VISUAL CLARITY
Buy from John Catt or Amazon.
Justin Talbot | @talbotteach
Justin has written a very touching review on how the book has made a difference to his outlook and teaching.
https://talbotteach.wordpress.com/2020/04/14/dual-coding-with-teachers-oliver-caviglioni-book-review/
Watch part 1 of a 90 second video book review by @lwilliamsjones
Andrew Watson has written an insightful book review in which he starts by saying: “Dual Coding with Teachers is like no book you’ve seen before.”
A book review by @MissNeutrino
@TeacherOfSci1 reviews Dual Coding With Teachers.
Dr Robert Massey has written a wonderful review on his blog.
The recent popularity of cognitive science has shone a light on dual coding. But what exactly is it and why has it reignited an interest in the ways visuals can support learning?
A map — on page 14 — showing links between benefits, experience, theory and research.
While researchers may use the catch-all category visuals, practitioners break it down to their various formats. Here are the most common terms and definitions.
Although there are entire books devoted to each of these twelve visual formats, here are introductions and tips that will get you started or improve your current practice. All have order as the means to achieve graphic clarity.
If you’re in a hurry, then this chapter has the tips you need to instantly improve your graphic work. From academic principle to how to hold a pencil, these tips will alter how you work.
The urge to depict ideas visually is strong. Some do it as part of their job and, a few, do it as their job. Here is a fascinating insight into professional practice through the profiling of thirty-five individuals, drawn from four types of professions.
These WalkThrus show you just a few ways in which teachers can incorporate visuals into their teaching. In fact, it may be better to think of dual coding as a supportive strategy rather than as a stand alone technique.
For many, this book may be a sprinboard to further study and learning. Here are some leads that been an integral part of my design education.
Important concepts around the notion of the extended mind.
How looking at two evolutionary psychologists with different by aligned theories, gives greater understanding of Cognitive Load Theory.
Discover how evolutionary psychologist, Merlin Donald, considers how the transience of information hindered knowledge-creation, until writing was invented.
Barbara Tversky writes that Spatial thinking is the foundation of abstract thought. This shows the development of various disciplinary studies, prompted by the 1980 book Metaphors We Live By.
Teacher schemas are invisible until they are externalised into a visual model
WalkThrus are visual step-by-step guides that capture the sequence of actions in a technique.
There’s much more to Dual Coding than just pairing word and image for better recall.
A more concise rationale for the content and its sequencing of a day’s training in dual coding practice.
I’ve been working on cutting the day’s course down to its key concepts.
Research is showing that the wrong choice of visual diminishes the impact of dual coding (Vekiri 2004). Here are the four main types of graphic organisers.
A simplified model with a touch of Baddeley & Hitch along with Willingham’s models incorporated.
A ‘shop window’ infographic for the multi-disciplinary work on guides to check the validity of proposed evidence sources.
Do go and read the work on the dedicated website and download this poster (plus another) thatsaclaim.org/educational
My hypothesis that the systems in dual coding correspond to the work of Ebbinghaus, and the structures to Bartlett’s work on schemas.
An overview of my introductory training day on dual coding.
Tom Sherrington has turned the ten strategies into a more powerful poster, chunked into four stages of a lesson.
A summary of my conference introductions to dual coding theory and practice.
I created with in conversation with Harry Fletcher-Wood and Nick Rose.
Written by Stephen Tierney, @LeadingLearner.
Written by Stephen Tierney, @LeadingLearner
Written by Stephen Tierney, @LeadingLearner
A summary of my researchED Birmingham 2019 presentation.
By Carl Hendrick as part of a series I did for TeachSecondary magazine.
By Tom Bennett as part of a series I did for TeachSecondary magazine.
By Tom Sherrington as part of a series I did for TeachSecondary magazine.
By Ben Gordon as part of a series I did for TeachSecondary magazine.
By me as part of a series I did for TeachSecondary magazine.
By David Weston as part of a series I did for TeachSecondary magazine.
By Alex Quigley, as part of a series I created for TeachSecondary.
By Dr Gary Jones, as part of a series I did for TeachSecondary.
Professor Arthur Shimamura’s approach for students and teachers, summarised by Tom Sherrington.
Teacher, Ben Newmark, lists his top ten strategies that he found works well in his classroom.
Devised by Michael Chiles and Ormiston Bolingbroke Academy.
Teacher, Ben Newmark, lists his top ten strategies he has tried and found to be wanting. Written for NQTs.
Created with Harry Fletcher-Wood, based on a decision tree in his 2018 book Responsive Teaching.
A summary of Paul A Kirschner’s presentation at researchED Malmo in September 2018.
