Applying Cognitive Load Theory

Lately I’ve been thinking a lot about Modeling Instruction (MI) and Cognitive Load Theory (CLT). I started this post a couple of weeks ago and then was further inspired by a post by Brian Frank (if you read both posts you’ll see some similarities). In my head I know that I want to compare them, but that is something that I shouldn’t really do because MI is a teaching and learning methodology while CLT is a theory about how people learn.

Cognitive Load Theory

A few weeks ago I started reading up on Cognitive Load Theory. I found a few things about CLT to be quite interesting. In particular, there seems to be quite a bit of research to back up the idea that guided instruction can be the most effective way for people to learn. As well, CLT explains how working memory works in conjunction with long-term memory, and how this dynamic plays out with learners.

Flipping the Flipped Classroom

I recently had a discussion with a classmate of mine about the Flipped Classroom, and I think my comments are worth sharing. In our discussion, I pointed out a couple of problems I have with the FC, which deal with a few fundamental issues in education. I should start off with saying that I do agree with the idea of moving the long lecture outside of the classroom. Where I disagree with the FC is that the lecture, or its replacement, should be moved home.