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When reading extended texts, group students into 6 and allocate them a role based on the above. During feedback, you can specify the reading purpose and tailor your questions on this.

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Use this resources (either as a physical bookmark pupils have in their books or a poster in your room) that allows pupils to add cohesion to their ideas, written responses and verbal explanations.

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Reading Strategies in the classroom- not an exhaustive list! Very useful for form time reading this month. Benefits and potential limitations listed too.

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Subject-Specific questions to ask to support reading. Again, not an exhaustive list- especially for the critical thinking questions.

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Highlight key words/phrases when lots of content is given.

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Using symbols, diagrams, different definitions etc when introducing new terminology to ensure understanding by all.

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What is Dual Coding?

The process of providing students with verbal and visual materialsat the same time is called Dual Coding. Cognitive Psychologists have identified the six most effective learning strategies for improving long-term memory and dual coding is one of those strategies. Learning materials can be visually represented in many ways such as graphic organisers, flow charts, diagrams, cartoon strips, editable timeline and infographics.

Having the same information in both formats - visual images and words - offers two ways to remember the information. This domain of research has received a lot of interest as a learning technique. With the rise of evidence-informed education, teachers are beginning to drop outdated ideas like learning styles. Institutions like the education endowment foundation are providing accessible resources that have been shown to improve student learning. Dual coding offers an opportunity for teachers to confidently advance their classroom practice.

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The Science Behind Dual Coding: Exploring Cognitive Load Theory

The dual-coding teaching strategy finds its roots in Allan Paivio's Dual-Coding Theory and cognitive load theory. This approach aims to reduce cognitive overload in learners by utilizing both visuospatial sketchpads and phonological loops for presenting complex concepts, effectively boosting memory capacity and understanding.

Allan Paivio (1971), proposed that individuals process visual and verbal information individually and at the same time. This is a human cognition theory, which claims that combining both verbal material and visuals is a useful learning technique.

According tothe Dual-Coding Theory, if a teacher shares visual and verbal explanations simultaneously, the students are more likely to process the knowledge and retain knowledge more effectively.

The educational phenomena of Dual coding is based on scientific evidence. It is different from learning styles, which deals with students deciding how they believe they learn best. Dual coding primarily relates to how the brain processes information.

The Working Memory Model of Alan Baddeley also supports the concept of complementary audio and visual processing routes inside the brain to benefit detailed memories.

The Dual-Coding Theory posits that the human mind processes information through separate systems: one for visual stimuli and another for verbal stimuli. By simultaneously engaging both systems, learners can better grasp and retain complex concepts. This idea aligns with human cognition theory, which emphasizes the importance of minimizing cognitive overload when performing cognitive tasks.

Scientific evidence supports the benefits of dual coding in education. Studies show that combining visual aids, such as diagrams, graphs, or illustrations, with verbal explanations enhances learners' ability to understand and remember information. This process not only reduces cognitive overload but also helps learners make connections between different pieces of information, leading to a more profound comprehension of the subject matter.

In summary, dual coding leverages the strengths of both visual and verbal processing systems in the human mind, minimizing cognitive overload and maximizing memory capacity. By incorporating dual coding strategies in their classrooms, teachers can help students more effectively navigate cognitive tasks and achieve a deeper understanding of complex concepts.

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Using Dual Coding in the Classroom

When an instructor is using the most effective learning strategies for dual coding, students can understand and remember the details later on. Even it might help to draw something on the classroom board alongside the explanations.

Following are some of the things students must do:

Firstly, students must be encouraged to find some visuals in their course material and they must assess how the words are narrating what's in the pictures. Then they need to do the other way around and assess how these pictures represent the text.

Next, the students must describe what they mean in their words.

Finally, the teacher would ask students to consider those words and draw an image based on such words. Information can be represented in different ways.

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How should we embed Dual Coding?

When students are looking over their class materials, they must find pictures that complement the information and correlate the pictures to the words. Students need to check, how these words explain what is present in the pictures? How do the representative images depict what is given in the text?

There are specific kinds of visuals, that go very well with specific kinds of materials. For instance, a diagram may help very well with concepts of biology and a timeline may do very well to remember history. The students must show creativity while drawing the visual materials. They do not have to reproduce the same visuals they have seen in their class materials. However, the representative images must depict what they saw in words in their class materials.

After using the dual coding, the students need to do the following:

After comparing words with the visual, the students must explain the concept they are trying to learn. This is the time to retrieve the details on their own. Students must continue to practice until they reach a point where they can put away their class material and write their class material in words and draw visuals, representative images and other graphics according to the class material.

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Role of Technology in Dual Coding

Embracing dual coding in today's technology-driven classrooms can greatly enhance students' comprehension of complex ideas and streamline the learning process. By effectively combining graphic principles with verbal input, teachers can create a more engaging and memorable educational experience for their students. Utilizing technology not only allows for the seamless integration of visual and verbal components but also helps reduce teacher workload by offering a wide array of tools and resources that can be easily adapted to various educational settings.

