The Report Card with Nat Malkus

Cognitive Load Theory, Explicit Teaching, and Bringing Research Into the Classroom (with Greg Ashman)

Nov 27, 2024

Greg Ashman, Deputy Principal at Ballarat Clarendon College and author of three books on instructional practice, dives into the relevance of cognitive load theory in classrooms. He discusses the gap between educational research and practical application, specifically addressing why effective methods like phonics aren't widely adopted. Ashman highlights the significance of explicit teaching, better teacher training, and creating a coherent school culture to improve learning outcomes, along with innovative strategies to retain knowledge effectively.

01:01:12

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Greg Ashman

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Quick takeaways

A significant disconnect exists between educational research on effective teaching methods and their implementation in classrooms, particularly regarding phonics instruction.

Many teachers feel unprepared in core subjects like math, highlighting the need for more effective training programs focused on classroom management and subject-specific content.

The persistence of debunked concepts like learning styles in teacher education reflects the need for curricula to prioritize empirical evidence over outdated educational myths.

Deep dives

The Gap Between Research and Classroom Application

Many educators recognize that research on effective teaching methods often fails to reach the classroom. For instance, the benefits of phonics have been well-documented for decades, yet many teachers still do not implement phonics instruction. This disconnect raises critical questions about why evidence-based practices are not adopted in teaching strategies. Understanding this gap is essential for fostering a more effective educational environment based on proven research.

Intro

2min

Challenges in Teacher Training

19min

Exploring Clarendon: A Unique Independent School Experience

4min

Innovative Education Strategies in Ballarat

16min

Evaluating Educational Practices: Math Anxiety, Field Trips, and AI in Classrooms

4min

Funding Debates and Teaching Methodologies in Australian Education

3min

Maximizing Learning through Cognitive Load Theory

14min

Many education researchers spend a lot of time studying how students learn, but if their findings don’t make their way into the classroom, they are only so useful. For example, researchers have known about the benefits of phonics for decades, but despite these benefits, many teachers were not using phonics in their classrooms.

So: Why don’t research-based practices make their way into the classroom? What research-based practices that aren’t currently well-known among teachers should teachers try to implement? And if a school wants to promote a research-backed approach among its teachers, how should it go about doing that?

On this episode of The Report Card, Nat Malkus discusses these questions, and more, with Greg Ashman. Nat and Greg discuss why many teachers in education programs learn about learning styles, but not phonics or behavior management; the many different meanings of explicit teaching and direct instruction; cognitive load theory and the importance of understanding the constraints of working memory; how schools can approach curriculum and teacher training more systematically; field trips, group work, and spaced repetition; the importance of creating a coherent school culture; and how to get interventions to stick.

Greg Ashman is the Deputy Principal at Ballarat Clarendon College in Ballarat, Australia, and the author of three books on instructional practice. His Substack is Filling the Pail.

Show Notes:

Filling The Pail

A Little Guide for Teachers: Cognitive Load Theory

The Power of Explicit Teaching and Direct Instruction

The Truth About Teaching: An Evidence-Informed Guide for New Teachers

Principles of Instruction: Research-Based Strategies That All Teachers Should Know

Putting Students on the Path to Learning: The Case for Fully Guided Instruction