Visual summary of the Education Endowment Foundation guide to metacognition and self regulation
A visual summary of Daniel T. Willingham’s Nine Principles of the Mind, taken from his 2009 book Why Don’t Students Like School?
A summary of one part of David Weston and Bridget Clay’s 2018 book Unleashing Great Teaching.
A visual summary of Rebecca Allen and Sam Sims’ 2018 book The Teacher Gap.
A visual summary of Logan Fiorella and Richard E Mayer’s 2015 book Learning As A Generative Activity.
A visual summary of the first of eight learning strategies in Logan Fiorella and Richard E Mayer’s 2015 book Learning As A Generative Activity.
A summary of Shepard Barbash’s 2012 book Clear Teaching. Created in partnership with Ben Gordon (@mathsmrgordon).
A summary of Barak Rosenshine’s 2008 paper, Five Meanings of Direct Instruction. Created in partnership with Ben Gordon (@mathsmrgordon).
Created in partnership with Ben Gordon (@mathsmrgordon).
A visual summary of my presentation, Memory and Memory, given in 2018 at researchED and other events. The PowerPoint document can be found in the PowerPoint section.
Created by Mark McCourt.
Geraldine Carter’s Piper Books cognitive science foundation
Poster summary of Tom Rees’ 2018 book Wholesome Leadership: the Heart, Head, Hands and Health of School Leaders, published by John Catt, illustrated by myself.
A prototype poster for the Institute For Teaching based on their paper Learning.
Part of a commission by Tarporley High School and Sixth Form College of seven posters and associated PowerPoint slides on their initiative, Fundamental Principles of Great Learning.
Part of a commission for St Andrews High School in Scotland, involving posters, PowerPoint and a T&L policy turned into magazine format.
A sample poster (Elaboration) of The Learning Scientists’ posters I created that were translated into a dozen languages. They can be downloaded from their website: the learning scientists: http://www.learningscientists.org/downloadable-materials/
A promotional Twitter banner for Jake Hunton’s 2018 book Exam Literacy, published by Crown House Publishing.
A commission for the Kunzendorf and Ritvo Lecture on Applied Cognitive Psychology
Presentation at researchED Bournemouth 2024
Presentation at rEDRugby 2021
Presentation at researchED Birmingham 2020
My latest version for my researchED 40 minutes presentations.
My slides for the September 2019 ResearchED National Conference.
My presentation at researchED Birmingham 2019 on Dual Coding.
My PowerPoint presentation on Memory and Meaning, given in 2018 at researchED Amsterdam, Stockholm, Malmo, Durrington, Rugby and other events.
Shimamura’s MARGE model in six PowerPoint slides.
Tom Sherrington’s re-ordering of Rosenshine’d top strategies.
A PowerPoint made from the poster I created of Daniel Willingham’s principles.
A sample slide of a presentation for Mark Healy at St Andrew’s High School.
Part of a commission by Tarporley High School and Sixth Form College for their initiative, Fundamental Principles of Great Learning.
Cause & Effect graphic organiser.
Compare graphic organiser of two Fairy Story characters.
Chunk graphic organiser (defining with whole-part relationships) of the Three Pigs.
From egg to bullfrog.
Sequence graphic organiser of Snow White story.
A conversation with The EverLearner in London’s Royal Festival Hall.
An interview by Phil Naylor on dual coding.
A short video I made for, and by, the Chartered College of Teaching.
An online presentation to accompany the free online course by Seneca Learning (senecalearning.com)
ResearchED Home zoominar, 2020
ResearchED Wales, 2020
ResearchED Netherlands, 2019
ResearchED event at Haninge, Sweden, 2019
Watch
My ‘humanised’ and simplified version of Paivio’s Dual Coding Theory.
Created with Nick Rose, Harry Fletcher-Wood and colleagues from the Institute for Teaching in winter 2019.
A model arrived at with, and for, the Education Endowment Foundation’s Alex Quigley and Eleanor Stringer.
A model arrived at with, and for, Matt Hood and Harry Fletcher-Wood of the Institute for Teaching.
Forget all that 1970s nonsense about curvy organic lines and coloured pencils. Here is the low-down on these (radiantly arranged) tree diagrams. And how you can construct them top–down (deductive) or bottom–up (inductive).
Create documents your colleagues and students want to read, navigate easily and remember.
“Clutter is a failure of design, not an attribute of information.” warns Edward Tufte.
These four principles were the result of my ‘class feedback’ on seeing the common mistakes teachers make. They are simple to follow (most entail doing less, not more) and will have a transformative impact on your work.
