LEARNING DESIGN
aiding memory
Recognition, assimilation and accommodation – 3 key terms in education
The mind is set up to process content in a myriad of ways, but 3 processes seem particularly relevant to education: the recognition of content, when what is presented requires little processing as it matches what is already understood by the student, the assimilation of content when there is sufficient difference between what is presented […]
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COGNITIVE LOAD THEORY
Cognitive load theory is perhaps the most important consideration a teacher needs to have in their minds when developing and delivering a sequence of learning. Pioneered by John Sweller, it implores teachers to consider the functioning of the brain in terms of working memory, and particularly its capacity and limitations. When introducing new material to […]
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PRAGMATIC POETRY REVISION
GCSE poetry anthologies are wonderful. Whilst not every poem may be to one’s liking, the vast majority are a joy to teach. Purposefully, we conduct this joy into our students, moving them to mastery as quickly as possible. We envisage students would have a thorough understanding of every poem contained in the anthology (15 in […]
MoreTRANSACTIONAL WRITING – a SOW developing argument
Rationale: students tend to superficially answer transactional writing questions, because they often miss opportunities to explore the audience’s perspective, as well as expand their own thoughts on topics. Transactional writing exams really want to test to see if students can produce a sustained argument that is logical, and is presented in a way that satisfies the […]
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