Hi Reader,

Welcome to week 1 of our first monthly challenge where we dig deep into a different teaching theme from the Science of Learning.

This month we are focusing on the planning principle of 'Teach less, teach depth.' As our challenges are new, everyone is receiving the January emails however, there will be an opt-in process for future challenges. Just hit reply if you want to opt out of the January challenge.

This week's focus is WHY should we teach less. Next week we will explore tools for planning to teach less.

Read on for:

• Learn the Science: Cognitive Load Theory
• Planning Principle: Teach less but depth
• Application: Unit or Lesson Audit Checklist
• Online catch up: Jan 25th

Can you relate?

We've all been there, trying to cram as much as we can into a unit of work, only to find that students have not been able to perform on the final assessment. Or rushing through content as quickly as possible, without checking to see what students have understood.

Don't worry. We get it and have been there too. There is so much pressure on teachers, whether to keep up with other teachers and their classes or just trying to keep your heard above water with planning, marking and everything else that comes with the job.

At L4L we want to help students develop their critical thinking through reading and writing, but just as importantly, we want to help address teacher burn out and overwhelm by streamlining and simplifying what and how we teach.

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Cognitive Load Theory: Why less leads to academic success

How students process information

As a very simple explanation, students have working memory and long term memory, both of these play a role in processing information and learning.

Working memory

Working memory is where students process information in the classroom. The key thing to know is that working memory is limited.

I want you to imagine pouring water into a glass. Eventually, if you keep on pouring, it overflows.

The same can be said of a students working memory that receives too much new information.

Cognitive science tells us that the brain can only process between four and seven "chunks" of information before becoming overwhelmed. This is working memory. Where new information is processed and is only temporarily held before new information takes its place.

In the classroom, when a student's working memory is at capacity, they are unable to process any new information, no matter now well you present it.

Take watching a YouTube video - common practice in any classroom. Within the first 60 seconds, a student may be faced with their 4-7 pieces of new information and they are tapped out! While the rest of the video plays, their brain is at capacity and not taking in anything new.

We aren't saying don't watch YouTube videos. But we can't expect every student to be able to access and remember all of the information from the first viewing!

Thankfully, with multiple exposures to the same information, spaced out opportunities to recall the information, and practise, we are able to move information into our long term memories. This is limitless, the ocean, when compared to our short term memory glass and the reason you can remember every lyric from your favourite teenage songs.

Teacher Tip 1: Teach Less, Go Deep

Let's go back to the YouTube scenario. Many of us have been taught to start the class by engaging students with a hook, and a zippy YouTube video that sums up our lesson is often a go to.

But it takes FOREVER to find the right YouTube video. I don't know about you, but I have spent many a lunch time scrolling through YouTube trying to find the perfect video, only to find it doesn't exist. And, now as we know from the science, many students will not be able to process all of the new information in a 5 minute YouTube video then move on to the 'real lesson'.

Rather than worrying about finding the perfect video for the first five minutes of class, which only adds to teacher stress, instead, you might like to use videos less frequently, and when you do, go deep with them:

• Spend time teaching the key vocab and ideas in the video BEFORE they watch
• Watch it together multiple times
• Stop at key moments to discuss the important concepts you want students to understand
• Provide sentence stems for students to complete that allows them to respond to the video and show you what they have understood
• Check in as they write so you can quickly correct misunderstandings as they arise
• The next lesson, do a mini-quiz on the key ideas that were covered for retrieval practice
• Get students to peer-mark in class for quick feedback

So when you do find a great video, it can be the focus of the whole class! Not just the first 5 minutes. This is better for students, as it allows them to really get into the guts of the content, and it's easier for you - all that searching isn't going to waste!

Application Activity: Apply the principle to your own planning

Open up your planning from the last unit you taught, or one you are planning to teach when you go back to school and consider the following:

1. How many topics/themes are you intending to cover?
2. How often are students given the opportunity to interact with the information before moving on?
3. How will you know if students have 'got it' before moving on?
4. When are students given the time to apply/practise what they have learnt?

You may find that you are not giving your students enough opportunities for retrieval practice - that is, having to remember and articulate something they have already learnt. Or perhaps you have 8 themes to cover in a 10 week unit, meaning each theme only gets a surface level take.

I know what you are thinking - BUT THERE IS SO MUCH CONTENT!!!!!!! You might feel you have no control over how much and quickly you have to teach it. Next week we will tackle this doozy of an issue. Keep an eye on your inbox!

Join us online!!

Join us on Zoom on Thursday 25 Jan at 7.30pm to discuss all things Cognitive Load Theory and the concept of teaching less to teach depth. We will share a little more about the topic, answer your questions and provide practical strategies. We want to develop a community of like minded teachers, support each other in this challenging and fantastic job, and spread the word about the science of learning. We hope you will join us! Register below to be sent the Zoom details. You can also stay updated by RSVPing to the Facebook event here.

Register here

If you have enjoyed this first edition of the January challenge, please share it widely with your friends and colleagues! They can sign up here.

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