Kinetic Learnin Case Studies: Feel the Dream Project

Case Studies

Feel the Dream Project

Matched transition programme for
Hartlepool LEA

Project Background: The Feel the Dream project is based on the key principles developed from the ‘Visions and Dreams’ Summer school created by Ruth Chalkley in 2001 for East Middlesborough EAZ for Able Introverted’ pupils. Feel the Dream in Hartlepoollooks at whether the success from this summer school can be replicated in any other authority and with different individuals, with the focus shifting from looking at catering for pupils preferred learning styles to supporting the needs of kinesthetic learners. Target pupils were tracked in the final term of their primary school and into their first year in secondary through a variety of OOH activities including summer activity (summer activity funded out of Hartlepool LEA standards fund).

Project Focus:

To create a ‘matched transition curriculum’ through out of hours activities at Y6 and Y7 along with the summer school curriculum.

Impact of Primary Lead up sessions

Quotes from pupils and tutors

“As an adult learner and teacher, I’ve been made more aware of how I relate to all three areas of accelerated learning. It has made me think about my teaching and how I can access each child’s learning style in my lessons. I’ve found that the children who are auditory enjoy music, stories, watching films and chatting. Those who are kinaesthetic enjoy drama, P.E., science, D.T. etc.” Tutor

“It has made me also realise that when recording work, the children need some structure but also need independence to express ideas in their preferred style. This became apparent when children were asked to do a presentation about themselves and the auditory learners did a tape, the kinaesthetic created a book.” Tutor

“I learnt that doing things with your own hands is better, rather than watch somebody else do it and tell you about it and how it feels.” Pupil

“I liked the words scattered all over the board because it puts a little spring into the work.” Pupil


No. pupils 1 2 3 4 5

SAT level achieved 8

“It was lovely to see the class working and sharing together so actively. I was amazed by the positive comments I heard while the children were writing on large pieces of paper. It seemed to make a huge difference to them.” Tutor

“All the children have said how much they have enjoyed the various activities over the last 6 weeks. The best bits for me have been the social opportunities getting to know the children and learn about their interests outside school. It’s also been nice to have so many creative opportunities that never seem to fit into the ordinary school day…..overall a wonderful experience for us all” Tutor

“On a personal note, I myself have enjoyed myself immensely, could that be because I am a kinaesthetic?” Tutor

Summer Activity

A week long learning experience for Y 6 pupils transferring to Brierton School Aims 5 pupils from each feeder primary who had been identified as having strong kinaesthetic learning tendencies and were transferring to Brierton school were taken forward from the primary out of hours sessions to attend at week long learning experience in the summer holidays. The summer activities aimed to assist students in further exploring their learning styles and to prepare them for transition to Brierton in the new school year (see Appendix 3 for thinking behind the summer activity and OOH models).


The summer activity programme was delivered by a range of staff from both feeder primaries and Brierton school. Activities took place both at Briertonschool to work towards helping students in their transition in the new year and at Summerhill. Summerhill is a 100 acre council owned site on the edge of Hartlepool offering outdoor educational pursuits, an ideal setting for kinaesthetic learners (for summer activity framework see Appendix 3)

Activities looked closely at the needs of kinaesthetic pupils, working with them to both round out their needs as learners and to specifically structure their learning to take account of their hands on, emotive needs.

The summer activity consolidated and brought forward the learning that had taken place in the primary lead up sessions.9

Target pupils 5 pupils from each feeder primary who were identified by their own school as having strong kinaesthetic learning tendencies.

Impact of Summer School

Quotes from pupils and tutors

“What I want to be when I grow up is a designer because this week I have felt well making group decisions and how we are going to make things….” Pupil

“I surprised my self in doing a dance in front of an audience. I wouldn’t even dance at the school disco. I think this has helped to stop me being shy” Pupil

“ I have surprised myself in doing the masks…it made me feel good inmyself…..I’ve learned that if I get on task I am well behaved”Pupil

“I love doing dance because it is really enjoyable. Doing dance makes me feel like a different person….I want to be a footballer…I leant how to be a team…work is really hard in class…I thought dance would be a challenge but it was really easy…” Pupil

“ I learn more by doing stuff not listening. I have surprised myself that I didn’t get restless because when I listen I can’t keep still. It was really fun today but hard because I couldn’t draw on my plate . I tried and I succeeded. My picture isn’t perfect but I tried. I felt good doing this because I learnt a lot” Pupil

“ The thing that sticks in my mind is Matt and Daniel dancing and really enjoying it and letting all their shyness float away into mid-air and letting the group get to know them more” Tutor

“This really suited me because I learnt because we were touching things and listening I learn better when I touch things…When the Romans came I felt sick because they were talking about blood and guts….I think today has been fantastic because of all our art work and people’s dances” Pupil



Break Down Learning Barriers With Smash Party

Break Down Learning Barriers With Smash Party

Posted by: TP Newswire    Tags:      Posted date:  August 21, 2012  |

Edinburgh, Scotland — Independent game developer TigerFace Games will release collaborative multiplayer title Smash Party on iPad on August 23.

