Multisensory Integration in Physical Learning Environments A Pedagogical

Multisensory Integration in Physical Learning Environments: A Pedagogical Model for Addressing the Diverse Needs of the Group and the Individual Andrea E. Downie MA Candidate in Dance York University, Toronto

Questions? Ø What makes a teacher effective? Ø How can learning be facilitated in students with differing needs? Ø Can diverse needs be simultaneously met when leading a group?

Teaching and Learning Effective Teaching Successful Learning Communication of relevant information throughout the learning process Knowledge Base Content Learners Methods (what) (who) (how)

Primary Sensory Systems Used in Motor Skill Learning VISUAL AUDITORY SOMATOSENSORY

Sensory Learning Styles Ø Visual Ø Auditory/Verbal Ø Kinesthetic/Tactile (Somatosensory) Ø Multimodal

Multisensory Interaction Sensory Combination • Nonredundant signals • Information maximized VISUAL AUDITORY • Sensory Combination vs. Sensory Interaction, from Ernst & Bülthoff, 2004 SOMATOSENSORY Sensory Integration • Redundant signals • Increased reliability

Rules for Sensory Integration Ø More than one kind of stimuli Ø Spatial coincidence Ø Temporal coincidence Ø Related information

Using Sensory Stimuli: Benefits to Learning 1. Combination cues result in stronger responses than single sensory signals 2. Congruent stimuli benefits learning more than incongruent stimuli 3. Multisensory training improves within-session learning (acquisition) 4. Multisensory training improves across-session learning (retention) 5. Improved recall and retrieval seen in later multisensory AND unisensory environments 6. Preferred learning styles addressed as a matter of course

The Model for Multisensory Integration in Physical Learning Environments proposes. . The correct use and timing of sensory information during skill instruction can facilitate the learning of motor skills, both acquisition and retention, and address learning diversity. © Andrea E. Downie, 2009

Multisensory Integration Model for Teaching Motor Skills: Part 1 “ 3 kinds, 3 times, 3 modes” Multisensory Information Skill Instruction Mode Timing Skill Presentatio n Simultan eous VISUAL Correct Tempo AUDITORY SOMATOSENSORY (Kinesthetic & Tactile) Skill Practice Facilitation Before, During and/or After Moveme nt Augmented Feedback Delivery © Andrea E. Downie, 2009

Building a Multisensory Integration Model for Teaching Motor Skills Multisensory Information Timing Simultan eous VISUAL Correct Tempo AUDITORY SOMATOSENSORY (Kinesthetic & Tactile) Before, During and/or After Moveme nt © Andrea E. Downie, 2009

Applying the Ideas to a Skill Presentation BEFORE: AUDITORY Preparatory Information (Verbal Directive) DURING: Concurrent Information AUDITORY AFTER: Terminal Information (Verbal Narrative) VISUAL SOMATOSENSORY Demonstration VISUAL Gestures Body Part + Action/Direction VISUAL Gestures Number or Count Student’s Practice • ”Body Part, Action and Count” is a formula for teaching dance skills developed by Lynn Simonson, 2008. Adapted here to fit the model by A. E. Downie, 2009 • The idea of “verbal directive vs. verbal narrative is from Delin, 1998 © Andrea E. Downie, 2009 AUDITORY Recap

Multisensory Integration Model for Teaching Motor Skills: Part 1 “ 3 kinds, 3 times, 3 modes” Multisensory Information Skill Instruction Mode Timing Skill Presentatio n Simultan eous VISUAL Correct Tempo AUDITORY SOMATOSENSORY (Kinesthetic & Tactile) Skill Practice Facilitation Before, During and/or After Moveme nt Augmented Feedback Delivery © Andrea E. Downie, 2009

Multisensory Integration Model for Teaching Motor Skills: Part 2 GROUP Provide Multisensory Information Stage of Motor Learning Facilitate Provide Unisensory Information • Motor Learning Stages from Fitts & Posner, 1967 Focus on Preferred Mode (if known) Cognitive Provide Multisensory Information Associative Challenge INDIVIDUAL Autonomous Provide Non. Preferred Unisensory Information (if known) © Andrea E. Downie, 2009

Activity: Ø Discuss with your partner any or all of the following: 1. Do you have a preferred way of receiving information? 2. As a teacher, to you have a preferred way of communicating information? 3. Have you noticed sensory learning style differences in your students and what are some of the ways you address/accommodate them?

Practical Activity: ØTeach your partner a simple movement skill: 1. Determine how many actions are involved, number them in sequence (minimum of two, maximum of four) 2. Figure out the correct tempo that will allow them to follow, maintain fundamental timing structure of the skill AUDITORY 3. Teach them the skill: incorporate visual, auditory and kinesthetic (student’s physical trial) information VISUAL SOMATOSENSORY BEFORE: Preparatory Information DURING: AUDITORY Demonstration Concurrent Information Body Part + Action/Direction • ”Body Part, Action and Count” is a formula for teaching dance skills developed by Lynn Simonson, 2008. Adapted here by A. E. Downie, 2009 Number or Count Student’s Practice

Summary Using congruent multisensory information enhances motor skill learning and addresses learning diversity.

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Thank you! VISUAL AUDITORY SOMATOSENSORY Andrea E. Downie M. A. Candidate in Dance York University Toronto, ON adownie@yorku. ca “ 3 kinds, 3 times, 3 modes”