Multi-sensory Learning

 
 
 

Submitted to: Prof. Dr. Samina Malik

Submitted by: Iram Shahzadi
 
DEPARTMENT OF EDUCATION
FACULTY OF SOCIAL SCIENCES
INTERNATIONAL ISLAMIC UNIVERSITY, ISLAMABAD
2020
MULTISENSORY LEARNING
 Content
• Background
• Introduction
• What is multisensory Learning
• Using Multisensory Learning
• How does Multisensory instruction work
• Example
• Characteristics
• Learning Difference
• Pedagogical Strategies
• Strengths
• Multisensory teaching techniques
• Limitations
• Multisensory learning in Pakistan
• Conclusion
 Objectives
• After studying this topic students will be able
• Know a collection of strategies to use for
multisensory learning
• Know those factors of awareness that
influence your own learning
• Indentifies listening problems, causes and
possible solution
 Background
• One of the oldest proponents of multi-sensory
phonics for remedial reading instruction is
Orton-Gillingam dating back to 1935
• Margaret Taylor Smit developed multi-
sensory Teaching approach (MTA) in the mid
80’s as a refined and more “Teacher friendly”
curriculum that enhance and further develops
Alphabetic Phonics by teaching for mastery
• Horward Gardner Multiple Intelligence 1983
theory may be the basis for a multi-sensory
learning approach
• “Bio-psychological Potential of our species to
process Certain kids of information in certain
kids of ways” (Gardner, 2004)
 Introduction
• As a literal definition multi-sensory comes
from two pieces of words The two words are
“multi” and ‘sensory’. “Multi” more then one.
“Sensory” involves or is delivered from the
senses
• Multisensory learning involves two or more of
the senses with in the same activity
• A multisensory approach “also known as
visual-auditory-kinesthetic tactile (VAKT)
implies that students learn best when
information is presented in different
modalities (Mercer,1993)
Figure: Morin,A. & wilson, B. (2010). Multisensory technique for teaching reading
Using multisensory Learning

Figure: Morin,A. & wilson, B. (2010). Multisensory technique for teaching reading
• Multisensory Learning is a crucial as we learn
• 20% of what we read
• 30% of what we hear
• 40% of what we see
• 50% of what we say
• 60% of what we do
• And 90% of what we see, hear say and do
 How does Multisensory instruction work

• Multisensory teaching is not just limited to reading

and listening. Instead it tries to use all of the senses.
Every lesson won’t use all of a child’s senses (taste,
smell, touch, sight, hearing and movement). But in
most multisensory lessons students engage with the
material more than one way
• That’s multisensory teaching. It conveys information
through things like touch and movement called
tactile and kinesthetic elements as well as sight and
hearing (Amanda Morin, 2009)
 Examples
• Example of multisensory math
1. Interlocking blocks
2. Tanagrams
3. Singing the days of the week
4. Singing the month of the years
Multisensory Learning in Science
• Performing experiments
• Writing down the steps
• Reporting the findings
 Characteristics
• A multi sensory Apporach , “also known as VACT (visual-
auditory-kinesthetic & tactile)
Visual
• Seeing and perceiving through their eyes
Auditory
• Hearing and speaking through their ears
Kinesthetic
• Movement , and doing through body movement
Tactile
• Through Touch
 Learning Differences
• Multisensory instruction is way of teaching
that engages more than on sense at a time
• For students with reading issued like dylexia
the use of sight, hearing, movement and
touch can be helpful for learning
• Students with learning difficulties typically
have difficulties in one or more areas of
reading, spelling, writing, listening
comprehension and expressive language
 Pedagogical Strategies
• Visual Strategy
• Auditory Strategy
• Tactile Strategy
• Kinesthetic strategy
(Seitz, 2008)
Visual Learner
• They learn by seeing words in printed form or
by using graphics and pictures, observing real
life, and other visual aids
Auditory Learner
• They learn reading by listening to someone
present information orally and by being
allowed to discuss and ask question
Tactile Learners
• Tactile learner learn through their sense of touch,
such as using their hands and finger. They learn
best their writing, drawing, hand-on manipulative
Kinesthetic learners
• Kinesthetic Learners learn best through movement
of their small or gross motor muscles. They take
information best while moving and doing being
involved in projects, role playing, learning while
standing up and engaging in real life activities
 Strengths of Multisensory Learning

• Improve attitudes to word learning

• Increased learner engagement
• Improve communication and Sharing
• Enhance students sense of presence
• Encouraging a greater knowledge transfer
• Improves memory by using the whole brain
 Limitation of Multisensory Learning

• Initial cost of the equipment

• The time required for multisensory learning
Multisensory Education in
Pakistan
 Trends & Issues
• This concept is known and adopted in Pakistan schools and
colleges
• If it is known is thought to be either for the students having
some sort learning problem i.e Dyslexia, Hearing Problem Or
other
• Lack of train teachers and staff
• Rigid timetable and syllabus
• Rigid behavior of traditional to adopt something new
• Lack of interest and fear of having something new
• The books have activities but their practice in classroom in
some other ways
 Recommendation for Implication
• Need to take steps in policy level and higher
authorities
• Awareness session for students and teachers
• Hiring of trained teacher
• In-service training for teachers
• Flexibility in the timetable and classroom activities
• Teacher must have awareness of multiple
intelligence theory
 Conclusion
• Multisensory learning is rooted in Harvard
Gardners multiple intelligences that focuses
on different type of student. This lead to a
different pedagogical aspect that focuses the
senses and give every individual a unique
identity. It is an emerging field that is needed
to be implement through training and
motivation
 References
• Morin, A. 8 Multisensory Technique for Teaching Reading. Understood: for
Learning and Attention Issues.
• Morin, A., & Wilson M.Ed., B.A Multisensory Instruction: What you need to know.
Understood: for learning and attention issues.
• Poggio, et al. (1992) Fast perceptual learning in visual hyperacuity. Science 256,
1018-1021
• Farmanski, C.S. et al.(2004) Learning strengthens the ersponse of primary visual
cortex tosimple patterns.Curr.Biol.14,573-578
• Shmimojo, S.and Shams,L.(2000) Sensory modalities are not separate modalities:
plasticity and interactions. Curr. Opin. Neurobiol. 11,505-509