Debating Student Support and Collaborative Learning

The chapter discusses withholding guidance in teaching amidst student limitations and trauma, touching on the inconsistency in addressing anxiety and support in learning contexts. It delves into the collaborative work of the speakers, showcasing a mentor-student dynamic and reflecting on the passing of a colleague. The evolution from cognitive load theory to collaborative cognitive load theory and the concept of four-component instructional design are explored, emphasizing holistic instruction and challenges in teacher training.