By Megan Sumeracki
Dual coding and learning styles sound similar, but are not quite the same thing. While dual coding has scientific evidence backing its use, learning styles has been repeatedly tested and shown not to improve learning.
As I’ve mentioned in a previous post (see here), I have been working with a team of learning scientists and teachers throughout the country to apply key evidence-based learning strategies in the classroom. Along with two high school teachers from Memphis Tennessee teaching Biology and English, we have been implementing dual coding.
Dual coding is combining words and visuals such as pictures, diagrams, graphic organizers, and so on. The idea is to provide two different representations of the information, both visual and verbal, to help students understand the information better. Adding visuals to a verbal description can make the presented ideas more concrete, and provides two ways of understanding the presented ideas. Dual coding is about more than just adding pictures. Instead, the visuals should be meaningful, and students should have enough time to integrate the two representations (otherwise, cognitive overload could occur, see this blog). There is scientific evidence backing dual coding, showing that …
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