Four ways cognitive load theory has changed my teaching

Filling the pail


I am going to describe some ways that knowledge of cognitive load theory (CLT) has changed how I teach. Prior to learning about CLT, I used what I have previously termed ‘default teacher led instruction’. I stood at the front and explained things but it was not an optimal form of explicit instruction. On the positive side, I had developed good classroom management over time and, since the mid 2000s, I had implemented some of Dylan Wiliam’s formative assessment techniques. This was, on reflection, an excellent basis for learning about CLT.

I am going to write in the context of my maths teaching because this provides the clearest examples. Maths is also an area that has been heavily targeted in CLT research. However, I have been involved in transferring these ideas to other subjects and have always found such transfer to be complicated but possible – again this mirrors…

View original post 1,061 more words

Advertisements
This entry was posted in Uncategorized. Bookmark the permalink.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s