Using Technology for Differentiation: An Online Resource Guide for Middle School Science Teachers
Kinesthetic learners are students that learn by doing (Levy, 2008). Science classrooms are often a positive environment for kinesthetic learners because labs offer the necessary hands-on learning experience.

What the Research Says

Levy (2008) suggested that when grouping students by learning styles for differentiation, teachers must consider the goal. In some cases, it is beneficial for the student to be grouped with kinesthetic learners. However, sometimes it is better to mix students of different learning styles together to work cooperatively toward a common goal. Therefore, understanding the learning style and the goal are crucial for appropriate differentiation.


Because kinesthetic learners need to move and do in order to learn, technology needs to enhance the nature of this style of learning. Strategies for differentiation might include conducting a lab at home and posting the lab findings on a blog (Sawmiller, 2010), using iTunes apps to measure motion, or photographing or filming a physical representation of science. Interactive white boards (IWB) offer many kinesthetic options as well. Using the visual representation of science, kinesthetic students can physical reenact the visual representation (Gillen, Littleton, Twiner, Staarman, & Mercer, 2007). IWBs can also be used to write, graph, highlight, and draw. Unfortunately, the kinesthetic nature of such whiteboard activities looses effectiveness in a whole class setting.  In most cases, technology cannot replace the movement.