Kinesthetic Learning

Kinesthetic learning happens when you touch or handle something. You can have someone tell you how to swim, but you really learn kinesthetically when you jump into the water and start doing it yourself.

Here's an interesting story about kinesthetic learning:

There were two scientists that had been working on a protein for most of
their career. They had always viewed the protein and how it fit in with
other cells on a computer monitor. Basically a visual image.

Several years ago a new technology was developed that made it possible to create a 3-dimensional model from a computer graphic. Models have been made of
the San Andreas fault, the Rocky Mountain Range, and the Grand Canyon. These two scientists decided to have a model made of their favorite protein.

To their surprise, when they received the 3-dimensional model and held
it in their hands, they quickly discovered a connection that the protein used to
connect to other cells. Up until this time, how the protein did this had been a mystery to them. It was an instant "ah ha" moment after handling
the model for only a few minutes. Keep in mind they hadn't noticed this
even though they had been looking at the images of this protein for over
20 years.

That's kinesthetic learning at work.

People often describe their learning to me by saying, "I'm a slow learner."

Students often describe their learning style by saying, "I'm a slow learner."

They say it as if it were a bad thing. Then, they quickly add, "But, when I learn something I really learn it."

This morning I was reading James Zull's The Art of Changing the Brain which is all about the biology of the brain and how we (teachers) can make learning happen more effectively.

Zull explains how the different parts of the brain handles different learning tasks. The front part is where we develop ideas. Choices, decisions to act, and mental energy are all associated with the front cortex of the brain.

The back part of the brain is where we hold memories of stories, places. It is where our understanding of language is located. Our long-term memory including facts, faces, and experiences are all handled in the back cortext of the brain.

When people reflect they are moving information from the front cortex into the back cortex; they are making connections. Reflection is all about searching for connections (literally connecting all those neurons). It is a physical process. We need time to reflect in order to build the layers of understanding -- to really know something.
Many people think faster students are smarter. But, this is not necessarily so. That little add on, "But, when I learn something I really learn it." is the telling sign. Actually, the better student is the one that reflects and builds connections, and this takes time. It is the difference between surface learning and really knowing about something.

Oh, it's easy to see how people can become infatuated with learning things quickly. Utilizing the front part of our brain we say: "Yes! Yes! Yes! I've got that! What's next?" It happened, we paid attention. Wow, learning is easy! But, it is the value of time and reflection and the act of moving ideas from the front reactive part of our brain back to the long-term "bank account" that we have in the back cortext that means we are really learning.

Zull tells a great story about Neils Bohr, the physicist who won the Nobel Prize for his work on the structure of atoms. Apparently Bohr was a slow learner. He would have to take someone with him to the theater because he couldn't follow the plot of a story fast enough. Whoever went with him was required to explain the plot as it went along. Bohr was being busy reflecting, taking the time to see how all the details fit together as a whole, causing him to miss the action or pieces of the plot. His companion was there to fill in the gaps. (Maybe we should all take a companion to our lecture classes!)
So, if you see yourself as a slow learner, don't belittle yourself. Instead, recognize what is happening inside your brain as you ponder and "noodle" with new concepts. Recognize that your are creating new connections among your millions of brain cells, especially in the back cortex of your brain.

You might want to think about this blog entry for a few days.... and then come back in and post your thoughts, ideas, and reflections. I'd love to hear your stories and experiences about this.

High Gravity Areas

Learning is a lot like riding a bicycle up a hill. I live on top of a bluff and we have a great view. The downside of this great view is the hill I have to contend with every time I go bicycle riding. I have to succeed getting up this hill before I can get home to that nice view overlooking the valley.

I've found that the best way to succeed is to get a good running, head start. Then slowly and consistently peddle, peddle, peddle up the hill. The most difficult spot isn't at the top... it is when I'm about 90% there. That's where the high gravity area is found. This is when I'm tired, and frustrated, and it seems almost impossible that I will make it to the top. Then, suddenly, I'm past this high gravity area things go better. All the sudden I've succeeded.

Our learning is very similar. I remember learning how to tie my shoes when I was little. My father showed me how and then talked me through the steps over and over and over. Each time I became a little more frustrated (hitting that high gravity spot) until suddenly I "figured it out". Suddenly I had learned to tie my shoes.

Think back on some of your major learning experiences. Do you have the same pattern as I do riding up the hill?

Next time you are working on a problem, or learning a new technique remember how to ride a bike up a hill. First, get a good running start with the knowledge and information you already know.

Then, work at the problem or technique over and over and over as you "peddle toward the solution".

