The Early Career Framework states that teachers should learn how to make good use of expositions, by combining a verbal explanation with a relevant graphical representation of the same concept or process, where appropriate. Classroom Practice (Standard 4 – Plan and teach well structured lessons).
In the ever-evolving field of education, the need for effective teaching strategies remains a constant priority. One such strategy is the use of expositions, where teachers present and explain concepts or processes in a structured, clear, and engaging manner. To maximise the effectiveness of expositions, it is essential to incorporate multiple forms of representation. This blog post will explore the benefits of combining verbal explanations with relevant graphical representations, drawing on academic research to highlight why and how this approach can significantly enhance pupil understanding.
The Power of Dual Coding Theory
At the heart of combining verbal explanations with graphical representations is the concept of dual coding theory, first proposed by cognitive psychologist Allan Paivio in the 1970s. Dual coding theory suggests that our brains process information through two distinct channels: one for verbal information and one for visual information (Paivio, 1986). By engaging both channels simultaneously, we can create more robust mental models, leading to better retention and understanding of information.
When teachers combine verbal explanations with corresponding visual aids, they provide pupils with multiple ways to process and understand the material. This not only caters to different learning styles but also helps to reinforce the information, making it more likely that pupils will retain and apply what they have learned.
The Importance of Clarity and Relevance
While the combination of verbal and graphical representations is powerful, it is essential that both are clear, accurate, and directly relevant to the concept or process being taught. Research has shown that extraneous information or poorly designed visuals can actually hinder learning by overloading pupils’ cognitive resources (Sweller, Ayres, & Kalyuga, 2011). Therefore, the key to effective use of this strategy lies in the careful selection and design of graphical representations that complement and enhance the verbal explanation, rather than distract from it.
Types of Graphical Representations
There are various types of graphical representations that can be used to complement verbal explanations, each suited to different kinds of content. The following are some of the most commonly used graphical representations in educational settings:
Diagrams: Diagrams are particularly useful for illustrating processes, relationships, or structures. For example, a diagram showing the water cycle can help pupils visually understand the stages of evaporation, condensation, and precipitation as they listen to a verbal explanation.
Charts and Graphs: Charts and graphs are ideal for representing quantitative data or trends over time. For instance, a graph showing the growth of a plant under different light conditions can help pupils to grasp the relationship between light and growth rate.
Concept Maps: Concept maps are effective for showing the relationships between different ideas or concepts. They can be particularly useful in subjects like history or science, where pupils need to understand how different events or concepts are interconnected.
Timelines: Timelines are useful for showing chronological relationships and the sequencing of events. In history lessons, for example, a timeline of key events leading up to World War II can help pupils understand the sequence and timing of events.
Flowcharts: Flowcharts are excellent for illustrating step-by-step processes or decision-making pathways. In a lesson on computer programming, for example, a flowchart can help pupils visualise the logic of an algorithm.
Implementing Dual Representation in the Classroom
To effectively combine verbal explanations with graphical representations, teachers should consider the following strategies:
Synchronisation of Verbal and Visual Information: When delivering an exposition, it is crucial to synchronise the verbal explanation with the graphical representation. This means that as you discuss each part of the concept or process, you should refer directly to the relevant section of the diagram, chart, or graph. This helps to ensure that pupils make the connection between what they are hearing and what they are seeing.
Interactive Use of Visuals: Where possible, make the graphical representation interactive. For example, you could build a concept map gradually as you explain each part, or use a software tool that allows you to manipulate a graph in real-time. This interaction not only keeps pupils engaged but also helps them to see how different elements of the concept or process are related.
Encouraging Pupils to Create Their Own Visuals: Encourage pupils to create their own diagrams, charts, or concept maps based on the verbal explanation you provide. This active engagement with the material reinforces their understanding and helps to cement the information in their long-term memory.
Use of Technology: There are many technological tools available that can help you to create and display high-quality graphical representations. Interactive whiteboards, online graphing tools, and educational software can all be used to enhance your expositions. However, it is important to ensure that the technology enhances the learning experience, rather than becoming a distraction.
Frequent Checks for Understanding: Throughout the exposition, pause regularly to check for understanding. Ask pupils to explain what they have learned so far, or to identify key parts of the diagram or graph. This not only helps to reinforce the material but also allows you to identify and address any misconceptions before moving on.
