Synaesthetic
Learning
I recently read an article about how to make every lesson outstanding
and was intrigued by a section about Synaesthic Learning by a Lead Teacher in
Oxfordshire, Marsella McCarthy. I have uploaded the entire article on to the
shared area and have included the key points here. In blue, I have highlighted
examples I have used to support the strategy. What struck me is how we are too
worried about the noise coming from our classrooms when in fact, it is a sign
of high levels of engagement and enthusiasm. Let’s face it, our students are
quite loud so shouldn’t we just embrace it?
Synaesthetic learning is based on the principle that although we all
have preferred learning styles, we should not simply cater to these and
reinforce our prejudices. Instead we should seek to develop our ability to
access information in different ways. In synaesthetic learning the use of
several different activities in a single lesson gives students the chance to
learn in the way which they prefer—but also gives them the opportunity to learnin
new ways as well.
Although OFSTED singles out for praise innovative teaching
strategies, teachers can remain sceptical about their everyday utility because
of deep-seated and unconscious expectations of student behaviour. One young
teacher recounted to me his embarrassment when his HOD walked into the room
‘and everyone was talking’, and I know even experienced teachers who feel
uncomfortable when a class is too chatty—as though the ideal lesson is one
where all the students listen silently to the teacher, except when they put up
their hands to ask or answer a question. Thus, lessons can become a battle
between teachers trying to impose their preferred learning styles on a class,
and students who are simply unable to focus on the ways in which the
information is presented.
The strategies behind synaesthetic learning can help change this.
Because in a synaesthetically planned lesson students should be always presented
with learning opportunities in a variety of different forms, planning such a
lesson will automatically mean that you tend to focus on the learning
objectives very clearly. Different tasks also have the inbuilt advantage of
tending to break the lesson down into shorter, more engaging sections, allowing
for frequent ‘mini plenaries’, and allowing teachers to move around a class,
checking learning in an individual way. The
strategy takes the stress off a teacher trying to control a class from the
front, because it puts the emphasis for learning and understanding on to the
students, yet keeps the students engaged through frequently shifting yet
connected tasks. Behaviour management becomes less of an issue, because you are
not trying to force the students into acting in one consistent way for an
entire lesson, but offering them a natural outlet for discussion.
Marcella McCarthy
Advanced Skills Teacher for English (KS5) for
Oxfordshire LEA
Leading Teacher and AST for Gifted and Talented
Education,
Leading Practitioner for SEAL
Five Key Strategies for Synaesthetic Learning
Music
is a very powerful tool. Try playing music as
students come into a class to instantly get their attention, or use it to
create a change of mood. Quick-paced ‘cartoon-style’ music can make students
work at a task more quickly. Turn music up to silence a chatty group, down to
create silence.
This is something I use a lot in English lessons.
Firstly, it calms the class as soon as they enter and then it provides the mood
and tone for the lesson. For example, I have played movie soundtracks that
create tension and suspense to get the class thinking about this in terms of
writing their own thrillers. I have played music from video clips relating to
the Holocaust when studying ‘A boy in the
striped Pyjamas’ based on World War 2. This provides the students with a
context for their studies and creates the emotion neede for the lesson.
2. Sorting
cards are extremely useful in a number of ways. Few students can resist
reading information on a sort card, when they might balk at the same
information presented more formally. Asking students to arrange cards in order
or priority or preference ensures that they internalise the information on the
cards. Asking students to order quotations, or key terms, for instance, can
help them to remember them. While cards are being worked with it is easy to
subtly help a student who is struggling.
A frequent card sort I use is based on persuasive
features - ‘AFOREST’ . I’ll ask the
class to look at a particular text and pull out the persuasive features used
from the cards. I use this as a starter, across the year groups. It’s great for
settling them straight away to the theme of the lesson. Being able to use this
again and again for different texts means that I don’t need to spend time
creating lots of resources – this single card sort relates to different texts
which makes it a great time saver! Something we all need as teachers!
3. An
image on a PowerPoint can be good at focusing student attention, but even an
ordinary photograph can achieve a powerful effect. Try bringing in newspaper or
magazine images as a starter for a particular topic.
Again, I’m forever showing clips from horror movies,
war images and I ask my classes to find appropriate images for homework tasks.
I project these for them which creates a buzz for the students concerned. It
also creates a sense of competition for the students. This week I had a number
of Year 7 students bringing in photos of their GREAT grandparents from WorldWar
1! We related these to the events in the novel ‘Private Peaceful’. A great way for promoting SMSC in the lesson!
4. Ordinary
objects such as keys or cards become immensely interesting in a classroom
context. To get students thinking about the changing role of women, for
instance, bringing in ordinary objects and asking them which
they think a
Victorian woman might own and which a modern woman might own can focus
attention on crucial areas for discussion. Something you can hold in your hand
is an immediate tactile stimulus that will interest most children.
I’ve had students help me with this too – again a
great time saver and way of reinforcing engagement from the students. I’ve had
ration books, evacuee letters and war time medals brought in this term.
5. Sensory
stimuli are very powerful and again can make students focus on detail.
For a revision class on descriptive writing,
for instance, try using different herbs, explain that they can all be described
as ‘small
plants with
green leaves’ and get groups to describe them so well that other students can
guess which plant they mean. Trying to describe the scent of lavender without
using the word ‘lavender’ can be a real challenge
for even a
very able student.
In the past I’ve bought everything from exotic fruits
to sherbet lemons as a stimulus for writing. The best writer usually gets
what’s left over as a prize – or as a threat of the ‘booby prize’ as can be the
case for some of the fruits!
Kerrie Parsons
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