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PRINCIPLES OF INSTRUCTION FOR

MULTISENSORY STRUCTURED LANGAUGE EDUCATION

 

Simultaneous Multisensory Techniques

Teaching is done using all the pathways in the brain simultaneously to enhance memory and learning

The teacher will simultaneously integrate visual, auditory, and kinesthetic-tactile activities for learning


Systematic (Sequential and Cumulative)

Multisensory language instruction requires that the organization of material follow the order of the development of language

The teacher will:

Categorize and sequence the skills to be taught according to their level of difficulty; always teaching the easiest first

Review previously introduced material, never assuming that the student has learned merely because the skill/concept was presented

Introduce new material as a continuation of the previous lesson

Direct Instruction

The inferential learning of any skill/concept cannot be taken for granted

The teacher will break a task into its component parts and teach each part interactively; never assuming that the students already know or have mastered the skill/concept


Diagnostic Teaching

Teaching is prescriptive and individualized based upon the learner’s needs. Lesson planning is based upon careful and continuous assessment of the learner’s needs.

The teacher will:

Analyze and address student errors

Teach and review skills/concepts until the student(s) demonstrates consistent and independent application of the skill/concept


Synthetic and Analytic Instruction

Multisensory, structured language program include both synthetic and analytic instruction

Synthetic instruction presents the parts of the language and then teacher how the parts work together to form the whole

Analytic instruction presents the whole and teachers how this can be broken down into it component parts

The teacher will:

Teach how to combine parts into a whole

Teach how to break down a whole into its component parts

 

 

International Multisensory Structured Language Education Council 1997