A remarkable body of research over many years has demonstrated that the sort of teaching in which students are provided with answers or shown the correct way to do something — where they’re basically seen as empty receptacles to be filled with facts or skills — tends to be much less effective than some variant of student-centered learning that involves inquiry or discovery, in which students play an active role in constructing meaning for themselves and with one another.
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Now put yourself in the place of one of those hard-liners who want teachers to remain the center of gravity in the classroom, disgorging information. How might you circle the wagons despite all the research that undercuts your position? Even more audaciously, how could you try to get away with saying DI is “evidence-based” or supported by the “science of learning” — a favorite rhetorical gambit of traditionalists?
To the rescue comes an idea called cognitive load theory (CLT). This concept, primarily associated with an Australian educational psychologist named John Sweller, basically holds that trying to figure things out for yourself uses up so much working memory that too little is left to move whatever has been learned into long-term memory. It’s therefore more efficient for the teacher just to show students problems that have already been worked out correctly or provide them with “process sheets” that list step-by-step instructions for producing the right answer. (Imagine Jack Nicholson as the cognitive load theorist, hollering at students, “Inquiry? Your brain can’t handle inquiry!”)