Tag Archives: Cognitive Load Theory

Blog of the Week: CLT 2.0 – The Teacher Scaffolding Effects

@LeadingLearner

Cognitive Load Theory is increasingly impacting on teachers. Its latest inclusion being in the Early Career Framework.  Alongside its wider impact on policy, it is featuring in professional development programmes, influencing people’s thinking and hopefully their approach to teaching.  At its heart, it is a theory about instructional (teaching) design. 


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Blog of the Week: 27th March 2020 – Making meaning

Making meaning is the core principle in learning, on which all other principles build. Consequently, a lot has been said in education about how meaning making looks like in the classroom, what is meaningful learning, deep processing, transferable knowledge and how to achieve them. And yet it is also an elusive concept: the operational definition of ‘meaning’ is nontrivial and occasionally the importance of meaning is shadowed by other (also important) concepts in learning.

I wish to share here my operational conceptualization of ‘meaning making’, then highlight two instances where meaning is sometimes shadowed: when discussing Cognitive Load and Retrieval Practice, and altogether make the case for why we should consider meaning first.

What is ‘Meaning Making’?

Processing information meaningfully is known as the key factor to remembering learned information for the long-term, as was formulated by Craik and Lockhart (1972) in the …

 

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