Smash Party is a game for four players aged 4+, based around the concept of collaborating and working together to tackle questions on maths, spelling and vocabulary. Played on a single tablet device, players gather around each side and are allocated an area of the screen which either displays the question they are to ask their fellow players or the potential answers they are given.

Taking turns to ask questions, each player must work together to come up with the answer and, in doing so, are encouraged to explain their thinking in a confident manner and improve both problem solving and social skills. At the end of each round, players are rewarded with colourful and noisy celebrations, ranging from whack-a-mole challenges through to sparkling star trails which can be scattered across the screen.

Smash Party offers up four different topics, each one distinct but covering an area of either maths or literacy. Smash Sums tackles mental arithmetic and Missing Numbers targets number patterns, whilst Missing Letters is a spelling challenge and Rhyming Words tackles vocabulary and verbal pronunciation.

Each game mode is playable across four difficulty settings, and a Time Attack mode allows every game and difficulty to be played against the clock, bringing extra challenge. Ideal for playing in the classroom or at home with friends, Smash Party delivers tons of challenge across a massive variety of subjects and a wide span of questions in each.

Smash Party is released on iPad on August 23.


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Tim Ferriss: Smash fear, learn anything


Tim Ferriss: Smash fear, learn anything

FILMED DEC 2008 • POSTED APR 2009 • EG 2008
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Diverging Learning Style

Diverging. The Diverging style’s dominant learning abilities are Concrete
Experience (CE) and Reflective Observation (RO). People with this learning
style are best at viewing concrete situations from many different points of view.
It is labeled “Diverging” because a person with it performs better in situations that
call for generation of ideas, such as a “brainstorming” session. People with a
Diverging learning style have broad cultural interests and like to gather
information. Research shows that they are interested in people, tend to be
imaginative and emotional, have broad cultural interests, and tend to specialize in
the arts. In formal learning situations, people with the Diverging style prefer to
work in groups, listening with an open mind and receiving personalized feedback.

Accommodating. Learning Style

Accommodating. The Accommodating style’s dominant learning abilities
are Concrete Experience (CE) and Active Experimentation (AE). People with this
learning style have the ability to learn from primarily “hand-on” experience.
They enjoy carrying out plans and involving themselves in new and challenging
experiences. Their tendency may be to act on “gut” feelings rather than on logical
analysis. In solving problems, individuals with an Accommodating learning style
rely more heavily on people for information than on their own technical analysis.
This learning style is important for effectiveness in action-oriented careers such as
marketing or sales. In formal learning situations, people with the
Accommodating learning style prefer to work with others to get assignments 7
done, to set goals, to do field work, and to test out different approaches to
completing a project.

Experiential Learning Theory: Previous Research and New Directions David A. Kolb

English: Experiential Learning Model developed...

Let’s hope the revisions keep coming as Learning about Learning is a constant learning process…

Experiential Learning Theory:
Previous Research and New Directions
David A. Kolb
Richard E. Boyatzis
Charalampos Mainemelis
Department of Organizational Behavior
Weatherhead School of Management
Case Western Reserve University
10900 Euclid Avenue,
Cleveland, OH 44106
PH: (216) 368 -2050
FAX: (216) 368-4785
August 31, 1999
The revised paper appears in:
R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on cognitive, learning, and
thinking styles. NJ: Lawrence Erlbaum, 2000. 2
Experiential Learning Theory: Previous Research and New Directions
Experiential Learning Theory (ELT) provides a holistic model of the
learning process and a multilinear model of adult development, both of which are
consistent with what we know about how people learn, grow, and develop. The
theory is called “Experiential Learning” to emphasize the central role that
experience plays in the learning process, an emphasis that distinguishes ELT from
other learning theories. The term “experiential” is used therefore to differentiate
ELT both from cognitive learning theories, which tend to emphasize cognition
over affect, and behavioral learning theories that deny any role for subjective
experience in the learning process.
Another reason the theory is called “experiential” is its intellectual origins
in the experiential works of Dewey, Lewin, and Piaget. Taken together, Dewey’s
philosophical pragmatism, Lewin’s social psychology, and Piaget’s cognitivedevelopmental genetic epistemology form a unique perspective on learning and development. (Kolb, 1984).

