MayfieldAllThroughSchool

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