Finally, the student redraws the diagram from memory, noting that the retrieval practice would be even more effective if the student did this again a day later and a month later. Dual-coding theory, a theory of cognition, was hypothesized by Allan Paivio of the University of Western Ontario in 1971. I’m already very much a fan of a diagram or picture, but maybe I need to consider raising the importance of this earlier on for students, even spend time just trying to turn questions into diagrams as an exercise in itself. It’s no surprise then that John Sweller —the originator of the related Cognitive Load Theory— concludes that, “Working memory capacity can be effectively increased, and learning improved, by using a dual-modepresentation.” (Cognitive Load Theory, 2011, Sweller, Ayres & Kalyuga) Often, cognitive science brings bad news to students. Imagery potentiates recall of verbal material because when a word evokes an associate… However, Pete’s session wasn’t actually about manipulative, they were just a bonus. When we see the numeral “3,” we know that it represents the concept of three of something: three pennies, three apples, three horses, three dots. Matching visuals to text supports students. So the structure could look like the following: Tom also spoke about organising practice, comparing blocked practice and interleaving, and within the interleaving, either mixing different questions (such as multiplying fractions and finding areas of kites), or mixing topics within the question (finding areas of kites with lengths as fractions). So if we can’t agree on the why, then we’re probably not going to agree on the how. Focusing on why math works supports student learning. This combines dual coding with retrieval practice to help secure your revision. Firstly, as a revision technique from the LearningScientists.org, as one of the six strategies for effective learning, but secondly in the design of the powerpoint. Don took one of the Edexcel ratio questions from this year as a starting point to explore ratio. Yet, as Tom pointed out, in maths we have to choose our strategies before we use them, which is not addressed in blocked practice. Similarly, when a student is reading a piece of text — written by the teacher or someone else — he has to reconstruct the author’s schema in his own head, by use of the text alone. The first imagery needed for math is the symbolic (or numer… Tom talked about fade feedback, which I hadn’t heard of as a term before, but in practice are techniques that I do use in the classroom. This blog will be an ongoing account of my reflections and actions as I work through the four routes in the book. This was a lovely practical session, where it’s just great to have some time to explore some maths. Oliver’s session was very practical based, in that he presented two problems and a solution, with audience participation! We had a go at a few of these; this Pythagoras task adds another dimension to your normal “square, square, add or subtract, square root” type questions, and the multiplication task (which I’ve used before) gave us chance to explore some reasoning. Most times when I go to a conference, my exercise is considerably lacking on that day, but ResearchEd Rugby even managed to account for step rate too! They are so thoughtful of the maths, the connections and the applications, so it’s a real pleasure to explore some maths with Don. When presenting some of the possible ideas of practice tasks, Tom’s purpose was to find tasks that can develop fluency, but also allow for mathematical reasoning. While dual coding has scientific evidence backing its use, learning styles has been repeatedly tested and shown … Last year I prepared some revision powerpoints for our year 10 form tutors, and dual coding came into play in two forms. Dual coding theory has been applied to many cognitive phenomena including: mnemonics, problem-solving, concept learning and language. I made the mistake here of listening and doing so much, that I didn’t write any notes! The idea is to provide two different representations of the information, both visual and … A snapshot of the session includes: I’ve been teaching proportion with year 8s this week, and a started using Don’s resource on proportion boxes, as I wanted students to be able to understand that proportion was a multiplicative relationship, and that relationship can go either way. My takeaway then was within powerpoint presentations, and that the brain couldn’t process written text and speech at the same time, so it is better to have a visual on the presentation to go with the speech. 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. are used together, but I don’t trust myself to recall these accurately enough to describe (sorry Pete!). Paivio proposes that the human mind operates with two distinct classes of mental representation (or codes), verbal representations and mental images, and that human memory thus comprises two functionally independent (although interacting) systems or stores, verbal memory and image memory. The final part was our participation in a recount and redraw exercise. The psychological research I have been exploring lately is called "Dual Coding Theory." The stairs are important – they’re the two spiral flights we went up and down to get to the maths room. If someone gives us two pennies for the numeral three, we have a discrepancy between our numeral-image for three and the reality (concept) of three. Dual-coding theory is the process of blending both words and pictures whilst learning. Mark, @lehain, was talking about behaviour, and from the point of view of a Head Teacher, how teachers can help SLT. When I introduced my technology review, I began by presenting how manipulatives are a useful tool that allows students to engage their dual coding leading to increased math … This is definitely an area I need to think more on! Unfortunately, the word dual is not confined to such simple cases where, if B is the dual of A, then A is the dual … Ask your students to dual code as a homework task. As Naveen, being a victim of the train problems, was unable to make her session later on, Tom stepped in and did two sessions. As you get better, try to dual code without the material in front of you – drawing a visual representation of the material from memory, or writing a description or explanation of the visual in your own words without looking at it. -There are a few dangers with dual coding: … Materials created by New Visions are shareable under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)license; materials created by our partners and others are governed by other license agreements. I love Don Steward’s resources. The great thing about attending