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The use of worked examples for novice learners in the English classroom

Written by: Nicole Still
5 min read
Nicole Still, Curriculum Leader for English, Thinking Schools Academy Trust, UK When undertaking the research-based enquiry project in the final phase of my journey to secure Chartered Teacher Status, I identified Year 10 students at the beginning of their English literature GCSE as suitable novice learners on whom to explore the possible impacts of models. The class was only just beginning their GCSE literature course, and would spend the first two terms working on texts for a literature exam. The students had previously been taught together and thus their shared knowledge and understanding of analysis was similar. This also ensured that they were not going to be subject to the expertise reversal effect, as they were ‘low-knowledge’ learners (Kalyuga, 2020) in the domain of analysis. Why do we need models in the English classroom? One efficient way to support the building of schemas and avoid cognitive overload, thus supporting students in their move from novice to expert learn

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References
  • Blayney P, Kalyuga S and Sweller J (2015) Using cognitive load theory to tailor instruction to levels of accounting students’ expertise. Journal of Educational Technology & Society 18(4): 199–210.
  • Deans for Impact (2015) The Science of Learning. Austin, Texas: Deans for Impact.
  • Kalyuga S (2020) Expertise reversal effect and its instructional implications. Impact 8: 18–21.
  • Kalyuga S, Chandler P, Tuovinen J et al. (2001) When problem solving is superior to studying worked examples. Journal of Educational Psychology 93: 579–588.
  • Kyun S, Kalyuga S and Sweller J (2013) The effect of worked examples when learning to write essays in English literature. The Journal of Experimental Education 81(3): 385–408.
  • Sweller J and Cooper G (1985) The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction 2(1): 59–89.
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