Yes I bought a couple of years ago. Truly wonderful. Thanks anyway.

Yes it does frame human meaning-making into whatever is the closest technology (the computer).
Even so, it has its purposes.

Photo of book

#UKEd #EduSky
Intro to Rethinking Cognitive Load Theory. Despite Sweller explaining the Transient Info Effect to be primary (Fröyd's Toolbox Episode 56), I notice its significance is still missing.
Merlin Donald's evolutionary theory would rectify this blind spot.

This looks juicy and will, I'm sure, offer the more nuanced, finely-observed side of cognitive science, beyond the merely behavioural instantiation (that is temptingly simple to understand and convert into evaluation checklists).

Here's our a very condensed version!
Situation: whole school alignment - gotta catch those lethal mutations!
Theory: Rosenshine's Principles (+ others)
Actions: Consistent use of The WalkThrus and codification
Results: Significant improvement in consistency from Pre-school-Y6

Thanks!

It's not communication; it's proclaiming.

The current use of the term "to land" is a poor way of capturing communication, as it stems from the notion that it's a one-way stream. One doesn't just lob a sentence or two 'over there' and hope it 'lands'. That is performance, not communication.

#UKEd #EduSky
Feedback: not one and done.

Yes. Everyone whom talks about Dual Coding, I'd say, needs to read Paivio's Mental Representations. It covers the comparison between linear & non-linear thinking — & its intellectual history — as well embodied cognition. That's 30 years before Sweller.

Yes and in addition, as Paivio explained in his 1990 Mental Representation, visuals offer 'simultaneous' access: multiple entries & trajectories. With text, he adds, there is only one route & that entails keeping in mind what went before (therefore easy to overload, even if not transient).

And persuasive too!

I bet. Yes, it's rather a set-up: designed for my course for teachers to 'suffer' in trying to answer the questions with test only. Just to get the point, usually given as a research abstraction alone.

Diagram

Text

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According to CLT, the diagram causes the Redundancy Effect because it doesn't add info than is in the text.
But, as Larkin & Simon's 1987 paper found a diagram can be informationally equivalent but computationally asymmetric (easier to understand than the text).
Update needed?

Diagram

Text

#EduSky #UKEd
According to CLT, the diagram causes the Redundancy Effect because it doesn't add info than is in the text.
But, as Larkin & Simon's 1987 paper found a diagram can be informationally equivalent but computationally asymmetric (easier to understand than the text).
Update needed?

Speciaal voor de "onderwijsexpert" @aadbrinkman.bsky.social

#UKEd #EduSky
Coaching develops — as in team coaching. Business was there more than a decade ago (see J Britton's From One to Many: Best Practices for Team & Group Coaching).
Make it less personal but more personally beneficial as common problems & new solutions emerge from the team.

Ah Goldilocks again!

Indeed. That's why I've invoked my teacher mother with her (supposed) rule of thumb of avoiding Too Much, Too Fast, Too Complex.

Book page

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Look what I found: my highlighted sentence from Jerome Bruner's 1971 Towards. Theory of Instruction.
Tell me this isn't a germinal notion of cognitive load.

I guess the teacher would have the best judgement. I can see advantages and disadvantages to both options.

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According to CLT's redundancy effect ("multiple sources of info can be understood separately"), the RHS diagram is not needed; causes overload in fact.
But some learners need both. Larkin & Simon (1987) concluded that diagrams often are more computationally efficient. Use both.

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Feedback: not one and done.

For all those teachers and speakers who use slides (all, thus, except John Sweller😂) I give you the 'Oli-Filter' . Please use it!
@olicav.bsky.social

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Attempt | run through the 5 steps
Develop | add details in relation to your context
Adapt | tweak to personalise the technique
Practise | try, evaluate, adjust as you go
Test | measure the impact, gain insights.

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Coaches help identify real classroom challenges by offering an additional perspective: observing where students are struggling, offering practical tools for visits, data and videos to build insight, test hunches and explore learning problems.

Paivio, in his 1990 Mental Representstiins, talks about gesture, as well as other senses, as being contained within his non-verbal channel.

No, movement doesn't replace thinking. But it can hold information at no cognitive cost and to the benefit of retrieval.

#UkEd #EduSky
Modelling strategies (representation), breaking them down into chunks (decomposition) and adapting them (approximation) to suit different contexts is how expertise in teaching happens. Let @walkthrus.bsky.social RUs do a lot of this work.

#UKEd #EduSky
Our thinking and actions stem from what we see happening in the classroom. But what if we aren’t seeing clearly? This is where coaches offer an indispensable additional perspective.