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Sep 7, 2016
Cognitive Load Theory
What is Cognitive Load Theory? Cognitive Load Theory (CLT) supports the idea that students can learn only if their mental capacity is not overloaded. In relation to this theory, it is important to be aware of the amount of information a student is asked to learn. When an overload occurs, there is often an increase in
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Sep 5, 2016
Processing Speed: Classroom Strategies
Slow processing speed can impact student performance in the classroom. Processing speed is simply the speed at which someone does something. It involves the ability to perceive information (auditory or visual), understand that information, and then formulate a response, whether oral, written, or physical. This process can be cumbersome, as it takes larger amounts of
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Sep 2, 2016
Working Memory and Anxiety
How Does Anxiety Impact Working Memory? Based on the above information, students with working memory deficits experience anxiety within the classroom because of their inability to keep up in general. In addition, high anxiety puts demands on your working memory. “Your emotional state can play a role in working memory performance, which can in turn
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Sep 2, 2016
Understanding Processing Speed
There are three main components when considering processing abilities: visual processing: how quickly our eyes perceive information and relay it to the brain (such as reading directions) verbal processing: how quickly we hear a stimulus and react to it (such as following oral instructions) motor speed: fine motor agility (academic fluency such as timed math worksheets) How
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Aug 30, 2016
Collaborative Strategic Reading: Small Group Work
Small Group Work Oftentimes, the teacher can utilize or adapt this concept of CSR to meet the needs of small group collaboration. By designating groups of four throughout the classroom, the teacher is setting the class up to engage in their own Collaborative Strategic Reading (this could be done in pairs as well). Once in
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Aug 29, 2016
Collaborative Strategic Reading: Wrap-Up
The final stage of Collaborative Strategic Reading (CSR) is wrap-up, which centers on reviewing. This is typically the stage where the class summarizes the points of the lesson, and the teacher forms assessments of the students’ understanding. In order to do this, the teacher must have determined what information the students are required to remember and
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Aug 27, 2016
Collaborative Strategic Reading: Get the Gist
Continuing with Collaborative Strategic Reading (CSR), this resource will examine the third step in the process: get the gist. While preview occurs before reading, both click & clunk and get the gist occur during reading. Essentially, get the gist refers to understanding the material and being able to identify who or what the reading is about (the topic) as well as
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Aug 25, 2016
Collaborative Strategic Reading: Click & Clunk
This resource explored the second tenet of Collaborative Strategic Reading (CSR) – click & clunk – and its connection to Landmark’s 5th Teaching Principle, “Provide Models.” For the full text of the Landmark Teaching Principles™, including “Provide Models,” click here. Click & Clunk is a strategy used during reading that allows students to monitor their
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Aug 24, 2016
Collaborative Strategic Reading: Preview
The first tenet of CSR is preview, which consists of two activities: (a) brainstorming and (b) making predictions. With these activities, the goal is two-fold: get the students to think about (a) what they know about the topic and (b) what they think they will learn by reading the text. In coordination with the Landmark
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