,
9 tweets,
2 min read
Read on Twitter
Here now a few initial reflections on Collaborative Cognitive Load Theory as it applies to teacher professional development. (Thread)
Firstly, this seems to underline why collaborative enquiry (eg Lesson Study) may be such an effective model for teachers, but also helps us understand the plausible boundary conditions.
It's effective because problem-solving in the domain of classroom pedagogy is so complex that a combined, larger collective working memory could be very beneficial.
But having all novice teachers working together on enquiry can lead to unguided search for solutions. The presence of an expert can structure and guide the group, reducing conflict, unproductive work and extraneous cognitive load.
This Collaborative Cognitive Load Theory also suggests why there may be a significant difference in effectiveness between the first few times engaging in enquiry and the effectiveness of a more experienced group. This strongly resonates with my experience around Lesson Study.
If we want effective teacher enquiry then we need the presence of expert support and we need to realise that the first few attempts may be as much or more about learning the process as producing the product.
This theory also suggests how the instructional/pedagogical coach can support groups and individuals in their learning: providing worked examples, providing "just in time" relevant expert information to the learning process, resolving role conflict, structuring learning...
... plus calibrating level of challenge, prompting relevant recollection (acting as an enhanced store of working memory for the coachee(s)), and helping teachers to "learn the learning process" - ie become more metacognitive.
@threadreaderapp unroll
