Multisensory Approaches to Literacy Instruction for ELLs

Andrea Honigsfeld, Ed.D. ahonigsfeld@molloy.eduMolloy College, NY

Agenda

Addressing Visual/Tactile/Kinesthetic Learning Styles Teacher/Student-Created Learning Resources:

Task cards/Puzzles/Matching Games Personal Dictionaries Folder Games (T-charts or Double T-charts) Pick-a-Holes Hot Dots (via Educational Insight) Table Top Games Question Cubes Place Mats Others

Implementation plans

Learning Styles (Rundle & Dunn, 1996-2002)

www.building-excellence.com

Elements that play an important role in the quality of communication and how effectively new information is received, retained, and retrieved

Perceptual Elements

Gardner’s famous saying

It’s not how smart you are that matters, what really counts is how you are smart.

The MI pizza (Armstrong) Linguistic Intelligence: Word Smart Logical-Mathematical Intelligence: Number Smart Spatial Intelligence: Picture Smart Bodily-Kinesthetic Intelligence: Sports Smart Musical Intelligence: Music Smart Interpersonal Intelligence: People Smart Intrapersonal Intelligence: Self Smart Naturalist Intelligence: Nature Smart

Why Tactual and Kinesthetic Resources? Many students of all ages learn best

when utilizing hands-on resources or manipulatives

Setting can be adjusted to accommodate varied LS preferences

Game-like, motivating, self-corrective Fear of failure, embarrassment, or

anxiety are reduced or eliminated

TASK CARDS

A specific

Topic

Concept

Skill

Triangle

Personal Dictionary 100-sheet

notebook Alphabetical tabs Ownership of

vocabulary

Folder games

PIC-A-HOLE

Possible answers printed near the bottom

Insert golf tee into the hole directly below the answer chosen

A triangle has ___ sides.

4 3 5

Table Tap or Floor Games

Tic-Tac-Toe

Question GameA Cooperative Reading Comprehension/Review Activity

Roller: Rolls the die or Question Cube.

Question Scribe: Writes down the question generated by the group.

Answer Scribe: Writes down the answer generated by the group on the back of the index cards.

Editor: Edits the cards.

Place Mat

1. Form groups of up to four members.

2. Give each group a piece of chart paper and each student a pen, crayon, marker or pencil.

3. Divide the paper into parts, based on the number of members in the group, and leave a central square or circle.

4. Have students write/draw their ideas in the designated spaces, and after sharing their ideas, the group can write/draw common ideas in the centre of the paper.

Kinesthetic Learning Giant diagrams out of masking tape on wall or floor Huge floor/wall puzzles Large Maps on wall or floor Round Robin using chart paper posted on wall. Charades Overheads projected on wall so students can move to

them for games Acting Interviewing Pantomiming Skits Role Playing

Inside Outside Circle1. Decide which students will be in each

circle (inside and outside). 2. Put a question or statement on the

board. 3. Give students at least ten seconds to

think on their own ("think time"). 4. Ask students in the inside circle to share

their response with the classmate facing them in the outside circle. When they have done this, ask them to say "pass", at which point the students in the outside circle will share their responses with the classmate facing them.

5. Have the outside circle move one step to the left or right and discuss the same question with the new partner. Option: post a new question for another discussion.

Others Taking Mouth Pop Ups Flip Chutes Learning circles Electroboards Fact Wheels Wrap Arounds Magic Windows Slides Fact Fans More Floor Games

See www.learningstyles.net

How to Make Mouth Pop-ups?

http://robertsabuda.com/popupindex.asp