6 days ago

Smarter Classrooms Need Less Noise and More Learning

Children can only think about a limited amount of information at one time.

A classroom with too many activities, pictures, instructions and tests can become confusing.

Teachers can help by explaining ideas clearly and using simple diagrams.

Students should practise important ideas again after some time has passed.

They should also try to remember and use ideas instead of only rereading them.

In the “I Do, We Do, You Do” method, the teacher demonstrates first, the class practises together, and students work alone later.

Good questions and feedback help teachers see what students understand.

The goal is not to give children the most information, but to help them remember, understand and use what they learn.

Key facts

Central concern: Too much information and activity can overload students’ working memory.
Suggested strategy: Dual coding combines verbal explanations with meaningful visual representations.
Effective repetition: Review should be spaced, active and varied rather than based on endless repetition.
Instruction model: “I Do, We Do, You Do” progresses from teacher demonstration to guided practice and independent work.
Instruction principles: Rosenshine’s Principles of Instruction emphasize review, small steps, questioning, modelling, scaffolding and checks for understanding.
Questioning approach: TAPPLE involves teaching, asking a specific question, allowing thinking or discussion, selecting a student, listening and giving feedback.
Measure of success: Learning should be assessed through retention, explanation, application and eventual independence, not simply chapter completion.

thestatesman.com · 6 days ago