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 Thompson and Thornton (2002) have suggested, �hands-on learning can help� all children in different "classes and settings" to enhance their learning. Also, �Their abilities include coordination, flexibility, speed, and balance. People who touch while talking and use their bodies to express ideas often have high levels of this intelligence� (Prescott, H. M. 2001). Though the learner can learn "internal anatomy from diagrams" from magazines and books, but "cannot actually experience" the sensation of cutting "the tissues with the scalpel", unless the children, literally, "do it with their own hands" (Thompson & Thornton). For example, in the science lab, the participants dissect a frog, pig�s heart, and a worm. Educators and parents need to create more room for activities and games for indoor and "provide plenty of time outdoors in the yard or park" (Hoerr, 2002b). Most children find outdoor activities, such as planting and even playing different games such as soccer or other games, enjoyable. Perhaps, it allows for development of the kinesthetic intelligence in our children, as well. Those who are more kinesthetically inclined learn better through repeated movements, activities, games, and "dramatization" (Hoerr). It is possible that the educators ask the children to act or "role-play" a lesson or concept, come up with a skit of what they are learning and share it with the class (Hoerr). Most children love to play sports and to be physically active; they "tend to use body language, dance, act, or engage in mime" (Hoerr, 2002b).  |
| I like playing sports (basketball, baseball, hockey, soccer, and others) | I like gym class |
| I enjoy looking at things and touching them | I like to play |
| I like to move | I often dress up and act out skits for my family |
| I find it hard to sit still in one spot | I enjoy making crafts | I like to dance | I prefer acting out a story |
