ENHANCING STUDENT ENGAGEMENT IN ELA THROUGH

MULTISENSORY LEARNING

Katie Harnish

Kharnish@ems-isd.net

Boswell High School

English 2 Pre-AP & English 2

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RIGOR, RELEVANCE, AND…?

ENGAGEMENT!What does engagement look like in the

classroom?

What are misconceptions about

engagement?

ENGAGEMENT ACCORDING TO ICLE:

“Learner engagement is the overarching

dimension; it is both the prerequisite and the

unifying theme for achieving success. When learners

engage with their teachers, peers, and school

community, they are intrinsically motivated and more

readily participate in the learning process. They feel

a sense of satisfaction, belonging, and

accomplishment and, consequently, exhibit positive

behaviors.”• http://www.leadered.com/our-philosophy/learning-

criteria.php

HOW DO WE ENGAGE STUDENTS IN THE ELA

CLASSROOM?

Examples?

Each individual’s reality is determined by how they see

themselves reflected back from interaction with others and

by their reactions. (Patton, 2001, p 96)

“Real” is related to relevance. In teaching, in order to be

effective, the material must be relevant to students. We

accomplish this by relating it to their reality or their world

(Friere & Macedo, 1987).

INTELLIGENCE?

Take a minute and talk to your neighbor.

Come up with your own definition of

intelligence, and/or a list of criteria that

would classify someone as “intelligent”.

Share out!

HOWARD GARDNER: MULTIPLE INTELLIGENCES

THEORY

Intelligence includes, “the ability to create

an effective product or offer a service that is

valued in a culture; a set of skills that make it

possible for a person to solve problems in

life; and the potential for finding or creating

solutions for problems, which involves

gathering new knowledge” (Goshington,

2007, n.p.)

MI: OBJECTIVE

The Multiple Intelligences theory was developed as an alternative

to the traditional methods of testing intelligence, common to most

IQ or standardized testing used around the world.

It expands beyond paper and pencil multiple choice testing as a

way to gauge intelligence in all of its forms.

It was Gardner’s hope that it be possible for an individual’s

intellectual strengths to be identified at a young age and then

nurtured to enhance that person’s educational opportunities as

they grow (Gardner, 2011, p. 13)

THE INTELLIGENCESAccording to MI Theory, humans have nine different intelligences,

which define how we interact with the world.

Our strengths and how these intelligences manifest are unique to

each person.

Linguistic, Logical/Mathematical, Musical Rhythmic Intelligence,

Bodily/Kinesthetic, Spatial, Naturalist, Intrapersonal, Existential

Important Note! This does NOT mean that a person cannot

strengthen their weaker areas. By utilizing a learner’s strengths, the

weaker areas can actually be strengthened.

Strengths also change and evolve over time.

LINGUISTIC INTELLIGENCE :

the capacity to use language to express

what's on your mind and to understand

other people. Any kind of writer, orator,

speaker, lawyer, or other person for whom

language is an important stock in trade has

great linguistic intelligence (Goshington,

2007).

LOGICAL/MATHEMATICAL INTELLIGENCE :

the capacity to understand the

underlying principles of some kind of

causal system, the way a scientist or a

logician (mathematician) does; or to

manipulate numbers, quantities, and

operations, the way a mathematician

does (Goshington, 2007).

MUSICAL RHYTHMIC INTELLIGENCE :

the capacity to think in music; to be able to

hear patterns, recognize them, and perhaps

manipulate them. People who have strong

musical intelligence don't just remember

music easily, they can't get it out of their

minds, it's so omnipresent (Goshington, 2007).

Examples: singers, professional musicians,

composers, conductors

BODILY/KINESTHETIC INTELLIGENCE :

the capacity to use your whole body or

parts of your body (your hands, your fingers,

your arms) to solve a problem, make

something, or put on some kind of

production. The most evident examples are

people in athletics or the performing arts,

particularly dancing or acting (Goshington,

2007).

SPATIAL INTELLIGENCE :

the ability to represent the spatial

world internally in your mind -- the way

a sailor or airplane pilot navigates the

large spatial world, or the way a chess

player or sculptor represents a more

circumscribed spatial world. Spatial

intelligence can be used in the arts or

in the sciences (Goshington, 2007).

NATURALIST INTELLIGENCE :

the ability to discriminate among living

things (plants, animals) and sensitivity to

other features of the natural world (clouds,

rock configurations). This ability was clearly

of value in our evolutionary past as hunters,

gatherers, and farmers; it continues to be

central in such roles as botanist or chef

(Goshington, 2007).

