 1700. 

Ethridge, E. A., & Branscomb, K. R. (2009). Learning through action: Parallel learning processes in children and adults. Teaching and Teacher Education, 25(3), 400-408. 

Kinesthetic learning style. (2019, October 17). Retrieved February 21, 2021, from https://www.houghton.edu/students/center-for-student-success/center-for-academic-success-and-advising/study-advisement/general-study-information/kinesthetic-learning-style/ 

Mobley, K., & Fisher, S. (2014). Ditching the desks: Kinesthetic learning in college classrooms. The Social Studies, 105(6), 301-309.