Poor execution of visuals is one reason why you may not be getting the desired results from your dual coding practice (Clark & Lyons, 2004, Graphics for Learning).
Cut the clutter!
Integrate and sequence teacher modelling, drawing, peer explanation, tracing and retrieval practice.
Created with Tom Rees for the Northampton Primary Academy Trust Partnership.
Taken from Tom Rees’ 2018 book Wholesome Leadership, published by John Catt.
Taken from Tom Rees’ 2018 book Wholesome Leadership, published by John Catt.
Taken from Tom Rees’ 2018 book Wholesome Leadership, published by John Catt.
Taken from Tom Rees’ 2018 book Wholesome Leadership, published by John Catt.
A live sketch note of Eva Hartell’s presentation on Comparative Judgement at the 2018 researchED event at Amsterdam.
Head teacher, David Sammels, invited me to a Q&A session with pupils from his school about how I made my sketch notes.
Matt Hood, director of the Institute For Teaching, launched the organisation in Manchester.
This was a rapid sketch note of an 8 minute presentation by Teacher ToolKit innovator, Ross Morrison-McGill. Yes, I did prepare his profile beforehand (during the break).
Tom Sherrington’s presentation at the 2018 researchED Hanninge, Sweden, event on From Research To Practice.
Chief Executive of the Chartered College of Teachers, Dame Alison Peacock’s presentation at researchED Rugby.
David Weston and Bridget Clay presented part of their new book, Unleashing Great Teaching, at researchED Rugby 2018.
Ros McMullen presented on collaborative leadership in her presentation at researchED Rugby 2018.
Download
Clarity
Douglas Hofstadter
Joseph Novak
Daniel Goleman
Barbara Tversky
Barbara Tversky
Barbara Tversky
Daniel T Willingham
Paul Kirschner
John Sweller
Frederick Reif
Frederick Reif
Michael Eysenck
Efrat Furst
Neil Postman
John Sweller
Richard E Mayer
Paul Kirschner
John Sweller, Paul Ayres & Slava Kalygua
Paul A Kirschner, John Sweller & Richard E Clark
Richard E Clark
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From Dr Yana Weinstein and Dr Megan Sumeracki’s 2018 book Understanding How We Learn, illustrated by me and published by David Fulton/Routledge.
From the Institute For Teaching paper on Learning: “Some things are easier to learn than others.”
From the Institute For Teaching paper on Learning: “We can only attend to a few things at once.”
From the Institute For Teaching paper on Learning: “We attend to things we value.”
From the Institute For Teaching paper on Learning: “Understanding arises through connection.”
From the Institute For Teaching paper on Learning: “What we attend to is what we learn.”
From the Institute For Teaching paper on Learning: “what we can learn.”
From the Institute For Teaching paper on Learning: “We learn by gradually modifying what we know.”
From the Institute For Teaching paper on Learning: “Fluency arises through consolidation.”
From my poster on Daniel Willingham’s Nine Principles Of The Mind: “People are curious but that doesn’t make them good thinkers.”
From my poster on Daniel Willingham’s Nine Principles Of The Mind: “Factual knowledge comes before skills.”
From my poster on Daniel Willingham;s Nine Principles Of The Mind: “Memory is the remnants of our thoughts.”
From my poster on Daniel Willingham’s Nine Principles Of The Mind: “New things are understood in terms of what we already know.”
From my poster on Daniel Willingham’s Nine Principles Of The Mind: “To become proficient entails plenty of practice.”
From my poster on Daniel Willingham’s Nine Principles Of The Mind: “Novices and experts think differently.”
From my poster on Daniel Willingham’s Nine Principles Of The Mind: “Students have more in common with each other than differences.”
From my poster on Daniel Willingham’s Nine Principles Of The Mind: “Intelligence is malleable — hard work can improve it..”
From my poster on Daniel Willingham’s Nine Principles Of The Mind: “Teaching is a complex cognitive skill that improves with practice.”
From Geraldine Carter’s Better Reading Instruction (Piper Books)
From Geraldine Carter’s Better Reading Instruction (Piper Books)
From Geraldine Carter’s Better Reading Instruction (Piper Books)
From Geraldine Carter’s Better Reading Instruction (Piper Books)
From Geraldine Carter’s Better Reading Instruction (Piper Books)
From Geraldine Carter’s Better Reading Instruction (Piper Books)
From Geraldine Carter’s Better Reading Instruction (Piper Books)
From Shimamura’s MARGE model.
From Shimamura’s MARGE model.
From Shimamura’s MARGE model.
From Shimamura’s MARGE model.
From Shimamura’s MARGE model.
