Are we getting in a muddle with cognitive load theory?
A welcome development in teaching in recent years has been the adoption of research and evidence based practices. A notable favourite here has been cognitive load theory described by Dylan William as “the single most important thing for teachers to know” and I am inclined to agree with him.
1. Dig into the research ...
The problem is that the theory appears to have been potentially misapplied by professionals including myself suffering from the Dunning-Kruger effect. This is the illusory superiority