Dual Coding and Effective Use of Visuals 

Dual coding means presenting information in both words and visuals so students build two connected mental models. Clear diagrams, timelines, graphs, and pictures that match what you are saying or writing can make complex ideas easier to understand and remember. Decorative or unrelated visuals, on the other hand, can distract and increase cognitive load.

Why this matters 

•         Students learn more when they can connect words with clear visuals-diagrams, graphs, pictures, timelines-rather than words alone. 

•         Multimedia and dual coding research shows that aligned visuals plus concise text or talk can significantly improve understanding. 

What it is 

•         Dual coding: presenting information in both verbal (spoken or written words) and visual (images, diagrams, charts) forms so the brain can build two linked representations. 

•         Effective visuals are simple, focused, and directly tied to the learning target; decorative images can actually make learning harder. 

Key classroom moves 

•         Use simple diagrams, timelines, maps, graphs, or models that directly match the ideas you are teaching. 

•         Point to and talk about the visual as you explain; avoid talking about one thing while showing a different picture. 

•         Limit each slide or handout to a small amount of text and one main visual when possible. 

•         Ask students to create their own visuals- sketch notes, concept maps, or labeled diagrams – to strengthen understanding. 

•         Remove clip art, animations, and backgrounds that do not support the learning target.  

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Implications by grade 

Grades K–2

•         Use picture cards, number lines, and story maps to pair images with new words and concepts. 

•         Have students draw a quick picture to show the meaning of a new vocabulary word or math problem. 

Grades 3– 5

•         Teach students how to use and make graphic organizers (for example, Venn diagrams, cause –effect charts) for reading and writing. 

•         Use clear number lines, area models, and fraction strips when introducing new math ideas. 

Grades 6– 8

•         In science and social studies, pair readings with diagrams, maps, and timelines that you reference and annotate together. 

•         Encourage students to organize notes visually (for example, concept maps, flow charts) for complex processes. 

Grades 9– 12

•         Use graphs, data displays, and annotated diagrams regularly in math and science; ask students to interpret and create them. 

•         Support visual representations in ELA and social studies (for example, plot diagrams, character maps, historical timelines). 

References 

Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.