The CLT-Driven Curriculum
The implications of Cognitive Load Theory for teachers are becoming well established. However, the end result for busy teachers can end up looking like a list of ‘tips for teachers’ (‘remember not to have unnecessary animations in your powerpoint slides’, ‘remember to wait in silence while learners are processing new information before talking again’ etc.). This would be a serious watering down of the extensive research that has gone into CLT and the profound implications for teachers that has come out of that research. So, can CLT actually transform teaching in the way that it promises, and, if so, how?
Continue reading