For instance, teachers can use presentation software to create slides that incorporate both text and images, ensuring that students receive information through multiple channels. Online platforms and digital whiteboards enable real-time collaboration, allowing students to work together on projects that involve the creation and manipulation of visual elements alongside verbal explanations. Additionally, incorporating basic images, diagrams, or videos into lessons can help clarify difficult concepts and foster a deeper understanding.

Moreover, technology opens doors to a vast array of multimedia resources that can be used to support dual coding strategies. Educational videos, interactive simulations, and virtual reality experiences can offer students a more immersive and comprehensive learning experience, facilitating the connection between visual and verbal elements.

By leveraging technology to implement dual coding, teachers can create a more effective learning environment that caters to diverse learning styles and fosters a deeper understanding of complex ideas, ultimately promoting student success.

The effectiveness of digital technologycan help the production and distribution of audio and visual resources. Therefore, interactive lessons and technology tools can significantly improve and enhance dual coding activities in many ways:

It is quick and easy to allocate scaffolds and templates to students

There are many apps, that help students to record or play audio and video explanations.

Technology tools can be used for remote learning, asynchronously or synchronously.

It may become very cost-effective to use technology tools across several groups/multiple classes.

It saves significant amounts of time when students annotate or fill blank charts and diagrams, rather than drawing representative images on paper.

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Significance of Using Dual Coding in the Classroom

Cognitive Psychologists Clark & Paivio (1991) state that it is a common practice to teach students through discussion or asking them to read text. However, adding visual materials can make the information even clearer.

For instance, if a teacher says the word ' tree' to the students. When the students will hear the word, they will also create a mental image of what a tree looks like. Both word and visual images can be used to remember the information stored in the brain.

Cognitive Phenomena explain that a teacher's students try to remember everything said by the teacher in the classroom. However, our brains are created to only hold a small fraction of knowledge at one time. A lot of information delivered verbally is immediately forgotten. Dual coding enables students to remember a large amount of information. Following are some of the dual coding examples that can be used to teach students:

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Getting Started with Dual Coding

Many effective teachers are already using dual coding in their classrooms. For instance, while teaching history many teachers create history timelines to help students remember important dates.

Also, an English Teacher must look at the lesson plan and decisions about the key concept for the next class. It is always better to simplify the topic as much as possible.

Teachers need to select a visual representation supporting a particular concept.They must remove any unwanted background distractions and give students time to look at the visuals before starting to speak.

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How to create a Perfect Visual Representation?
One may paste an image on a PowerPoint slide and call it dual coding. In reality, it is not dual coding.

For Dual coding, the visual representations must be meaningful and must directly associate with the verbal material.

Photographs and videos are considered to be less effective in dual coding, as they hold too much background detail. According to the theories of Cognitive Science, these might make students overwhelmed. For dual coding, visual images should be very clear with little background information.

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To be perfect for dual coding, visual images must be:

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Students must not worry about their artistic skills. Dual coding with teachers is more about illustrating information clearly, not artistically. Teachers are suggested to encourage students to create and compare their visual representations with other students' representations. Extraordinary differences between the written text and the visual representations will put a mental workload on the students. Where possible, we must avoid:

Use a different key with graphs

Put visual materials and text on separate pages.

Share a large number of different visuals (it is better to use just one visual at a time).

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Final thoughts on dual coding

Dual coding is not a new phenomenon. It has a huge impact on students' performance in memory, in associative processes, autophagy processes, linguistic processes, cognitive tasks, naming task and description task.

If it is applied properly, dual coding will improve students' retention of information and decreases the cognitive load while learning new concepts. If facilitated strategically, it won't add to the teacher workload, if anything it might reduce it. Secondary school teachers are seeing the benefit as well. The pedagogy provides an accessible way into even the most complex of curriculum content. Using visuals alongside a well-crafted teacher exclamation means that students have a greater chance of grasping the underlying concept.

It may take some time to find or create the perfect visuals, but you will be amazed to see its impact. Use dual coding and take benefit from its application in learning. If you are interested in exploring a new theory of cognition, make sure you explore the universal thinking framework's webpage.

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Dual coding in the classroom: A teacher's guide for taking theory into practice.

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Highlight new subject specific vocabulary in lessons

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Highlight new subject specific vocabulary in lessons

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Pupils discuss examples and non-examples, pupils may come up with definitions, pupils are encouraged to use the word throughout the lesson.

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Break work into smaller parts/sections.

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During all lessons teachers will use the correct mathematical terminology and communicate these effectively.

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During all lessons teachers will use the correct mathematical terminology and communicate these effectively.

