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Aim: To overview theories of multi-


sensory learning
 Objectives:
 To explain different theories of multi-sensory learning
 To reflect upon the implications of theory for
classroom practice
 To analyse the use of multi-sensory theory within
inclusive practice.
Right brain, Left brain
 You use the left side of your brain for
thinking about things like words, numbers
and lists
 You use the right side of your brain when
you are using your imagination, when you
are day dreaming, seeing colours or
listening to music
 Most of us have a preference for one side
of the other.
Which side of the brain is your
dominant side?
 Left side:  Right side:
 Logical people who  Hands on people with
plan and prepare in a strong practical
advance sense
 The make decisions  Good at
based on proof and communication
evidence
 Outgoing people who
 The like to learn on a
think on their feet
step by step basis
 To learn most effectively it is a good idea
to use both sides of your brain.

 What strategies do you use in the


classroom to ensure that all of your
learners use both sides of their brain?
What is Multiple Intelligence?
 Conceived by Howard
Gardner, Multiple
Intelligences are
seven (or eight)
different ways to
demonstrate
intellectual ability.
Which of the multiple intelligences
do you use?
 Use the questionnaire to identify your 3
main preferences
 The likely hood is that you will also employ
these styles of learning within your
teaching
 What do you need to do in your classroom
to ensure that you are teaching effectively
for all your students?
Honey and Mumford’s Learning
Styles
 Peter Honey and Alan Mumford have
identified four main learning style
preferences.
 Activist
 Reflector
 Theorist
 Pragmatist
David Kolb: Experiential
Learning
 The first stage is concrete experience where a
student has active experience of learning something
first hand. DO
 This is then followed by reflective observation on
that personal experience. REVIEW
 The next phase of the cycle, abstract
conceptualisation, focuses on how the experience is
applied to known theory LEARN
 The final stage is how it can then be modified for
future active experimentation. APPLY
Stage 2:
Stage 1:
Reflecting on the
Having an experience
experience
Activist
Reflector

Stage 4: Stage 3:
Acting differently Concluding from the
as a result experience
Pragmatist Theorist
Some basic views on learning
styles are:
 Some people will prefer to have information
presented as a whole while others will want details
 Some people will prefer to have information
presented in text while others would want pictures
 Some people prefer to learn by doing while others
would wish to think about the information
 Some people prefer to understand the theory before
acting while others would prefer to act
 These are very simple descriptions of learning styles
and in practice people have a mixture of them
Be flexible
 Opportunities for practice
 Taught sessions a mix of theory and practice
 Text and pictures used to present information
 Formal and informal opportunities to learn
 Teaching and learning styles discussion – choose
one framework of styles to work within (keep the
others in mind)
Conclusions
 Most students have elements of more than one
learning style.
 By thinking about their preferred style, students can
try and apply this to learning new things.
 Knowing your learning style may help you develop
coping strategies to compensate for your
weaknesses and capitalise on your strengths-
students and teachers!
 Always remember that you probably teach according
to your preferred learning style – how do you
address inclusive practice?

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