When I deliver training on Cognitive Load Theory to non-maths teachers, a frustration for me is my limitation in being able to provide concrete examples of cognitive overload. I know exactly what it looks like in the maths classroom, I obviously don’t have the same kind of experience in the history classroom, for example.
But I’m currently getting a real feel for it, that’s for sure.
CLT suggests we should manage cognitive load, to avoid overloading working memory
If you haven’t read it before, give this a go:
The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better…
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