PowerPoint slides, classroom posters, hand-drawn graphics and a wide range of visual resources can all have limited impact on learning. This is where dual coding comes in.
Dual coding encourages us to systematically and visually approach new information through combinations of verbal and non-verbal elements. At its simplest level, this means pairing text and graphics in lesson slides, notes and posters.
However, there are many more pairings for visual and written information and it is these that we will explore in this article.
What is dual coding?
The popular Learning Scientists website recently named dual coding as one of their six strategies for effective learning. They stated quite simply: “When you have the same information in two formats – words and visuals – it gives you two ways of remembering the information later on. Combining these visuals with words is an effective way to study.” (Smith & Weinstein, 2016).
The research behind dual coding posits that verbal elements are processed in one way by the learner while graphics are processed in another (see for example, Meyer & Anderson, 1992).
Because these pathways are accessed concurrently, teachers can take advantage of the two channels to lessen the cognitive load on students’ working memory and tie the two processed channels together while encoding knowledge or information into long-term memory. This is the dual coding effect.
In addition, the content itself is processed differently depending on whether it is verbal or non-verbal. Text and other verbal information are processed one small piece at a time. The linear flow of information means that students will read or hear words, waiting until the first part is processed before moving on to the next chunk.
However, in contrast to this, non-verbal elements – drawings, illustrations or graphics – are processed asynchronously and so the brain views them holistically.
Sixteen ideas for dual coding
Mind-maps: Students often get carried away by mind-maps and focus more on presentation than content. Mind-maps need to be kept simple, so students can revise and self-test using them. Give students clear instructions to colour all branches a certain colour. Include diagrams, pictures, and sketches and then give them a maximum word count to limit what they write.
Annotated diagrams: To reduce cognitive load, it is important that labels are within the diagram (rather than attached to lines pointing to the correct parts or listed a-b-c style in an adjacent box).
A to Z: Using the letters A to Z, instruct students to write a keyword or term for the topic of choice against each letter and then ask students to draw or sketch something that represents the keyword.
Pictionary: The game can be played various ways: students could draw a keyword while others guess it or one student reveals a keyword that they cannot see themselves and others in the class draw it while the student guesses what it is. The teacher could also instruct students to draw various concepts on mini-whiteboards as a starter, revealing them to the class when instructed to do so. Linked to these ideas, sometimes concepts can be difficult to grasp when explained verbally. So, instruct students to take the words away and just use diagrams to explain difficult-to-grasp concepts.
Story-boards & comic strips: Story-boards can be used in any subject where there is linear learning. Simply ask students to divide a piece of A4 paper into six, eight or nine parts and then allow students to create a story-board to help explain concepts. A comic strip is like the story-board, but allows students to create their own comic strips or add text to pre-drawn comics.
Put data in tables: Tables often allow information to be understood a lot quicker. This is one of the reasons why teachers traditionally create tables in mathematics or science. Think about how tables could enhance learning for your subject.
Venn diagrams: Venn diagrams help us to organise data in a visual way. This makes learning and reviewing knowledge so much easier.
Timelines: Timelines are effective in helping us learn and organise dates and times. For example, using timelines in science to visually represent the changes to the atomic model and the stages of the Big Bang or using timelines in history to show key historical events such as the events that led to the start of the First World War.
Infographics: An infographic is a collection of images, diagrams, and minimal text that gives an easy-to-understand overview of a topic.
Flashcards: A flashcard is a card with information on both sides, which is intended to be used to aid memory. Flashcards are enhanced if we apply dual coding principles and use an image with minimal text to convey the learning to the student, perhaps with a question on one side and an answer on the other.
Double bubble thinking maps: Unlike the Venn diagram (which can compare multiple ideas), a double bubble is used to explore the similarities and differences between two things. You have two central circles, one for each item – for example bats and spiders. Students then fill in circles with traits which connect to one (insect), the other (mammal), or indeed both (superheroes!)
Fishbone thinking map: This type of analysis diagram is used for complex ideas that may cause conflict with one another. It can be seen as a more structured form of mind-map. You start with the problem, which would be the head of the fish. Starting from the head, draw different bones, one for each category of issues that could affect the problem. Students then create a structure using the different bones. Next, students find things that affect the problem through the different bones. This can be in sequence or ideas can be added as they occur. The overall approach is not that different from brainstorming, except for the underlying structure.
Flow and cycle diagrams or tree maps: A flow diagram is a useful way of getting a sequence of events on paper in a visual format. For example, we might use this to ask students to write a method for a scientific experiment. A cycle diagram meanwhile is used to show how a series of events interact repeatedly through a cycle. For example, a cycle diagram could be used to explore the carbon cycle. Finally, tree maps can be useful in classification-type activities and decision-making activities. For example, when teaching the rock cycle: Does the rock dissolve in acid? If yes go to A if no got B.
Foldable/interactive notebooks: An interactive notebook is an organised notebook filled with notes, interactive or reflection activities, ranging from foldables to cut-out activities or indeed just simple write-up, self reflection, brain-storming or drawing tasks. Encourage students to develop their own interactive notebooks. In doing this, students will develop a sense of ownership of their own learning and new learning will be organised in such a way that it makes it easier for students to grasp new ideas and principles. Furthermore, they are more interesting than worksheets and traditional hand-outs and students apply the strategies they are learning using higher level thinking skills since they are analysing, creating, and evaluating as part of the writing process. And you can teach virtually anything using foldable templates.
Visual methods/integrated instruction: Before students attempt their own learning, it is always good for teachers to model this learning and to record this model in a visual way that is used as a reference point alongside concise written instructions.
Sketch noting: Sketch noting is adding graphics and drawings to notes instead of writing them all in words. For example, the water cycle has a story to tell that is exceptionally hard to document in an outline form but works well as a mixture of written notes and sketches.
Some dual coding ‘don’ts’
Dual coding practice can also show us what to avoid in the classroom. Because we engage with spoken and written information on the same channel, teachers should avoid speaking over what pupils are reading. Doing this will risk overloading them and clouding their ability to understand.
This mistake is most often committed when a PowerPoint slide contains a block of text that we then read to the class. Or when one pupil is reading aloud from a book as others follow along.
Dual coding principles also tell us to avoid the use of images for purely decorative reasons. For example, if we choose an image to enhance a PowerPoint slide without the image contributing to the learning, we risk diminishing the power of the learning activity.
Final thoughts
Dual coding is about using different learning materials to learn better; it is about combining verbal material with visuals in your teaching in a way that ensures both the visual element and the verbal element complement each other.
However, keep it simple: combining more than two types of multimedia can be detrimental. Combine visuals with text or words, video with audio, video with text or words.
When you teach using dual coding students have two ways to understand and remember the learning later.
And finally, when you are not able to use dual coding, remind your students that it might help them when revising to draw something using their notes.
- Steve Burnage has experience leading challenging inner city and urban secondary schools. He now works as a freelance trainer, consultant and author for staff development, strategic development, performance management and coaching and mentoring. Visit www.simplyinset.co.uk and read his previous articles for SecEd via https://bit.ly/seced-burnage
Further information & resources
- Meyer & Anderson: The instructive animation: Helping students build connections between words and pictures in multimedia learning, Journal of Educational Psychology (4), 1992.
- Smith & Weinstein: Learn how to study using... dual coding, Learning Scientists, September 2016: https://bit.ly/3G4YqW2