Using pictures

The use of pictures, photographs and symbols can make a piece of health information more interesting, as well as helping to support what you are trying to say or to reinforce key messages.

However, inappropriate pictures, tables and graphs can cause confusion or send out the wrong messages. Pictures should add value to your information.

Using poor quality and inappropriate visuals may look unprofessional and may damage the perceived reliability of information given on the DAFNE course. The DAFNE insulin posters, flip chart, course book and activities book have been developed with health literacy in mind.

Watch the video that follows to see the annual review game, a visual resource that can be used in the long-term health and diabetes session to aid discussion of health checks and possible complications of diabetes.

There is accompanying audio so ensure you have your headphones or speakers on. Click on the square icon below the video to watch in full screen.

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Slide 1 narration:

You are familiar with the DAFNE visual resources and when they are used in the course from the resources section in your lesson plans. The annual review game is a visual resource that can be downloaded from the DAFNE central resources area for use in the long-term health and diabetes session. You may wish to create your own resources for practical activities to use in your DAFNE sessions. If so, make sure that your pictures, table or graphs are high quality and add value to your information.

End transcript

 

A downloadable version [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)]   is also available in a PowerPoint format.

You will need to use your own local resources, such as food labels in some sessions. Make sure that they add value to your information and do not look unprofessional or undermine the reliability of the DAFNE course.

Visual aids to explanations can be helpful to illustrate key learning points or concepts that can be difficult to grasp through words alone.

The video clip that follows shows how to use a visual aid to explain the difference between the weight of some cooked and uncooked foods.

Teaching tip

Download this video clip.Video player: nc3612_dafne_2018_vid011.mp4

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FIONA

Some of the participants find it difficult to get the concept into their heads about cooked food versus raw food. And they can’t understand that a food product may weigh more once it’s cooked, but the carb content remains the same.

SUE

I think it’s a very common misunderstanding, Fiona, and perhaps we could demonstrate with the orange juice.

FIONA

Yes.

SUE

If you’d like to …

FIONA

I think that’s a good idea.

SUE

… pass me the orange juice there.

FIONA

You want the orange juice over and a couple of glasses.

SUE

Yes. Thank you.

SUE

I’m just pouring the orange juice.

FIONA

So what are you?...

SUE

Just 100 ml.

FIONA

100 ml. Yeah.

SUE

I’ll put 100 ml in this glass and 100 ml in the second glass.

FIONA

So if you were to ask me about the carbohydrate content in each of those glasses I would say it’s exactly the same because they’ve both got 100 ml.

SUE

Exactly. Now I’m going to pour in some water in the second glass and fill that to the top.

FIONA

Yeah. So for some people, because that’s now almost double the amount, they would think that that glass has got more carbohydrate in it because it’s a larger amount. But all you’ve actually done is dilute the juice.

SUE

Yeah.

FIONA

So it’s exactly the same amount of carbohydrate as that one, although it looks like more.

SUE

Exactly.

FIONA

So it’s the same with cooked food. Although it may weigh more, it’s exactly the same amount of carbohydrate as it was before you started cooking.

SUE

Yes. It’s got the same CP content.

FIONA

Yeah.

SUE

Yes.

End transcript

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You may wish to use the demonstration in the video (or something similar) in your own DAFNE courses.