research

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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THE MATTHEW EFFECT

Coined by sociologist Robert Merton, the Matthew Effect derives its name from a verse in the New Testament (Matthew 25:29) which reads, “For unto every one that hath shall be given, and he shall have abundance: but from him that hath not shall be taken away even that which he hath,” and roughly translates to, […]

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