Chapter 8 - Teaching to All the Senses
Learning Objectives
After reading and discussing the chapter, participants will be able to do the following.
- Using a case scenario, identify proper (or improper) use of multi-sensory teaching.
- Modify a current slide presentation to incorporate appropriate multi-sensory teaching.
Chapter Summary
Past learning theories suggested that our senses were independent systems and that learning using one sense was the preferred method. However, recent neurophysiological studies point in the opposite direction; that learning using more than one sense has a better chance of retention of the information. Using this new research about multi-sensory learning, teachers can plan more effective teaching strategies to help students not just learn, but retain, recall, and use new information. This chapter will look at ways that teachers can put the research of using multiple senses into practice in a learner-centered environment (Doyle, 2011).
Studies show that students learn better when new information is presented using both words and pictures simultaneously, as opposed to only textual information or text followed by images. For example, when using a slide presentation to highlight new information, text on the slide should have an accompanying image. The image should strongly correlate to the text, and the text should be kept as brief as possible so as not to create cognitive overload for the student.
Additional studies in this area have shown that students learn up to 50% more when resources, such as animations, have an auditory sound track as opposed to captions. Trying to watch an animation and read at the same time will cause a sensory overload, as both are visual elements. In contrast, the animation with audio narration uses two different senses; visual and auditory.
Less is often more during a multimedia presentation of new material. Keep images and text simple and to the point. Don't overload student senses with too many images and wordy text explanations. Use a straight-forward summary of the key points, allowing the learner to select and organize the pertinent information.
If teachers are to incorporate these new findings into their teaching, they will need to use more images, employ educational games that encourage multisensory learning ("gamification"), integrate authentic learning activities or augmented reality, and make use of teaching strategies such as concept maps.
Personal Connection
My personal connection to this topic is when I took EDT 8490, where I first learned about the book Beyond Bullet Points by Cliff Atkinson (Atkinson, 2011). Using the principles from his book, presentations maintain a clear headline with one main point. Along with the headline, the slide should include an image that strongly correlates with the text. This process ensures that information is broken into "chunks" that will be easier for the learner to digest. The images, along with hearing the teacher expand on the information, will aide the student in retaining the concept in long term memory.
Suggestions for Implementation
To ensure multiple senses are used in the learning process, teachers could being by rethinking their current classroom presentations. As they examine each slide, if it contains more than one concept, an additional slide or slides should be inserted to break down the information into bite-size chunks. Next, an image or animation should be included that correlates to the topic. Keeping information in digestible sizes, a visual that corresponds, and the instructors voice explaining more detail, should help the student remember the information.
As a next step, teachers can move on to using interactive websites, simulations and games during the learning process. Participating in the learning process stimulates many senses to help students connect with the information. Teachers can find resources in a wide variety of places. Often just using a search engine and typing in the topic followed by "simulation," "interactive," or "game" will bring up several options.
As a next step, teachers can move on to using interactive websites, simulations and games during the learning process. Participating in the learning process stimulates many senses to help students connect with the information. Teachers can find resources in a wide variety of places. Often just using a search engine and typing in the topic followed by "simulation," "interactive," or "game" will bring up several options.
RESOURCE:
Doyle, T. (2011). Learner-centered teaching: Putting the research of learning into practice. Sterling, VA: Stylus Publishing.
Atkins, C. (2011). Beyond bullet points. Redmond, WA: Microsoft Press.
Doyle, T. (2011). Learner-centered teaching: Putting the research of learning into practice. Sterling, VA: Stylus Publishing.
Atkins, C. (2011). Beyond bullet points. Redmond, WA: Microsoft Press.