The Slow Practical

A Chemical Orthodoxy

In a previous post, I described a simplified model of Cognitive Load Theory. The advantage of the model I presented is that it allows teachers a ready framework from which to make decisions in and before class about how best to optimise their instruction for learning. This post will make more sense if you read that one first, as it concludes with the scheme below:

Slide8

The image above represents the equation in a very general sense. The cognitive load in practicals is always going to be high. This is why general calls for your students to be “minds on” are not helpful without being provided with a specific mental model for conceptualising the load or techniques for actually minimising it. As such, I would like to propose both a mental model for the load in practicals, as well as some straightforward techniques for reducing it.

Applying our mental model…

View original post 961 more words

About teachingbattleground

I teach
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 )

Google photo

You are commenting using your Google 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 )

Connecting to %s