Designing Multisensory Activities for Teaching Prepositions to the Young Learners of the Integrated Jubilation Montessori Center of Biñan (IJMC-B)

Abstract

The special project that was developed is an instructional design for students in the kindergarten level of the Integrated Jubilation Montessori Center of Biñan (IJMC-B) to learn about the topic of prepositions under the subject of Language. The ADDIE (Analysis, Design, Development, Implementation and Evaluation) instructional design model was the methodological approach utilized in the instructional design project. Based on the assessment through a sit-in observation in the kindergarten classroom and a discussion with the key personnel, the instructional needs identified is the integration of different sensory modalities in the learning activities through media, visuals and colorful instructional materials for motivation as the students were recognized as visual, auditory and kinaesthetic learners. On the other hand, the learning needs identified are the linguistic gap on the common mistakes with the use of prepositions in sentences and phrases. Although the IJMC-B follows the K to 12 Basic Education Curriculum by the Department of Education (DepEd) across all grade levels, the topic of prepositions was not found in the curriculum for the kindergarten level. The instructional design project aimed to design an instructional plan that involves multisensory activities and instructional materials, including slide presentations, flashcards, printed objects and printed worksheets for teaching prepositions. The four-step method of instruction serves as the inspiration for the methodology used for the flow of the instructional plan. The design of the learning activities utlized several learning theories including the multisensory approach, Social Learning Theory, positive reinforcement in operant conditioning and activity-based learning.