Greg Ashman

Join a panel of cognitive load theory experts as they explore practical classroom applications. John Sweller, the originator of CLT, discusses key effects like worked examples and redundancy, explaining how unnecessary information can hinder learning. Greg Ashman shares insights on math instruction and goal clarity, while Nidhi Sachdeva highlights the connection between research and classroom practice. Ollie Lovell emphasizes the importance of retrieval practice, and the group warns against superficial implementations of instructional models. A treasure trove of strategies for educators awaits!

In this engaging discussion, Greg Ashman, a prominent voice in education and advocate for explicit instruction, shares insights from his journey in the UK and Australia. He critiques the dichotomy between explicit teaching and inquiry-based learning, arguing for their complementary roles. Ashman dives into cognitive load theory and its impact on mathematical problem solving, advocating for structured teaching approaches. He also addresses challenges in teacher preparation and the need for educators to have a voice in shaping effective teaching methodologies.

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.