How do we help our students focus on the things that will help them learn?
Dylan Wiliam has described Cognitive Load Theory as "the single most important thing for teachers to know". However, of late it has attracted a certain amount of back-lash, with teachers branding either meaningless or obvious. I think it is neither. In this session I describe how knowing about the limitations and nature of working memory has changed so much about my daily practice in the classroom, and how I think about learning in general. We dive into key findings from research into Cognitive Load Theory, the Cognitive Theory of Multimedia Learning and Dual-Coding Theory, including the Modality Effect, the Split-Attention Effect, and the Redundancy Effect. Crucially, we examine how we can make practical use of these findings in our classrooms, considering the implications for everything from the look of our slides, the way we talk, our boardwalk, and the displays in our classrooms! Understanding these three theories better has been a real game-changer for me, underpinning all that I do throughout the Learning Episode. I hope it will be for you too.
Please see the bottom of the page for FAQs about suitability, cost, payment options, and more.
We meet the three theories that will be at the centre of this course
1. A word of warning
2. A simple model of memory
3. Learning is a change in long-term memory
Research: Why Minimal Guidance During Instruction Does Not Work
4. Cognitive Load Theory
5. Cognitive overload
6. A common misunderstanding
7. Two criticisms of Cognitive Load Theory
Podcast: Helen Williams - part 1
Podcast: Helen Williams - part 2
Podcast: Jules Daulby
8. Cognitive Load Theory in other subjects
Document: Cognitive load theory in practice
9. The Cognitive Theory of Multimedia Learning
10. Dual-Coding Theory
11. Do you want to know more?
Five big lessons
Here are five significant ways my views on teaching and learning in general have changed having studied these theories
Lesson 1 - the difference between learning and performance
Research: Learning Versus Performance: An Integrative Review
Lesson 2 - problem solving may not be an effective learning strategy
Research: Consequences of history-cued and means-end strategies in problem solving
Lesson 3 - working memory needs to be filled with the right stuff
Research: Cognitive Architecture and Instructional Design
Lesson 4 - successful thinking requires knowledge in long-term memory
Research: ACT: A simple theory of complex cognition
Lesson 5 - silly mistakes might not be silly
Five big lessons - reflection
Practical changes: introduction
What have all the day-to-day, practical changes I have made got in common?
Introduction
The modality principle
What is the modality principle and what are the implications?
1. The modality principle - what is the problem?
Research: Research‐Based Principles for Designing Multimedia Instruction
Research: Reducing Cognitive Load by Mixing Auditory and Visual Presentation Modes
2. The modality principle - what is the solution?
Link: Tim Brzezinski's GeoGebra resources
Link: mathwarehouse.com
3. Does this mean we cannot write things down???
Split-attention effect: introduction
What is the split-attention effect?
Introduction to the Split-Attention Effect
Research: Reducing Cognitive Load by Mixing Auditory and Visual Presentation Modes
Split-attention effect: text and diagrams
What are the implications of the split-attention effect for using text and diagrams together?
1. Text and diagrams - the problem
Resource: AQA GCSE topic tests
2. Text and diagrams - the solution?
3. The modality principle and split-attention effect combined
Split-attention effect: useful talk
What are the implications for the split-attention effect when it comes to the teacher talking?
1. Useful talk - the problem
2. Useful talk - the solution?
Split-attention effect: teacher movement
What are the implications of the split-attention effect when it comes to teacher movement?
1. Movement - the problem
2. Movement - the solution?
Split-attention effect: summary
A selection of the key takeaways from the split-attention effect
Split-Attention Effect - summary
Redundancy effect: introduction
What is the redundancy effect?
Introduction to the Redundancy Effect
Research: Cognitive Architecture and Instructional Design
Redundancy effect: text
What are the implications of the redundancy effect when it comes to text?
1. Redundant text - the problem
Resource: Going for gold GCSE problem solving
2. Redundant text - the solution?
Redundancy effect: useless talk
What are the implications of the redundancy effect when it comes to teacher talk?
1. Useless talk - the problem
2. Useless talk - the solution?
3. A quick word about silence
Redundancy effect: visual overload
What are the implications of the redundancy effect when it comes to the content of our slides?
1. Visual overload - the problem
Research: Keep it Coherent: A Meta-Analysis of the Seductive Details Effect
2. Visual overload - the solution?
Redundancy effect: what are they thinking about?
What are the implications of the redundancy effect, together with the work of Daniel Willingham, when it comes to considering what students are thinking about?
1. A lesson...
2. Willingham's insights
Article: Students Remember ... What They Think About
Book: Why don't students like school?
3. Other examples
4. Real-life contexts
Research: When Do Girls Prefer Football to Fashion? An analysis of female underachievement in relation to ‘realistic’ mathematic contexts
5. The worst I have ever seen
6. Seemed a good idea at the time
7. Motivation
Book: The hidden lives of learners
Blog: Motivating students about maths
Research: Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association
8. What I do now
Resource: sharing in a ratio
Website: SSDD Problems
9. Good contexts?
Activity: Angle battleships
Redundancy effect: summary
What are the key takeaways from the redundancy effect?
Redundancy effect - summary
Classroom displays
Let's end with some controversy by talking about the classroom environment...
