This is the 19th post in a series titled ‘All Things Group Work’. The home page is here. In a previous post outlining the pedagogy behind
Category: incremental design
Chunking as a pedagogy
Chunking involves breaking up new learning into discrete sections in order to avoid cognitive overload, and to promote schema development. Using cognitive science to explain
Group work formation: equal cognitive ability or not?
This is the 18th post in a series titled ‘All Things Group Work’. The home page is here. In the last post, I discussed whether friendship
Designing formative group tasks
This is the second post in a series titled ‘All Things Group Work’. The first is here. Feedback is often cited as a potent means
Learned helplessness and the curse of knowledge
When an educator leaves certain parts out of an explanation because they think that they are understood by their students, they are affected by what’s
THE POWER OF MAKING CONNECTIONS
”As the student accommodates this new learning into their LTM, then the complexity of the next task can be increased. As Ericsson and Kintsch (1995)
LEARNING DESIGN by Paul G Moss 