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…
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