Feedback on the Fraction Wall = Fraction Wall With Decimals

Feedback on the Fraction Wall = Fraction Wall With Decimals

Based on comments and feedback received as a result of the fraction wall posted a little while ago, I said that I would create a version that included decimals, to help make that visual link, in the same way as fractions and to help make the connection between the fraction and decimal.

You can download a copy of the template here.

A couple of points to make, some of the decimals are rounded, so if they are added across they may not total 1, exactly. Most will be slightly over, but 9ths will only total to 0.99. 

And from the 10ths onwards, there wasn’t enough space to include the fraction and decimal in each box, so I have alternated them. 

I look forward to hearing how you used this and the value it brings to your learners.

Christine Edwards QTLS

Creating Excellence

Picture Superiority Effect

Picture Superiority Effect

I have been doing some research around a concept called the ‘Picture Superiority Effect, and connecting the information I have collected to the current movement, around making online and PowerPoint presentations more interesting and engaging.

It is clear that differences are needed for online learning when compared to face to face, but there are some key factors that make perfect sense and are worth serious consideration for any form of presentation.

As the image above shows, it is much easier to see and digest information when we have a visual representation, which is a technique I have used a lot in my face to face teaching with things like the fraction wall (posted a couple of weeks ago) and the Bar Model of teaching ratio, something I will cover in the future. 

There are some key points to support the effectiveness of using images and pictures that are worth considering:

  • The image needs to be relevant to the text
  • Simple images are better than complex ones
  • Charts and graphs count as images
  • The images should grab attention, so colour and motion are useful
  • Objects that people remember most include; people, interiors, foregrounds and human-scale objects
  • Objects that people remember less well include; exteriors, wide-angle vistas, backgrounds and natural scenes.

Out of interest, I showed someone a PowerPoint that I have updated to include more imagery. The result was really surprising, I quickly flashed a few slides from each presentation and the immediate response was the colour difference and a direct connection with some of the images on the updated version, compared to nothing from the original text-heavy presentation. 

What has also surprised me is how much I have enjoyed creating a presentation that is more visually appealing, even though it contains pretty much the same information as before.

So I guess it follows that if I find it more interesting then my audience is bound to as well! A no brainer I guess.

Of course, you need to be careful that the images you use are not owned by someone else, but there are lots of places you can find free images, or just create your own! 

So why does this approach work as well as it does, well the research says that it is down to the way my brains work. When we see words, we need to decode each letter to form the word and work out the meaning, so there is quite a lot of work going on.

And, the ‘word’ is then stored in my memory. But when we see a picture, we naturally attach a word to the image, so we have both in my memory, which is why the science says we remember more.

When I think about how I learnt to read, then there is loads of imagery to help me to build my vocabulary. 

A while ago, I heard a story, I can’t remember where, about a little girl who was learning to read and she had learnt ‘cat’, which she matched with the image of their cat at home. 


On her way home from school she went past a building site where she saw a huge machine which said ‘CAT’ on the side, this confused her, because the truck didn’t match the image she held of her cat, at home.


Images are powerful things, just ask the Dale Carnegie training team about their memory technique.

They deliver an amazing process for remembering things, all attached to simple words and images.

I learnt the technique when I trained with them over 20 years ago, and I can remember it to this day! 

It has also been proven that we have become so used to looking at screens, such as the TV, my level of concentration is greater and we retain more.

It, therefore, follows that if I was to deliver a training session live to one group, and the same session was recorded and shown to a different group, the recorded session group would retain more information.

Which I guess strengthens the case even more for online delivery.

So, in closing, so do I believe that imagery is a key factor when presenting information, absolutely! 

I also believe that online/ virtual learning will become a much more integral and important part of learning in the post 16 sectors, it makes sense on so many levels.

But, it is vital that the training is engaging, as well as relevant and informative. I have certainly started to rethink the way I prepare and present information.

Christine Edwards QTLS, Creating Excellence

Free Webinar: How To Improve Target Setting For Maths & English Learners

Maths & English: Effective Target Setting 

Category: Planning maths and English learning

Are the targets set around maths, English and the use of technology as effective for learners as they could be?

Do you feel that learners take ownership of their progress and achievement?

If the answer is NO to either question ….. then this free, live, bite-sized training could be just the thing to help better understand some of the concepts that support effective target setting.

In this live and interactive bite-sized training, Christine Edwards QTLS will cover some of the core considerations that support the process of excellent target setting and share some key techniques that will help to improve practice and add value for learners.

This bite-sized, live, interactive training is aimed at colleges, training providers and organisations delivering apprenticeships who feel the way that targets set for maths, English and the use of technology does not fully embrace purposeful vocational programme integration.

It is suitable for Curriculum/ Quality managers/ Subject Leads/Educators/ Mentors/Coaches, who recognise that target setting could be more effective and support the learner’s development to a higher level of independence in the core areas of maths, English and technology use.

The 30-minute introductory webinar will cover:

  • Target setting concepts and misconceptions
  • Effective target setting strategies and techniques
  • Adding value for learners

Date: Monday, 30th November 2020.

Time: 9.30 – 10.00 am

To book your free place, please click here on my Contact Me form.