INTRAPERSONAL INTELLIGENCE :

the capacity to develop and maintain an

understanding of yourself; knowing who you are, what

you can do, what you want to do, how you react to

things, which things to avoid, and which things to

gravitate toward. We are drawn to people who have a

good understanding of themselves. They tend to know

what they can and can't do, and to know where to go if

they need help (Goshington, 2007).

Not specific to specific careers. Sometimes called

“self intelligence” (http://multipleintelligencesoasis.org/about/the-components-of-mi/)

INTERPERSONAL INTELLIGENCE :

the ability to understand other

people. It's an ability we all need,

but is especially important for

teachers, clinicians, salespersons,

or politicians -- anybody who

deals with other people

(Goshington, 2007).

EXISTENTIAL INTELLIGENCE :

the ability and proclivity to pose

(and ponder) questions about life,

death, and ultimate realities

(Goshington, 2007). Example:

religious leaders or physicists

WHAT MI AM I?

From Howard Gardner’s Official

Website:

Unofficial MI QUIZ

http://multipleintelligencesoasis.org/

what-mi-am-i/

MULTISENSORY LEARNING: LAWRENCE BAINES

Students already relate to and interact with music, art, and other

sensory elements on a very real and personal level throughout their day

Examples?

This relationship can be utilized in the classroom by taking students’

world and reality with these, and intertwining them with teaching

literature.

“an attractive feature of multisensory learning is that the instructional

techniques can pique a student’s interest so that the desire to get

involved can supersede the impulse to sit and do nothing” (Baines, 2008,

p. 15)

MI AND MULTISENSORY IN THE ELA CLASSROOM

Gardner’s intelligences support the importance of

incorporating the arts and sensory learning into the English

classroom. By teaching to all of the ways that students can be

“smart”, there is a greater chance that every student will be

able to access the material and see success in school. While

not every student will be able to learn in his or her area of

strength at all times during every class, every student will

have opportunities to nurture these strengths on a regular

basis.

Baines’ (2008) Multisensory approach is presented from a

classroom teacher’s perspective, while Gardner is from more

of a holistic or academic approach.

WHAT DOES THIS LOOK L IKE IN THE CLASSROOM?

The 5 senses: Sight, Sound, Taste, Smell,

Touch

As I share some model lessons, note which

of the senses/intelligences are being

engaged.

Think ahead to lessons of your own!

COPY CHANGE POEMS

It is often said that imitation is the sincerest form of

flattery. In this spirit, you can copy the endings of lines,

the stanza structure, the rhyme, the pattern of repetition

—select or omit any feature you want. Borrow the

structure from the original, bits of words and phrases, or

whatever! as the skeleton for your poem.

But isn't this plagiarism, you ask? You may find that

the new poem takes on a life of its own, and becomes a

very different work than the original.

COPY CHANGE EXAMPLES

PICTURES OF MEANING

Either as a pre, during, or post reading

activity, students illustrate a quote, song

lyric, line from a poem or play, etc.

It can be a comprehension check, a

way for students to illustrate tone,

symbolism, justify, and make

connections, incorporate student choice,

etc.

PICTURES OF MEANING EXAMPLES

CANDY FREAK

In Candy Freak students read a sample descriptive

persuasive essay about candy. Then they rate a series of

candy bars based on a variety of sensory criteria. For the

final product students create a very descriptive persuasive

essay based on the results of their critique of the candy.

Students incorporate specific vocabulary and develop tone,

the ability to take a stance, organize writing in a logical way

in order to create a strong persuasive argument, etc.

CANDY FREAK MODEL

“Oh, the songs of the angels pale in comparison to even the aroma of the ineffable glory that is a Person’s Mint Patty. What can even be said, truly, when the words of this too pallor language of ours cannot even express fully such trivial items as infinity, eternity, and the sweet hereafter? How then can one even begin to grasp the individualized packets of eternity and pleasure that are Person’s Patties? How can these dollops of quintessence be put into words? Verily, I submit that they cannot, but even so I will try.”

MINI RESEARCHStudents conduct research over a major issue in a story/text by

finding a current newspaper article related to the topic.

A word bank of issues can be provided, or not.

Students give an example of that issue in the story/text, then search

news articles related to that issue, pick one, and cite. (Google News,

or Google Scholar)

Students state an opinion about the article author’s observation on

the issue, and create a thinking map comparing the article they found

with the story/text from class.

Finally, students compose an OER which ties together both the issue

in the original story/text and the found article.

