When you don’t, make sure to explain to I found this very helpful with references to Caviglioli, Daniel T Willingham, Nick Rose and David Didau, explaining how this strategy supports learning/memory in a clear and concise way. And with more difficult concepts, which is what these were now we were moving on to - I think that’s imperative, that pupils are motivated to engage with the dual coding. I still have a lot to learn about dual coding. Dual coding is a theory of cognition introduced by Allan Paivio in late 1960s. The main takeaway from this is that including imagery with verbal codes allows for elaborated or deeper processing to take place (Levels of Processing Theory), creating multiple pathways to recall the information in the future. This post was a reflection on a presentation Rufus delivered to his colleagues about dual coding and the implications this has on learning. It originated with Paivio in the 70s, and explains how visual and linguistic information is processed in two different areas of the brain. I still have a lot to learn about dual coding. Jesse Finafrock observed that elaboration “helps with engagement,” noting that elaboration can be worked in almost every day, and doesn’t require a self-standing lesson or lessons. In addition to the ideas Tom also shares a link to 14 research papers on dual coding for anyone really interested in this field – I am still making my way through the research but it does make for some educational reading. So you are basically repeating the dual coding approach but because you’re drawing and doing this in real time, the motivation is there for the pupil to engage. Memorizing knowledge is still necessary. A third way to use the timeline widget is to just give your students several dates or topics on the timeline to which they have to add an image and an explanation. Dual Coding Theory assumes that cognition occurs in two independent but connected codes: a verbal code for language and a nonverbal code for mental imagery. It goes onto stipulate that there are two “cognitive subsystems” that help learners to process information that is being presented by the instructor or through the educational materials. Give your students some visual or audio guidelines when you let them practice the learning materials. Dual coding – making connections between text and visuals – is a learning strategy. Pop-ups can be text, audio, video, links, and even more widgets. There are now lots of videos, blog posts, podcasts and presentations shared by educators about how dual coding can be used effectively in the classroom. In this blog post series, I’m giving you explicit lesson ideas with BookWidgets for each learning technique. Dual coding and learning styles sound similar but are not quite the same thing. Here’s an example of how you could use these feature to help your students learn better. Another example: Retrieval practice is a learning strategy and a teaching strategy that applies to this could be a brain dump. Tips for learning how to study using dual coding from the Learning Scientists. Whilst it may seem a simple strategy there is more to it than combining writing and drawing. For anyone unfamiliar with the term dual coding the Learning Scientists, a group of cognitive psychological scientists interested in research on education, define dual coding as: “The process of combining verbal materials with visual materials. This research led to the dual coding as a learning strategy. Some of the ideas shared in the post you may already be familiar with such as mindmaps, diagrams, Pictionary and Venn diagrams. Finally, another blog written by a classroom teacher that I enjoyed reading was written by teacher Ian Taylor entitled Dual Coding – A Concrete Example that you can read here. This is the basis for Mayer’s cognitive theory of multimedia learning. In this blog post, US blogger and teacher Harvard reflects on introducing dual coding and its application in the classroom with his students. Dual coding suggests that human cognition is divided into two processing systems: visual and verbal. This phenomenon is now known as the multimedia effect. I am a regular reader of the blog posts written by Tom Johns and this post does exactly what the title states – 20 ideas & strategies for Student Led Dual Coding. No discussion of cognition and learning would be complete without at least a brief mention of two of the main theories behind cognition in learning. Check out the different widget types that can be used for dual coding. And it’s even better to combine drilling with the dual coding learning strategy. Dual Coding Theory assumes that cognition occurs in two independent but connected codes: a verbal code for language and a nonverbal code for mental imagery. However, keep it simple: combining more than two types of multimedia can be detrimental for your students. Many thanks, I love it and I would like to apply to my lessons Dual Coding . Dual coding is about combining verbal material with visuals in your teaching practice. He didn’t manage it. In developing this theory, Paivio used the idea that the formation of mental images aids learning. Richard Mayer and Richard Anderson wanted to extend that idea to look at how verbal and visual information is processed when someone learns something new. For example, Dual Coding Theory applies when creating explainer videos using mysimpleshow because of the … Dual Coding: Can there be too much of a good thing? Other strategies could be new to you, to try in your classroom or share with your students. science of learning: research into practice - dual coding Dual coding is making sure that text and visuals combine in a way that supports student understanding . 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