The Benefits Of A Multi Sensory Approach

The Benefits Of A Multi Sensory ApproachR. Q. 3 What will be the views of the three t individuallyers with respect to the practicality or continued apply of the multi-sensory get down ground on the results of the test scores after the completion of this adopt?Teachers views on the gain grounds of a multi-sensory Approach to that of a tralatitious Approach.The enquiryer first starts with the perspectives of the three teachers who states that by tapping into the dissimilar senses, educators can create a more than concrete and complete acquisition experience for any(a) learners. Teaching breeding concepts victimization two or more of modalities or scholarship ports at the uniform time, means that teachers ar delivering a multisensory approach to only students in their classrooms. It is the utterance of these teachers that as educators some of us may think or find oneself that multisensory methods or approaches argon only reusable for students with special needs, how ever, enquiry has sh proclaim that nearly tout ensemble students and teachers can gain great benefits from a multisensory approach in the teaching and discipline mold.Whats more is that research has alike shown that once teachers atomic number 18 utilise a multisensory approach to culture they are ensuring and maneuvering all acquire styles and needs of their students. thus one can be surely that both student in his or her classroom is specifically catered for or to.It is also the view of both the research worker and teachers in this reckon that all students benefit from a multisensory approach to encyclopaedism, not just special education students. every child turnes information differently, and this teaching method allows for each child to use a variety of their senses to understand and process information. The three Teachers also verbalise that by providing classroom activities that utilize various senses, they have notice that their students learning care incre ases which makes and caters for an optimal learning environment.Research shows that by victimisation variable teaching strategies teachers can address all sensory preference and increases learning regardless of the individual students old preference (Thomas, Cox Kojima, 2000). Anformer(a) research also shows that by using multisensory strategies, teachers can engage and sustain the attention of all students. By employing a variety of strategies the teacher may address the mixed efficiencies of those students as well as the dominant and secondary preferences of others. Thus, they honor strong preferences and strengthen weaker ones (Silver et al., 2000Haggart 2003).Key benefits of the multisensory approach are renowned by the three teachers and researcherIncreased learner engagementGenerating a greater capacity for learningEncouraging a greater knowledge ravishImproved attitudes towards learningGreater student achievementOne of the teachers in this study said to me during the i nterview and I quote I had a great scenting of relief when I began to understand that a claw (student) needs more than just subject matter. Oh, I know math well and I teach it well. I used to think that was all I needed to do. no I teach the students, not math. The researcher notes that as teachers, we should know that students learn differently. Some prefer to learn by doing. Others like to watch a demonstration of what they need to do. Some wants to mind to what is expected. Most students appreciate a combination of methods a little microprocessor chip of doing it, a little cunt of seeing it and a little bit of hearing it. When teachers teach using a combination of methods that appeal to different learning styles (Kinesthetic, tactual, auditory and visual) they are using a multisensory approach which benefits all students involved by equipping them with different learning styles and catering to their nurture needs.Effective teachers make a conscious effort to design dicta tion that incorporates a broad variety of learning preferences beyond their own (Doolan Honigfeld, 2000 Sadler-Smith Smith, 2004) variable teaching strategies to address all sensory preferences increases learning, regardless of the individual students primary preference (Thomas, Cox, Kojima, 2000)Using multisensory strategies, teachers can engage and sustain the attention of all students.However, it is substantial to note that like most students remember 20% of what we read, 30% of what we hear, 40% 0f what we see, 50% of what we say, 60% of what we do and 90% of what we see, hear, say and do. Therefore, it is not forever possible to provide all four elements but it would be useful to audit teaching approaches and consider how many elements are present all three teachers notable. Maria Montessori was the pioneered of this approach (multisensory approach) in the early twentieth carbon with young children, who naturally learn by seeing, hearing, touching/feeling, tasting, and smelling.The researcher and teachers feel that multisensory teaching is effective and useful at any age. However, age-appropriate resources for secondary students and cock-a-hoop learners have been almost impossible to source. Until now. We really do believe that multisensory teaching techniques coupled with the use of Axis Hands On resources offers all students a Better Ways to Learn.In concluding, the researcher and teachers have also noted that more recent research has shown that the more senses (multisensory approach) we incorporate into the learning process the more efficient learning becomes for all types of learners. Rhonda Farkus (2003, The Journal of Educational Research, Vol 97, No. 1) states, The power of evidence supporting the benefits of (multisensory approach) learning-style methodology is compelling. Teachers have also noted that achievement test scores of students taught using their preferred modalities in this study are statistically higher (multisensory approach ) than of students who were not taught using their favored learning modalities (traditional approach). Moreover, when students are taught with multi-sensory approach instructional resources, (although initially through their most preferred mood), scores further increased.Therefore, teachers in this study have also perceiver that a multi-sensory approach is a powerful tool for reinforcing language humanities teaching in three important ways. First, it helps get the information across. Second, it helps the students process the information. And, third, it helps students more easily retrieve information already