This post was written by Adam Current, a middle school English teacher in northwest Indiana. Adam is a second generation teacher who has worked across middle school, high school, and college admissions. In addition to presenting at conferences, he runs The Paste Eaters Blog.
What if drawing could improve writing? What if tracing diagrams improves memory? And what if pictures both helped--and hindered--learning?
This post will explain ten ways pictures boost learning from Oliver Caviglioli’s book, Dual Coding with Teachers.
Ten ways to boost learning in class with pictures
1. Add Pictures to Text.
Pictures process ideas faster than text alone because they encode across multiple channels (20-21). When pictures externalize ideas, computational efficiency means implicit relationships becomes more explicit. So complementary pictures help understanding.
2. Avoid Distracting Pictures.
That said, some pictures distract (38). In one study, students read and tested both with and without pictures. While students reported pictures helping, comprehension increased after they were removed. Thus, if pictures do not complement, they hurt understanding.
3. Depict Steps in Processes.
Picturing steps makes understanding them easier (54). While this isn't necessarily profound, consider the universality of Legos or IKEA instructions.
4. Narrate Images.
While images help words, words help images. Narrating images helps when the meaning is unclear (38). After all, what happens when we need told what we're seeing?
5. Use Icons.
Graphic design is everywhere. Just look around. Add icons because they provide instant associations, easing comprehension (114-115).
In "How to Make Infographics for Learning," Matt Miller introduces PowerPoint as a powerful infographics tool anyone can use. Suggesting the Noun Project has given my documents a tremendous boost!
Interlude: Why Does This Work?
Dual Coding Theory (DCT) has nothing to do with computers. Instead, it proposes the brain processes information through two channels--the verbal and the nonverbal. The verbal includes language, both written and spoken, while the nonverbal includes the other senses.
First proposed by Allan Paivio in 1971, DCT has been documented and replicated for decades. When we "code" information through multiple channels, we boost the odds of both retention and retrieval. Paraphrasing Paivio, these channels are independent yet interconnected, and understanding how we process information has astounding implications.
But is this as simple as adding pictures? Not quite. For a more in-depth explanation, check out my recent post "What is Dual Coding Theory?"
If you like this post, look for upcoming related topics on my blog:
- Why I'm Ditching PowerPoint for Infographics
- Improving Comprehension through Imagination
- Improving Writing through Drawing (SOI and SOAR)
Ten ways to boost learning in class with pictures continued
6. Draw Your Ideas.
Drawing doesn't mean art. Instead, DCT connects to the Select-Organize-Integrate (SOI) framework. In SOI, students select information and meaningfully organize it as maps or illustrations before connecting it to past knowledge (36).
For more, read “Eight Ways to Promote Generative Learning."
7. Convert Notes to Organizers.
Notes process verbally. Translating notes to organizers helps process visually (non-verbally). Caviglioli's books feature dozens of examples from teachers, illustrating how this happens.
In his books, Caviglioli simplifies text structures to four main structures with graphic organizers. His books are worth their weight in gold for this detail alone.
8. Trace Your Organizers.
Looking at organizers activates sight, but tracing them activates touch. Adding a second modality helps better consolidate information to memory. Research bears this out (31).
9. Create Mental Images.
Caviglioli only skims the surface here, but creating mental images boosts recall (35). While good readers make mental movies, we're not born making mental movies as a default. Luckily, this can be taught.
How do you teach mental imagery? Check back to my blog soon!
10. Simplify Presentations.
As Garr Reynolds says, "Slides are slides. Documents are documents." When we combine them, the "slideument" doesn't help anyone. Let alone presenters who treat slides like scripts.
One suggestion? Ditch that PowerPoint for infographics (102-103). I promise it's not that bad.
Bonus! 11. Avoid busy classroom decorations.
Busy decorations hinder learning. Caviglioli describes two 2014 studies where decorations proved to distract (68). So the simpler our walls, the more students can focus on our content.
