S T A C E Y . N I C O L E , C A R M E L

MULTISENSORY LEARNING

CONSTRUCTING MEANING AND DECLARATIVE KNOWLEDGE.

ENGAGING, DEVELOPING & TEACHING

ENGAGING, DEVELOPING and TEACHING

students new ways to approach a topic.

(Marzano, 2007)

• Once students reach the Primary & Secondary we

are also making reference to gathering data in a

way known as…

Use pictures, graphs and tables to incorporate the senses into a

learning experience

Dr. Carolyn Rovee-Collier

Professor in Cognitive Psychology and

Behavioural Neuroscience (Rutgers,

The State University of New Jersey,

2013)

Students require repeated

exposure to the same information

in order for them to integrate it

into their current knowledge base

(Rovee-Collier, 1995).

It is left upon us implement these

critical-in put experiences that will leave a lasting impression in our

students’ minds (Marzano, 2007).

PREFERRED LEARNING STYLES

• There is no doubt that a multisensory approach will

work.

• The problem lies in our preference of teaching styles

in the classroom

HOWARD GARDNERMULTIPLE INTELLIGENCES

• Gardner’s Multiple Intelligences Theory may be the

basis for a multisensory learning approach

• “Bio-psychological potential of our species to

process certain kinds of information in certain kinds

of ways” (Gardner, 2004).

• Concept mapping & mental imagery = visual

learners and spatial intelligences

• Talking = auditory learners and linguistic intelligence

• Concept mapping = tactile learners

THEIRS > OURS

• MUST teach students in a way that best

reflects their learning style.

• VARY the senses through which information is given.

• SHOULD NOT be a fusion of sight, sound and action

• Effective learning relies on effective teaching and this comes from implementing a series of classes that make up a topic.

• ULTIMATELY, we want to play to our students’ strengths, not just our own.