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CLT can affect planning in foundation subjects as at school we use subject knowledge grids prior to lessons to call upon previous knowledge and move these into long term memory as schemas. It is important to be conscious of how much information is provided as we know that children can only hold 3-5 chunks.

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How does CLT affect planning in foundation subjects?

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Cognitive Load Theory 3 - intrinsic, extraneous, germane.

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Difficult to identify gaps in knowledge and make adjustments to a SOW/Curriculum in order to fill these gaps before teaching new knowledge. Likewise, how can you plan to push learners who are already rich in background knowledge... whilst at the same time catching everyone else up.

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Cognitive architecture- what implication do these points have for teaching and learning?

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Cognitive architecture- what implication do these points have for teaching and learning?

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•Information store – We need a vast amount of space to store information.

•Borrowing and reorganising – We read what people write, listen to what they say, we imitate people. This builds up the LTM.

•Randomness as genesis principle – Where the information isn’t available, we generate novel information during problem solving. Difficult and slow. (Inquiry learning)

•Narrow limits of change – when dealing with novel information the structure can only process limited information at any one time. (Working memory)

•Environmental organising and linking principle – no limits to the amount of information the WM can process from LTM.

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Embedding material into long term memory

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Embedding material into long term memory

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How can we ensure information taught is rememebred?

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Refering to simple memory model and Working memory - what are your implications for planning in English and Maths?