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An introduction to Cognitive Load Theory and its implications for the classroom
October 25, 2018 @ 4:30 pm - 6:00 pmFree
Cognitive Load Theory (CLT) emerged from the work of Australian educational psychologist John Sweller and his colleagues in the late 1980s. In essence, the theory posits that if we accept that working memory has limitations, then the manner in which instructional information is presented has the potential to overload the working memory and reduce the capacity to learn.
This session will explain CLT in layman’s terms and present some of the data that we now have about how the way we commonly present information in class can adversely impact learning.
What does it mean when we refer to ‘Novices’ and ‘Experts’ and why are these terms important? How do the Split Attention Effect, the Redundancy Effect, the Worked-example Effect impact learning and what does this imply for classroom practice? How can understanding CLT, and the meaning of ‘the schema of knowledge’ and ‘working memory’ shape the use of enquiry in the classroom?
AiTSL standards addressed in this workshop:
1.2.3 Highly Accomplished Standard – Understand how students learn
6.2.3 Highly Accomplished Standard – Engage in professional learning and improve practice
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