Teachers, don’t complicate learning with flashy resources
If it’s the high-impact, low-effort pedagogical ideas that work the best, then why, asks David McGrath, do we waste hours creating flashy resources that complicate learning?
It’s 7.01am. I look out of the window next to the laminator as I await my 12 new “table-talkers”, which are exiting the mouth of the machine. The A3 sheets are emblazoned with headings like “Self manager: location and place”. I’ve used a cool, popular-culture font, courtesy of a text generator.
I am feeling smug. If I’m honest, I’m also feeling quite drained. I have spent so long creating these geography-based personal learning and thinking (PLT) skills table-talkers that I’ve cognitively overloaded myself.
Unfortunately, the cognitive load that my pupils have coming to them is even ...