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Song Ji School where South Korea’s young flourish

School where South Korea’s drop-outs flourish

By Lucy WilliamsonBBC News, Seoul

Students playing board game in classSong-ji High School allows board games to be part of the school curriculum

South Korea’s education system is globally renowned – a feverishly competitive national industry that churns out highly-motivated students and sends them to the world’s top universities. But what happens if you do not fit the stereotype?

It is mid-morning at Song-ji High School, and inside a row of grey portacabins, senior classes are underway.

In one of them, 30 students sit hunched around their tables – hooded tops pulled up over their heads, tattoos peeking from their cuffs.

A group of girls are playing something called Love Roulette in a corner. Three boys are suspending tiny plastic monkeys from sticks, four people are fast asleep, one is combing her hair and several are occupied with their mobile phones.

Board games do not usually form part of the South Korean curriculum and tattoos are rarely as acceptable as school ties, but Song-ji is not your average school.

In the next-door cabin, the pop music class is in full swing. A band with drums and backing singers wobble through a recent hit song, to the enthusiastic encouragement of their music teacher.

They are barely in tune and the students read the lyrics off their mobile phones, but the emphasis at Song-ji is on participation, not perfection.

Because this is where students come when they fall off South Korea’s education conveyer belt. And the teaching here is everything that Asia’s traditional schools are not.

‘I got angry’

Seung-hwan is a catering student at the school, a would-be chef with a diamante ear stud and a troubled past.

“There were too many regulations in my old school,” he said. “I had trouble sticking to them and I got angry.

“The only outlet I had was bullying and fighting other kids. My parents got angry, so I ran away from home and began to get into all kinds of bad things.”

At Song-ji, he says that the teachers are not only more relaxed but crucially they teach at the students’ own pace.

This is not the case in South Korea’s mainstream education system – many schools here are achievement hot-houses.

The government has said that it wants less pressure and more extra-curricular activities for its students, but even young children often spend 12 hours or more each day studying.

And with more than 80% of school-leavers entering higher education, it is getting more pressured, not less.

Many students say it is getting harder to compete for grades, for university places and ultimately, for jobs.

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“Start Quote

Principal Kim Han-tae

We might let the students fall asleep in class – but we know that when they do wake up, they’ll want to learn”

Kim Han-taePrincipal of Song-ji High School

The unemployment rate for young people is now twice the national average, and even students at top universities worry about what all those years of study will ultimately buy them.

It is no wonder, perhaps, that alternative schools like Song-ji are proving popular.

A recent government report estimated that 40% of South Korea’s mainstream students wanted to quit, and that number rises with age.

Song-ji’s principal, Kim Han-tae, says the country will see more drop-outs, not less, unless the system changes.

“Public education these days is regressing because it’s too rigid, too formulaic,” he said.

“There’s no improvement in content and the schools are not adapting to the students’ changing needs, that’s why the private sector is flourishing.”

The facilities at Song-ji might be inferior, he admits, but the school is serving an important purpose – helping students adapt and find talents outside the mainstream system.

“We might let the students fall asleep in class,” he said. “But we know that when they do wake up, they’ll want to learn. Without schools like ours, they would be left behind, isolated, and create social problems.”

Everyone graduates

All of which might make the government grateful for schools like this one. But Mr Kim complains that there is little support and too many regulations for those offering alternative education.

There are fewer than 40 officially certified so-called alternative schools in Seoul, and there is some unease towards them. After all, they do not gel with South Korea’s modern, international image.

Chef class at Song-ji High SchoolStudents learn at their own pace at Song-ji High School

In fact, 50 years ago, education was patchy and low-priority for all but society’s elite. And the economic boom in the country was so fast that many of today’s entrepreneurs had little formal education.

Kim An-sook has run a successful car-repair workshop for decades. She became a student at Song-ji High School in the 1950s, an unexpected second chance to finish her education.

“I never went to high school because back in those days, my father couldn’t afford to send me,” said Ms Kim.

“I think there’s a great need for these kinds of alternative schools, especially in rural areas and among older women like myself.”

It can be hard to catch up, once you have fallen behind in this highly competitive system.

But Song-ji’s Mr Kim says his is a South Korean school without competition. Anyone can come here and everyone graduates, he says.

It is not a policy that brings accolades. But in a country bent on success, it does raise an important question: what happens to those who do not make it?