The teaching benefits offered by multi-sensory didactic materials can be helpful to a wide age range, and a broad spectrum of ability and interest.
When multisensory materials are carefully designed they can intrinsically meet different styles of learning, different levels of skill, and sensory perceptual differences. The quality of independent child-directed learning supported by multisensory teaching materials may be influenced by the integration of the following factors:
- A comprehensive integration of the human sensory spectrum
- Physical movement and associated co-ordinated actions.
- Supporting themes of associated conceptual understanding.
- Incorporated strategies that help attention, reception and recall (memory skills and strategies).
- A focus on personal motivation and participation.
- Activity that promote meaningful challenges of enquiry, exploration and discovery.
- A format that promotes a correct initial learning experience.
- Intrinsic opportunities for correction of error.
- Expansion into further associated creative activity and future intellectual development.
If multisensory materials meet the points listed above then the learner may gain a holistic experience that can be adapted to meet the individual needs and preferred style of learning. Scaffolding can meet the learner with a broad multisensory presentation and subsequently adult facilitation may be free from personal sensory strengths, learning preferences and interests. Thus, the learner can be less dependent upon adult support and the confinement of learning from another person’s perspective.
Multi-sensory learning materials can offer a broad and solid foundation for learning that may be especially supportive to additional areas of associated learning.
- Similarly well designed multi-sensory learning materials can also facilitate future expansion into further areas of new learning.
The quality of independent child-directed learning supported by multisensory teaching materials may be influenced by factors presented in the list presented 1-9 above. Failure to meet all the aspects described in the list could change the learning materials from helpful to confusing. Thus multi-sensory experience is not in itself going to improve the quality of learning. The quality of learning is directed by how the design meets all sensory and conceptual information as related to initial foundation learning and future extended learning. The above list presents nine key areas of consideration that need to be considered carefully when designing multi-sensory materials.
Number Rhyme for the Number bonds to ten
One and nine, socks on the line.
Two and eight, children on the gate.
Three and seven, might come from heaven.
Four and six, go get some pick and mix.
Five and five, bees on the hive.
Six and four, please close the door.
Seven and three, now let’s get some tea.
Eight and two, I’m ok and so are you.
Nine and one, our rhyme is done.
An important aspect of multi-sensory learning is facilitated by an initial period of free exploration of the materials. This opportunity for free play should also allow the explorer to engage in creative expression, social interaction, and physical skills. After an initial period of free exploration has been voluntarily completed, the explorer can be encouraged to begin a focused journey of activity towards an acknowledged conclusion.
One can make a domino game for number bonds 1-9 or 0-10. In this game the dominoes can be placed if the two adjacent numbers make 10. The author likes to make these dominos with a strong visual support that groups the numbers into the value of 10. Also the odd and even numbers can be presented in different colours. The coloured patterns of dots are placed against the centre line of each domino.
The use of written numbers would/could create and encourage a disregard for the correct orientation of the number symbols [especially 6 & 9]. This confusion would be created by different players viewing and placing the numbers from an extensive variety of different directions.
When learning materials meet the nine key points listed above then the learner can gain a more holistic learning experience that they can adapt to meet their individual needs and preferred style of learning. Successful multi-sensory learning experiences also make the learner less distracted by the personal sensory strengths, learning style and interests of others. Facilitators may also feel more confidence in their ability to creatively meet the learner’s preferred style of learning.
A further issue to consider within multisensory materials is whether the materials meet the required learning for future levels of ability without imposing areas of unlearning.
The following games were designed by the author to encourage and consolidate the foundation of number bonds that is essential for all numerical operations and further understanding of numeracy. Numeracy work that explores numbers beyond the unit values of one through to nine, involve place value. Number bonds prepare the learner for working with the base ten system of number values of 10 or more.
Number Bond Game called ‘Shut the Box’.
Materials: Each player has:- a ten space egg box and a set of numbers 1 to 10. Each player places their numbers in the egg in numerical order as shown. Players then take turns to shake a ten sided dice numbered 0 to 9. (if a dice is numbered 1 through to 10 then the one on the ten number on the dice will need to be removed or whited out to give numbers 0 to 9). Each player shakes the dice and then collects, if required, the number presented on the dice and places it into the space that completesthe sum of the two numbers to give a total of ten.
