Applying Cognitive Load Theory to English part 3: The Problem Completion Effect: An Overview


cogload theory

This is the third post looking at the application of Cognitive Load Theory to teaching English. The first two can be found here and here.

In Cognitive Load Theory, Sweller et al posit that ‘One early concern about the use of worked examples was that they led to passive rather than more active learning. Would learners attend to and study the worked examples in enough depth or would they simply gloss over them’. One of the solutions to this concern was the development of The Alternation Strategy, an approach that I wrote about in the previous post. Another solution to the concern that students would not pay sufficient attention to the worked example, and therefore not build the required schemas within long term memory that they could use when attempting subsequent problems, was the development of Completion Problems, tasks that include ‘a partial worked example where the…

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