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High quality teaching - Coggle Diagram

- - - - Constantly receives input from the environment
      - Only inputs we attend to are transferred to working memory
    - - Cognitive load is the amount of information working memory can process at one time
      - Avoid overloading working memory
        
        Take account of prior knowledge
        
        Break complex material into small steps
        
        Use worked examples
        
        Step-by-step demonstration of process and outcomes
        
        Reduce cognitive load
        
        Form of modelling
        
        Increases likelihood of success when pupils work independently
        
        Reduce distractions to improve focus
      - Limited capacity
      - New information processed in working memory
    - - Stores existing knowledge
      - Changes as pupils learn more
  - - - Foundational knowledge
        
        Basic, essential topic facts, vocabulary and concepts
        
        Foundation upon which more advance learning is built
        
        Insecure foundational knowledge can lead to misconceptions
      - Misconceptions
        
        Incorrect beliefs that impede learning
        
        Can develop if new learning is introduced too quickly
        
        Identify misconceptions early to avoid them becoming ingrained -
        
        Information about common misconceptions in subjects available online
        
        Avoid by links to prior learning, sequencing content, small steps, opportunities to practise after each step
        
        Encourage pupils to say when they are confused, check via questioning, discussion, book scrutiny