학술논문
Lightening the load: Integrating cognitive load, schema theory and progression mapping in the primary classroom.
Document Type
Article
Source
Subject
Language
ISSN
2514-6955
Abstract
The article discusses about enhancing effective teaching by applying cognitive load theory, schema theory and progression mapping in the primary classroom. Topics discussed include managing cognitive load by streamlining content; activating prior knowledge through retrieval practice and interleaving concepts; and strategically building cognitive schemas through intentional curriculum sequencing and progression mapping to unify knowledge and skills.