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# 7 Learning through multisensory methods

> In short, learning is dynamic, social, and context dependent because emotions are, and emotions form a critical piece of how, what, when, and why people think, remember, and learn.

(Immordino-Yang, 2016, p. 1)

Multisensory learning – using the senses of sight, hearing, action (kinaesthetic) and touch – not only helps embed memory but enhances learning. Using two or more senses engages more of the brain, resulting in better learning outcomes. For example, students who use text-to-speech facilities while reading the text, thereby hearing the words while reading/seeing them (or even just saying the words aloud), can enhance the comprehension and memory of the text. If note-writing is added to this process, students remember more than students who don’t write any notes, due to the kinaesthetic action between the hand and the brain. In addition, students who write notes typically remember more than students who type notes, due to increased sense engagement. Videos, audiobooks and podcasts are other methods of engaging the senses in learning. Multisensory learning is different from the learning styles approach, which divides people into audio, visual and kinaesthetic learners. This has now been discounted as a theory, as most people use all of these learning styles to a greater or lesser extent. Multisensory learning has been found to be particularly good for those with dyslexia and other learning difficulties, as using different senses simultaneously engages different areas of the brain and therefore enhances memory and learning.

Emotion and the senses are strongly linked, and factual memories are embedded by emotional memory. This makes emotion one of the most important factors for learning as it strengthens memory. Analysing the feelings related to emotions – looking at how we feel and why – can increase self-awareness in this area. Positive emotions such as happiness, joy, and humour aren’t typically linked directly to learning, but are important in creating the caring environment necessary for dyslexic students (and indeed all students) to succeed. The images associated with emotion are the ones we remember most. This can be used by educators in many ways, such as recalling successes to strengthen memory and build motivation (Zull, 2011).

However, negative emotions can impact learning detrimentally. The small almond-shaped area of the brain known as the amygdala plays a central role in our emotional experiences, memory formation, and our fight-or-flight responses. The amygdala was once essential for survival, but fear can freeze learning and reduce memory. Many dyslexic students experience fear in the classroom, lecture hall or seminar room, so creating an empathetic environment, and putting the learner at the centre of teaching, will foster better understanding. Building on prior knowledge can induce feelings of familiarity and therefore reduce fear. New knowledge hooks onto existing knowledge more easily, helping to integrate new material with information that’s already been mastered. So, five minutes spent jotting down anything known about a topic before studying will help to draw in and consolidate the new information. Guided feedback can help to scaffold this process.

Help learners find the joy in learning. New learning can be difficult, but overcoming the challenge can bring great rewards and great joy. Try to find an area of success for dyslexic students. Remembering associated feelings and visualising past successes are great incentives to tackling new tasks and challenges. It is important for students with dyslexia (or another learning difficulty) to see the challenge as valuable, to enjoy the journey, and to use the experience to learn more about themselves. With the right knowledge and attitude, something like a low grade can be seen as information rather than a failure. Overcoming the challenges in learning can dampen fear and increase joy, and a sense of achievement can build motivation and self-confidence – attributes that are so important to the learning process.

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