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Multisensory Writing Process Project - Upper Elementary/Middle School
Multisensory learning is a process that consists of learning a new subject through the use of two or more senses, which may include visual, auditory, tactile or synesthetic, olfactory, and gustatory sensation. Teaching with a multisensory approach provides additional ways of receiving information into students’ cognitive system by stimulating hearing, vision, touch, speech, taste, movement and action, helping students to link new information to prior knowledge and to understand the relationships between concept.
Focusing on sensory integration plays a vital role in improving working memory, which is understood as “a temporary network that sustains current processing contents” and has subsidiary systems (capable of retaining information based on speech and information related to visual perception) an executive center capable of manipulating the results of perceptual processing with information stored in long-term memory.
Most children dread writing because they lack self confidence. They don't like the way their words sound, and are anxious about what other's will think of their writings, from content to handwriting/grammar/spelling. When I teach creative writing I start out with focusing on building that confidence rather than focusing on the logistics of formal writing. Teaching the writing process is important because it really explains how they should focus on the content at first rather than getting caught up in all of the formal writing aspects.
I introduce the writing process with a play-doh activity. The older children love it, it's nostalgic, and they really like working with their hands too. Many people assume because they are older, they don't like sensory play, and that is the furthest from the truth.
For this activity you will need:
*Play-Doh in multiple colors
*3 Post Its for each leaner
*Paper for each learner
*Pencils for each learner
Gather around and have each learner select 3 post it notes. I like to offer several color options for the post its at the start of the activity. This allows them to feel more in control by choosing the colors they prefer, setting a positive tone for the activity.
Have them write 3 of their favorite foods, 1 on each post it. They shouldn't discuss this out loud with their friends.
When they have their 3 favorite foods, they can now turn to their neighbor and discuss their choices. You will have them talk about why they chose these 3, and you might hear them giving each other feedback, "I don't like pizza the cheese is too stringy" or "Tacos are my favorite too!"
Next, have them select their most favorite out of their 3 choices. They may not realize this, but you can tell them they have just completed the first step of the writing process, brainstorming.
Once they have their favorite food selected, they will need to create a model of their food out of the Play-Doh, the twist is that they will only have 3 minutes to do so. Once the timer goes off hands off the Play-Doh and they need to make sure all of the extra Play-Doh is back into it's container with lids on, and in the basket. They have just completed the second step in the writing process, the rough draft. Be sure to emphasis that the hurriedness, and lack of detail are very important parts of this step. This allows our brain to quickly get ideas out before we forget them. They may not be perfect, but they are there so we don't forget to include them.
After their rough drafts are complete, have them write their name at the top of a blank piece of paper, and set their models next to them. They will get up and walk around to each other's giving feedback. They need to write 2 things they like about each creation, and 2 things that they think should be modified or changed. This is the third step in the writing process, revision.
This part of the project is crucial because it helps them overcome the fear of judgment and builds confidence by demonstrating that criticism is a natural and constructive part of the process. Often, you'll hear defensive responses like, "I used that color because we didn’t have the other one," or "I only had three minutes to do this!" I always emphasize that everyone experiences discomfort when receiving feedback, and that feeling is completely normal. We focus on managing the emotional response to criticism and using the feedback to enhance our work for the benefit of the viewer or user.
We also address how defensive reactions are counterproductive and discuss that the best approach is to remain open to feedback, specifically using the phrase "open minded". If a response is necessary, a simple "Thank you for your feedback" is ideal. This response is neutral and avoids acknowledging a mistake or oversight directly, while ensuring that the reviewer feels valued and comfortable sharing their input.
By handling criticism effectively, individuals build confidence in their ability to improve and succeed.
Once everyone has gotten back to their own papers, have them take a moment to read their papers, and think about what changes they might make. Make sure to tell them they don't have to make all of changes suggested if they don't agree with the advice, however have them really consider each suggestion as the input is from folks that will be the audience/viewer/user. Explain to them on a bigger scale that when companies market products, feedback is a really important part of making their product attractive to the public. They can begin to create a new play-doh model this time with no time limit. I usually put on music in the background to help aid with the creativity and lighten the mood after receiving negative feedback. This is the fourth step in the writing process, Editing.
When their final models are finished, I allow them to take turns sharing their favorite food, talking about why it's their favorite and allowing their friends to see their finished work. This is the last step in the writing process, the final draft, or publishing.
On the board I have the 5 steps to the writing process written down:
1. Brainstorming
2. Rough Draft
3. Revision
4. Editing
5. Final Draft/Publishing
At the end of our activity they complete The Writing Process worksheet to add to their binders to use as a reference for their future works. Having this multisensory lesson allows them to recall each step with a hands on reference of building a model. For example, when they ask what the revision step is, you can remind them that this is when they walked around giving feedback and using that feedback to edit their model for the final draft.
Social Emotional Learning Opportunity
Like many of our projects, this one provided valuable opportunities for social-emotional learning. One learner chose a lesser-known dish, a Dutch Baby. During our feedback session, the student observed that most of the feedback was negative. I took a moment to address the concepts of the appeal to ignorance and the bandwagon fallacy. We discussed how people often avoid things they don’t know much about, either because they don’t want to invest the time to learn or because they feel embarrassed about their lack of familiarity. This avoidance can lead others to follow suit without critically examining the subject themselves. We examined the feedback on the Dutch Baby and saw that the first comment was negative, and no positive aspects were mentioned. This initial negativity set off a chain reaction, leading others who were unfamiliar with the dish to provide unconstructive feedback.
We pulled up a photo and recipe of the dish, and opinions shifted rapidly once they realized it was essentially a fancy version of a blueberry pancake! This was a valuable learning experience, and I hope it encourages everyone to seek clarification on unfamiliar topics before forming an opinion. This approach not only enhances their understanding but also builds their confidence in exploring and questioning new things.
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