As dual coding becomes more popular, its definition also expands. This post intends to clarify the difference between dual coding and graphic design. The key idea is that aesthetically pleasing diagrams do not necessarily translate into better learning. If teachers invest time adding lots of diagrams to their resources with the mistaken belief that it … Continue reading Clear Teacher Explanations 2f: Dual Coding Mistakes
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Clear Teacher Explanations: 2e – Visual Models
Analogies & models are excellent tools for delivering clear teacher explanations when used judiciously. Diagrams can prove very useful at explaining the different parts of the analogy and how they map onto the knowledge they represent. Some models act as lenses through which pupils can appreciate the same idea from different perspectives. For example, in … Continue reading Clear Teacher Explanations: 2e – Visual Models
Clear Teacher Explanations 2d: Faithful Diagrams
Diagrams can help an explanation in two ways. Firstly, to organise a complex web of information such as: A process or sequence in time Multi fact definition Complex concept Some procedures Secondly, to depict things: either faithfully from real life or as models. I call this type of dual coding 'representative visuals'. Diagrams are powerful … Continue reading Clear Teacher Explanations 2d: Faithful Diagrams
Clear Teacher Explanations 2b: dual coding – definitions & complex ideas
Dual coding involves the use of diagrams to support an explanation. In my last post, I explained that there are two types of diagrams: organising visuals & representative visuals. I discussed how organising visuals are diagrams which make the hidden structure behind an idea visible to pupils. There are four types of organising visuals, the first … Continue reading Clear Teacher Explanations 2b: dual coding – definitions & complex ideas
Clear Teacher Explanations 2a: dual coding – processes
Dual coding is in vogue. I’m excited by this because the use of diagrams can make an explanation significantly clearer and more memorable. However, I’m also worried, because ideas in education have a tendency to mutate and be misapplied. In my next few posts, I explain exactly how I teach using diagrams. I will do … Continue reading Clear Teacher Explanations 2a: dual coding – processes
Teacher Autonomy: Part II – Curriculum & Teaching
Part II In my previous post, I argued that teacher autonomy is worth sacrificing when it comes to decisions about behaviour systems. I suggested that this is the only way true consistency can be achieved and that consistency is essential for good behaviour to flourish. This is because good behaviours are good habits, which are … Continue reading Teacher Autonomy: Part II – Curriculum & Teaching
Writing in Science: Guest post by Hochman and Wexler
I am incredibly excited to share a guest post from the authors of The Writing Revolution themselves: Juditch C. Hochman and Natalie Wexler. They conclude the Writing in Science Symposium with a reflection on each of the contributions so far, and share their thoughts on how the ideas can be extended and applied to subjects … Continue reading Writing in Science: Guest post by Hochman and Wexler
Don’t let politics colour educational evidence
Everyone involved in education wants pupils to succeed. It is likely that most will agree on definitions of success such as access to the best universities, a good base of knowledge across a range of subjects and skills such as speaking for an audience, for example. But the means to achieve these is subject to … Continue reading Don’t let politics colour educational evidence
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