Guided Response:   Review at least two of your classmates’ posts and extend their learning by asking them to clarify their understanding, share an example or experience. Share an insight or something you learned from reading your classmates’ posts or from the text that helps to clarify your thinking. CLASSMATE 1: Danielle Kaiser Sensory Contributions to Learning Understanding that sensory input contributes to learning can help teachers see the need to include multi-sensory modalities into lesson design and delivery.  Our senses are intertwined with our brain and memories, therefore they influence the way we learn.  They also play a large role in memory retrieval.  The brain activates multiple sensory areas when information is presented for a particular object (Willis & Mitchell, 2014).  This shows that the brain stores sensory information throughout the brain.  This also means that the brain uses our senses for learning.  To enhance brain storage teachers should be using a variety of sensory modalities to ensure students are able to register more sensory information related to the learning.  The retained sensory information will be connected throughout the brain.  The brain uses dendrites to connect all the different sensory memories pertaining to a particular topic (Willis & Mitchell, 2014).   Once this is understood when we look at students with developmental delays we can see how using multisensory modalities can help them.  If I am teaching a student with emotional delays I may focus on different ways to hold that particular student’s attention.  Students with emotional delays may need more information or hands on experiences to create meaning for what they are learning.  According to LeDoux (1994), emotions drive attention, create meaning, and have their own learning pathways (Jensen, 2005).   An example would be if we were learning about plants I would talk about plant life cycles and watch a short video showing the life cycle of a plant.  Then I would have student’s plant 2 seeds one in soil in a cup and another on a wet paper towel in a plastic bag.  The plants in cups would be placed in the window sill and the bags tapped to the window.  The students would water the plants as needed to learn how to nurture them.  They will be able to see all the steps as the plants in the bags grow.  This would involves many of the senses to aid in sensory learning and students would be involved in the process. Resources Jensen, E. (2005). Teaching with the brain in mind . Alexandria, VA: Association for Supervision and Curriculum Development. Willis, J., & Mitchell, G. (2014).  The neuroscience of learning: Principles and applications for educators.  San Diego, CA: Bridgepoint Education. CLASSMATE 2 : Elsie Goycoolea Many learning strategies make use of our senses to promote knowledge acquisition. For instance, many online classes include audio-visual material alongside required readings in an attempt to provide a more comprehensive learn.

1. Guided Response:
Review at least two of your classmates’ posts and extend their
learning by asking them to clarify their understanding, share an
example or experience. Share an insight or something you
learned from reading your classmates’ posts or from the text
that helps to clarify your thinking.
CLASSMATE 1:
Danielle Kaiser
Sensory Contributions to Learning
Understanding that sensory input contributes to learning can
help teachers see the need to include multi-sensory modalities
into lesson design and delivery. Our senses are intertwined
with our brain and memories, therefore they influence the way
we learn. They also play a large role in memory retrieval. The
brain activates multiple sensory areas when information is
presented for a particular object (Willis & Mitchell, 2014).
This shows that the brain stores sensory information throughout
the brain. This also means that the brain uses our senses for
learning. To enhance brain storage teachers should be using a
variety of sensory modalities to ensure students are able to
register more sensory information related to the learning. The
retained sensory information will be connected throughout the
brain. The brain uses dendrites to connect all the different
sensory memories pertaining to a particular topic (Willis &
Mitchell, 2014). Once this is understood when we look at
students with developmental delays we can see how using
multisensory modalities can help them. If I am teaching a
student with emotional delays I may focus on different ways to
hold that particular student’s attention. Students with

2. emotional delays may need more information or hands on
experiences to create meaning for what they are learning.
According to LeDoux (1994), emotions drive attention, create
meaning, and have their own learning pathways (Jensen,
2005). An example would be if we were learning about plants I
would talk about plant life cycles and watch a short video
showing the life cycle of a plant. Then I would have student’s
plant 2 seeds one in soil in a cup and another on a wet paper
towel in a plastic bag. The plants in cups would be placed in
the window sill and the bags tapped to the window. The
students would water the plants as needed to learn how to
nurture them. They will be able to see all the steps as the plants
in the bags grow. This would involves many of the senses to
aid in sensory learning and students would be involved in the
process.
Resources
Jensen, E. (2005).
Teaching with the brain in mind
. Alexandria, VA: Association for Supervision and Curriculum
Development.
Willis, J., & Mitchell, G. (2014).
The neuroscience of learning: Principles and applications for
educators.
San Diego, CA: Bridgepoint Education.
CLASSMATE 2 :
Elsie Goycoolea
Many learning strategies make use of our senses to promote
knowledge acquisition. For instance, many online classes
include audio-visual material alongside required readings in an
attempt to provide a more comprehensive learning experience.
Willis and Mitchell (2014) state, “
the ultimate area of storage and retrieval of memories is

3. strongly influenced by the senses through which the information
in the network is acquired”. Through the processing of sensory
information, different neural networks are activated
contributing to the creation of long-term memory. Individuals
with cognitive, emotional, motor skills, visual and speech
developmental delays might have difficulties in activating these
neural networks and thus affect learning.
People with autism spectrum disorder appear to have motor
skills developmental delays that can be observed in
coordination, balance and posture deficits. Dawson and
Waitling (2000) examined the effect of using sensory
integration to balance out the level of hyper-responsiveness in
individuals with autism. It was mentioned how in some studies
utilizing auditory integration therapy allowed children to
increase their social interaction, correct their movement and
vocalize better.
There are some people who learn best through visual inputs,
other people are auditory learners and some others may prefer
to engage in movement. From all sensory inputs, the RAS has to
filter and select the amount of information that will be
processed by the brain. It is important that teaching strategies
adopt a combination of teaching styles as to meet the learning
and selective differences in different students.
Other studies have examined how individuals with articulation
impairments may see their improvement hindered if there is
sensory integration dysfunction. Tung et al. (2013) state, “
Sensory integration means that an individual transmits
information with regard to contact between the body and the
surrounding environment via one or more sensory systems to the
brain for integration, and then the brain tells the motor system
to respond”. They observed how the ability to process sensory
information correctly improved articulation and speech in the
subjects.
References
Dawson, G., & Watling, R. (2000). Interventions to facilitate

4. auditory, visual, and motor integration in autism: A review of
the evidence.
Journal of autism and developmental disorders
,
30
(5), 415-421.
Tung, L. C., Lin, C. K., Hsieh, C. L., Chen, C. C., Huang, C. T.,
& Wang, C. H. (2013). Sensory integration dysfunction affects
efficacy of speech therapy on children with functional
articulation disorders.
Neuropsychiatric disease and treatment
,
9
, 87.
Willis, J., & Mitchell, G. (2014).
The neuroscience of learning: Principles and applications for
educators.
San Diego, CA: Bridgepoint Education.