Cognitive Load Theory Informed Teaching
This presentation introduces the theoretical basis of cognitive load theory in Chapter 1: the knowledge categorisation, human cognitive architecture. Types of cognitive load with some classic cognitive load effects are introduced and explained in Chapter 2: intrinsic load, extraneous load, and the relation with element interactivity, worked example effect, split-attention effect, etc. I conclude with some new directions of cognitive load theory, and I welcome further discussions. The presentation aims to initiate some discussion with teachers as well as inform teachers how cognitive load theory can inform teaching.
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About Ouhau Chen
Ouhao Chen is a Lecturer in Mathematics Education Centre, Loughborough University.
He started his degree in Mathematics and Applied Mathematics in China, then shifted his attention to design instructions to teach and learn mathematics from the perspective of Cognitive Load Theory. Ouhao conducts his research by using Randomised Control Trials (RCTs) in real classroom settings.
Age: Primary, Secondary, Higher Education