Why it works
Dual coding theory and research on multimedia learning find that combining verbal and visual representations of the same idea supports understanding and memory, because the two channels reinforce each other. The key is that visuals must carry meaning, a diagram, a timeline, a labeled process, not decorative images, and that words and visuals are integrated, not competing.
The research: The Learning Scientists on dual coding; Mayer on multimedia learning.
The run-of-show
Choose your slot. The agenda, timings, and length update to match.
The core activity: dual-code one idea
Teachers leave with a meaningful visual integrated with their explanation of one idea.
- Pick an idea with structure or relationships: a process, a comparison, a sequence.
- Create or choose a meaningful visual that represents it.
- Integrate it with your verbal explanation, not alongside decorative images.
- Have students create their own visual representation as a check.
Facilitator notes
- Use meaningful visuals, and integrate words and visuals.
- Have students make their own.
- Avoid decorative and competing images.
Adapt it
- <b>Elementary:</b> simple diagrams and draw-to-learn.
- <b>Secondary:</b> process diagrams, timelines, concept maps.
- <b>All settings:</b> meaningful, integrated visuals.
Participant handout
One page for every teacher. Print it, or save it as a PDF.
Dual Coding: words plus meaningful visuals
<b>Two routes to one idea:</b> a visual that carries the content, integrated with your explanation.
- The idea with structure:
- The meaningful visual that represents it:
- How I integrate it with my explanation:
- How students create their own visual:
- The decorative images I will cut:
Make it stick
Meaningful and integrated:
- Use meaningful visuals.
- Integrate them with words.
- Bring an idea that clicked via dual coding to the next PLC.