Impact Journal Logo

Using faded worked examples in Chemistry to reduce extraneous cognitive load

Written by: Deepika Narula
3 min read
DEEPIKA NARULA, ST ALBANS SCHOOL,UK Worked examples play a vital role between the teacher instruction and independent practice, and serve the purpose of scaffolding for students to experience guided practice. Since learning more about Cognitive Load Theory (CLT), I realised the A-level Chemistry course has many areas where the intrinsic load or the number of elements that must be simultaneously processed in the working memory and their interaction with each other is high (McGill, 2022, p. 70) and if extraneous load could be reduced, learners would not experience cognitive overload. Exploring worked examples seemed a practical way in which to optimise intrinsic load and reduce extraneous load so that the working memory is free to focus on the new knowledge. The Education Endowment Foundation report on metacognition puts guided practice after teacher modelling and before independent practice (EEF, 2018). Oliver Lovell (2020) clarifies that after the teacher has modelled the worked exam

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.

    5 1 vote
    Please Rate this content
    Notify of
    1 Comment
    Newest Most Voted
    Inline Feedbacks
    View all comments
    Shaheer Shaheer Rajput

    insightful and great scaffolding

    From this issue

    Impact Articles on the same themes

    Author(s): Bill Lucas