Steve Garnett delivers innovative, exciting and inspirational learning and teaching focused INSET. Such is the demand for his work that it not only involves working across the UK but regularly involves international commitments in Europe, the Middle East and South East Asia too. As with so much in life a book is a fantastic start but if you want to take things further then it's probably best to experience it for yourself. Improving Classroom Performance has been delivered as a training day to hundreds of schools. Each of the three authors can deliver this training day, and you can be sure that it will conform to the Dragonfly promise of being totally practical, and delivered in a hands-on and entertaining manner. To book this course as an in school training session please contact Stephen Chapman, MD Dragonfly Training at info@dragonfly-training.co.uk or visit www.dragonfly-training.co.uk for further references. You may even like to call him on +44 (0) 29 2071 1787.
Aimed at busy teachers, this book describes cognitive load theory
in simple terms and suggests ways that its principles can be
embedded in daily teaching.It focuses on John Sweller''s idea that
the brain has a very specific way of processing the learning of new
or novel knowledge. Once a teacher understands how this system
works they can improve the quality of teaching a pupil receives.
Teachers may need to consider that if they do not understand the
system the brain uses to process this new learning, then their
quality of teaching could be held back.With a wealth of information
presented in a compact. accessible format this is a great resource
for all those with a responsibility for improving teaching and
learning.The author covers a wide range of teaching strategies to
empower teachers to help pupils learn more effectively.Early Years
Educator Magazine
Cognitive load theory is a hot topic in education at the moment a
but, as with so much that gets introduced to teachers, there is a
risk of it being misunderstood and then becoming mutated into
something it was never meant to be. Steve Garnett's book should
ensure that cognitive load theory is fully understood by busy
teachers. It brings a great deal of clarity to a complex area of
research and shows how it can be applied in the classroom to help
teachers make informed decisions about the way they design their
lessons.Mark Enser, Head of Geography and Research Lead, Heathfield
Community College, and author of Teach Like Nobodyas Watching and
Powerful Geography
I think it's safe to say that Steve Garnett's Cognitive Load
Theory: A Handbook for Teachers is the book that educators have
been waiting for. It is a much-needed, timely resource that puts
common sense and cognitive science, rather than hunches and
fashions, at the heart of the profession. There are numerous books
which now exist which demonstrate how teachers can take back
control and strip away the ineffective nonsense, which of course
make liberal reference to cognitive load theory. However, this
book, dedicated entirely to the idea that working memory is
limited, seeks to delve deeper into this theory. Garnett breaks
cognitive load theory down into 14 different effects which impact
on a range of stages of students' learning. Each of these are
explained, using clear, illustrated examples. Crucially, guidance
is given that allows the teacher to consider how to adjust his or
her lessons in light of these effects in order to maximise
students' understanding and learning. With input from cognitive
load theory's main proponent, John Sweller, this book is a
must-read for any educator seeking to improve their practice in
line with the most up-to-date research.Sarah Larsen, geography
teacher, blogger and speaker
Teaching is one of the most important activities associated with
the continuity of civilisation. An enormous amount of research
relevant to teachers is produced each year, with the vast bulk of
it appearing in research journals intended for a researcher rather
than practitioner readership. Translating those technical research
findings into a form that is accessible to teachers is a rare
skill. It is a skill that Steve Garnett has in copious abundance,
and in Cognitive Load Theory: A Handbook for Teachers he provides a
brilliant exposition of instructional design principles. The book
has a consistent clarity of purpose and coherence that justifies a
prominent place on every teacher's bookshelf. I recommend it in the
strongest possible terms.John Sweller, Emeritus Professor of
Educational Psychology, School of Education, University of New
South Wales
This book provides a very practical and easy-to-read outline which
teachers can read to inform their evolving practice. The cognitive
load theory (CLT) effects are clearly presented using a variety of
clear diagrams supported with some useful dos and don'ts. The use
of teaching points as a framework helps to link suggestions in a
useful way for use in the classroom. The book has a clear structure
which focuses on a different way in which CLT should inform
teaching, as well as the context for this and how ideas have
developed over time.Sophie Wilson, Senior Lecturer a Secondary
Geography and Senior Fellow of the Higher Education Academy, St
Maryas University
With the support of Professor John Sweller, Steve Garnett has
compiled an excellent text which simplifies the complexity of
cognitive load theory (CLT) to make it accessible, practical and
ready to be implemented. The author extends knowledge of what can
be learned in contrast with what is taught by promoting insight
into Sweller's work on developing explicit instruction for
domain-specific knowledge. A key aspect of the book is the
discussion on not causing overload to working memory, and the
explanation of how this is achieved by maximising useful load and
minimising irrelevant or surplus load. Teachers and lecturers at
all levels will gain from raised awareness of CLT in terms of
intrinsic and extraneous load to ensure that the content of
learning that the learner needs to process in working memory is
appropriate. I particularly gained from the outlines and discussion
on the 14 CLT effects and their application in the practical
teaching arena. Readers will also benefit from Steve's insights
into modality and imagination effects, while the section on recall
and understanding also discusses a range of effective techniques a
including collaborative learning and the Think-Pair-Share model a
to encourage and support learners to demonstrate knowledge and
understanding. Cognitive Load Theory is an outstanding book in many
ways, and is particularly relevant at this time of upheaval in
education.John T Morris a MOTIV82ASPIRE
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