Why Multi-modality for lessons are important?
Everyone has a different style of processing information. Some receive information through listening while others receive it through multimedia content. Let’s explore what multimodality means in a 21st century education.
When we link it up with the word multimodality, defined in wikipedia as follows:
Multimodality describes communication practices in terms of the textual, aural, linguistic, spatial, and visual resources – or modes – used to compose messages.
Multimodality is a difficult approach to achieve, especially when the teacher is still new to the field and also trying to understand the different learning styles of the students. Let’s explore the potentials and benefits that it will give us.
ARCs infused multimodality
When combined with different aspects from Keller’s ARCs model, teachers can look for approaches of getting student’s attention through challenging questioning techniques and storytelling. If a concept is too dry to teach, bring in a story to explain the concepts of why it is important and how it allows the person in the story to benefit from this theory. Bringing in real world experiences are techniques that allow students to understand better. Another aspect would be bringing them to the understand the journey they will be going through as they are learning the subjects, and what it will be brought to their working careers or further education.
Ride the technology wave
This has got to be the most common sentence you have been hearing for the past few years. Riding the technology wave means taking advantage of technology that provides you multi modality. Teachers must take advantage of this to manage the student’s individual assignments and project he/she has. Placing learning solutions on various social media platforms including YouTube or even facebook. This provide the students an multiple avenues to learn and consult the teacher when they are in doubt or confused about a theory. Because we cannot assume all students learn at the same pace, providing an avenue for students give them opportunities to ask queries that they are not comfortable asking and also to gauge the entire class’ understanding of a concept.
Learning paced for students
When the constraint begins during the learning process, the difficulty in absorbing a concepts rises. For example, when restrictions are imposed on an individual learner, learning difficulty arises. If a student finds it difficult to understand a mathematical formula, there are high chances where he/she might stop listening and lose your attention.
There are two simple approaches you may take.
- if you find that most of your students are feeling restless, get them to stand up and talk to the other person on what was just learnt.
- simplify your complex formulas and break them down to micro concepts.
Triple nag the students
Repeating the same concept within a short span of time allows students to remember a concept better. The method involves repeating the same exact words 3 times. For example, “we must reduce our electronics wastage in the world.” Take that and repeat it 3 times. See if your learners can remember the concept. Bear in mind that this method has to be repeated constantly after you have completed the sentence. It must also be short enough for you to remember the same exact phrase.
Concluding it all
In conclusion, there are different varieties that will suit teachers’ personality and character. If the methods don’t work for you, try another one. Never be afraid of failure and what it does to you. Move on and learn from the mistakes you made if you did it wrongly.
Multimodality – https://en.wikipedia.org/wiki/Multimodality
Keller’s ARCs model -http://www.nwlink.com/~donclark/hrd/learning/id/arcs_model.html
Picture courtesy of www.freedigitalphotos.net – http://www.freedigitalphotos.net/images/ct-scan-of-brain-and-base-of-skull—bone-window–photo-p416602