I love Shakespeare, and I have taught it lots. But my God it’s hard. On the whole, the language is so complex, the reality is
The reactions people have to cognitive overload are varied. Some get angry, some withdrawn, some somewhere in the middle. What is common to all who
Breaking a lecture up into distinct chunks or sections is a bit of a no-brainer. It is all to do with understanding the implications of
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.