Multisensory Learning - What is It?


Multisensory learning is where we use the senses to create a learning pathway to the brain. The primary sense we use:

  • Auditory – learns through listening

  • Visual need to see information to learn it

  • Tactilelearn through experiencing and doing things

  • Kinestheticprocess information best when they are physically engaged during the learning process

A good multisensory program will engage students through all these sense at one time. As you useing all senses in each lesson, it can be impactful to all students regardless on a childs strengths or weakness. If a child strength is visual, then a multisensory lesson will target the learning strenghts of that child and the same in other child's strenghth is one of the other senses. There for multisensory lessons with all four sense can be taught to any students with success outcomes.


Auditory Learning

Children who are strongly auditory learners need to taught so as to hear them but as well need to themselves speak what they have just learnt to retain the information. Student benefit from repeating newly learning concepts out loud to themselves. Even amplifing their voices through a device so they can hear more clearly has benifits for these students. Read aloud or explaining what they have learnt to teacher, parents or other children will allow these student to better retain information just learnt.


Types of Auditory Learning

  • Reading stories aloud

  • The use of amplification device

  • Sounds out words aloud as he/she writes each word

  • Uses rhyme or rhythm in content to help with memory

Visual Learning

Vusual learners benifit from seeing what they are learnng through many different forms so they can see meaning of what they are learning. The use of charts or graphs that can arrange content in ways to make sense of concepts. Seeing content organised in ways that allow them to discover patterns of learning or with symbols or pictures as reminders of sounds in words etc. Visual learners like organized content so they can take a metal video or picture of each concept. This can help to transfer concepts or information into long term memory and this can help later to retrive information. Most commomly these learns also use tactile and kinesthetic learning in conjuction with visual learning.


Types of Visual Learning

  • Tie symbols to known objects (example: M is “mountains” because they are the same shape)

  • Discover patterns in learning

  • Embed symbols in visuals that show their meaning

  • Show details from within a global whole

  • Illustrate concepts being learned

  • Create visual graphs or maps

Tactile Learning

These learners need to use their hands, in more objects around and manipulating these concepts they are learning. So when learning time, the use of being able to move the hands on a clock will this learner feel the concept. Tactile learners may remeber a sequence of number using their fingers to to remember a pattern on a key pad. Or Act out complicated directions to remember the sequence of events. The use of real object when teaching maths concepts is a great benifit to these learner to use money, clocks, base ten blocks, counting chip etc. To learn high frequency words can be far more effective when using cards with words inside a visual and a plain word on the reverse for the student to turn over each time than to memorise words.




Kinesthetic Learning

In order to focus these learners need to move and benifit more if this movement minic the concept. So when learning the alphbet to get the student to move their body in the shape of each letter will allow these to retain the name of the letter with the symbol and sounds. This movement needs to reflect what they are learning to give meaning. Most Kinesthetic learners tend to visual learners so using these two sense together can add benifits for these students. Kinsethetic can be a challenge in that they need to move but can disrupt group learning.


Types of Kinesthetic & Tactile Learning

  • Tie learning to movement

  • Write concepts learned

  • Hands-on, constructivist learning

  • Visualize themselves doing the steps in solving a problem

  • Act out what they are learning

  • Practice doing what they are learning




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