An opportunity to hear Cognitive Load Theory explained in layman’s terms and to learn how the way we present information in class can impact learning.
“I’ve come to the conclusion Sweller’s Cognitive Load Theory is the single most important thing for teachers to know” (Dylan Wiliam, 2017).
Cognitive Load Theory (CLT) emerged from the work of Australian educational psychologist John Sweller and his colleagues in the late 1980s. In essence, the theory posits that if we accept that working memory has limitations, then the manner in which instructional information is presented has the potential to overload the working memory and reduce the capacity to learn. What does it mean when we refer to ‘Novices’ and ‘Experts’ and why are these terms important? How do the Split Attention Effect, the Redundancy Effect, the Worked-example Effect impact learning and what does this imply for classroom practice? How can understanding CLT, and the meaning of ‘the schema of knowledge’ and ‘working memory’ shape the use of enquiry in the classroom?
Who should attend? Any teacher or school leader interested in understanding how classroom practice should be shaped by robust evidence about the way we learn and acquire knowledge.
The presenters:
Rob Sieben is Senior Education Consultant for Hutton Consulting. He has contributed nationally and internationally with articles on coaching, STEM integration, evidence-based decision-making and Cognitive Load Theory and its implications for the classroom. With Dr Brendan Bentley, he presented at the 2018 International Cognitive Load Theory Conference in Beijing on using Cognitive load theory to enhance learning in a minimally-guided STEM-rich activity.
Dr Brendan Bentley is Director of Partnerships and Engagement, School of Education, University of Adelaide. Having been a teacher, consultant and school principal, he transitioned to University life where he shapes the next generation of teachers. Brendan has contributed to global conversations re cognitive load theory, presenting at multiple international conferences and as an author of numerous substantive articles.