This lesson was created in response to an assignment requiring us to incorporate one or more of Medina's brain rules.

1. Multi-Sensory Spelling
Increasing Learning by Applying Brain Rules
S

2. Introduction
S

3. Brain Rule #9:
Stimulate More of the Senses
S The senses work together, so stimulating more of them
increases learning.
S Combining audio and visual results in greater memory
recall than reading, hearing, or seeing alone.
S If the learning experience is active, for example
participating in a simulation or performing the action
itself, recall is even higher (Medina, 2011).

4. Applying the Rule to Spelling
S In this lesson, multiple senses are used as students
interact with the spelling words, increasing recall.
S Students will use their senses of sight, hearing, and touch
as they learn to spell words.

5. The Task
S

6. Basic Steps
S Students will trace spelling words at least three times.
S Students will create a slide on which they type one of the
spelling words at least three times.
S Students will illustrate the slide.
S Students will add a voiceover of themselves spelling their
word.

7. Required Resources
S

8. Resources
S Paper, pencil, and crayons to S Web site, blog, or other online
write and trace spelling words resource to post student work
and Internet access (optional,
S Computers with drawing but highly desirable)
software and ability to record
voices

9. The Process
S

10. Rainbow Words
S Students begin by creating “rainbow words,” writing their
spelling words in pencil and then tracing over them at
least three times, each time using a different color
crayon, while saying each letter aloud. If desired, the
teacher may have the word pre-printed on the paper for
students to trace in crayon.
S Students bring their rainbow words to the computer lab,
where they will select a word to use to create a slide
using Pixie 3 or other drawing software.

11. Slide Creation
S Students will type their word in three different fonts, each
time in a different color.
S Students will decorate their slide by using the painting or
drawing tools to create an illustration of their spelling
word or by adding a stamp. While not strictly part of Brain
Rule #9, the act of decorating the slide can make the
lesson more enjoyable and, therefore, more memorable.
Brain Rule #4 states that we don’t pay attention to boring
things (Medina, 2011).

12. Voiceover
S Students will record themselves spelling the word they
used on their slide. For example, a student would say,
“Water. W – A – T – E – R. Water.”
S If desired, the teacher can combine all the students’
slides into a class presentation and post it online. In this
way, not only can students see and hear the spelling for
the words on the slides created by their classmates, but
the presentation can also be shared with their families.

13. S

14. Grading Rubric
S

15. Rubric
CATEGORY 4 3 2 1
Rainbow All requirements for All requirements for One requirement for More than one
Writing/Typing written/typed portion written/typed portion written/typed portion requirement for
of project are met and of project are met. of project was not written/typed portion
exceeded. completely met. of project was not
completely met.
Oral Presentation Clear, smooth Fairly clear delivery, Unclear delivery, but Delivery
delivery, word word pronounced and word pronounced and incomprehensible, OR
pronounced and spelled correctly. spelled correctly word pronounced
spelled correctly. and/or spelled
incorrectly.
Resource Use All resources were Resources were used Some resources were Resources were often
used in an in an appropriate used inappropriately; used inappropriately;
appropriate manner at manner most of the student needed two student needed three
all times; student did time; student required reminders about or more reminders
not require any only one reminder behavior in computer about behavior in
reminders about about behavior in lab. computer lab.
behavior in computer computer lab.
lab.

16. Conclusion
S

17. Multi-Sensory Input
S This lesson emphasizes Medina’s Brain Rule #9 by
combining various senses in multiple ways as students
learn to spell words.
S When students create the “rainbow words,” both the
visual and auditory senses are engaged, and students
are participating in the actual event about which they are
learning.

18. Multi-Sensory Input, cont.
S Creating the typed portion of the slide combines visual
and kinesthetic/tactile elements; if speech functions are
enabled in the software, the computer will say each letter
as it is typed, thereby adding an auditory component.
S Recording the voiceover for the slide is both visual and
auditory, since students will be looking at the written word
as they spell it out. In addition, this action provides them
another opportunity to participate in the actual activity.

19. Multi-Sensory Input, cont.
S Should the teacher decide to combine the student
projects into a single presentation and post it online, the
students would have an additional opportunity to interact
with the words both visually and auditorily by watching
and listening to the class presentation.

20. Reference
S Medina, J. (2011) Sensory integration – Brain rules.
Retrieved September 1, 2011, from
http://www.brainrules.net/sensory-integration?scene=