Science of Learning, Reading and Writing Masterclasses 1, 2022 Online Course (PD449)
Join Ollie Lovell, Lyn Stone and Dr Lorraine Hammond in this unique learning, reading, and writing masterclass.
In a series of videos, Ollie, Lyn and Lorraine deliver two 75 minute live talks each. Ollie talks about cognitive load theory and its practical applications. Lyn talks about orthographic mapping and how to use this theory to transform literacy teaching. Lorraine talks about explicit instruction.
Note: Prices are inclusive of 10% Goods and Services Tax (GST) for all Australian residents.
Cognitive Load Theory Masterclass with Ollie Lovell
Cognitive load theory has been referred to by Dylan Wiliam as ‘the most important thing for teachers to know.’
Throughout 2020, teacher and podcaster Ollie Lovell worked closely with the originator of cognitive load theory, John Sweller, to produce a short text on the topic specifically for educators. The resulting book, Cognitive Load Theory in Action, has been described by Sweller as ‘An indispensable guide to cognitive load theory for teachers.’ Over two sessions, Ollie shares key insights from this work.
Firstly, Ollie introduces us to both the foundational theory that underlies cognitive load theory. He then gives practical advice around how this theory can be directly applied in a variety of classroom activities.
Ollie covers the following topics, and more:
- The five foundational principles of cognitive load theory
- Intrinsic and extraneous cognitive load
- The fundamental recommendation of CLT
- Ways to optimise intrinsic load
- Ways to hone your instruction, taking account of the:
- Redundancy effect
- Split-attention effect
- Transient information effect
- Modality effect
- Ways to structure practice using
- Worked examples
- The goal-free effect
Orthographic Mapping Masterclass with Lyn Stone
In 2013, at a meeting between David Kilpatrick, David Share and Linnea Ehri, the term orthographic mapping was coined. Ehri was telling the two Davids, over lunch, about the findings of her research into how children form mental orthographic images of words. Kilpatrick said something along the lines of: You’d better come up with a name for this.
And so, orthographic mapping was born.
In this two-part presentation, Lyn works through the key terms within this theory so that participants broaden and deepen their understanding of it. Lyn uses a unique approach to this glossary section known as The 4-Step Process for Adults.
The talks then contain the following sections:
- Glossary work on key terms
- Practising the ‘elevator pitch’ so that you can comfortably talk about the terms
- Examples of practice for orthographic mapping efficiency
- Non-examples of practice for orthographic mapping efficiency
- The key findings of Ehri’s research that led to the term
- Practical application to some high frequency irregular words
- Types of practice that can assist the process
- Techniques for enhancing orthographic efficiency in students
Explicit instruction Masterclass with Lorraine Hammond
‘Explicit Instruction’, ‘direct instruction’, ‘Explicit Direct Instruction’ and ‘Direct Instruction’ are all terms to describe evidence-based teacher-led approaches, but do you know the difference, the salient features they have in common and why they are effective?
In this two-part presentation, Dr Hammond explains why an explicit approach to teaching should be part of any effective teacher’s arsenal when they are teaching something new.
What is Explicit Instruction? This session will review what Explicit Instruction is and is not and the essential lesson design and delivery components that underpin this approach.
Implementing Explicit Instruction. This session will examine what teachers find challenging about teaching explicitly, for example:
- taking up EI is a marathon, not a sprint
- the problem with eliciting
- avoiding ‘assumicide’
- the whole is greater than the sum of the parts
- why telling is not teaching
- pace matters
Access to each talk, all the handouts and resources is for 3 months. Your certificate is for 7.5 hours of elective professional learning upon completion.
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