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Cognitive Load Theory

A pocket guide for teachers
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Brings clarity to the complexity surrounding cognitive load theory (CLT) and provides a user-friendly toolkit of techniques designed to help teachers optimise their pupils’ learning.​​

Foreword by John Sweller.

CLT is rapidly becoming education’s next ‘big thing’ – and Professor Dylan Wiliam recently vouched for its significance as being ‘the single most important thing for teachers to know’. It is natural, therefore, that teachers will want to know more about it and, more importantly, understand how they can adapt their classroom teaching to take it into account.​

Written by author and international teacher trainer Steve Garnett, this invaluable pocket guide offers a complete yet concise summary of what CLT involves and how it can impact on pupil performance. Steve provides a wide range of classroom-based teaching strategies to help teachers avoid ‘overloading’ their pupils’ working memories, and empowers them with the tools to improve learners’ retrieval from long-term memory and get them learning more effectively – particularly when learning new content. ​

Suitable for teachers, department heads, school leaders and anyone with a responsibility for improving teaching and learning.

 

 

Teaching is one of the most important activities associated with the continuity of civilisation. An enormous amount of research relevant to teachers is produced each year, with the vast bulk of it appearing in research journals intended for a researcher rather than practitioner readership. Translating those technical research findings into a form that is accessible to teachers is a rare skill. It is a skill that Steve Garnett has in copious abundance, and in Cognitive Load Theory: A Handbook for Teachers he provides a brilliant exposition of instructional design principles. The book has a consistent clarity of purpose and coherence that justifies a prominent place on every teacher’s bookshelf. I recommend it in the strongest possible terms.

John Sweller, Emeritus Professor of Educational Psychology, School of Education, University of New South Wales

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