We tackle the importance of attention, how students attend to information differently, and how we can direct pupils’ attention.
We explain cognitive load theory and the limitations of working/short-term memory, how you can tell when students are overloaded, and ideas for helping them to manage the load.
We ask how we can present information effectively so that students pay attention to it and instructional strategies, including routines, worked examples, modelling, dual-coding, classroom resources, and more.
We consider how to build bodies of knowledge or schema, the importance of understanding prior learning, and the power of pre-testing. We look at forgetting – why we should expect our pupils to forget things and teach accordingly. We also ask what we should avoid doing based on what we know about short and long-term memory.
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