Our CPD packs are designed to support members in further exploring the themes raised in each Impact journal. CPD packs provide guidance and resources to help facilitate staff CPD based on key articles from each issue. This pack is related to the following two articles:
- Learning to learn: Using evidence to enhance knowledge retention and improve outcomes written by Caroline Creaby, Deputy Headteacher and Research School Director, Sandringham School; Kate Mouncey, Head of Sixth Form and Research Lead, Sandringham School; and Karen Roskilly, Research Lead, Sandringham School
- Cognitive Load Theory and its application in the classroom written by Dominic Shibli, Senior lecturer in secondary science, University of Hertfordshire, and Rachel West, Head of Psychology, The Nobel School
The packs are designed to be flexible so they can be used and adapted to deliver a one off session or a longer series of CPD opportunities. The facilitator notes contain suggestions for how to shorten or extend activities depending on whether you wish to provide a brief snapshot of the research or explore the concepts over a longer time period. We recognise that preparing and resourcing high quality CPD in schools and colleges is both time consuming and expensive, and we hope that these CPD packs will help reduce teachers’ and school leaders’ workload as well as providing a supportive framework enabling all school members to facilitate CPD confidently.
The CPD pack related to these articles enables teachers to explore the implications of cognitive load theoryAbbreviated to CLT, the idea that working memory is limited ... More on students’ revision for exams. There’ll be an opportunity, in particular, to think deeply about how sequencing and scaffoldingProgressively introducing students to new concepts to suppor... More might work in practice within their own contexts.
This pack contains the following –
A copy of the Creaby article
A copy of the Shibli article
If you use these materials in your setting, we would welcome your feedback.
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