learned. Using a variety of senses simply opens up more doorways into the brain.Teachers views on the challenges of Multisensory ApproachesAs educators we die a great script of our time thinking, talking, and learning about how to scoop up teach our students essential maculation, writing and reading achievements. You can be sure the conversation between two or more educato rs will at last include the topics of learning styles, multi-sensory teaching, hands-on activities and even traditional approaches. Unfortunately, confusion (and sometimes conflict) can occur when these terms are used because they have triune and overlapping definitions.The main problem teachers may encounter is that there are too many meanings in common use for the term learning style. The original use of this term refers to the sensory pathway or style through which students find it easiest to learn. There are four generally accept sensory modalities visual (sight) auditory (hearing) tactile (touch) and kinaesthetic (movement). It is the belief of all three teachers interviewed that it is very vital for teachers to understand that different learning style encompasses a much broader look at how our students approaches learning situations and tasks and this must much include a complete profile of how our students functions as a learner. In addition to preferred modality, some o f the areas profiled must be optimal learning environment (such as best time of day, lighting, temperature and noise level), how his/her personality effect his motivation (such as the need for or avoidance of competition), his/her natural areas of competencies or intelligence and so on.The teachers who are part of this study feels that by canvass a condition with the tip of ones (students) fingers or feeling the shape of the word is vital to helping the tactile learner master his/her writing, reading skills and spelling words. In this regard, adding pleasant textures or sensations creates a stronger neural impression of the words. Thus in the past, (a traditional approach) tactile and kinesthetic learners were often lumped together. However, some of the most current research on how the brain functions shows that two distinct and complexify areas of the brain are responsible for storing these two types of sensory input.The researcher potently believes that armed with such inform ation listed above, it may be tempting to run into that teachers should determine their students favored learning mode and then teach him/her accordingly. This would be a mistake. Teaching using only one learning modality (traditional approach) could result in the neglect of important reading, writing and spelling skills. Proofreading is an deterrent example of an essential reading, spelling and writing skill that is primarily visual. It is a skill that does not come naturally to a non-visual learner. It is the teachers view in this study that is for students to become competent and excellent proofreader, we as teachers must help them to rail excellent visual discrimination skills (multisensory approach). Students must be taught to look at the whole word in isolation, with special attention to its shape or the outline of the word. He/she must also look carefully at the word syllable by syllable to see if there are any amusing combinations of letters, unexpected spellings or any silent letters used to spell the word. Finally, students must be given a systematic approach to proofreading his own and others writing. It is therefore, the researchers and teachers view in this study that the use of a multisensory approach and not a traditional approach will best assist and expatiate our students early and latent language Arts abilities which will prepare them adequately for life and the future.The teachers in this study also feel that our students dominant learning modality may also have developmental implications if not deal with in a holistic way more so in a multisensory approach. For example, very young children are known to learn in the first place through auditory modalities early school-aged students (kindergarteners) tend to use more kinesthetic and concrete avenues and as a student nears adolescence, they tends to rely more and more on the abstract and analytical reasoning along with their visual recall. Skills taught using only one learning modality ( as that in the traditional approach)may need to be retaught using another modality as students enters each new developmental level and begins to depend more on other learning modality (multisensory approach) to store and retrieve information. Teaching using (a multisensory approach) allows for sextuple learning modalities which in turn eliminate inefficiency. For this reason a multisensory approach and not a traditional approach is the best technique and dodge for teaching phonic and the rudiment awareness skills to kindergarten students.Therefore it is this researchers view that research has consistently shown that use of a multisensory approach to the teaching and learning processes are critical for all students and students more peculiar those who have moderate to horrendous learning disabilities. In the mid-1920s, Dr. Samuel T. Orton and his colleagues Anna Gillingham and Bessie Stillman, first began using multi-sensory approaches with his dyslexic students. Orton was influ enced by bedeck Fernald and Helen Kellers descriptions of the kinesthetic methods used by Dr. Maria Montessori at the 1915 Panama-Pacific Exposition at San Francisco. Orton adaptly theorized that Montessoris use of kinesthetic reinforcement of visual and auditory associations would correct the tendency to reverse letters and transpose the sequence of letters his dyslexic students made while reading and writing. Their programme, which includes multi-sensory learning as well as other important concepts, is commonly called the Orton-Gillingham approach.Teachers view on the actual executing of Multisensory approach.In light of the positive results that this programme had produced in terms of students alphabet and phonemic awareness skills when taught using a multisensory approach in parity to a non-multisensory approach. As a result all three teachers explicit their interest in continuing the use of the Multisensory Approach.SummaryThe focus of this chapter was the demo of data co llected in this study. The quantitative, qualitative and quasi-experimental data were present using narratives, graphs tables and charts. The data revealed that the reactions to a multisensory approach from both students and teachers were generally positive.