A learning channel refers to a specific pathway for acquiring and demonstrating knowledge. We most often categorize learning opportunities by how the information is presented (like “lecture” or “small group instruction”). The learning channel concept expands on this convention to include how a learner responds to the presented information.
When teaching across learning channels, we present information and ask the learner to demonstrate it back in another format. For instance, in a ‘see/say’ channel the learner would see something and say its name out loud. In a ‘feel/write’ channel, a learner would identify something by touch and demonstrate their knowledge by writing. In a ‘smell/‘ point, the learner samples a smell and points to identify the item. Teaching across channels takes some ingenuity (and sometimes a toy car hidden inside a bag) but learners enjoy these activities.
It’s important that we offer opportunities to learn through a variety of channels. The interpretation involved reflects real-world problem solving, so learners will be better prepared for it. Additionally, as instructors we can assess not only how a student learns best but also which channels they find challenging. To minimize failure and frustration, we can engage some channels only after previous success with the concept in another channel. We could also decide only to engage those channels when we can offer our learner more support.
Ultimately, this teaching style encourages adaptability in both the instructor and learner.
Read more about learning channels:
- Learning Channels: The Role of Compound Stimuli in the Emergence of Intraverbal Relations in Children on the Autism Spectrum
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