one of Pete’s session (as well as his presentation) is that we get to play! Differences of opinion between SLT and teachers may be there because of different experiences, different values or different analyses of situations. The more intricate details of Dual Coding Theory are beyond our scope here, but the core idea is very simple and intuitive. This theory suggests that there are two distinct subsystems contributing to cognition: one is specialized for language and verbal … The arrangement and organization of the text and accompanying images create the meaning, not the depth and intricacies of the drawing. Pete was talking about the concepts of Teaching for Mastery (as described by the NCETM), Rosenshine’s Principles of Instruction and Sweller’s work on Cognitive Load Theory. A method for any single digit multiplication greater than 5×5 (and a chance to prove why it works). Learn about New Visions Curricula This time, Pete, @MrMattock, brought his algebra tiles along. Encoding, of course, is psychologists’ term for learning and, so, such a powering up of the encoding and retrieval processes deserves teachers’ close attention. Pete gave some lovely examples of how these three concepts (is that the right word to describe them?) Establishing what a ratio is (and it being ok to ask students the obvious questions), Using scaling to answer the question (testing it out with values and seeing what works), Introducing a multiplier to a ratio when introducing ratio (so 4:3 would be 4k:3k) and therefore allowing an algebraic solution, Graphing ratios and linking to vectors to move from one graph to another – this developed could be developed into a vector method to solve the problem, and also links to a simultaneous equation method, Developing the question to find the possible number of counters added to change the ratio, which led to sequences and nth term, The work of Van Hiele, the avoidance of fractions and the proportion matrix. Dual coding is a theory of cognition introduced by Allan Paivio in late 1960s. Part one was more about the theory, whereas part two was a chance to try some practice. Dual coding refers to two distinct types of coding. The student then recounts the diagram to a peer, tracing the elements and elaborating on what they have written as they go. Materials created by New Visions are shareable under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)license; … 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. It is always a pleasure to listen to Jo, @mathsjem, on whatever topic she is talking about, because you can guarantee that she knows that topic in depth before she presents it. Dual coding is sometimes referred to as ‘multimedia learning’ (or ‘multimedia cognition’ in research papers) because the material used and represented can be in multiple forms. The principle of dual coding, as first put forth by Allan Paivio in 1971, states that our brains can process information from two channels at the same time. The dual of a finite-dimensional vector space is the space of linear functionals on it; and the dual of the latter space is isomorphic to the original space via a canonical mapping. Paivio (1986) provides a dual coding explanation of bilingual processing. Some highlights that I took from Mark were: The point about disagreeing well particularly resonated for me in the way some educationalists respond on Twitter. I use spaced practice in my BBQ starters for KS4, and my homework and quizzes for KS3, but I don’t interleave in “main” classwork, unless it’s part of revision. This is an important area of contemplation for me at the moment. Here are some ways you can use dual-coding … Pete suggested that rather than look at them as three separate entities, we can find the overlaps between them, as then we’d be looking at the overlaps between high performing jurisdictions (Teaching for Mastery), high performing teachers (Rosenshine’s Principles of Instruction) and how the memory works (Cognitive Science). I think I would respond so much more if we could all disagree well (or maybe I just need to be 10% braver)! Initially give the answers, in “show that…” style questions, Structure questions so the answers have some sort of commonality (Don’s resources have some good examples of this). For example, we image the numeral “2” for the concept of two. In symbolic coding … It allows students to organize and … Give dual coded information as a starter or bell ringer task and ask your students to translate or explain it. Use dual coding as a way to remember key concepts in grammar, spelling, punctuation rules, or maths. Use pictures (the tiles) and video to visualize difficult definitions, subjects, terms, … Dual coding involves co-locating words and visuals and/or combining visuals with narration. A review of different multiplication methods from Smile’s “. This isn’t to say blocked practice doesn’t have a place, and Tom emphasised that with first learning, blocked practice would be more suitable. Analog coding which refers to the what the brain uses to process images while symbolic coding is where the brain processes writing as a mental representation of text. ›, Unit 3: Linear Equations and Inequalities in One Variable, Unit 4: Linear Equations and Inequalities in Two Variables, Unit 4: Rational and Polynomial Functions, Unit 6: Statistics (Inferences from Data), Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0). -- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. I first heard of dual coding from Peps McCrea, @PepsMccrea, a couple of years ago at the Maths and Science ResearchEd in Oxford. When we use two information formats whilst studying, it allows us to have two different ways of … I therefore didn’t write much in notes, but then Oliver has a very comprehensive website, olicav.com, where all his diagrams he presented are available (the quote below was also downloaded from there). This chapter discusses dual coding theory. Teachers should assume that cognitive load theory will be different in many different subjects and teaching and learning age groups. There was a good maths line up, which is where I spent most of the day, but I did venture out to a couple of other sessions, so I’ll start with the one I was most excited to go to, and come onto the maths afterwards. Another Saturday in June and another education conference, and another gorgeous setting, this time in Rugby. Dual Coding Theory directly … coding technique called the dual set arithmetic coding (DSAC). We looked at the different methods to solve this question, and the links between. Dual Coding. Although Tom started with deliberate practice, he explained how really this is unfeasible in the classroom, as it involves immediate feedback on