The curriculum – however thoughtfully planned and developed – comes to be known and understood by the learner through tasks in lessons.
Of course, the quality of teacher instruction is important, but it is only when students are cognitively engaged in taking their new learning and assimilating it into their own mental architecture that we can truly say they have “learned” what we intended to teach.
In two previous articles (Burns, 2022), I wrote about the transfer from teaching to learning, using the work of Sweller, Lovell and others to articulate how teachers can more fully appreciate the transfer of knowledge from an expert to a novice mind. In these articles, I discussed how teaching through worked examples and backward fading can support this.
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