Page 31 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 01 11/20/02 11:26 AM Page 20
20 The Creative Training Idea Book
concepts that learners have experienced. This allows mental images to connect and
provides reinforcement of key program elements. Offer quotes, stories, analogies, and
examples that are relative to points made in the session and that provide mental images
for learners. Use cartoons, graphics, and caricatures on handouts, flip charts, and other
visual aids. If you use multimedia presentations, include animation and color. Add
video segments that will supplement program content and discussions. Also include
visualization activities in which participants are asked to envision how certain situations
would appear if they applied content discussed in the session. For example, have them
imagine how customer service would improve if they applied effective listening skills
learned during a program on interpersonal communication. Then, have learners discuss
their ideas in small groups to exchange thoughts and capture them on flip charts for
large group discussion and action.

Kinesthetic/Tactile Learners
Gather information and gain maximum understanding by being involved in an activity
or by performing a task.
Learn best through explaining, exploring, manipulating, and assembling or disassembling
ideas or objects.
May become bored or fidgety during lectures and periods of inactivity.
Extract meaning and comprehension through touching, doing, and interacting.
Prefer physical face-to-face input.
Typically enjoy activity but often leave a mess when working on projects.
Are mentally stimulated by movement (theirs and others).
Interpersonal communication often punctuated by strong gesturing and enthusiastic
vocal quality.
Can sometimes be identified by their verbal statements:
I’m moved by what you said.
I think I have a handle on what you mean.
I can’t quite grasp your point.
Let’s pick the problem apart and see what we are dealing with.
Let’s jump in and get started.
It feels to me as if . . .
Let me handle this.
I’ve got a grip on what you are saying.
Let’s do it . . .

To help ensure that you have addressed the needs of your kinesthetic participants,
design programs and activities in which movement is a regular part of the learning. Have