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
The 5 Megatruths of Great Teaching
How fantastically big is this question, ‘What makes great teaching?’.
It’s quite a scary question for an actual teacher… because it challenges you to answer it! At first it sounds rhetorical, and perhaps we would all feel safer if it was. The question seems to be asking you to explain your professional worth and even your professional qualification. If you are given a few moments to jot down some bullet point answers, then you may struggle. Why? Well, if we listen to John Sweller (the TES referred to him as the ‘Godfather of Cognitive Load Theory’), then we can’t even begin to know about great teaching until we know about how the brain learns. Sweller says, ‘Without knowledge of cognitive processes, instructional design is blind’. In other words, we need to know about the brain in order to teach. No wonder ‘great teaching’, then, is so elusive. The brain is, after all, the most complex structure known to humankind. Continue reading