Researchers believe that sensorimotor integration is fundamental to school readiness. Think about the importance of sensorimotor integration is to teaching, learning, and memory. Explain why some believe sensory stimulation is so important to include in lesson planning. Provide an example of a stimuli or specific strategy a teacher would implement within their classroom to make learning more or effective. Be very specific in explaining how these stimuli would improve student learning and how would this strategy address brain-based learning. Analyze the brain's role in motor cognition and stimulation and the relationship to teaching and learning.
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Sensorimotor integration is essential to school readiness. In the broadest of senses, the process of traditional school learning involves much in way of sensorimotor capacity. The traditional notion of students having "ants in their pants" tends to dismiss the intense neurological capacity of simply "learning." For students to come to class prepared, sit in seats upwards of forty minutes, understanding what is happening in the instruction and ensuring that they can replicate the lesson's aims are all process that involve so much in way of sensorimotor integration and capacity. The refinement of these sensorimotor developments enables student success in the classroom.
Sensorimotor integration can always be integrated into the lesson planing process. In my own mind, all students need to understand how their own neurological capacity plays essential roles in their academic success. Academic triumphs simply "don't happen." They are the result of successful synthesis between different entities, of which sensorimotor integration is a part. It is with this in mind that different activities can be included in the lesson planning process that encompasses sensorimotor stimulation.
One way in which this can be done is through the use of deliberate activities that seek to enhance and align sensorimotor stimulation. For example, creating lesson plans that allow for a ten minute period meditative reflection at the conclusion of each lesson allows for students to streamline their focus and develop a frame of reference where control of their sensorimotor faculties can be evident. Some direct instruction on what meditation is and how its importance from a neurological standpoint can enable learners to better understand the plasticity of their brains is an essential component in the successful integration of sensorimotor skills into the learning schematic. A more deliberate strategy that can be employed is to develop the aspect of "play" into learning. For example, a Math unit on probability can employ the use of Skittles or M&M candies for counting and tactile manipulation. Social Studies units on Industrialization can use the game of Monopoly to help enhance multitasking, balance, and their "position in space." In teaching units on architecture, playing the game Jenga could reinforce physical tactile sensorimotor integration. In these ways, content and sensorimotor integration move in conjunction through the lesson planning process. Through this, students can become more aware of the brain's function in learning and embrace the idea of metacognition in content instruction. Doing so allows them greater control over a process initially perceived to be one where a lack of agency might be feared.
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