Investigations into the prominence of using senses in education is not a new line of research. The pedagogical values of multisensory teaching have been pondered for years. However, in order to speed up the process of instruction and smooth the path for teaching abstract entities, the authors have extended the boundaries of multisensory teaching, proposing an inclusive model. The dual- continuum model of sensorial education, breaks sensory teaching down into thick-slice and thin-slice sensory education. While the former alludes to conventional multimodal approaches, the latter contrives to adopt a unimodal outlook and create learning outcomes resembling those generated by multimodal teaching practices. Imagery, as a thickening strategy to progress from thin to thick education, is put forward, concluding that, sensory, mental representations make up for the missing sensory input required to obtain in- depth understanding. Therefore, learning in light of thin education could come in two different forms namely imagery-driven thin education and imagery- deficient thin education. Moreover, in this model, we make a distinction between sense and modality to underscore the unique contributions of instructional and environmental features. To close the loop, the factors which have a part in better administration of the model are discussed in the context of education.

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