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Aim: To overview theories of multisensory learning
 Objectives:  To explain different theories of multi-sensory learning  To reflect upon the implications of theory for

classroom practice  To analyse the use of multi-sensory theory within inclusive practice.

Right brain, Left brain
 You use the left side of your brain for

thinking about things like words, numbers and lists  You use the right side of your brain when you are using your imagination, when you are day dreaming, seeing colours or listening to music  Most of us have a preference for one side of the other.

Which side of the brain is your dominant side?
Left side:  Logical people who plan and prepare in advance  The make decisions based on proof and evidence  The like to learn on a step by step basis

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Right side: Hands on people with a strong practical sense Good at communication Outgoing people who think on their feet

 To learn most effectively it is a good idea

to use both sides of your brain.
 What strategies do you use in the

classroom to ensure that all of your learners use both sides of their brain?

What is Multiple Intelligence?

Conceived by Howard Gardner, Multiple Intelligences are seven (or eight) different ways to demonstrate intellectual ability.

Which of the multiple intelligences do you use?
 Use the questionnaire to identify your 3

main preferences  The likely hood is that you will also employ these styles of learning within your teaching  What do you need to do in your classroom to ensure that you are teaching effectively for all your students?

Honey and Mumford’s Learning Styles

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Peter Honey and Alan Mumford have identified four main learning style preferences. Activist Reflector Theorist Pragmatist

David Kolb: Experiential Learning
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The first stage is concrete experience where a student has active experience of learning something first hand. DO This is then followed by reflective observation on that personal experience. REVIEW The next phase of the cycle, abstract conceptualisation, focuses on how the experience is applied to known theory LEARN The final stage is how it can then be modified for future active experimentation. APPLY

Stage 1: Having an experience Activist

Stage 2: Reflecting on the experience Reflector

Stage 4: Acting differently as a result Pragmatist

Stage 3: Concluding from the experience Theorist

Some basic views on learning styles are:
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Some people will prefer to have information presented as a whole while others will want details Some people will prefer to have information presented in text while others would want pictures Some people prefer to learn by doing while others would wish to think about the information Some people prefer to understand the theory before acting while others would prefer to act These are very simple descriptions of learning styles and in practice people have a mixture of them

Be flexible
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Opportunities for practice Taught sessions a mix of theory and practice Text and pictures used to present information Formal and informal opportunities to learn Teaching and learning styles discussion – choose one framework of styles to work within (keep the others in mind)

Conclusions
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Most students have elements of more than one learning style. By thinking about their preferred style, students can try and apply this to learning new things. Knowing your learning style may help you develop coping strategies to compensate for your weaknesses and capitalise on your strengthsstudents and teachers! Always remember that you probably teach according to your preferred learning style – how do you address inclusive practice?

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