Chapter 8:
Teaching to All the Senses
Teaching to All the Senses
Research Supporting Multisensory Teaching
Different areas of the brain are dedicated to a different type of sensory perception (Mackay, 1999). While once thought to operate independently, recent research indicates that these different areas interact to provide multimodal processing of sensory information (Seitz, Kim, & Shams, 2006). This means that when multiple senses are engaged simultaneously during a learning experience, improved retention of the learned material occurs (Doyle, 2011). Visual information represented in pictures seems to be the most powerful sensory modality (Zull, 2002).
Different areas of the brain are dedicated to a different type of sensory perception (Mackay, 1999). While once thought to operate independently, recent research indicates that these different areas interact to provide multimodal processing of sensory information (Seitz, Kim, & Shams, 2006). This means that when multiple senses are engaged simultaneously during a learning experience, improved retention of the learned material occurs (Doyle, 2011). Visual information represented in pictures seems to be the most powerful sensory modality (Zull, 2002).
Use of Multimedia to Provide Multisensory Teaching
The effective presentation of visual information is more than simply adding words to pictures. The cognitive theory of multimedia learning developed by Mayer (2009) has three main assumptions: (1) auditory and visual senses provide dual channel processing of information, (2) each channel has a finite limit for processing before it is overloaded, and (3) learning is an active process of filtering, selecting, and integrating information based on prior knowledge. These assumptions have lead to five major principles of how multimedia should be used in teaching (Doyle, 2011):
The effective presentation of visual information is more than simply adding words to pictures. The cognitive theory of multimedia learning developed by Mayer (2009) has three main assumptions: (1) auditory and visual senses provide dual channel processing of information, (2) each channel has a finite limit for processing before it is overloaded, and (3) learning is an active process of filtering, selecting, and integrating information based on prior knowledge. These assumptions have lead to five major principles of how multimedia should be used in teaching (Doyle, 2011):
- Students learn from words and pictures together than words alone.
- Students learn better when the words and pictures are presented simultaneously rather than successively.
- Words should be presented aurally rather than visually.
- Extraneous material should be excluded.
- Content should be short and coherent.
Use of Games to Provide Multisensory Teaching
The word "game" may elicit images of playing video games, board games, or sports. However, there are "serious games" that are developed specifically as a pedagogical tool (Doyle, 2011). Serious games can be divided into two categories: (1) participatory games that require interaction with other players and (2) augmented reality simulation games that place learners into real-world contexts (Klopfer, 2008). Serious games provide students the experience of virtually visiting or becoming people, places, and things that they would never encounter in real life.
The word "game" may elicit images of playing video games, board games, or sports. However, there are "serious games" that are developed specifically as a pedagogical tool (Doyle, 2011). Serious games can be divided into two categories: (1) participatory games that require interaction with other players and (2) augmented reality simulation games that place learners into real-world contexts (Klopfer, 2008). Serious games provide students the experience of virtually visiting or becoming people, places, and things that they would never encounter in real life.
SUGGESTIONS FOR IMPLEMENTATION
Concept Mapping
A concept map is a visual structure that is used to organize and represent knowledge (Doyle, 2011). Key concepts are represented in circles or boxes in a hierarchy and are linked with descriptions of the relationships among the concepts. Concept maps can be used help students study or to evaluate their learning by identifying valid and invalid ideas (Edwards & Fraser, 1983).
A concept map is a visual structure that is used to organize and represent knowledge (Doyle, 2011). Key concepts are represented in circles or boxes in a hierarchy and are linked with descriptions of the relationships among the concepts. Concept maps can be used help students study or to evaluate their learning by identifying valid and invalid ideas (Edwards & Fraser, 1983).
PERSONAL AND/OR PROFESSIONAL CONNECTIONS
One of the most memorable multisensory learning experience I had as a student was when we learned about the electrical conduction system of the heart in my paramedic certification class. My teacher handed each of us a small stack of pipe cleaners. Then as she explained how the electrical signal starts in the sinoatrial node and travels down to the ventricles, we had to take the pipe cleaners and build a model. By listening to her words and problem-solving with the students around me, I built a successful model. That experience was so positive that it cemented my decision to become a paramedic and later a nurse.
RESOURCES
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus.
Klopfer, E. (2008). Augmented learning research and design of mobile educational games. London: The MIT Press.
Mackay, W. A. (1999). Neuro 101: Neurophysiology without tears (6thed.). Toronto, Ontario: Sefalotek.
Seitz, A.R., Kim, R., & Shams, L. (2006). Sound facilitates visual learning. Current Biology, 16(14) 1422–1427.
Zull, J. (2002). The art of changing the brain. Sterling, VA: Stylus.
Klopfer, E. (2008). Augmented learning research and design of mobile educational games. London: The MIT Press.
Mackay, W. A. (1999). Neuro 101: Neurophysiology without tears (6thed.). Toronto, Ontario: Sefalotek.
Seitz, A.R., Kim, R., & Shams, L. (2006). Sound facilitates visual learning. Current Biology, 16(14) 1422–1427.
Zull, J. (2002). The art of changing the brain. Sterling, VA: Stylus.