Cognitive load theory in practice

Dylan Wiliam has described cognitive load theory as ‘the single most important thing for teachers to know’. Research from cognitive load theory has produced a number of instructional techniques that are directly transferable to the classroom. These include the ‘worked example effect’, which is the widely replicated finding that novice learners who are given worked examples to study perform better on subsequent tests than learners who are required to solve the equivalent problems themselves. Another finding is the ‘expertise reversal effect’, which shows that as students become more proficient at solving a particular type of problem, they should gradually be given more opportunities for independent problem solving.

This short and accessible guide from the Centre for Education Statistics and Evaluation (CESE) details seven evidence-based strategies for the classroom. An excellent read (simply click on the image below to access the pdf).

CESE

 

 

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