the importance of sensory-based learning for maths and science

7/27/2019 The Importance of Sensory-Based Learning for Maths and Science

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Mind Moves Institute, Johannesburg. 2009 Page 1

The Importance of Sensory-based Learningfor Maths andScience.

Melodie de Jager

When thinking about learning one tends to think of:

school left & right

shapes, colours,numbers

reading, writing, spelling

math, science

facts

comprehension, memory

study skills

tests and exams.

If learning is difficult, you instinctively might wonder if there is a problem withthe childs IQ. Alternatively, you might question the childs EQ and askyourself, what is happening at home; what is happening in class; does shehave friends; did he move home recently; did she loose a pet, friend or familymember? These are good questions and might indicate the source creating abarrier to learning, but may not necessarily provide the full answer.

In recent years, the important role of the body in the learning process hascome to the fore and showed that not only IQ and EQ are role players inpreparing a learner for learning ease, but that PQ also has a vital role to play.To illustrate and explain how the body can influence the quality of learning,one can look at the learning process by making use of The Learning Triangle.The Levels of Learning Triangle is an interpretation of the Triune Brain Theory(MacLean, 1990) and stands on PQ, as a small but pivotal point.

IQ: cognitive ability to learn

EQ: emotional & social ability to learn

PQ: physical ability to learn

IQ

EQ

Clavicle

Humerus

Radius

UlnaSacrum

Femur

Fibula

Tibia

Pelvis

Mandible

Cranium

Coccyx

Scapula

Cervicalvertebr ae

Lumbar vertebrae

Thoracicver tebrae

Carpals

Metacarpals

Phalanges

Talus

CalcaneusTarsals,metatarsals & phalanges

Rib

SKELETON,POS TERIOR V IEW


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Figure 1 Levels of Learning TriangleWhen there is a problem with learning, one traditionally looked for the causeon a higher level usually either the emotional (EQ) or the cognitive level(IQ). However, recent research showed that a substantial number of barriersto learning could be due to the childs physical development (PQ), or rather

the lack of optimal physical development.

All children GROWbut not all children DEVELOP

Physical development is at the root of all learning, with a criticaldevelopmental growth spurt between conception and 14 months in life;followed by an emotional growth spurt between 14 months and 4 years; and acognitive growth spurt between 4 and 11 years. This does not mean thatthere is no emotional or cognitive development during the growth phase ofphysical development. In fact, the child is always in the process of

developing as a whole being - physical, emotional, social and intellectual - buteach phase has a time frame where development of that specific phase, ispriority.

The foundation of PQ learning consists of two systems that stabilize theLevels of The Learning Triangle. They are the sensory system and the motorsystem.

Figure 2 Sensory-Motor System stabilises the Levels of Learning

EQ

PQClavicle

Humerus

Radius

UlnaSacrum

Femur

Fibula

Tibia

Pelvis

Mandible

Cranium

Coccyx

Scapula

Cervicalvertebrae

Lumbar vertebrae

Thoracicvertebrae

Carpals

Metacarpals

Phalanges

Talus

CalcaneusTarsals,metatarsals&phalanges

Rib

S L T , S T I V I W

Sensory SystemMotor System

IQ


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Learning, thought, creativity and intelligence are not processes of the brainalone, but of the whole body.

Carla Hannaford

SENSORY SYSTEM PROVIDES THE BRAIN WITH INPUTStimulated senses fill the brain with information and in so doing, wake up thebrain to integrate and process the information.

The brain prefers to receive new information on a concrete level; using as manysenses as possible to form a clear perception of the information. Concretelearning means learning with real objects that you can touch, hear, see andsmell, e.g. think of the difference in quality of learning when you simply telllearners about a lion, compared to visiting a game lodge where they can smell

lions and see and hear them moving and roaring in nature. Concrete experienceslike outings and experiments fill the brain with multi sensory images that elicitstrong emotions. When information is emotionally charged it is glued to theirmemory and so broadens the memory bank and is readily available to beassessed.

Up and until grade R is the prime timefor multi-sensory learning

and having a myriad of real life experiences.It is NOT the time for learning to read and write.

Only after having had the advantage of years of concrete sensory experiencesdo learners fully benefit from looking at books, pictures, and TV or DVD imagesof experiences (semi-concrete level). Only then can information like that canevoke a memory of the multisensory concrete experiences they have had, and assuch create a positive and easy learning experience. Learning on a semi-concrete level without first having experienced the objects in real life, makes itmuch harder. It is like comparing the experience of a delicious meal to looking ata picture of the same meal without ever having tasted it before it is just not thesame. Most of the information received on a semi-concrete level would beabstract and quite incomprehensible to those learners without prior concreteexperience.

Math and ScienceThe abstract nature of the content of math and science may easily discouragelearners from taking these subjects. Math and science deal with concepts thatcannot be touched, e.g. left and right, shapes, colour, time, speed, velocity, etc.You cannot pass on a red, touch a specific speed, or pass on velocity. Becausethese concepts are not perceived concretely through the senses, learning on an


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abstract level can pose many challenges. An inspiring teacher with a gift toexplain abstract concepts in terms of known and concrete experiences - likeexplaining fractions by using an apple, or time marking the changes in shadowsduring the day - is invaluable in the learning process. By making use of methodslike these, the understanding of the abstract becomes real, concrete and a

sensory experience and more accessible to learners to be saved to memory.

ALL learning occurs via sensory experiences. It is a general misconception thatonly babies learn though concrete, sensory experiences. Everyone learns in thisway - it is only the type and number of senses involved in learning that differs.

