Chapter 8 - Teaching To All the Senses
Learning Objectives
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By the end of this workshop participants will be able to:
1) verbalize to a partner two examples of current research supporting the value of multisensory teaching,
2) design a list of the five sense with an example of a lesson plan that would integrate each sense,
3) create a map explaining how visual and auditory learning work together to support learning.
1) verbalize to a partner two examples of current research supporting the value of multisensory teaching,
2) design a list of the five sense with an example of a lesson plan that would integrate each sense,
3) create a map explaining how visual and auditory learning work together to support learning.
Chapter Eight Summary
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Research on Multisensory Teaching
Doyle cites several researchers that prove by using all of our senses there is interaction across the brain that supports problem solving and retention. Even though our senses alert different parts of our brain, these different parts work in tandem to embed the information. There are many studies that state students retain more information when subjected to multisensroy learning rather than unisensory learning (Doyle, 2011).
Doyle cites several researchers that prove by using all of our senses there is interaction across the brain that supports problem solving and retention. Even though our senses alert different parts of our brain, these different parts work in tandem to embed the information. There are many studies that state students retain more information when subjected to multisensroy learning rather than unisensory learning (Doyle, 2011).
![a black and white picture of an eye with the eyeball in green.](/uploads/3/8/1/8/38182723/4253944.jpg?254)
Using Multisensory Approach
In a study done by Richard Mayer it was determined that when exposed to both words (expressed verbally) and images we are more apt to learn the information. We process information through two different channels (auditory and visual). However, these channels can be overloaded if students are subject to too much material either visually or orally. Our brains are hard at work reorganizing the new information with previous information, so we don't want to overwhelm them
(Doyle, 2011).
Students retain more information if they are looking at a visual while listening to narration rather than reading text at the same time. In other words, text that is spoken uses the auditory channel while the visual channel absorbs the picture or video, rather than overloading the visual channel with an image and written words. Having information given in smaller doses is easier for the brain to organize and ingest, too. There are many resources of visuals available to educators to support the adaptation of the lesson plans to a multisensory approach (Doyle, 2011).
In a study done by Richard Mayer it was determined that when exposed to both words (expressed verbally) and images we are more apt to learn the information. We process information through two different channels (auditory and visual). However, these channels can be overloaded if students are subject to too much material either visually or orally. Our brains are hard at work reorganizing the new information with previous information, so we don't want to overwhelm them
(Doyle, 2011).
Students retain more information if they are looking at a visual while listening to narration rather than reading text at the same time. In other words, text that is spoken uses the auditory channel while the visual channel absorbs the picture or video, rather than overloading the visual channel with an image and written words. Having information given in smaller doses is easier for the brain to organize and ingest, too. There are many resources of visuals available to educators to support the adaptation of the lesson plans to a multisensory approach (Doyle, 2011).
![Computer keyboard with one key replaced with the word](/uploads/3/8/1/8/38182723/1461129.jpg?240)
Games and Mapping
Serious games are another way to add multisensory learning to the classroom. The current generation of students have been learning with games since early childhood. While playing games students receive and process information quickly using various senses. Educational games include text, pictures, clues, cues, rewards, problem-solving, and encourage predictive skills. It is up to the educator to research games that will enhance the learning of the subject matter (Doyle, 2011).
Creating concept mapping also engages multisensory learning. Students create graphs and charts using different shapes, decide what information is most important, and make connections between concepts. Students can use the maps they create for review for assessments. As an assessment tool, teachers can often detect how the student is thinking and can use this information to reexamine concepts the student may be missing (Doyle, 2011).
Serious games are another way to add multisensory learning to the classroom. The current generation of students have been learning with games since early childhood. While playing games students receive and process information quickly using various senses. Educational games include text, pictures, clues, cues, rewards, problem-solving, and encourage predictive skills. It is up to the educator to research games that will enhance the learning of the subject matter (Doyle, 2011).
Creating concept mapping also engages multisensory learning. Students create graphs and charts using different shapes, decide what information is most important, and make connections between concepts. Students can use the maps they create for review for assessments. As an assessment tool, teachers can often detect how the student is thinking and can use this information to reexamine concepts the student may be missing (Doyle, 2011).
Connections
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When I was in first grade guests speakers came into our classroom to talk about the effects of smoking cigarettes. This was in the day when almost all of our parents' smoked so we were not totally on-board with the message that our parents had an unhealthy habit. Well, my preconceived walls came tumbling down as soon as the speaker blew smoke into a white tissue turning it black and gray. He said that is what our lungs looked like with each puff of a cigarette. I was convinced. After school I ran home and began my decades long anti-smoking campaign. It didn't affect my parents decision, but I never considered smoking for myself. My happy healthy lungs are grateful for this example of multisensory learning.
Ideas for Implementation
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A wonderful writing exercise that introduces multisensory learning is called "I remember when . . ." (Goldberg, 1986). In this exercise participants put paper or pen to paper for five minutes using the prompt: I remember when . . .. They are not allowed to stop writing for these five minutes and are encouraged to ignore grammar rules (in fact, as a facilitator I suggest writing in circles or outside the margins). Writers are encouraged to be as creative as possible. Another suggestion for the writers is to use all five senses when conjuring up this memory. Throughout the five minutes he facilitator intermittently says, "What did you feel? What did you smell? What did you hear?" reminding the writers to use all of their senses. This is always a moving exercise. As participants share with the group what they have written you can see and hear the memory come alive as participants use multi-sensory tools to recreate their memories.
In Review
Please take the following assessment as a review of the material we just covered. In the short answer sections, one paragraph will be sufficient. Please click submit when you have completed the assessment.
Resource:
Doyle, T., (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.
Goldberg, N., (1986). Writing down the bone: Freeing the writer within. Boston, MA: Shambhala.
Doyle, T., (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.
Goldberg, N., (1986). Writing down the bone: Freeing the writer within. Boston, MA: Shambhala.