‘Dual coding can improve students’ learning, encode information in long-term memory and help students retrieve information from long-term memory more efficiently when implemented correctly…Dual coding is the process of presenting learners with new information in two different formats to improve learning. Normally this is visual and auditory. Presenting information using multiple stimuli can help learners to encode, store and retrieve information more effectively from their long-term memory.’ (https://thirdspacelearning.com/blog/dual-coding/) 

Dual coding theory was first hypothesised by Allan Paivio in the 1970’s as a theory of cognition and how we think. He proposed that we process visual and verbal information individually and at the same time. Combining verbal and visual elements means the information is coded twice. Using dual coding means we are more likely to be able to process the information and retain it more effectively. 

As teachers it is relatively simple to use dual coding in the classroom through making small changes to our lessons and resources.  

• Use an image or diagram on the whiteboard to accompany verbal explanations 

• Use infographics to provide visual representations 

• Using timelines provides a visual representation of a sequence of events / dates 

• Creating mind maps will show the connections between related topics 

• Graphic / knowledge organisers help combine pictures, diagrams and key information 

• Venn diagrams show the commonalities and differences between sets of information  

• Adding drawings boosts learning through increasing understanding and thinking more deeply 

• Use diagrams to break down complex information, include labels, arrows to make it easier to understand 

• Story boards and comic strips can be used for linear learning and help explain concepts 

• Use tables as they often allow information to be understood faster 

• Use flashcards with information on both sides improved through using an image and minimal text 

• Use flow, cycle, tree and fishbone maps to improve analysis of complex ideas and sequences of events 

• Posters can be used to combine pictures, writing and diagrams on one page 

‘Pictures and visuals are great for enhancing memory. But, just as too many words are detrimental to learning, so are too many pictures. Using too many pictures when doing dual coding will be overwhelming, and when students come to revise from the resource, they won’t know where to look. With too many pictures, it’s also unlikely that all of them will be relevant to the topic at hand. Irrelevant images can clog up working memory and lead to cognitive overload, meaning students won’t be able to remember what’s actually important. For example, research suggests that adding visuals to text when they’re not needed, can reduce learning by 52%. So, when using dual coding, make sure your visuals complement and expand upon the written information, rather than be an explosion of images on the page. As with most things in life, it’s about getting a balance.’ (https://www.innerdrive.co.uk/blog/dual-coding-mistakes/)  

This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.