Episode #9 NEUROSCIENCE

This episode’s theme is “neuroscience!” Actually, it’s not, but it comes up a few times.

Greg and Caiti kick things off by unpacking a recent article discussing potential limitations of cognitive load theory. They talk about where these sit within the current cognitive load theory research.

The conversation then takes an unexpected turn into information theory. What is information? Can meaning actually be transmitted? And what is the meaning of meaning? Expect a detour into entropy, whether it might have a role to play in cognitive load theory, and an unexpected (brief) defence of PowerPoint.

Finally, Greg and Caiti dive into the much-discussed attainment grouping report from the Education Endowment Foundation and University College London on mathematics grouping. What do the findings genuinely tell us? What are the limitations? And, most importantly, what should teachers and school leaders actually do when thinking about how to group students?

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Greg Ashman

Greg is a school leader at Ballarat Clarendon College and holds a PhD in instructional design from UNSW.

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