Create
a Multisensory Classroom Benna
Golubtchik
It is every teacher's dream to teach
each child in a way that meets his or her unique needs. But the
reality is that teachers cannot always individualize instruction
to meet the needs of each student. Effective teachers present a
variety of learning experiences which enable their students to use
their preferred learning styles. By structuring assignments which
tap into their students' strengths, teachers can provide their students
with ways to be successful. In a multisensory classroom, students
gain self esteem because they are given the chance to demonstrate
understanding and mastery of their subjects. They express themselves
through their most highly developed learning styles. (See How
to Recognize Learning Styles.)
Asking students to evaluate the process
by which they learned something is a useful diagnostic tool. Good
questions for self-assessment include: What did I learn? What did
I like best about the assignment? What part did I find most difficult?
What skills do I still need to improve? As students become aware
of their strengths as learners, they become empowered to take charge
of their own learning.
Of course, as you look at the list
of suggestions below, you will see a great deal of overlap between
the activities and their suggested modalities. That is wonderful.
The more senses we stimulate through our assignments, the more experience
our students will have in developing their underutilized potential!
Tactual/Kinesthetic learners think
using both feelings and movement.
- molding or making a 3 dimensional
model such as a physical map
- mapping a location
- diagraming a procedure
- demonstrating a process by physically
acting it out
- creating unusual, colorful designs,
shapes and patterns, to illustrate a scene from nature or history
- creating games such as Trivial
Pursuit which others can play
- developing crossword and other
puzzles for others to solve
- constructing a time line and filling
in details
- writing how-to books
- investigating authentic problems
and developing possible solutions
- drawing or painting a picture,
poster, chart, graphic representation, or sketch, representing
learned content
- constructing props and costumes
to dramatize an event dramatizing or role playing a literary or
historical event
- building a shadow box or diorama
display
- creating a dance or movement which
tells a story
- going on field trips to appropriate
sites
- participating in learning centers
- learning outdoors
- constructing a family tree
- using whole body learning such
as acting out vocabulary words or a sequence of events
- constructing projects, and making
diagrams, models or replicas of systems or procedures
- building puppets and putting on
a show related to content
- pantomiming a sequence
- playing charades
Auditory processors think in rhythm,
volume, tone, and pitch.
- identifying rhythmic patterns
in music or poetry
- performing a rap or song which
summarizes information
- writing an original play, rap,
jingle, cheer, or song
- composing music which conveys
the theme or mood of the lesson
- interviewing a famous person with
knowledge of a topic or whose accomplishments are admired
- inviting a guest speaker (real,
historical, or literary), and planning appropriate questions
- studying or making oral histories
Visual processors receive information
through seeing pictures or words. Factors such as size, color, brightness,
distance, and location are important.
- writing a journal
- creating a real or imagined correspondence
between historical or contemporary characters
- writing newspapers of a different
time period, complete with contemporary news, fashion, entertainment,
and feature items
- researching, comparing, and contrasting
music and art of different cultures or time periods
- rewriting difficult information
in a simpler form for an audience of younger students
- reading poetry
- writing their own poetry, stories,
ideas or thoughts
- composing scripts which depict
historical events
- using vivid imagination to visualize
how literary or historical characters might have changed events
- utilizing a camera or video camera
to create a pictorial report
- creating a "web" organizer, Venn
diagram, or concept map to explain information to others
- developing color coding systems
to categorize information
Research has confirmed that many "at
risk" students have difficulty with sedentary activities and respond
well to tactile, hands-on activities (See How
To Recognize Students At Risk). Wise teachers will creatively
adapt and incorporate a variety of learning activities into their
curriculum.
Have fun! |