I, too like to break up instructional units into different types of experience. My students are primarily visual, not academic, so much of what we do in class has to appeal to their visual side. I also deliver information orally, but keep an eagle eye out for boredom and switch methods or give a break to move around and unhook for a minute.
Peggy,
Using more senses also adds to long term memory, information that may be useful months or years down the road.
Barry Westling
Presenting material in ways where they use more then on sense is important for retention of that material. A simple example, I instruct a medical terminology course, the students look at and read the terms with the definition, speak the terms (and definition) and thus hear the terms (and definitions) and finally write the terms down along with the definition.
Shanika,
Of course the trick is to plan ways to integrate sensory involvement in our lessons. One method is to think about real world applications that will likely occur when employed in the work setting, then think about how that could be simulated or recreated in the classroom. For instance, good communication at work is critical, so planning activities where students are required to speak, express thoughts, answer questions, explain, etc, are simple methods to facilitate the auditory sense.
Barry Westling
Helping students use all of their senses only enhances the learning experience.
Lisa,
Creative! I've done something similar by passing around different objects used in the work setting and students are required to examine, handle, explore, and think about pros and cons of using the device, and write their observations on a 5x7 card (for use later for review). Touching and handling contributes to long term memory.
Barry Westling
I try to incorporate the senses in learning even in a computer class. In teaching how to use MSWord, I have them choose a recipe and focus on the tools they are using to format and produce a one-page recipe. After the project is complete we have a day of bringing in the food from their project to share with the group.
Kizzy,
Great. The use of multiple senses in the classroom enhances the learning experince. Being creative with each segment of instruction can provide opportunities for incorporating more senses, more often (such as you describe). Repetition, although not really a sense, can be a powerful way to cement concepts, facts, or other key information in to the long term memory banks.
Barry Westling
I currently use a program which requires students to recite medical terms out loud while using visual aids to help retain the meaning of the word. This uses a combination of many skills allowing students to have better retention of terms.
Dona,
Tangible handling, models, movement - these are examples of activities that help reinforce retention of key information, and may help link memorized information useful for critical thinking type of questions or situations.
Barry Westling
I like using models and objects to introduce topics and to help cement the subject in the students' minds. Varying the media is fun and very effective in keeping my students interested in learning the material presented. I'll use things such as play-doh, decorating cookies (yes, edible ones in the shape of a cell) and model bones etc. Students love the variety.
Eileen,
Good examples. We all rely on audible, visual, and tactile senses, and finding new ways to amplify the instructional process is always a good idea. For instance, with touch, there is the sense of texture, pressure, pain, hot/cold, tight/loose, etc. in general, I think handling and demonstration is a great adjunct to support recall, memory, and understanding about objects or items used in the work setting.
Barry Westling
One by listening: the ears especailly if you use videos or songs or ryhme etc...in the teaching. Hands by drawing the object that is on the screen or in the text book to reinforce what was taught in the power point or white board... and by speaking/answering questions so students hear themselves as they answer the questions.
Thanks eileen
Janice,
Handling objects is always a great way to create memory using multiple senses. The more senses involved will yield better recall and application outcomes for the students. And, as in your example, familiarity is complimentary to the use of senses too.
Barry Westling
I try to connect what the students are learning to how they will be using the information in their related jobs. I break each skill down into component parts and try to do as much hands on as possible to help the students build muscle memory with the equipment they will be using in their work. At the moment I am teaching a course in EKG theory to first year college students. In one class I brought in EKG sticky patches and had students place them correctly on a mannikin. The next class I brought in a 12 lead cable and had them identify the correct placement of the leads on the mannikin. The next class I brought in an EKG machine and had the students practicing connecting the leads and the sticky patches to the mannikin and finally the students will perform EKGs on their lab partner but they will have a certain comfort handling the equipment already. So far this technique has worked well in the class.
Nicole,
If all instructors would follow this model, I'm sure many classes would be more interesting and performance improved for many of them. Good Job!
Barry Westling
I utilize short video and infographics in presentations as much as possible. The videos are visual and auditory, and the infographics are designed in a way that is interesting and attention-grabbing. I also like to do in-class activities that force the students to do something that is hands-on and demonstrates the subject we've just discussed.
Melvin,
I believe all students use all their senses most of the time, some just have a preference or one is a bit more dominant. Nonetheless, instructors ought to strive for adding as much variety anyway, to keep the students attention and focus, engaged,
active, and involved in their learning. And the variety should be mixed up into short segments which turns out helps with retention of course information.
Barry Westling
Understanding that students learn three different ways helps to develop activities for each learning style. Visual learners need a PowerPoint, Auditory can learn by hearing and kinesthetic can learn by doing.
Lisa,
Senes and media choices kind of go hand in hand. I like You-tube but only if they're very short segments, like 3-5 minutes, just to add a splash of variety and to make a lecture interesting. Students lose interest if it's any longer. Although PPT and Prezi can both provide opportunities for discussion, I reserve Prezi for when I want students write the main points. I'll use PPT when I want to expand on my discussion points and enter into the discussion. "Visualizing" sounds like a great technique.
Barry Westling