mistakes and altering the practice in light of this. Dual coding can be a good way to make complex ideas more manageable. According to the original dual coding theory, the combination of words with visuals provides us with two different channels for later recall (2). I’m very much a newbie with manipulative, only really having access to multilink cubes. TipTiles widget. Coding can also help students see math in action, providing a practical application for the skills and standards they are learning. Beyond that, coding makes math fun! It also allows teachers to create a classroom vocabulary that students and teachers can use to build metaphors for … Oliver (as the teacher) modelled, via a mind map diagram, and explained, via speech, a history of Corsica. My takeaway then was within powerpoint presentations, and that the … It originated with Paivio in the 70s, and explains how visual and linguistic information is processed in two different areas … They are confront… The ICAAMS project, where year 8 students were given 2 questions, which both use the same method, but had a large variance in success rate. The method adapts its symbol set to the local statistics of the symbol source. The key to successful use of dual coding is to keep the images simple and relevant and to co-locate words and … Dual coding and learning … Similar, when I prepared CPD at the start of the school year about the challenges faced with reading and the new GCSEs, I was very conscience of dual coding, and tried to make the presentation as visual based as possible. Put simply, the use of verbal and visual information – not learning styles. Even the simplest approach of allowing students to use different colours in order for them to document their ideas engaged their dual coding. It is meant to be a rough/working version blog which is going to be embarrassing as i am using … The theory is presented as a set of assumptions and hypotheses concerning the origins and the structural and functional properties of representational … The question involved a ratio of counters, which when other counters (of both types) were added, the ratio changed. So I’m going to give these two questions to my year 8s and hope that the work we’ve done will make some difference to their success rate with the first question compared to the second. Jo’s thoughts on why timetables fluency is important (and I completely agree that although we can and do teach students how to work out timetables without having to know them off by heart, this is no good when the reverse is required, eg for simplifying fractions or factorising). Who knew there were so many types of practice? In developing this theory, Paivio used the idea that the formation of mental images … Dual coding and learning styles sound similar, but are not quite the same thing. As the term suggests, fade feedback reduces the level of feedback that a student receives when solving problems, but based on how the problem is prevented. Use concrete examples that your students understand. Mathematics. He indicated that the research said that these tasks were as effective as straight forward exercise tasks, but they can be more motivating and enriching. Dual coding is combining words and visuals such as pictures, diagrams, graphic organizers, and so on. Schema isn’t linear – we think in diagrams, Text by itself has a computational inefficiency, Visual and text are separate but associated, and using both together gives double the chance to process and remember (John Sweller’s dual mode presentation). If you asked “What is the point of education”, there would be different responses. Another way to think about this is that we … I first heard of dual coding from Peps McCrea, @PepsMccrea, a couple of years ago at the Maths and Science ResearchEd in Oxford. First hypothesized by Allan Paivio in 1971, Dual Coding Theory – a theory of cognition and how we think – uses the idea that the formation of mental images aids in learning. Dual coding theory accounts for the significance of spatial abilities in theories of intelligence (e.g., Guilford). This made complete sense, and since then, I’m much more aware in CPD sessions when there’s a large amount of text on the presentation, that I cannot read it whilst trying to listen properly to what is being said. Parents and teachers for excellence – a group that believes that every school child should have an excellent education, and that the key characteristics of those schools that deliver this are excellent behaviour, a challenging curriculum, rigorous testing and enriching extra-curricular activities. This was not having a go at the column method, just the reasoning given at the time. But now was the chance to hear from the expert, and as I tweeted, @olicav did not disappoint. (As always, apologies if I’ve misinterpreted anything, or just got it wrong). Dual coding… So his talk was more about purposeful practice, an in-between of naive practice and deliberate practice. For more details, please see this page. However, we need to disagree well (we’re all a team, working together for the students, and we all have feelings). Visualizing numerals is one of the basic cognitive processes necessary for understanding math. A presentation on the column method, and an argument against each of the reasons given for it to be a “formal written method”. -Dual coding is not about drawing; it is about the spatial qualities of the notes that allow meaning to be created. Jo also gives some great nuggets of practice or exploration and takeaways, which again her multiplication session delivered brilliantly. First of all, Mark is an absolute gentleman, and was very kind in giving his time after the presentation! Clark & Paivio (1991) present dual coding theory as a general framework for educational psychology. I did make my own +1/-1 counters this year for teaching negative numbers, which I loved using! Spoiler alert though, the summing up for me was: The example that Oliver used for the computational inefficiency of text greatly resonates with me for some of those longer maths questions where there is so much information to pick apart. © 2021 New Visions for Public Schoolsbuilt by blenderbox. Dual Coding: Using this method can help to improve memory and retrieval. Now the maths bit! It can effectively deal with the above-mentioned problems with a … We, as the student, copied the diagram as Oliver was explaining it. Highlights: I hadn’t heard Tom speak before, but I am more than familiar with his book, Practising Mathematics, that I have open on my desk at home pretty much constantly! If you liked this video and would like to access some of our other free CPD options, keep reading! Therefore, how you deploy and use dual coding …