Appropriate for All, Essential for Some
Many students need to learn differently. They may have language based learning differences such as dyslexia, attention deficits, executive function disorder, numeracy difficulties, or other problems which impact learning. Second language learners also have difficulties due to the impact of language. Multisensory strategies are an appropriate intervention for the "Different Learner."
For students impacted by language processing, the retrieval of math facts is akin to memorizing 144 countries and their capitals. Given the country, name the capital and visa versa. Retrieval of a specific fact in isolation is difficult. This is why we recommend using a restricted set of number facts for all new introductions. It is like using a restricted set of syllable types when teaching reading. We separate the concept from computational complexity so that the concept itself is easy to learn.
The hands-on aspect of multisensory math is especially helpful for those with attention and executive function disabilities as well. The construction aspect reinforces memory absent the verbal component. Building multiplication patterns, or linear function patterns for that matter, with Unifix cubes is a terrific way to illustrate what is being offered in words and numbers.
The evidence is in. Numerous studies support using multiple modalities (sensory areas) in learning. Look at any text related to brain based instruction and you will see citations regarding fMRI studies supporting this approach. The point is though, that all students can learn this way. It does not impede learning for the traditional learner; it enhances it. However, those students who are impacted by learning differences need multiple inputs to support learning. The simple answer is to teach all students using a multisensory approach.
Specific Difficulties That Impact Mathematics Include:
Language Based Learning Disabilities/ Dyslexia - Students with language based deficits may experience difficulties with receptive language, expressive language and retrieval of math facts. Specific teaching strategies can greatly enhance their ability to reason, master math facts and perform well in math.
Processing Speed Disorders also require attention. This is the student for whom the language goes too quickly. She may look as if she is not paying attention and be inaccurately identified as having ADD. In reality, her brain may be more like a computer which is on "dial-up." I have one student who is not on dial up; he is more like someone operating on smoke signals. "Processing pauses" and a moderate rate of speech in instructional language allow him to process what I am saying and internalize it before we move on.
Working Memory Deficits, Executive Function Deficits, Oral Language and Expressive Language Deficits
Attention Deficits, ADD, ADHD- Students with attention difficulties may also have language processing difficulties. When many sensory areas, especially the hands or kinesthetic mode, the student is more engaged in learning. By connecting several sensory areas together in simultaneous processing, the student is better able to attend, especially if fewer words are used in directions and each manipulation with concrete objects is directed in small sequential steps.
ELL & ESOL - Students who are English language learners will benefit from all strategies used for those with language based learning deficits even though these students do not have learning disabilities. The language of instruction and the multisensory input will help these students bridge the language gap and learn content at an age appropriate level because they are using more modalities than simply language input for learning.
At Risk Students - Some students who have gaps in learning due to poor instruction, frequent moves, poor language experiences or weak academic backgrounds due to poverty or truancy will also benefit from a "different approach" to learning math. Multisensory instruction paired with conceptual hands on learning and explicit language can help these students make major conceptual gains quickly. They frequently will state that they have "never learned math this way" and finally "get it."
Specific Difficulties: Multiplication & Division - Students with language based learning deficits may require additional time and strategies to develop automaticity with multiplication/division facts. They need a visual and near point reference while learning facts. One of the best strategies I have come up with is my "Strings with Wings." We make a shoe string or craft string model of a larger times table such as 7 and use it with simultaneous processing to see the quantity growth by the regular pattern of the times table. Students learn four products the first day and then one or two more each subsequent day. They use that times table for everything during the practice time frame. We do multiplication, division without remainders, division with remainders and applied problems with these facts. We may multiply fractions using these facts, simplify fractions, create common denominators and even linear functions...all with these facts. Students take about two-three weeks to master the times table. We never skip count without our string of beads being handy. This allows students to see-touch & feel the multiplication/division process. Oral chanting is also practiced each day and they write the products daily to assist in long term memory.
For students impacted by language processing, the retrieval of math facts is akin to memorizing 144 countries and their capitals. Given the country, name the capital and visa versa. Retrieval of a specific fact in isolation is difficult. This is why we recommend using a restricted set of number facts for all new introductions. It is like using a restricted set of syllable types when teaching reading. We separate the concept from computational complexity so that the concept itself is easy to learn.
The hands-on aspect of multisensory math is especially helpful for those with attention and executive function disabilities as well. The construction aspect reinforces memory absent the verbal component. Building multiplication patterns, or linear function patterns for that matter, with Unifix cubes is a terrific way to illustrate what is being offered in words and numbers.
The evidence is in. Numerous studies support using multiple modalities (sensory areas) in learning. Look at any text related to brain based instruction and you will see citations regarding fMRI studies supporting this approach. The point is though, that all students can learn this way. It does not impede learning for the traditional learner; it enhances it. However, those students who are impacted by learning differences need multiple inputs to support learning. The simple answer is to teach all students using a multisensory approach.
Specific Difficulties That Impact Mathematics Include:
Language Based Learning Disabilities/ Dyslexia - Students with language based deficits may experience difficulties with receptive language, expressive language and retrieval of math facts. Specific teaching strategies can greatly enhance their ability to reason, master math facts and perform well in math.
Processing Speed Disorders also require attention. This is the student for whom the language goes too quickly. She may look as if she is not paying attention and be inaccurately identified as having ADD. In reality, her brain may be more like a computer which is on "dial-up." I have one student who is not on dial up; he is more like someone operating on smoke signals. "Processing pauses" and a moderate rate of speech in instructional language allow him to process what I am saying and internalize it before we move on.
Working Memory Deficits, Executive Function Deficits, Oral Language and Expressive Language Deficits
Attention Deficits, ADD, ADHD- Students with attention difficulties may also have language processing difficulties. When many sensory areas, especially the hands or kinesthetic mode, the student is more engaged in learning. By connecting several sensory areas together in simultaneous processing, the student is better able to attend, especially if fewer words are used in directions and each manipulation with concrete objects is directed in small sequential steps.
ELL & ESOL - Students who are English language learners will benefit from all strategies used for those with language based learning deficits even though these students do not have learning disabilities. The language of instruction and the multisensory input will help these students bridge the language gap and learn content at an age appropriate level because they are using more modalities than simply language input for learning.
At Risk Students - Some students who have gaps in learning due to poor instruction, frequent moves, poor language experiences or weak academic backgrounds due to poverty or truancy will also benefit from a "different approach" to learning math. Multisensory instruction paired with conceptual hands on learning and explicit language can help these students make major conceptual gains quickly. They frequently will state that they have "never learned math this way" and finally "get it."
Specific Difficulties: Multiplication & Division - Students with language based learning deficits may require additional time and strategies to develop automaticity with multiplication/division facts. They need a visual and near point reference while learning facts. One of the best strategies I have come up with is my "Strings with Wings." We make a shoe string or craft string model of a larger times table such as 7 and use it with simultaneous processing to see the quantity growth by the regular pattern of the times table. Students learn four products the first day and then one or two more each subsequent day. They use that times table for everything during the practice time frame. We do multiplication, division without remainders, division with remainders and applied problems with these facts. We may multiply fractions using these facts, simplify fractions, create common denominators and even linear functions...all with these facts. Students take about two-three weeks to master the times table. We never skip count without our string of beads being handy. This allows students to see-touch & feel the multiplication/division process. Oral chanting is also practiced each day and they write the products daily to assist in long term memory.
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