This document discusses multi-sensory approaches to teaching and learning. It defines multi-sensory as involving more than one sense and describes how Margaret Taylor Smith developed the Multi-Sensory Teaching Approach. It outlines the VAKT model involving visual, auditory, kinesthetic and tactile learning. It also discusses different types of learners - visual, auditory, tactile and kinesthetic - and how they learn best. Finally, it explains Dale's Cone of Experience which shows the relationship between different types of instructional resources and their effectiveness.

1. MULTI-SENSORY
APPROACH
Submitted By,
Jishna J.M.
I yr B.Ed
English

2.  “The effective use of various senses for receiving
information from various sources is known as multi-
sensory approach”.
 As a literal definition, multi-sensory, comes from two
pieces off words . The two words are “multi” and
“sensory”. “Multi” means “more than one.” “sensory”
“involves or is delivered from the senses”.

3.  Margaret Taylor Smith developed Multi-sensory
Teaching Approach(MTA) in the mid 80’s as a refined
and more “teacher friendly” curriculum that enhances
and further develops Alphabetic phonics by teaching
for mastery.
 Use a multi-sensory teaching technique means helping a child
to learn through more than one sense.

4. VAKT
 A multi sensory approach , “also known as VAKT (visual
auditory-kinestheitc & tactile).
 Visual
- seeing and perceiving through their eyes
 Auditory
- hearing and speaking through their ears
 Kinesthetic
- movement, and doing through body movements
 Tactile
- through touch

5. Visual Learner
They learn by seeing words in
printed form or by using graphics
and pictures, observing real life,
and other visual aids.

6. Auditory Learner
 They learn reading by listening
to someone present information
orally and by being allowed to
discuss and ask questions

7. Tactile Learners
 Tactile learners learn through
their sense of touch, such as using
their writing, drawing, hand on
manipulative.

8. Kinesthetic Learners
Kinesthetic learners learn
best through movement of
their small or gross motor
muscles. They take
information best while
moving and doing, being

9. Dales cone of experience
 In 1946, Edger Dale introduced the cone of
experience
 The cone of experience is a pictorial device use to
explain the interrelationship of the various types of
audio-visual media , as well as their individual
“positions” in the learning process.
 The cones utility in selecting instructional resources
and activities is as practical today as when Dale
created it.

11. Verbal Symbols
 Principle medium of communication
 Bear on physical resemblance to the objects or ideas
for which they stand
May be a word for concretion, idea, scientific
principle and formula
Disadvantages; highly abstract

12. Visual symbols
 Chalkboard/whiteboard, flat maps, diagams, charts
 Fits the tempo of presentation of idea, topic or
situation
Very easy to procure and prepare
 Limitations: ;lack of ability to use the media size of
individuals simplification of visual materials leads of
misconceptions

13. Recordings, Radio, Still Pictures
 Attention- getting, particularly projected views
Concretize verbal abstraction
Limitations: size of pictures or illustrations
expensiveness of projected materials and equipment
timing difficulties between radio shows and
classroom lessons

14. Television And Motion Pictures
 A solution to time and space constraints
 Provides “windows to the world”
 Effective for presenting movements, continuity of
ideas or events
 Substitute for dangerous direct learning experiences
limitations:
• Expensive
• Viewing problem
• Timing with classroom lessons
• Misconceptions about time, size ideas

15. Exhibits
 Present objects or processes otherwise impossible
inside the classroom
Exposure to new ideas, discoveries, inventions
Problem that may be encountered:
Too little space
Time-consuming
Maintenance

16. Demonstration
 Visualized explanation of an important fact or idea or
process
 May require nothing more than observation or
students may be asked to do what has just been
shown how to do
 Disadvantages: ideas or processes might not be
interpreted or conceived very well visibility to all
learners

17. Field Trip
 Undertake primarily for the purpose of experiencing
something that cannot be uncounted within the
classroom
 A rich experience in learning about objects, systems,
and situations
Disadvantages: time-consuming expensive high
exposure to danger/accidents inadequacy of the
community’s resources

18. Dramatized Experiences
 Help get closer to certain realities that are no longer
available at first hand
 Stirring and attention getting
 Participant learns to understand intimately the
character hw portrays
 Teachers cooperative work
 Disadvantages: time consuming without
commensurate result participation to few individuals

19. Contrived Experiences
 An “editing” of reality
 Substitutes for confusing or unmanageable first-hand
experiences
 Easier to handle, manipulate or operate
 Disadvantages : simplification leads to
misconceptions, distorted views, and incomplete
pictures of reality no freedom to handle expensive or
fragile models, mock-up, specimens etc.

20. Direct, Purposeful Experiences
 Unabridged version of life its self
 Direct participation with responsibility
 The basis for the most effective and lasting learning
 Disadvantages: no all things can be learned through
direct, first hand experiencing