Content-type: text/html ~ Stephen's Web ~ Cognitive Load Theory: An Unpersuasive Attempt to Justify Direct Instruction

Stephen Downes

Knowledge, Learning, Community

Alfie Kohn's main point is in the headline (I like it when stories are set up like that). Kohn writes, "Progressive education isn't just more engaging than what might be called regressive education; according to decades of research, it's also more effective — particularly with regard to the kinds of learning that matter most. And that remains true even after taking our cognitive architecture into account." The article is structured as a series of seven arguments that make the point, ranging from "methodological flaws in its research base are so serious as to raise doubts about the concept itself" to "reducing cognitive load isn't always desirable." Image: Sheffield SCITT.

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Stephen Downes Stephen Downes, Casselman, Canada

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Last Updated: May 22, 2024 4:00 p.m.

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