Alternatively one set of cards (or tiles) numbered 0 to 9 is collected for each player into a combined pack of cards. For example if there are three players the shuffled set of cards would amount to thirty cards (three of each number nought to nine). These cards are then placed in rows face down on the table. Each player then takes his turn to turn over one of the cards and places it in into the appropriate egg space in his box – so that the sum of the two numbers equals ten. If a player does not need the card he turns over then the card is left in its place face down. This enables other players to remember where the card is on the table in case it is needed for his own egg box. The first player to complete all ten egg spaces with number bonds to ten then shouts “Shuts the box!” and completes his round by counting in tens to 100 as shown on the lid of the box. The game can continue with the other players until everyone has a shut box.
The author has used beads threaded into lengths of one through to ten, so that each player places the correct string of beads into each egg space in the open box and then the players take it in turners to collect another string of beads from a bag. Thus the players now have to use touch if they wish to locate a specific number bead length because they cannot see inside the when it is their turn to retrieve a length of beads. Another way to add a kinaesthetic element to the game can be achieved by painting the numbers onto glass buttons or small tiles (2cmsquared) sold at the local DIY store.
Number Bonds Game using the Eastwood Odd and Even Bricks
The following game was designed by the author to encourage and consolidate the foundation of number bonds that is essential for all numerical operations and further understanding of numeracy. Numeracy work that explores numbers beyond the unit values of one through to nine, involve place value. Number bonds prepare the learner for working with the base ten system of number values of 10 or more.
The activity is designed to present a self-correcting game based on the fixed value of number bonds. It can be played by an individual or as a game with two or more players taking turns. The aim is simply to build the blocks into groups of ten.
Firstly two sets of the blocks are presented in numerical order as shown:-
A corresponding set of cards numbered 0 to 10 are shuffled and place face down on the table. The player/s turn a card over when it is their turn to build a set of ten. The card taken from the stack is placed on the first box of the sum card, then the player collects the appropriate block of bricks and places them on their sum card in the first box (as shown below). The player then places the appropriate number block in the second box and the blocks are placed together over the drawn 10 block shown after the equals sign. A set of sum cards are also available to be matched with each conclusion.
Eastwood Number Rods
The author has created an alternative set of ‘Eastwood Number Rods’ for addition and subtraction operations, illustrated below.
Addition: 5+4+3= 5+4+(1 to make 10) and 2 more = 12
These rods develop the concept that all number operations relate to number bonds to ten: 1+9=10; 2+8=10; 3+7=10; 4+6=10; 5+5=10.
Note: the full set of ‘Eastwood Number Rods’ are presented in Numeracy Folder5 Files 4th(5c) and 4th(5d)
AWooden Teaching Clock:-
The wooden clock design below offers a range of information with the added dimension of interactive participation and kinaesthetic sensory experience. The learning can be experienced in simple step by step stages whereby one aspect of learning is organised in association with previous learning and experience
A large wooden cog system of movement could be a 12 cog gearing that correlated one cog for each five minute movement of the hour hand. The minutes could be illustrated with dots around the outside of the clock with a different coloured or shaped dot on the five minute intervals.[The design illustration below does not present the ideal proportional overall structure.]
A see through ring at the end of an appropriate length hour hand not only clearly indicates the hour time but also gives a sense of where the hour hand is as it travels from one o’clock time on to the next. The numbers appearing and disappearing as the hand moves around the clock adds interest and further sense of movement. The longer thinner minute hand crosses through the hour numbers as it reaches to meet the minute marks around the outer edge of the clock.
Also this wooden clock could be supplied with different sets of removable wooden disks. (as Shown on the chart on the last page) A wooden clock supplied with different sets of 12 removable wooden disks: i.e. 1,2,3,…12; 1/13, 2/14, 3/15….12/24; written numbers – one, two etc…. Roman numerals – I to XII; dots indicating numerical value (1-12) organised in paired patterns for easy recognition. Each set presents a different format for the numerical series of hours as illustrated in the chart below. Each row of information can be presented on a clock face chart for self-correction as shown. Alternatively the clock face charts could be presented as an initial guide. The teacher and/or pupil can address the learning experiences in simple step by step stages whereby one aspect of learning is organised in association with previous learning and experience. Answer charts similar to the clock face should be available for self-correction, as illustrated below.