Learning as Transformation: A Theory of Voice, Collaboration, and Growth

The Power of Multisensory, Social, and Active Learning

Imagine walking into a classroom where students are using vibrant-colored sand to form letters, acting as paleontologists excavating fossils, or wearing chef hats while participating in a ‘book-tasting party’ to explore new stories. Learning is a dynamic and interactive process in which individuals actively construct knowledge through experience, reflection, and social interaction. True learning occurs when individuals can apply acquired knowledge to real-world contexts. It involves not only acquiring skills and information through cognition but also developing critical consciousness, questioning assumptions, and integrating new understandings. Constructivist learning theory supports the idea that knowledge is built through experience rather than passively received. The most effective learning takes place at the intersection of knowledge acquisition and practical application within a multisensory, inclusive, hands-on learning environment.

The Limitations of Traditional Instruction

Many students perform well on tests but struggle to apply their knowledge in real-world situations. This disconnect often stems from traditional instructional methods that emphasize memorization over deep understanding. Behaviorist theories, such as those proposed by B.F. Skinner, suggest that learning occurs through reinforcement and repetition. While this method is effective for rote memorization, it does not necessarily promote critical thinking or problem-solving. Educators frequently find themselves adhering to rigid curricula, where information is delivered didactically and assessed through standardized testing. However, students often struggle to encode abstract information presented in isolation. The question then arises: does this instructional model truly facilitate meaningful learning?

How the Brain Encodes Information

For learning to be effective, new information must connect to prior knowledge. Cognitive learning theories, such as those proposed by Jean Piaget, emphasize the importance of schema—mental frameworks that help individuals organize and interpret new information. When encountering unfamiliar concepts, the brain searches for existing knowledge to form connections. This process can be challenging, as learning requires effort, struggle, and occasional confusion. As Kalle (2024) states, “This means that learning is effort, struggle, unraveling—the brain needs to work and that is not easy! And foremost, this means getting confused, because we are encountering information that we do not yet have in our memory.” When students actively engage in meaning-making, they construct new knowledge through deep thinking, questioning, and problem-solving.

Social Learning and Multisensory Engagement

Albert Bandura’s social learning theory posits that learning occurs through observation, imitation, and modeling, influenced by factors such as attention, motivation, and emotions. This theory extends beyond cognition and behaviorism by emphasizing the role of social interaction in learning. A multisensory learning environment supports this process by providing varied experiences that help the brain form stronger connections.

For example, in a second-grade classroom, students engage in phonemic awareness activities using multiple senses. They first review letter combinations visually and auditorily, then reinforce their learning by writing on bumpy-board materials, providing tactile feedback. Similarly, in a science lesson, students role-play as paleontologists, creating fossil models while discussing their findings with peers. These hands-on, interactive activities foster deeper learning by allowing students to explore concepts in a meaningful and engaging way. According to Silverman (2023), “When students are able to use more than one sensory input to make connections between facts and ideas, they are better able to interpret, comprehend, synthesize, and store information.” This inclusive approach also benefits diverse learners, including those with learning disabilities, by accommodating various learning styles.

The Role of the Teacher as a Facilitator

In a hands-on learning environment, the teacher’s role shifts from instructor to facilitator. Traditional teaching models position the educator as the primary source of knowledge, managing instruction and student behavior within a structured curriculum. However, constructivist theories emphasize that students learn best when they actively participate in their learning process. Instead of simply delivering information, teachers create an environment rich with materials that encourage exploration, problem-solving, and collaboration.

One key indicator of successful learning in this model is student engagement. In a hands-on learning setting, students demonstrate enthusiasm and actively share their knowledge. Teachers can assess understanding through observations, discussions, and student-led projects. Additionally, collaborative learning experiences allow students to challenge each other’s ideas, leading to deeper comprehension. As Main (2023) states, “When students actively engage with the material, they form stronger neural pathways, leading to better retention of information and concepts.” Furthermore, hands-on learning promotes essential prosocial skills such as communication, conflict resolution, and teamwork—skills that extend beyond the classroom and into adulthood.

Learning That Resonates: A Theory of Adult Growth

Adult learning thrives when it’s connected to lived experiences, personal goals, and opportunities for meaningful reflection. In this theory, learning is not simply the absorption of new information, but a transformative process built through doing, questioning, and connecting. Drawing from constructivist and transformative learning theories, this approach values learner autonomy, encourages critical dialogue, and embraces social interaction. Multisensory experiences and hands-on exploration invite adults to engage deeply, while collaborative learning fosters personal and professional relevance. Learning that resonates is active, reflective, and always evolving.

Measuring What Matters: A Theory of Authentic Assessment

Assessment should illuminate learning, not limit it. In this theory, assessment moves beyond right-or-wrong answers and embraces the real, the relevant, and the reflective. Rather than relying on static tests, learners demonstrate growth through projects, discussions, observations, peer feedback, and applied problem-solving. Grounded in constructivist and critical theories, this approach celebrates learner voice and encourages ownership. Assessment becomes a mirror of meaningful engagement, allowing educators to capture the richness of learning as it unfolds and helping learners see their own progress in powerful ways.

Conclusion

Hands-on, multisensory learning fosters deeper engagement and better retention by integrating constructivist, social learning, and cognitive theories. This approach allows students to apply concepts in meaningful ways, challenge each other’s thinking, and develop a richer understanding of the material. Educators must embrace their role as facilitators, designing experiences that inspire curiosity and active participation. By creating dynamic, interactive learning environments, teachers unlock students' potential to construct knowledge in ways that are both engaging and enduring.

This philosophy extends beyond childhood education. Adults, too, thrive when learning is experiential, reflective, and relevant to their lives. When educators honor adult learners' prior knowledge, promote collaboration, and encourage critical reflection, they create space for genuine transformation. Likewise, assessment must evolve from static measurement to a more authentic and empowering process—one that values growth, context, and application over memorization. When learning and assessment work hand in hand to reflect real-world thinking, learners of all ages are more likely to connect, grow, and succeed.

References

Cherry, K. (2022, October 24). Social learning theory: How we learn from others. Verywell Mind. https://www.verywellmind.com/social-learning-theory-2795074

HMH. (n.d.). What is multisensory learning in education? Houghton Mifflin Harcourt. https://www.hmhco.com/blog/what-is-multisensory-learning-in-education

Let's Do It Foundation. (2024, February 6). How do you know that you actually learned something? https://letsdoitfoundation.org/2024/02/06/how-do-you-know-that-you-actually-learned-something/

Structural Learning. (n.d.). Hands-on learning: A guide to engaging education. Structural Learning. https://www.structural-learning.com/post/hands-on-learning