The document discusses multi-sensory approaches to learning. It describes how multi-sensory learning involves using multiple senses like visual, auditory, kinesthetic and tactile. It provides examples of visual, auditory, tactile and kinesthetic learners and activities that appeal to each type. The document also discusses Dale's Cone of Experience which illustrates how different types of instructional methods and media can impact learning, ranging from more abstract verbal symbols to more concrete direct experiences.

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4. Multi-Sensory Approach
 “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 of words . The two words are “multi” and “sensory”.
“Multi” means “ more than one.” “sensory” “involves or is
delivered from the senses.”

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 Margaret Taylor Smith developed Multi-sensory Teaching
Approach(MTA) in the mid 8O’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

7. VAKT
A multi sensory approach ,”also known as VACT (visual-
auditory-kinesthetic & 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

8. VISUAL LEARNER

9. visual learner
They learn by seeing words in
printed form or by using graphics
and pictures, observing real life,
and other visual aids.

10. AUDITORY LEARNERS

11. Auditory learner
They learn reading by listening to
someone present information orally
and by being allowed to discuss and
ask questions

12. Tactile learners
Tactile learners learn through their sense
of touch, such as using their hands and fingers.
They learn best their writing , drawing, hand-
on manipulative.

13. TACTILE LEARNERS

14. kinesthetic learners
Kinesthetic learners learn best through
movement of their small or gross motor
muscles. They take information best while
moving and doing, being involved in projects,
role playing, learning while standing up and
engaging in real life activities.

15. KINESTHETIC LEARNERS

16. 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 cone s utility in selecting instructional resources and
activities is as practical today as when Dale created it.

18. Verbal symbols
 Principle medium of communication
Bear no 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

19. Visual symbols
 Chalkboard/whiteboard, flat maps, diagrams, 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 to
misconceptions

20. 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

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

22. Exhibits
Present objects or processes otherwise impossible inside
the classroom
Exposure to new ideas, discoveries, inventions
Problems that may be encountered:
too little space
time-consuming
maintenance

23. 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

24. Field Trip
 Undertaken 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

25. 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 he
portrays
Teachers cooperative work
Disadvantages : time consuming without commensurate
results participation is limited to few individuals

26. 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.

27. 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

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