This document discusses multi-sensory learning, which involves using two or more senses within the same activity. It defines multi-sensory learning and discusses its characteristics, including using visuals, auditory information, and kinesthetic/tactile experiences together. The document also explores why a multi-sensory approach is beneficial for learning, providing strategies for visual, auditory, and tactile learning. It notes the strengths of multi-sensory learning in increasing engagement and knowledge transfer, but also the limitations of cost and time required. The document concludes by stating multi-sensory learning is limited in Pakistan due to infrastructure costs and lack of resources.

1. Multi-sensory Learning
Muhammad Ayoob Babar
Reg. No. 140-FSS/PHDEDU/F17
Department Of Education
International Islamic University, Islamabad

2. I hear and I forget;
I see and I remember;
I do and I understand.
(Confucius 450BC)

3. Contents
• Definition
• Characteristics
• Learning differences
• Why multi sensory learning
• Pedagogical strategies
• Strengths
• Limitations
• Implication of concept in Pakistan

4. Definition
• Multisensory learning involves two or more
of the senses within the same activity
• A multisensory approach, "also known
as visual-auditory-kinesthetic tactile
(VAKT) implies that students learn best when
information is presented in different
modalities (Mercer , 1993)

5. Characteristics of multi sensory learning
• visuals (what we see), watching play cards etc
• auditory (what we hear), tape
• kinesthetic-tactile (what we do/movement or
feel/touch)
These three modes linked with each other to enable
the learner to store the information directly to the
brain in its true sense

6. learning differences
• Students with learning difficulties typically have
difficulties in one or more areas of reading, spelling,
writing, listening comprehension and expressive
language. Multisensory techniques enable
students to use their personal areas of strength to
help them learn.

7. Why Multisensory Approach?
We learn/remember through different modes
of learning
• 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

8. Pedagogical Strategies
Visual strategy
• Text and/or pictures on paper, posters,
models, projection screens, or computers
• Use of colors for highlighting, organizing
information

9. Cont..
• Graphic organizers, outlining passages
• Student created art, images, text, pictures
and videos

10. Auditory strategy
• computerized text readers
• books on tape/Cassettes

11. Cont..
• Video or film with accompanying audio
• Music, songs, instruments, speaking, rhymes,
chants and language games

12. Tactile strategy (touch)
• Sand trays
• textured objects
• finger paints

13. Cont..
• Modeling materials such as clay and sculpting
materials

14. Kinesthetic strategy (movement)
• kinesthetic method relates to body
movements

15. Cont..
• Games involving jumping rope, clapping or other
movements paired with activities while counting
and singing songs related to concepts
• Any large movement activity for students
involving dancing, swimming games or other
activities involving concepts

16. Strengths of multi sensory learning
• Increased learner engagement
• Generating a greater capacity for learning
• Encouraging a greater knowledge transfer
• Improved attitudes towards learning
• Greater student achievement

17. Cont..
• Develops critical thinking, a sense of
cause and effect
• Increases opportunity for choice and self
determination
• Improves communication and sharing
• Enhance students sense of presence

18. Cont..
• Improves memory by using the whole
brain
• Reduces cognitive load and promotes dual
coding, more information is processed if
split into and presented by several channels

19. Cont..
• Develops critical thinking – a sense of
cause and effect
• Increases opportunity for choice and self
determination and improves
communication and sharing.

20. Multisensory Teaching Techniques
• If a child is not learning in the way you
teach, change your teaching strategy and
teach the child, in the way he learns
• Engaging students on multiple levels
Encourage students to use their senses to:
Gather information and linked ideas about a task

21. Limitations of multi sensory learning
• Initial cost of the equipment
• The time required for multi sensory
learning

22. Multi sensory learning in Pakistan
• In Pakistan, the use of multi sensory
learning is limited (especially in public
sector institutions) due to several reasons
• high cost of multimedia, computers, and
other related infrastructure

23. Cont..
• lack of technical staff
• In play group, Montessori or at pre-
primary level, (private institutions) multi
sensory learning exists in Pakistan

24. References
• Ahissar, M. and Hochstein, S. (2004) The reverse hierarchy theory of visual perceptual learning.
Trends Cogn. Sci. 8, 457–464
• Fahle, M. (2005) Perceptual learning: specificity versus generalization. Curr. Opin. Neurobiol. 15,
154–160
• Gilbert, C.D. et al. (2001) The neural basis of perceptual learning. Neuron 31, 681–697
• Seitz, A. and Watanabe, T. (2005) A unified model for perceptual learning. Trends Cogn. Sci. 9, 329–
334 5 Seitz, A.R. and Dinse, H.R. (2007) A common framework for perceptual learning. Curr. Opin.
Neurobiol. 17, 148–153
• Poggio, T. et al. (1992) Fast perceptual learning in visual hyperacuity. Science 256, 1018–1021
• Furmanski, C.S. et al. (2004) Learning strengthens the response of primary visual cortex to simple
patterns. Curr. Biol. 14, 573– 578

25. Cont..
• Schoups, A.A. et al. (1995) Human perceptual learning in identifying the oblique orientation: retinotopy,
orientation specificity and monocularity. J. Physiol. 483, 797–810
• Watanabe, T. et al. (2002) Greater plasticity in lower-level than higherlevel visual motion processing in a passive
perceptual learning task. Nat. Neurosci. 5, 1003–1009
• Shimojo, S. and Shams, L. (2001) Sensory modalities are not separate modalities: plasticity and interactions. Curr.
Opin. Neurobiol. 11, 505– 509

26. Thanks