Eniko Rus - The importance of generalisation in developing Algebraic thinking

Figure 14 – example of student produced work using visual icons / dual coding to support their recall of knowledge. Source: https://lovetoteach87.com/2019/05/02/examples-of-dual-coding-in-theclassroom/ In addition, there has been some work by Tom Hanson (@hano_teach) into making geography specific icons to support dual coding, influenced by the work of Oliver Caviglioli.

Figure 15 – Tom Hanson’s profile page on Wakelet (https://wakelet.com/wake/cQJYysLQCv--4tcioIEL4) where the ‘Geocons’ have been shared.

Figure 16 – Examples of ‘energy’ geocons. Source: https://wakelet.com/wake/cQJYysLQCv--4tcioIEL4 Re-writing the KS3 Geography curriculum has presented me with an opportunity to consider how best to use dual coding and graphic organisers. In addition, I have felt that this year has been a job half done; we have not been able to see the benefits of our approach in exam results. I will continue to work on this during 2020-2021 to support students with their acquisition of knowledge and longerterm recall.

Things to be aware of / critique of dual coding and graphic schemas

I am a ‘have a go and see if it works’ person. Therefore, the most important thing from me is now implement what I have research and reflect, refine and redo. 2020 sees a shift for us with an updated 3-year curriculum but also the lock down situation presents us with a unique challenge. 2020-2021 could be an academic year where we fell ‘time poor’ but I want to make sure that geography students do not feel as though they are going to be disadvantaged. Therefore, the practical implications for dual coding and more importantly for me now, graphic schemas or organisers, would be a way to support recall of topics ‘taught’ during lock down but also to support the development and connections that are needed to explain processes but also to assess or evaluate and make judgements. Clark and Paivio (1991) suggest that the DCT (Dual Coding Theory) has links between the verbal and non-verbal representations with links between the two called referential connections. Clarke and Paivio argue, “for example, the word "school" might evoke negative visual images and unpleasant visceral sensations in children who have formed links between the word and these nonverbal reactions”. In addition, they suggest, “In the case of a student who has an aversion to school, the word "school" might elicit such verbal associations as "hate," "boring," or "afraid." Therefore, in the design of graphic schemas, we need to consider the connections made between words and possible various interpretations. Sadosk, Paivio and Goetz, (1991) also stress that within a graphic organiser of schema, students will apply prior knowledge or background knowledge: “although it is an accepted fact that readers possess knowledge and use this knowledge in constructing meaning, the question of how this knowledge is rep- resented, organized, and used is a subject of considerable debate in cognitive psychology” (Sadosk, Paivio and Goetz,1991). If students have incorrect prior knowledge of a topic, there may be an incorrect connection or misinterpretation of the image or schema overall. For

example in practical terms a graphic schema about the Haiti earthquake with a dollar symbol to indicate poverty may be misinterpreted if a student in unaware that Haiti is a LDC, and an alternative assumption of wealth could be considered. Sadosk, Paivio and Goetz, (1991) go on to suggest that there are some concerns around the use of abstract imagery and the user of colour that can create ‘a schema within a schema’. This has implications when considering connections and a value ordering or assessment – does red suggest a greater significant than blue, for example.

Actions

From this my actions is to consider how we can use dual coding to support understanding of geographical processes and to support knowledge acquisition in lessons. However, of more significance the applications of my research for recall tasks for year 10 and year 9 students with the topics taught in lock down and its application for recall revision tasks for exam preparation. The KS3 curriculum update in geography presents an opportunity to experiment with graphic schemas / organisers too.

References

Muijs D and Bokhove C: Metacognition and Self-Regulation: Evidence Review (May 2020) https://educationendowmentfoundation.org.uk/public/files/Metacognition_and_selfregulation_review.pdf?mc_cid=932932a66b&mc_eid=ae4beee33e Education Endowment Foundation (accessed April 2020) https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/metacognition-and-self-regulation/ Oliver Caviglioli Seneca Talk - Seneca Virtual TeachMeet with Oliver Caviglioli: Using Dual Coding to Organise Ideas (20/5/20) https://www.youtube.com/watch?v=Z7ULYd02vbo&t=144s Oliver Caviglioli – Dual Coding for Teachers CPD on Seneca https://app.senecalearning.com/classroom/course/9375f141-2704-49d8-a754-e142c7aad967 Oliver Caviglioli : Dual Coding for Teachers (2019). John Catt Educational Ltd Sweller, J : Cognitive load during problem solving: Effects on learning, Cognitive Science, 12, 257-285 (1988). Michael Chiles (2020): The CRAFT of assessment. John Catt Educational Ltd Michael Chiles Seneca Talk – Senenca Virtual TeachMeet - The use of Feedback to Support Pupils in Closing Knowledge Gaps (29/4/20) https://www.youtube.com/watch?v=dJI0_FabYLk Michael Chiles (2020): The CRAFT of assessment – Seneca CPD https://app.senecalearning.com/classroom/course/0ca96d36-7b23-451b-bac3-a78ec368872f Chartered College of Teaching (2019) Using cognitive load theory to improve slide show presentations. https://impact.chartered.college/