MINI RESEARCH EXAMPLES“There Will Come Soft Rains”/”Harrison Bergeron” (fiction)

• How is the theme in “Harrison Bergeron” or “There Will Come Soft Rains” applicable to our current society?

“A Very Naughty Little Girl” (nonfiction) Innovation• Thinking Map: Illustrate the impact of your innovation and how it impacted the

world using an appropriate thinking map. What caused the need or desire for this? Its effects on mankind, the world, surroundings, people’s daily lives, etc.?

• WRITE a detailed one page explanation of your Thinking Map, including examples from the article and your own ideas.

The Adventures of Huckleberry Finn• Develop 5 Thematic Inquiry Questions AND Answers

• to the world, something that may seem unclear, confusing or left unanswered, what your takeaway is in a broad sense (conclusions about the world, human nature, or about history), similar thematic messages

• Example: What truly defines a society as civilized? What aspects of today’s society could be considered “uncivilized” like Huck’s society?

BODY MAPPING

• Each group will be assigned a character –

• Students use the outline of as a base, and then fill in with symbols and color.

BODY MAPPING• Each group then

chooses the best way to represent the following aspects of the character symbolically:

• The Head, The Heart, The Backbone, The Hands, The Feet, The Background, Quotations

BODY MAPPING

HEAD = thoughts

HEART = desires/goals

BACKBONE = motivations

HANDS = holds literally or figuratively

FEET = foundation

BACKGROUND = environment or geographic

location

6 Symbols6 quotes

with page numbers

Lots of color and detail!

STUDENT ACCOMMODATION DOCUMENTATION

In a binder, I created a divider for each class period. Behind each

divider, in a sheet protector, I put the accommodations spreadsheet for

that class. Then I put a piece of paper, color coded by type of

identification (SpEd, LEP, GT, 504), and then wrote one student’s name

on that. The color coding in the binder coordinates with the color coding

in the spreadsheet. Behind each individual student’s colored piece of

paper, I included some notebook paper so that I can write down any time

I provide an accommodation, or offer and a student refuses. I have

students sign and date as well to confirm. When they go to CM, I just

stick their pass into the back of the sheet protector that has their name.

Last Name First Name1 Student Last Name Student First Name2 Student Last Name Student First Name3 Student Last Name Student First Name4 Student Last Name Student First Name5 Student Last Name Student First Name

6 Student Last Name Student First Name

7 Student Last Name

8 Student Last Name Student First Name9 Student Last Name Student First Name

10 Student Last Name Student First Name

11 Student Last Name Student First Name

12 Student Last Name Student First Name13 Student Last Name Student First Name

14 Student Last Name Student First Name15 Student Last Name Student First Name

ACADEMIC ASSISTANCE; Notes on req; 1 extra day on assigns; Pref seat; encourage

CONTENT MASTERY; teacher feedback; check for understanding; Oral admin of tests

ACADEMIC ASSISTANCE; Read in front of class on voluntary basis/advance notice; ORAL

ACADEMIC ASSISTANCE; Pref Seating; class notes on request

ACADEMIC ASSISTANCE; ORAL admin of tests

LEP=Red

8th Period Accomodations

Key504=PurpleGT=GreenSped=Blue

WORKS CITED: Baines, L. (2008). A teacher's guide to multisensory learning: Improving literacy by

engaging the senses . Alexandria, VA: Association for Supervision and Curriculum

Development.

Friere, Paulo, & Macedo, Donaldo. (1987). Literacy: reading the word and the world .

London, England: Routledge.

Gardner, H. (2011). Frames of mind, the theory of multiple intelligences. Third. New York: Basic Books

(AZ). Print.

Goshington, K. (2007, 05 10). www.pbs.org. Retrieved from http://

www.pbs.org/wnet/gperf/education/ed_mi_overview.html

"Our Philosophy." ICLE. N.p., n.d. Web. 12 Oct. 2015.

"What MI Am I? - Multiple Intelligences Oasis." Multiple Intelligences Oasis. N.p.,

n.d. Web. 12 Oct. 2015.

YOUR TURN!Time to apply the theory.

Get in small groups according to subject area, or on your own.

How are you already incorporating MI and/or Multisensory Learning into

lessons that you’ve done?

How can you add to or change your lessons to reach a wider variety of

learners?

What does incorporating MI and/or Multisensory Learning into other

subject areas look like?

Write out a “twitter version” of a lesson plan, and what it would look like

with MI and/or Multisensory Learning incorporated.