Top 5 Mistakes Teachers Make with Multisensory Instruction

We LOVE multisensory learning—but like any powerful teaching tool, it’s only as effective as the intention behind it. When done well, multisensory instruction engages the brain through multiple pathways—visual, auditory, kinesthetic, and tactile—enhancing memory, comprehension, and student engagement. But when done without purpose, it can miss the mark or even backfire.

Let’s break down the Top 5 Mistakes we sometimes make with multisensory instruction—and how to course-correct for more meaningful learning!

1. Confusing Multisensory with “Fun and Cute”

Multisensory instruction is not just about glitter, slime, or classroom theatrics. Yes, it can be fun—but its primary purpose is to engage multiple senses to support memory, understanding, and application of academic content.

🔹 What the research says: According to the National Reading Panel (2000), instructional approaches that include visual, auditory, and kinesthetic-tactile elements help students link language with meaning, especially those with learning differences.

🔹 Mistake in action: A teacher has students write sight words in shaving cream (fun!)—but with no pre-teaching or follow-up, the activity becomes a sensory break, not a learning tool.

🔹 How to fix it: Before launching any multisensory task, ask yourself: Does this align with my objective? For example, tracing letters in sand while simultaneously saying the sound targets visual, tactile, and auditory channels—all reinforcing the same skill.

2. Not Being Intentional with the Modality

Different learning goals call for different sensory modalities. Simply rotating through “something visual,” then “something auditory,” doesn’t make it truly multisensory—it must be purposeful.

🔹 Modality defined: A modality is a way information is received and processed—visually (seeing), auditorily (hearing), kinesthetically (moving), or tactually (touching).

🔹 Mistake in action: Asking students to act out vocabulary words when a visual diagram would offer deeper meaning. Or, relying solely on music to teach math facts when hands-on manipulatives would be more effective.

🔹 How to fix it: Consider the content and the student's needs. Use movement for rhythm-based tasks (like syllable counting), visuals for abstract concepts (like fractions), and auditory repetition for fluency tasks. As Dr. Louisa Moats writes, “Teaching that is multisensory, structured, and sequential makes the content more accessible and memorable.”

3. Overstimulating the Environment

More isn't always better. While multisensory learning involves sensory input, overloading students with too many sights, sounds, or movements at once can lead to cognitive fatigue, especially for neurodiverse learners.

🔹 What the research says: According to Jensen (2005), the brain can only effectively process a limited number of stimuli at once. Multisensory experiences should support—not compete with—each other.

🔹 Mistake in action: A lesson includes a video, music, bright anchor charts, scented markers, and a group movement activity—all within 15 minutes.

🔹 How to fix it: Layer modalities strategically. For example, use visuals and movement together (like jumping syllables while pointing to word parts), but avoid mixing unrelated sensory inputs. Think simplicity with impact.

4. Thinking It’s Just for Littles

It’s easy to assume that multisensory methods are for pre-K or early elementary, but older students benefit just as much, especially when tackling abstract or complex content.

🔹 Mistake in action: Removing hands-on or movement-based activities once students reach third or fourth grade—assuming it’s too “babyish.”

🔹 How to fix it: Middle and high school students still benefit from multisensory strategies—just adapt the delivery. Try:

• Graphic organizers for essay planning (visual + kinesthetic)
• Vocabulary sorting with manipulatives (tactile)
• Socratic seminars with verbal rehearsal (auditory)
• Using gestures while solving equations (kinesthetic)

5. Using It as a One-Off

Multisensory instruction isn’t an event—it’s a routine. If we treat it like a “special activity” or once-a-week trick, we miss its power to deepen learning through repetition and consistency.

🔹 Mistake in action: A multisensory lesson appears once during phonics time, but isn’t seen again in comprehension, writing, or math.

🔹 How to fix it: Embed multisensory strategies across the curriculum and throughout the day. This creates a predictable structure and stronger brain connections. For example:

• Use hand motions daily for vowel teams.
• Incorporate movement breaks tied to content review.
• Start each math lesson with a verbal rehearsal of key vocabulary.
• Routine builds fluency, confidence, and mastery.

Multisensory learning works when it’s intentional, targeted, and embedded into instruction. By avoiding these common pitfalls, we can better support all learners, especially those with dyslexia, ADHD, or other learning differences.

And remember: you don’t have to do everything at once. Start with one thoughtful, aligned strategy and build from there.