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Particular focus will be placed on words such as ‘similar’ and ‘frequency’ which have very different meanings in other curriculum areas. Where the mathematical terminology is also applicable to other subjects this will be drawn upon and used within real life examples.

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Asking students where they may have seen words before and if they have a similar or completely different meaning. For example a trojan in computer science is a type of malware that enters through a back door masking as something else. However, trojans in history The Trojans were people that lived in the city-state of Troy on the coast of Turkey by the Aegean Sea, around the 12th or 13th Century B.C. This will help students differentiate definitions and not get confused.

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Understand the morphology of mathematical words. For example, ‘tri’ (meaning three) will be emphasised to help build the understanding of triple, triangles and trigonometry in a mathematical context as well as tricycle and other words in the wider world.

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Avoid giving pupils a large amount of text, particularly in a small space. Identify the key information, and either highlight this or only give pupils what they need.

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Synonyms of each command word

Definition of the skill

Modelled responses

practical application to reinforce the understanding of command words such as analyse, evaluate etc. Provide clear examples and guidelines for each command word to ensure a consistent and comprehensive grasp of their meaning in a business context.

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provide pupils with strategies to try understand what new words mean.

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Key words which are specific to the topic (children pick the less familiar words, find the meaning and create a poster)

Highlight command words within the iGCSE questions and discuss their response

CCQs to check the understanding

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Pupils add tier 3 words in the back of their book with the definition

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provision of scientific journals and scientific literature books for pupils to access and read during guided reading in tutor time or as homework

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Giving pupils topic and subject specific key words and definitions

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using diagrams and pictures to model certain keywords. Using the keywords in context with pictures and diagrams.

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Key word checklists with definitions can be provided to students to refer back to/recap on key terms as they come up during lessons.

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https://www.wordreference.com/ - A great tool to translate key words as it gives context to each word - e.g. 'Product' could have a number of translations. You can pick the correct one for the context

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English to French, Italian, German & Spanish Dictionary - WordReference.com

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Free online dictionaries - Spanish, French, Italian, German and more. Conjugations, audio pronunciations and forums for your questions.

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Students can participate in a variety of games which relate to key word / definition knowledge including key word bingo / splat.

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Quizlet is a great tool to set vocab to learn.

In MFL we use this as 'pre-learning' and consolidation homework. This could also be used for Tier 3 vocab in other subjects.

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Reading through texts and highlighting unknown words. Pupils will then translate the words to help them understand the text.

Provide pupils with vocabulary for key words / phrases

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Breaking up complex words into smaller parts to allow for understanding of their meaning. E.g. Photosynthesis - broken into photo and synthesis as two separate words.

Electrolysis - Electro and Lysis. Especially useful with tier 3 words.

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Reading improves vocabulary and understanding of Tier 1 and 2 vocabulary - the more reading that we encourage, the greater the exposure to a wider range of vocabulary (both subject specific and otherwise)

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Frayer model for learning new vocabulary - focusing on non examples, characteristics and images to apply it to real world examples.

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Frayer model - introducing new vocabulary

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Frayer model - introducing new vocabulary

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Concrete examples- students can see a completed answer. You could talk through step by step of how they've got to that point.

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Identification of keywords across all subjects.

Dictionaries in classrooms.

Teaching how to summarise exam questions asked.

Exam technique.

Subject-specific vocabulary (pupils and inclusion team).

Identification of the question being asked.

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Use visuals (Easily created on Widget) to support understanding of key vocabulary. Widget generates symbols for each word typed. Widget also has Dual Language templates to allow key vocabulary to be translated to different languages

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Create an area within the class where students can access other Science reading materials (either related to or not related to the subject content)

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Journals - Challenging pupils with a reading surplus

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Journals - Challenging pupils with a reading surplus

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Providing Jstor articles for pupils to read, to expand their contextual knowledge. ChatGPT can be used to summarise Jstor articles and adapt them to a different reading ages.

Articles from Nature can be shared to support extended reading in Science. ChatGPT can be used to summarise articles and adapt them to a different reading ages.

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Add topic sentences to extended texts.

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For extended texts, add a title for each paragraph

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Cut up an extended text and sequence it- explain and a provide a rationale for this.

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Key word splat, bingo, heads up - to reinforce tier 3 vocabulary

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Gist Reading:

a) Ask pupils to read a text 'quickly' (skimming for 2 mins. for example) and not worrying about unfamiliar words.

b) Then, pupils choose the best title / main idea from a list of choices. (Discuss in pairs why they've chosen their answers.)

Pre-teach target language items (choose max. 5 words) for 3-5 mins.

Intensive Reading:

a) Pupils are asked to read the same text in detail (slowly this time)

b) Next, they answer questions to check understanding. Question types may include:

-T/F questions

-Gap fills

Post-reading tasks involving Speaking/Writing skills to 'recycle' the target vocabulary learned.