Case Study: Using Dual Representation in Science
Let’s consider a practical example of how this approach can be used effectively in a science lesson on photosynthesis. Photosynthesis is a complex process that can be challenging for pupils to understand fully. However, by combining a verbal explanation with a carefully designed diagram, you can make this topic more accessible.
Step 1: Assess Prior Knowledge
Before starting the lesson, assess pupils' existing knowledge of photosynthesis. This can be done through a quick quiz or a class discussion. Understanding what pupils already know will help you tailor your exposition to their needs.
Step 2: Introduce the Concept Verbally
Begin by explaining the concept of photosynthesis verbally, using simple language and breaking the process down into its key stages: light absorption, water splitting, carbon dioxide fixation, and glucose production. Explain each stage clearly, making sure to connect each part of the process to the overall function of photosynthesis in plants.
Step 3: Introduce the Diagram
Once you have explained the basic process, introduce a diagram of a plant showing the parts involved in photosynthesis, such as the chloroplasts, stomata, and the roots. As you talk through the process again, refer directly to the diagram, pointing out where each part of the process takes place.
Step 4: Synchronise Explanation and Diagram
As you explain each stage of photosynthesis, highlight the corresponding part of the diagram. For example, when discussing how light is absorbed by chlorophyll, point to the chloroplasts in the diagram. This helps pupils to visualise the process and understand how each stage fits into the overall system.
Step 5: Interactive Use of the Diagram
If possible, use an interactive whiteboard or software that allows you to animate the diagram. For example, you could show arrows representing the flow of water and nutrients into the plant, or the release of oxygen from the leaves. This visual movement helps to reinforce the dynamic nature of the process.
Step 6: Encourage Pupils to Create Their Own Diagrams
After explaining the process, ask pupils to create their own diagrams of photosynthesis, either individually or in groups. Encourage them to include labels and arrows showing the direction of energy flow and the movement of substances. This activity helps to reinforce their understanding and allows you to assess their grasp of the material.
Step 7: Check for Understanding
Finally, check for understanding by asking pupils to explain the process of photosynthesis using their diagrams. This can be done through a class discussion, a written explanation, or a peer-teaching exercise where pupils explain the process to each other.
The Cognitive Load Theory and Its Implications
When combining verbal and graphical representations, it is essential to consider the cognitive load on pupils. Cognitive load theory, developed by John Sweller, suggests that our working memory has limited capacity, and overloading it can impede learning (Sweller, 1988). To avoid cognitive overload, it is important to design both the verbal and visual components of the exposition carefully, ensuring that they complement rather than compete with each other.
Here are some strategies to manage cognitive load effectively:
Segment the Information: Break down the exposition into smaller, manageable chunks, each focusing on a specific part of the concept or process. This allows pupils to process one piece of information at a time, reducing the risk of overload.
Use Simple, Clear Visuals: The graphical representations you use should be as simple and clear as possible. Avoid adding unnecessary details or embellishments that could distract from the key points.
Align Verbal and Visual Information: Ensure that the verbal explanation directly corresponds to the graphical representation, with both conveying the same information. Misalignment can confuse pupils and increase cognitive load.
Provide Scaffolding: Initially, provide more guidance and support to help pupils process the information. As they become more comfortable with the material, gradually reduce the level of support, encouraging independent learning.
Encourage Active Processing: Encourage pupils to engage actively with the material by summarising what they have learned, asking questions, or explaining the concept to a peer. Active processing helps to transfer information from working memory to long-term memory.
The Role of Metacognition
Metacognition, or thinking about one’s own thinking, is another important aspect to consider when combining verbal explanations with graphical representations. Encouraging pupils to reflect on how they are processing the information can help them to become more effective learners.
For example, after presenting a concept using both verbal and graphical methods, you might ask pupils to reflect on which part of the representation they found most helpful and why. This not only helps pupils to understand their own learning process but also provides you with valuable feedback on the effectiveness of your teaching methods.
Conclusion
The combination of verbal explanations with relevant graphical representations is a powerful strategy for enhancing pupil understanding and retention of complex concepts. By engaging both the verbal and visual channels of information processing, teachers can create more robust mental models, cater to diverse learning styles, and help pupils make connections between new and existing knowledge.
However, the effectiveness of this approach depends on careful planning and execution. The graphical representations used must be clear, accurate, and directly relevant to the content, and they must be synchronised with the verbal explanation to avoid cognitive overload. By following the strategies outlined in this post, teachers can make the most of this dual representation approach, helping pupils to engage more deeply with the material and achieve better learning outcomes.
References
Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford University Press.
Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257-285.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer.
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