Using a Whole Body Approach to Strengthen Learning
“The senses, being the explorers of the world, open the way to knowledge.” – Maria Montessori
A necessary disposition for students to develop is to gather information through the senses. The senses collect information about the world and send it to the brain, and the brain uses this information to make sense of the world. Sensory receptors take in information automatically, unconsciously and simultaneously. It is interesting to note when one sensory pathway is blocked or inhibited, the other senses are heightened.
There are two main sensory pathways – external and internal. All external information comes into the brain through sensory pathways. External pathways include:
Visual – sights coming in through the eyes
Auditory – sounds coming in through the ears
Kinesthetic – movement and posture of the body
Touch – the sensation felt through the skin
Gustatory – the sense of taste in the mouth
Olfactory – the smells inhaled through the nose
Inner senses include pain, balance, thirst and hunger.
These provide the brain information about the body and its needs. For example, the purpose of thirst is the body’s way of telling the brain it needs
hydrating. Intelligent people observe the world. They use their senses to explore their surroundings and collect information or data through various
pathways. Much of language comes from being open and observant to our environment from the senses. It is when people learn about textures, colours, patterns, sounds, tone, volume and so on that language is developed.
In his book, Brain Rules, Dr John Medina shares research showing that students who are learning in a multi-sensory environment always do better than those in a uni-sensory environment. Naturally, a skill needs to be taught and experienced in the manner of its execution. For instance, riding a bike is predominantly a body, or kinesthetic skill. Simply watching bike riding videos and having someone demonstrate the riding techniques (mainly visual inputs) will not replace the authentic learning of physically getting on the bike.
Professor Art Costa and Dr Bena Kallick, the founders of the Habits of Mind, say, “To know a wine it must be drunk; to know a role it must be acted; to know a game it must be played; to know a dance it must be moved; to know a goal it must be envisioned.” As memory is stored in neural circuits all over the brain, the more stimulus and input from different sensory pathways that is taken in, the easier recall will be and the longer a memory lasts. Bob Bourgault, Director of the Almond Acres Charter Academy, encourages teachers and students to be a ‘sense-ational’ thinker and involve as many senses as appropriate and possible. Evidence suggests that problem solvers come up with fifty percent more creative solutions when engaging their senses.
This is evident in many different professions. Scientists often use scenarios and role playing to think through ideas. They build models to help them understand complex concepts and problems. Mechanics use hands-on experimentation to see what works or doesn’t work. Artists experiment with colour and textures, while musicians experiment with combinations of vocals, instruments, timing, volume and pitch. Recently, while visiting the Van Gogh Alive Exhibition in Wellington, NZ, was a unique multi-sensory experience. Whilst I appreciate great art, it has not been my thing to visit art galleries. This however, was an incredible feast for the senses. Simultaneous, digital projections of paintings on giant screens, orchestral music, wafts of aromas to coincide with café scenes, Van Gogh quotes on a screen and the story of his life being shown through his art. It was an enthralling and fulfilling experience. I watched it twice and would have stayed for a third if an appointment time was not getting closer. I concluded that all art should be shown this way! A few ways to develop this disposition
include:
• Teach students about how their brain learns, stores and retrieves information.
• Provide students with a rich, multi-sensory environment, as well as experiences to enhance their learning and memory recall.
• Talk about experiences and invite students to describe their learning through the senses. Ask, “What did you hear, see, smell, feel, touch and taste?” Language and questioning are often the glue to enhancing the senses.
• Offer multi-sensory activities for young children (where appropriate), using playdough with glitter and aromatherapy oils, using feely boxes and a sandbox for printing.
• As students get older, combine sensory experiences with classwork. This might include playing quiet orchestral music while they are doing math problems or encouraging them to write stories using colour pens or pencils.
• Invite students to use a multi-sensory platform when sharing their work and learnings.
• When students are writing, encourage them to consider the visual setting, smells and how people feel to give a more profound richness for the reader. In other words, encourage them to paint a picture through their words.
• In science, actively promote the use of the senses to expand observation skills. In what others ways might you help students experience the world through as many different avenues as possible?
