Kinesthetic Exercise Improves Learning

Autism Detection and Education

Exercise and movement can affect ones' learning environment and kinesthetic learners in a variety of positive ways. Firstly, these two things induce an element of dynamism in one's learning environment, which is beneficial to kinesthetic learners. Kinesthetic learners learn best via the sort of motion and feeling associated with touch, so movement is merely an extension of this sort of tendency for learning. Additionally, these learners can thrive in an environment in which they can actually move and experience learning through the process of such motion -- which can very well involve directly apprehending things, instead of merely reading or listening to them. In this respect, exercise is a part of the kinesthetic learning style.

Persevering and never giving upon on a student embodies the Christian walk of faith and how Christ loves and forgives us in a number of different ways. Firstly, it is indicative of the sort of unconditional nature that Christ's love comprises. When there is a student who is aware that he or she needs a significant amount of assistance in a subject, yet is constantly rewarded with praise for his or her efforts and ability by a pedagogue who is as determined as that students to help him or her learn, that student can sense the sort of sincerity that the Christian senses in Christ's love. In those instances, both the instructor's approach and the loving forgiveness of Christ is both typified by an enduring nature that is hard to find elsewhere.

Formative assessments are those that take place during the learning process, and are used as a means of discerning a student's process and identifying what areas he or she still needs to work on. Generally, these assessments are informal (compared to summative ones) and involve low stakes. Summative assessments are issued at the conclusion of a unit of learning -- after students are already supposed to have learned whatever it is that particular unit is about (Starkman, 2006).

Formative and summative assessments can distinctly help educators to determine how to encourage students to reach their potential by never giving. In fact, they do so by illustrating in which specific areas students need remediation. These assessments actually help to assess the efficacy of the pedagogue in his or her instruction, since they reveal which points he or she might have been remiss in teaching students about a subject. Once teachers have the results of these assessments, they know what parts of learning task students need encouragement in, and they can offer help in those parts to aid in that encouragement.

Personally, I plan to integrate both of these forms of assessment into my instruction by using them interchangeably. I plan to make my formative assessments as informal as possible so that I can best gauge what areas students need both more help and encouragement. I will supplement these types of assessments with summative ones, so that I can truly ascertain what sort of mastery of a particular topic students have. In this respect I will seek to utilize some form of formative assessment every day, while implementing a summative assessment fortnightly or weekly.