EducationYour Field & CID
How The Education Field Benefits from CID
Listen to Intro
Reading is fundamental to learning.
Presenting information based on
how we process information can result in
– valuable teaching tools &
– more effective communication.
Conversely, text can actually get in the way
of learning when presented without regard
for how we cognitively process information.
Cognitive-based Information Design [CID]
presents information in ways empirical research
has found we actually process visual information.
By using these findings, CID formats
– encourage engagement with your material
– increase the probability of accurately
understanding the content presented &
– facilitate recall of what was read.
Data from the U.S. Department of Education, National Center for Education Statistics.
- Literacy was defined as the knowledge & skills needed by adults, in life & at work, to use information from various texts (e.g., news stories, editorials, manuals, brochures) in various formats (e.g., texts, maps, tables, charts, forms, time tables).
- The test questions were developed to assess the respondent’s ability to: retrieve, compare, integrate & synthesize information from texts & to make inferences, among other skills.
- The population included adults ages 16-65 from varied socio-economic status, across gender & educational levels.
- The 87% below Proficient were divided into the following subsections: Intermediate, Basic, Below Basic.]
A silent PROBLEM
ADULT READING ABILITIES
The majority of US adults have been found to be below proficient in their ability to read, interpret & apply what they read accurately.
Our culture is being inundated with information yet the majority of U.S. adults may have difficulty properly interpreting or correctly understanding what they read.
This poses a pivotal challenge to professionals whose job it is to effectively convey information using text.
A simple SOLUTION
Information shown in cognitive-based formats (CID) can help people to accurately interpret visual or written information. Investing 4 hours to learn CID is cost-effective and will improve the quality of your communications.
STUDENTS would benefit from using cognitive-based learning materials.
Student comments about reading…
“…if it’s easier for me to understand I’m going to be more interested in it…”
“…Too much text in one space caused my eyes to glaze over….”
“…don’t print a lot of words in it & expect us to find what’s important in it…”
“…we spend time highlighting things & studying things we think are important then later on when we take the test…[we find other] …folks decided that these things aren’t even that important….”
CID addresses each of these issues & more!
CID formats present topic content in ways that help those challenged by reading text to more readily interpret topic content.
This allows remedial, lower SES, ESL students to actively participate in the learning process of subject content while they are improving reading skills. It’s also been found that text savvy readers prefer CID formats.
TEACHERS would benefit from:
learning how to create their own cognitive-based materials for both classroom use & communication to other adults (Parents, Colleagues, Administrators, Community).
Teaching tools that are cognitive-based are beneficial to all students. They are more inclusive thereby marginalizing fewer students in classroom learning.
Knowing that the majority of adults are not interpreting or applying what they read correctly tells educators that they need to pay special attention to how they create information.
If your message is important, then you want your audiences to engage with your material, understand it correctly & if necessary to take appropriate action.
Therefore, your messages need to be cognitive-based.
The following groups need to communicate their ideas clearly & succinctly.
SCHOOL BOARDS to
PRODUCERS OF EDUCATIONAL MATERIALS to
Cognitive-based classroom learning materials would benefit students – such as
“I have already made use of the information from your class to change the way I present information in my classes.”
“…I walked away understanding more than I started with, yet without any confusion!!”
“…learned without thinking you were learning something…easy to follow information.”
“Overall, the [CID] … session provided a blueprint for better pedagogy that will be of great use in my classrooms…I have no doubt that using CID to enhance my PowerPoints will also enhance my students’ experience.”
“Very enlightening. Laid out the steps consistently to explain the sequence of procedures.”
“There is no greater impediment
to the advancement of knowledge
than the ambiguity of words.”
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