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cognitive load

Handwriting matters

2018-02-13T14:09:04+00:00February 13th, 2018|psychology, writing|

Some years ago, during the interview for a role as Head of English in a secondary school, all the candidates were asked to speak about what we would prioritise if we were to get the job. I have no memory of what I said, but I vividly recall one of the other candidates saying he would focus on improving students' handwriting. My bland inanities resulted in me getting the job; he didn't make the cut and was sent home after lunch. How we laughed. At the time it struck me that focussing on improving students' handwriting as a secondary English teacher [...]

The problem with ‘reading along’

2017-03-27T15:01:54+01:00March 25th, 2017|psychology, reading|

It has become an unwritten law of teaching that when reading aloud to students, the teacher must ensure students are reading along in their own copy of the text. This is, I contend, a bad idea. To understand why we need to consider working memory in some detail. It's well-known that the capacity of working memory is strictly limited - estimates range from anywhere between 4 to 9 items at any one time - but it's less well-known that working memory is almost certainly not a single edifice. Baddeley and Hitch's widely accepted working memory model contains four distinct components. The central [...]

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