LEVEL SENSES INVOLVED TYPE OFINTELLIGENCE

3. AbstractLecture about

Read about

Listen to lectureor read from a book

IQ

2.Semi-ConcreteImage ofsomething realPicturesComputerCD / DVD

Listen to a sound track orlook at pictures, tables,graphs, DVDs

EQ

1.ConcreteReal objectsOutingsExperiences

TouchSmell & tasteListenSee

PQ

.

Table 1 Levels of sensory learning

Most high school pupils are expected to learn on an abstract level, either bylistening or reading, with no database of concrete sensory experiences to referto. Can you imagine how difficult it is for a child like this to make sense of theseabstract concepts? Without it: they battle to read, write, and understandquestions. Because of this, they fail math, science and accountancy. No wonderthe real Grade 12 pass rate is so low in SA!

MOTOR SYSTEM ENABLES THE BRAIN TO ACT AND PRODUCE OUTPUTOnce information has been received via the sensory system and the brain hasprocessed the information, the muscle system is needed to be able to respond.The brain (as wonderful as it is) cannot respond, write, run, put up a hand, build amodel, hold a pen, or complete a portfolio without muscles to do its bidding.


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Strong, coordinated and controlled muscles are needed to sit still, pay attention,and follow instructions, read and write, spell, put up a hand or wait to give ananswer.

LEARNING is a process.

The sensory system fills the brain with INPUT;the brain processes the information to produce anOUTPUT in the form of a muscle response,

via the motor system.

Figure 3 Flow of information through the Levels of Learning Triangle

LEARNING AND ASSESSMENTLearning, according to Honey and Mumford (1982:1), has occurred when:

A person knows something that he did not know earlier anddemonstrates a change in behaviour.

A person can do something he was incapable of before.

In both instances muscle OUTPUT acts as an indicatorto provide evidence thatinformation has moved successfully up and down through the physical, emotionaland cognitive parts of the brain and that learning has occurred. Only muscleresponses can be assessed. If the assessment shows that no learning tookplace, there might be a barrier in the learning process that needs to beaddressed.

Sensory System

EQ

Motor System

PQ

IQ


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BARRIERS TO LEARNINGBarriers can occur anywhere during the learning process; preventing informationfrom flowing from the senses to the brain and then to the muscles for appropriatebehaviour, as evidence that learning has occurred.

Underdeveloped senses as barrierA barrier can occur at the INPUT phase when a sense is faulty, for example lowvision or impaired hearing, resulting in an overly sensitive sense of:

smell (everything stinks)

taste (picky eater)

touch (tactile defensive).Such a learner may tend to lick his lips, suck his collar and/or suck his thumb.

A child with impaired or underdeveloped hearing and sight tends to withdraw by:day dreaming, yawning, disengaging, complaining about a sore tummy anddo not want to go to school. Such a barrier may present as ADD and hypo-

activity.

Overly acute sensesAn INPUT barrier may also occur when all the senses are on hyper alert.Whenever this happens, the senses feed too much information to the brain whichcreates a traffic jam (Ayres, 1994:51). At times like these the brain gets overstimulated or overfull and this creates chaos in the brain. The brain thendesperately needs order to operate and process properly.

PROCESSING cannot occur where there is chaos. To reduce the internal chaos(it may feel like ants under the skin, noise in the head or even a feeling of

nausea; the brain screams: MAYDAY! Get rid of the chaos fight off new inputor take to flight!). In extreme situations, the brain and body may even seem toFREEZE UP. No matter which part of the fight, flee or freeze response becomesactive; NO LEARNING OCCURS.

Learning occurs if a child is able to sit still, engage and pay attention, becauseonly then can EQ and IQ be fully involved in the learning process. However, in abrain overwhelmed with all the chaos, none of the above is possible. The fight-or-flight response that results from an overloaded brain, often presents itself asuncontrolled movement. This leads to a lack of concentration and this type ofbehaviour usually carries the hyperactive label of ADHD (Attention Deficit

Hyperactive Disorder). It can also give rise to labels such as lazy, demotivated ora bad attitude.

Behaviour is a barometer for the effectiveness of the flow of information from thesenses to the brain and then to the muscles. If there is a problem with the sensesbeing underdeveloped or overly active, info only flows through PQ in throughthe senses and reflexively out through the muscles without any emotional (EQ) or


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cognitive (IQ) considerations. Such a learner would tend to be stimulus boundwith high levels of impulsivity and might behave inappropriately.

IN CLOSING

Being locked into a lower level of learning may start a negative learning spiral,resulting in: negativity towards school and learning, low self image, lack ofconfidence, low motivation, learned helplessness and failure.

Real learning gets to the heart of what is meant to be human. Through learningwe re-create ourselves. Through learning we become able to do something wewere never able to do. Through learning we reperceive the world and ourrelationship to it. Through learning we extend our capacity to create, to be part ofthe general process of life. There is within each of us a deep hunger for this typeof learning (Kelly, 2002:14).

As teachers, we do not dare kill this hunger in learners with outdated andinappropriate teaching methods and strategies.

Teach what is real. Teach with all your heart.

Ayres, J. 1994. Sensory integration and the Child. Los Angeles: Western

Psychological Services.

De Jager, M. 2006. Mind Moves removing barriers to learning. Johannesburg:The ConneXion Pty (Ltd).

De Jager, M. 2004. Clever Play. Johannesburg: The ConneXion Pty (Ltd).

Hannaford, C. 1995. Smart Moves. Virginia: Great ocean Publishers.

Honey, P. & Mumford, A. 1982. The manual of learning styles. Berkshire: PeterHoney.

Kelly, L (2002) What is learning... and why do museums need to do somethingabout it?

MacLean, P.D. 1990. The triune brain in evolution: Role in PaleocerebralFunctions. New York: Plenum Press.

the importance of sensory-based learning for maths and science

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