Split-attention effect: When information is presented by two different sources, eg. text and talk, learners have to split their attention. This can cause extra ‘load’ in working memory as they are having to make sense of two different sources of information. Chandler and Sweller (1992)

Brighten Lines: changes in activities have clear beginnings and ends - they are visible and crisp. The way we do this at is:

3-2-1 SLANT....‘When I say go and not a second before’

• It makes the start of an activity ‘pop’.

• It suggests you can’t race ahead and do the work - this is positive framing of the work.

• They also see their peers snap to it. It builds a strong disincentive against malingering.

• The visible movement of the whole class in unison creates a culture of desirable correct behaviours. It is normal to do the right thing.

Teacher

• Focused on getting through content - no time to stop, listen and then write, they can listen and write (no they can’t!)

• Write as I explain please - assuming students are all writing the correct thing down

• Assuming there is no need to check for understanding since they are writing down the answers as they listen

Student

• Student is slow - doesn’t get it all down

• Student isn’t listening to teacher explanation because they are focused on copying from the board

• Student is not writing at all and not listening to teacher

What might you say if a student is not listening because they are busy copying?

T: 3, 2, 1, SLANT! Very quick there front row...some of us need to be slightly faster next time…(lower tone) Abdul, verbal reminder for you - you’re pen is still in your hand

S: Miss, I just need to copy that last bit!

T: We need to ALL be listening or you will miss important information - I’ll give you a chance to finish once I’ve explained this next bit. Thank you Abdul.

The answer to Q5 was in fact...because... [important teacher explanation…]

In a moment, and not a second before, you will write down the parts you might have missed, in silence.

So remember, [number or chunk what you say to help them remember] 1. Blah blah...2. Blah blah and 3. Blah blah

Ready? 1, 2, 3, go!

[Students write in silence. Teacher scans rooms obviously. Teacher narrates the positive.]

1. Brighten lines: create a clean, crisps start and finish 3-2-1-SLANT! Intonation is key.

2. Adapt the pace with voice and volume

3. Students’ attention should be on one thing at a time to avoid split attention effect

• Cognitive Load Theory: The Basics by Inner Drive

• Are the split attention, redundancy and coherency effects the same thing? by Inner Drive