**Name:** Greg Ashman

**Twitter name:** @greg_ashman

**Sector:** Secondary

**Subject taught (if applicable):**

**Position:** Teacher / Head of Maths / Head of Research

**What is your advice about?** Cognitive Load Theory

1: Explicit teaching is more effective than inquiry learning, problem based learning, project based learning and similar approaches when we want students to learn something new.

2: Good explicit teaching is highly interactive because this ensures attention.

3: Worked examples are effective and have been well researched.

4: Consider presenting a worked example and then asking students to complete an almost identical example themselves, rather than presenting several worked examples in a row.

5: “Worked Examples” are not restricted to maths. The same effect has been seen with an annotated Shakespeare play.

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Combine worked example with carefully scaffolded problems that build slowly in complexity but derive from the same basic problem solving approach. See: http://www.ams.org/notices/201310/rnoti-p1340.pdf

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Would you be able to explain further what you mean by a ‘worked example’, especially with application to subjects other than maths? In no5, for instance, what do you mean by a worked example of Shakespeare?

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Unfortunately, the paper is behind a paywall but the abstract gives some idea of what was involved.

http://link.springer.com/article/10.1007/s11251-009-9109-6

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Reblogged this on The Echo Chamber.

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