Near the top, when you may be frustrated and ready to quit, make a note to yourself that you are probably in the high gravity area that comes right before success. Don't forget to look back, after you've learned and enjoy the view from where you were just moments before.

A Pet Dragon

I came across this interesting 3-D illusion the other day. It is a paper dragon who's head appears to follow you if you move your head back and forth or up and down while you look at it with one eye closed. Out on the Grand Illusions site there's a movie showing this phenonmenon, but you really have to see it to believe it. And, the more you do it the stronger the illusion becomes.

Here is the PDF file so you can build one yourself.

The reason the illusion works is because our brains have been wired to expect a dragon with a convex snout. Once you build your pet paper dragon you'll see that the snout is convex. But, our brains don't believe it and retranslate it into the snout that we are 'programmed' to see.

This tells us a lot about how we learn. What happens when you view the dragon with both eyes open? Or, if you view the dragon with a bright light directly overhead? Or even, with one eye closed, you rotate around until suddenly you see the white backside of the head - Poof! The illusion disappears.

When we learn (by opening both eyes, by seeing the back of the dragon, or when we learn new concepts) our brain suddenly has more information to work with and our illusions are replaced with a better view of reality. Our brain is no longer having to come up with its own information.

It is about getting more information and getting our brain to stop generating the "old" version. Learning then, is all about changing the mind, rewiring the synapses. And, once you've learned something new, something really important, you can look back and discover that you are literally different than you were before.

Here's a definition of learning from Wikipedia: Learning is a process that depends on experience and leads to long-term changes in behavior potential.

Learning is all about experience and change. Seeing our paper dragons for what they really are.

Jump At The Sun

The other day I got to see Regina Williams from the Jungle Theater perform the one-woman play "Jump at the Sun: The Life and Writings of Zora Neale Hurston. Regina vibrantly acted, sang, and read for over an hour to a small group of students at South Central College in Mankato, Minnesota. And she kept in touch with the audience the entire time. At one point, when someone was peeking in to see what was going on, she invited them in, still in character. I thought another actor was going to join the stage.

After the performance Regina answered questions and I asked her how she memorized so much material. She admitted it was a bit more difficult being a one-woman play, but also pointed out that she had the luxury of reading parts of the script directly from Zora Hurston's book.

Here's some of the tricks she uses. She thinks about the script all of the time. When she walks her dog she is saying her lines. (Regina said that her neighbors knew her so when she walked down the street talking to herself, they were okay with it.) She talked about how much better we learn when we are moving and mentioned a study where children jumped on a trampoline while they were learning. Their scores were much higher than those that simply sat at their desks. At home her husband and children play the parts and she goes through the script over and over with them. And she highlights as she reads. All in all she surrounds herself with the information.

Notice how she used several different techniques to get her brain to pay attention. While she was walking she said her lines - both movement and talking use different parts of the brain. She interacted with others especially people she trusted. Instead of passively reading she actively read and highlighted. And, most of all, she didn't just do one activity. She did lots of different things all focused on the same material.
That's a great way to learn.

Learning is like building honeycomb. First you have to find out what you don't know. You become aware or discover a new idea. Then you practice it or noodle around with it to see how it reacts. If you've learned something really well you'll probably want to create new things with it. But, where the real learning takes place is when you show others. That's why in any given classroom the teacher is learning the most, because it is the teacher that goes through the whole process and then shows others.


This pattern follows the "Hero's Journey" that Jung wrote about and Joseph Campbell popularized. Campbell broke this down into 10 steps which gives more detail, but you'll notice how each of these relates to learning a new concept or job. First there is the ordinary world, you don't know what you don't know. Then you get the call to adventure. That's when you find out about something new. At first you might have a sense of resistance and outrage but if you really want to learn you have to commit to the journey. You experience the challenge and adventure and may get frustrated and want to give up. (This is the practice part that I mentioned above.) It right about then that you get to the heart of the storm and if you've really succeeded you'll want to use what you've learned. This is the creation part. Once you've accomplished this you have to return, back to everyday life. This is resurrection only now this new knowledge is a part of you. But, wait, you aren't finished yet! You still have your life purpose which is to give your new knowledge to others. To focus on giving instead of receiving.

So, what does all this have to do with honeycomb? Well, each time you go on the Hero's Journey and learn something new, you are building a piece of your life's honeycomb. Notice how each octagon cell fits closely with its neighbors. Each thing you learn fits in with everything you've already learned forming a strong, durable block of learning, much like bees build honeycomb and fill it with honey.

Now, how sweet is that?

How We Learn

I've been asked to speak at a Writer's Conference about web writing and blogging came to mind right away. I've been wanting to start a blog focused on how we learn and this looks like the perfect opportunity.