Collections of Professor Dr David Ngin Sian Pau

Teachers working with dyslexic learners have found multi-sensory approaches particularly valuable, as they help learners to make sense of information in a range of ways. Activities that harness all the senses are also an excellent way to include learners with disabilities.

Mayer concludes that there is growing evidence that well designed multimedia resources that lead to deeper learning than traditional verbal-only messages. They can be described as below:
• Words and pictures work better than words alone.
• Words and pictures need to be integrated, so that they work together.
• An informal style works better than a formal style.
• Extraneous material should be removed.
• Care should be taken not to overload learners’ visual channel, for example, with rapidly changing graphics. Children brain cannot remember that fast.

Although brain usually functions as a whole, it actually is divided into two hemispheres. Both hemispheres act and react, think and process, and solve problems in very specific ways. Each is quite different from the other, and one is usually dominant. The best brain power is a result of both hemispheres integrating with almost equal balance. Children learn primarily through three basic modalities which use your senses: visual(seeing), auditory(hearing), and kinesthetic(feeling, doing). Just like left or right hemisphere brain dominance, one modality is usually predominant.

Effective teaching English to Primary level children in detail will be classified as follow.

1) Kinaesthetic elements which include moving around, changing seating
    positions, touching and handling things, sequences of movements,
    practical tasks, acting out processes and concepts and role play will
    make them learn the language faster.
2) Auditory elements which can help children’s learning English faster are
    discussion, peer explaining, reading aloud, internal dialogue, audio
    recording and playback, using the phone, mnemonics and music.
3) Visual elements that help students’ learning are colour coding, visual
    organizers, learners drawing to explain ideas, mental images and
    visualization, and displays of posters, key words and learners’ work.
4) Teachers who embrace multi-sensory learning often have a kit of
    useful items such as relia from the area of learning, sticky notes and
    pens in bright colours, solid numbers, letters and symbols, audio
    recorder and digital camera and/or video camera, etc.

Among children, there are some expert learners who are aware of which senses they need to engage in order to master something new. They appreciate, for instance, that learning, which learning a language requires a strong focus on auditory learning. Even if they prefer to use one of their senses more than others, they know that they have to work at engaging the senses that suit a particular situation. They refuse to be