Cognitive load theory: Four items at a time, with Greg Ashman
Meet Our Guest(s):
Greg Ashman, Ph.D.
Greg Ashman, Ph.D., is the deputy principal at Ballarat Clarendon College, Victoria. He is an honorary fellow at the Australian Centre for the Advancement of Literacy, Australian Catholic University, and a part-time professor at Academica University of Applied Sciences, Amsterdam. Greg is a prolific writer and has written three books: The Truth About Teaching: An Evidence-informed Guide for New Teachers, The Power of Explicit Teaching and Direct Instruction, and A Little Guide for Teachers: Cognitive Load Theory. He also produces a newsletter at fillingthepail.substack.com. Prior to moving to Australia, Greg worked at three government schools in London as a teacher, head of science and deputy principal.
Meet our host, Susan Lambert
Susan Lambert is the Chief Academic Officer of Elementary Humanities at Amplify, and the host of Science of Reading: The Podcast. Her career has been focused on creating high-quality learning environments using evidence-based practices. Lambert is a mom of four, a grandma of four, a world traveler, and a collector of stories.
As the host of Science of Reading: The Podcast, Lambert explores the increasing body of scientific research around how reading is best taught. As a former classroom teacher, administrator, and curriculum developer, Lambert is dedicated to turning theory into best practices that educators can put right to use in the classroom, and to showcasing national models of reading instruction excellence.
Quotes
“I now know I shouldn't have felt guilty, but I also know that I could have taught that from the outset in a much more structured way where the students would have left understanding the concepts better without wasting time.”
“I now know I shouldn't have felt guilty, but I also know that I could have taught that from the outset in a much more structured way where the students would have left understanding the concepts better without wasting time.”—Greg Ashman “This idea that kids don't need to know anything anymore, they just need to practice skills is really quite a pernicious and damaging idea.”
“Think about the teaching methods that you're being presented with. Ask about the evidence and question whether this is really the optimal way of teaching literacy or whatever it is, or whether it's more based on wishful thinking.”