Brian's Blog

  Over the last few weeks, I have been intrigued by the concept of optimising learning by limited cognitive overload. While this concept is not new, it was a great opportunity to reread some of the evidence base and look for areas of my own practice that could be honed.  Educators play a crucial role in shaping the learning experiences of their students. One key aspect of effective teaching is understanding the concept of cognitive load and its impact on learning. Cognitive load theory (CLT) provides a framework for educators to design instruction that minimises mental distraction and maximises student learning. In this post, I will explore the different types of cognitive load, the phenomenon of cognitive overload, and practical strategies for optimising learning in the classroom. As educators, our goal is to facilitate learning and help students reach what they can achieve. To attain this, we must understand how the human mind processes information. We realise the human bra...

Effective teaching hinges on educators having a clear vision of student achievement. Backward design, a method pioneered by Wiggins and McTighe (2005), facilitates this clarity. It prompts educators to begin with the end in mind, identifying desired learning outcomes before crafting lesson plans, assessments, and activities. By prioritising the destination of student learning, educators can strategically shine a light on and illuminate a map of the journey to get there, ensuring each step contributes meaningfully to student growth (Grant, 2002; Fullan & Langworthy, 2014) . In this blog post, I will explore how backward design can transform learning experiences. By starting with the end goal, educators can pinpoint what students should Know, Understand, and Do (KUDo’s). This deliberate approach not only fosters engagement but also cultivates essential skills such as understanding one's learning preferences (Fink, 2003) . By equipping students with the tools to comprehend their l...