This session will reveal the lesser known, but more powerful, component of dual coding — the Visual Argument.
Diagrams of various sorts have shown, if properly constructed, to be more efficient at communicating complex concepts than text alone.
In this session we will look at the practical implications of dual coding and split attention effect on learning materials in a real mathematics classroom. We shall delve into planning and designing learning materials where not only is the content central to learning, but also how we can reduce extraneous cognitive load by considering the evidence.
Learning mathematics can be a challenge for children so we need to make this process efficient, and intuitive.
Oliver was a headteacher for a decade before becoming an author and trainer. His architect father gave him a design education which he used to devise visual strategies while teaching in special schools. He has used this unusual combination to visualise educational concepts and processes, working with leading educational thinkers.
His latest book, Dual Coding With Teachers, includes the contribution of over 35 teachers, teacher developers, psychologists and information designers, detailing their own dual coding practice. On his website —oilcav.com — there are free downloads of posters, PowerPoint presentations, diagrams, graphic organisers, walkthrus, sketchnotes, icons, portraits, videos for free download.
Gary has taught for over a decade in four different schools and is now Principal Teacher in St Andrew's Academy, and has been so for the past four years. All of the schools have been in significant areas of deprivation and a wealth of knowledge and experience has been gained from this.
Gary has a keen interest in mastery and effective mathematics pedagogy and currently working with his department to implement a mastery model of learning to ensure every pupil achieves.
Camden School for Girls (NW5 2DB)
Tuesday, 2nd July 2019