The Science of Learning

Ideas to discuss and provide feedback on:

• Recognising and addressing cognitive overload is as good for the student as it is for the Teacher.

• Cognitive underload is just as bad as cognitive overload.

• More signal and less noise in the classroom helps with cognitive overload.

• The question is the answer - Ask a question BEFORE selecting a student so that everyone is thinking.

• Give a minimum of 2 seconds take-up time for questions.

• NEVER round up a wrong answer to a right one.