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#MedTwitter – we are excited to share with you a new #MedEd Model!
This #Tweetorial is on Use of Theory – we’ll take you from “knows” to “knows how” – with support from the fantastic @bobrien_15!
This #Tweetorial is on Use of Theory – we’ll take you from “knows” to “knows how” – with support from the fantastic @bobrien_15!
We’re Educators through and through, so our objectives are below our #Tweetorial objectives.
We’ll start with big concepts, define some confusing terms, and then get very practical. Stick with us!
We’ll start with big concepts, define some confusing terms, and then get very practical. Stick with us!
We have to begin by making sure we’re speaking the same language.
Theory, theoretical framework, and conceptual framework are used in a variety of ways.
Check out the image for definitions that we find helpful for each of these important #MedEd terms.
Theory, theoretical framework, and conceptual framework are used in a variety of ways.
Check out the image for definitions that we find helpful for each of these important #MedEd terms.
Good morning #MedTwitter! We are excited to share with you a new #MedEd Model!
Today our #Tweetorial covers Cognitive Load Theory (#CLT) with assistance from @GIMedEd!
Today our #Tweetorial covers Cognitive Load Theory (#CLT) with assistance from @GIMedEd!
We will define CLT & its 3 subtypes, relate CLT to ideas like stereotype threat & decision fatigue, and discuss teaching strategies that can help you optimize cognitive load for your learners.
Let’s get started!
Let’s get started!
Let’s start with a discussion of how memory works. There’s three components to memory: sensory memory, working memory, and long term memory. Longterm memory is limitless, but working memory is not.
Schemas help overcome the limits of working memory.
Schemas help overcome the limits of working memory.