Part of my poster on Unleashing Great Teaching book by David Weston and Bridget Clay.
Part of my poster on Unleashing Great Teaching book by David Weston and Bridget Clay.
Part of my poster on Unleashing Great Teaching book by David Weston and Bridget Clay.
From the CRAFT model created by Michael Chiles and his school the Ormiston Bolingbroke Academy
From the CRAFT model created by Michael Chiles and his school the Ormiston Bolingbroke Academy
From the CRAFT model created by Michael Chiles and his school the Ormiston Bolingbroke Academy
From the CRAFT model created by Michael Chiles and his school the Ormiston Bolingbroke Academy
From the CRAFT model created by Michael Chiles and his school the Ormiston Bolingbroke Academy
Five-Step Guides to Instructional Coaching
The cover to Tom Sherrington’s follow-up to his best-seller, again published by John Catt. Out soon.
I worked with author Tricia Taylor on the cover, book design and illustrations on this book that links relationships, memory and mindset in the classroom. A John Catt publication.
The cover for Paul Kirschner and Carl Hendrick’s book —due March 2020 — on Seminal Works in Educational Psychology and What They Mean in Practice. Published by David Fulton.
The cover to Honk! by Andy Buck, Rob Gibbons and Fergal Roche for which I designed the cover, the book structure and drew the illustrations. A john Catt publication.
The cover to Tom Sherrington’s 2017 book The Learning Rainforest, published by John Catt.
A sample of the John Catt publisher series of ResearchED books.
The cover to Carl Hendrick and Robin Machpherson’s 2017 book What Does This Look Like In The Classroom?, published by John Catt.
The cover for Tom Rees’ 2018 book Wholesome Leadership, published by John Catt.
Written by Dr Yana Weinstein and Dr Megan Sumeracki, and illustrated by me, this 2018 book is published by David Fulton/Routledge.
The cover to Nicky Morgan’s 2017 book, Taught Not Caught, published by John Catt.
The cover to Tom Bennett’s government 2017 paper, How School Leadership Can Create A Culture To Optimise Behaviour.
The cover for Rebecca Foster and Claire Hill’s to-be-published-in-2018 book, Leading From The Middle, published by Jon Catt.
The cover to a short student study guide, written by Carl Hendrick of Wellington College.
Written by Dr Yana Weinstein and Dr Megan Sumeracki, also known as The Learning Scientists. Book design and illustrations by me. Published by David Fulton/Routledge, August 2018.
Communication Breakdown Between Science and Practice in Education
Different Types of Evidence in Education
Is Intuition the Enemy of Teaching and Learning?
Pervasive Misunderstandings about Learning: How They Arise, and What Can We Do?
Perception
Attention
Memory
Strategies for Effective Learning
Planning Learning
Development of Understanding
Reinforcement of Learning
Tips for Teachers
Tips for Students
Tips for Parents
An eight-page paper on how I work with authors in ‘magazinifying’ their work to improve navigation, reading, retention and enjoyment.
A sample double-page spread for the 2018 book Understanding How We Learn by Dr Yana Weinstein and Dr Megan Sumeracki, illustrated by myself, published by David Fulton/Routledge.
A sample double-page spread of Dawn Metcalf’s 2018 book Hard Talk.
A chapter introduction in Carl Hendrick and Robin Macpherson’s 2017 book What Does This Look Like In The Classroom?, published by John Catt.
A chapter preview (as opposed to an introduction by the editors) in Carl Hendrick and Robin Macpherson’s 2017 book What Does This Look Like In The Classroom?, published by John Catt.
The contents page to Tom Rees’ 2018 book Wholesome Leadership published by John Catt.
From the book Understanding How We Learn, by Dr Yana Weinstein and Dr Megan Sumeracki, also known as The Learning Scientists. Published by David Fulton/Routledge
From the book Understanding How We Learn, by Dr Yana Weinstein and Dr Megan Sumeracki, also known as The Learning Scientists. Published by David Fulton/Routledge
From the book Understanding How We Learn, by Dr Yana Weinstein and Dr Megan Sumeracki, also known as The Learning Scientists. Published by David Fulton/Routledge
From the book Understanding How We Learn, by Dr Yana Weinstein and Dr Megan Sumeracki, also known as The Learning Scientists. Published by David Fulton/Routledge
From the book Understanding How We Learn, by Dr Yana Weinstein and Dr Megan Sumeracki, also known as The Learning Scientists. Published by David Fulton/Routledge
From the book Understanding How We Learn, by Dr Yana Weinstein and Dr Megan Sumeracki, also known as The Learning Scientists. Published by David Fulton/Routledge
A personal illustration for a friend.
