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Ep 4. Cognitive load theory with Greg Ashman

Chalk & Talk

NOTE

Exactly the same as was thought. Not more difficult.

Avoid split attention and extraneous load when teaching math by having students immediately practice solving problems with the same deep structure but slightly different surface features. This optimizes learning compared to demonstrating a few problems and then asking students to solve slightly different ones. Teaching in this default explicit style is not optimal.

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