1. Two questions...
2. Issue 1 - Time
Link: Teacher workload survey 2016
3. Issue 2 - distraction - examples
4. Research into distractions
Research: Costs of Selective Attention: When Children Notice What Adults Miss
Research: Classroom displays - attraction or distraction? Evidence of impact on attention and learning from children with and without autism
Research: Visual Environment, Attention Allocation, and Learning in Young Children: When Too Much of a Good Thing May Be Bad Thing
5. Alternate views
Research: Clever classrooms : Summary report of the HEAD project
6. Issue 3 - effect on memory - examples
7. Research into the effect on memory
Research: Strengthening the student toolbox
8. Knowledge organisers
Resource: Knowledge organisers
LINK: Knowledge organisers from Colleen Young
9. Different ideas outside of the classroom
10. If I had no money
11. If I had loads of money
12. It's catching on
13. Displays - reflection
Focusing thinking: summary
Let's reflect on the key lessons from this course and what it might look like in the classroom
Focusing thinking summary
Resource: Cognitive load theory in practice
Useful links from others: Cognitive Load Theory
A selection of sources to learn more about Cognitive Load Theory
Article: Story of a research program
Article: Cognitive Load Theory and its classroom applications
Video: John Sweller - ACE Conference/researchED Melbourne
Blog: Free cognitive load theory resources
Podcast series: A conversation with John Sweller
researchED Durrington 2020 Clare Sealy: Memory and Cognitive Overload - a practical session
Research: From Cognitive Load Theory to Collaborative Cognitive Load Theory
Useful links from others: Cognitive Theory of Multimedia Learning
A selection of sources to help you learn more about the Cognitive Theory of Multimedia Learning
Video: Mayer's Theory of Multimedia Learning
Video: How to optimize students' learning? Cognitive Theory of Multimedia Learning
Blog: Cognitive Theory Of Multimedia Learning summary
Research: Research‐Based Principles for Designing Multimedia Instruction
Useful links from others: Dual-Coding Theory
A selection of links from others to learn more about Dual-Coding Theory
Video: Adam Boxer - Dual Coding for Teachers Who Can’t Draw: Improving Every Teacher’s Explanations
Video: An introduction to Dual Coding Theory
Video and Q&A: Dual Coding To Organise Ideas
Free Course: Dual Coding by Oliver Caviglioli (Seneca Learning)
Resource: Dual-coding course module diagrams by Oliver Caviglioli
Blog: Dual Coding Mistakes
Conclusion
Let's bring the key takeaways from this course together
1. Where to next?
2. My online courses
My online courses
Feedback form
Course certificate
Useful links - from me
A selection of some of my other work
My research paper collection
Book: How I wish I'd taught maths
Book: Reflect, Expect, Check, Explain
Mr Barton Maths website
Mr Barton Maths Podcast
Diagnostic Questions
Variation Theory
SSDD Problems
Maths Venns
FAQs
Is this course suitable for primary school teachers?
I am a secondary school maths teacher by training, and I make no claim whatsoever to have any expertise in the domain on primary teaching. However, I have been lucky enough to run this Focusing Thinking course lots of times with primary colleagues, and it seems to go down well. Some of the examples I use are from GCSE exam papers, but the content is not the important thing, and I believe that the key takeaways concerning the presentation of information, teacher talk and the classroom environment will transfer across to the primary domain.
Is this course suitable for non-maths teachers?
I think so. I am always reluctant to offer any kind of insight to my non-maths colleagues, but I have been lucky enough to run this workshop for whole school INSET training a number of times, and it seems to go down well. Whilst the specific examples used are mainly from the world of maths, the focus is on the presentation of information in general, and I believe the key principles will transfer across to different domains.
Is this course suitable for non-UK teachers?
Yes! I have been lucky enough to work with teachers all around the world, and I ensure wherever possible that my courses are not tied to any specific curriculum or specification. I am confident that aside form my weird accent, teachers from other countries will find most of the ideas relevant and transferable.
How long can I access the course content for?
As long as this platform exists! That is one of the key advantages of an online course - you can go back over the content again and again.
If, for whatever reason, the platform shuts down or I need to remove content, I will give you as much notice as possible (I will aim for at least 6 months) so you can complete the courses.
In addition, from time to time I will update the course content with new videos, resources and ideas. I will email you when this happens and you will have access to this as well for no extra cost.
Can I pay with an invoice instead of online?
The easiest way to pay is online. The service accepts all major cards as well as PayPal. Paying this way gives you immediate access to the course.
But if you need to pay via invoice, then no problem! Just send an email to mrbartonmaths@gmail.com with details of:
1. The email addresses of the delegates taking the course
2. Your school name and address
3. Who to email to invoice to
Then I will send you an invoice and register your colleagues on the course.
Can I get a VAT receipt?
Of course!
If you have paid online, just login, click on the drop-down menu next to your picture on the top-right of the screen, select Billing and you can print off your VAT receipt(s) there.
If you pay-offline (by emailing me as described above) then I will email you an invoice which will serve as your VAT receipt.
Can I buy one pass and then share it with my colleagues?
I am afraid not. The price of each course is per person.
Each person who pays for the course has their own log-in details, so the platform can keep track of their individual progress. This allows you to log back on using any device and pick up where you left off.
Are there discounts available?
If you want to purchase a bundle of passes for the courses - perhaps you have a large department or you are part of an Academy chain - send me an email telling me what you have in mind, and hopefully we can reach a deal!
