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The Cognitive Science of Powerpoint (Pedagogy)


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In 2010, Ross Morrison McGill founded @TeacherToolkit from a simple Twitter account through which he rapidly became the 'most followed teacher on social media in the UK'. In 2015, he was nominated as one of the '500 Most Influential People in Britain' by The Sunday...
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How should teachers re-engineer their Powerpoint slides to support learning?

A minority of schools stipulate a Powerpoint format all their teaching staff have to work from. Whether staff report a reduction in workload, improved autonomy or better exam results, we don't really know.

The cognitive science of PowerPoint

I have evidence on my hard drive of using PowerPoint teaching in my classroom dating back to 2003; it was never imposed. However, what if a school leadership team offered a research-informed approach to teaching-by-Powerpoint, is there scope for

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5th July 202127th July 2021 by @TeacherToolkit
Posted in Basic Account, Psychology, Research, Teaching and LearningTagged autonomy, Cognitive Apprenticeship, Cognitive Load Theory, Dual Coding, Gestalt principles, Henry L. Roediger III, Jeffrey W. Paul, Jillian Seniuk Cicek, Make It Stick, Mark A. McDaniel, Peter C. Brown, Phonological loop, PowerPoint, University of Manitoba, Visuospatial, Working Memory

One thought on “The Cognitive Science of Powerpoint (Pedagogy)”

  1. Tulio MW says:
    6th July 2021 at 9:54 am

    Thank you so much for your post. I find your points helpful. We as teachers, are trying to do our best in the classroom. However, we still need to improve our practice. Simple PowerPoints with proper information can be useful than complex ones. I had the same thoughts regarding students’ achievement by developing more complex slides. PowerPoints as resource is useful but it needs to be used properly. Your points related to unnecessary cognitive load were amazing. Thank you again.

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