While researchers may use the catch-all category visuals, practitioners break it down to their various formats. Here are the most common terms and definitions.
Chapter 3: How?
Although there are entire books devoted to each of these twelve visual formats, here are introductions and tips that will get you started or improve your current practice. All have order as the means to achieve graphic clarity.
Chapter 4: Which?
If you’re in a hurry, then this chapter has the tips you need to instantly improve your graphic work. From academic principle to how to hold a pencil, these tips will alter how you work.
Chapter 5: Who?
The urge to depict ideas visually is strong. Some do it as part of their job and, a few, do it as their job. Here is a fascinating insight into professional practice through the profiling of thirty-five individuals, drawn from four types of professions.
Chapter 6: When?
These WalkThrus show you just a few ways in which teachers can incorporate visuals into their teaching. In fact, it may be better to think of dual coding as a supportive strategy rather than as a stand alone technique.
Chapter 7: Where?
For many, this book may be a sprinboard to further study and learning. Here are some leads that been an integral part of my design education.
Teacher Schema Revealed
Teacher schemas are invisible until they are externalised into a visual model
Part of a commission for St Andrews High School in Scotland, involving posters, PowerPoint and a T&L policy turned into magazine format.
Part of a commission by Tarporley High School and Sixth Form College of seven posters and associated PowerPoint slides on their initiative, Fundamental Principles of Great Learning.
Learn To Study
A sample poster (Elaboration) of The Learning Scientists’ posters I created that were translated into a dozen languages. They can be downloaded from their website: the learning scientists: http://www.learningscientists.org/downloadable-materials/
A promotional Twitter banner for Jake Hunton’s 2018 book Exam Literacy, published by Crown House Publishing.
A commission for the Kunzendorf and Ritvo Lecture on Applied Cognitive Psychology
These four principles were the result of my ‘class feedback’ on seeing the common mistakes teachers make. They are simple to follow (most entail doing less, not more) and will have a transformative impact on your work.