Yesterday’s video explained that there are severe limitations on human working memory, and today’s posting will outline the implications for classroom teachers (drawing heavily on Visible Learning and the Science of How We Learn, by John Hattie and Gregory Yates). One of the most important developments to emerge from research into human learning in recent years is known under the general label of cognitive load, and it’s a crying shame that faculties of education are still not passing this information on to teachers.
The Echo Chamber 