Cognitive Load Theory and Formative Assessment in practice: what every teacher should know about cognitive science (Cancelled)

Reason for cancellation
Hertfordshire Development Centre, Stevenage, Robertson House, Six Hills Way
Course Tutors
Clare Hodgson
Admin Contact
Sandra Penstone-Smith (
Target Audience
All Leaders / Assessment Coordinators / Assistant Headteachers / Classroom Teachers / Deputy Headteachers / Designated Senior Person / Early Career Teachers / Heads of Department/Faculty / INCos/ SENCos / Middle Leaders / New Headteachers / New/Aspiring Middle Leaders / New/Aspiring Subject Leaders / Newly Qualified Teachers / NQT +1 / Overseas Trained Teachers / Pupil/Students / Returning Teachers / School Direct Trainees / Senior Leaders / Subject Leaders / Teaching Assistants
target audience
Course Types
Course categories
Academies and Schools (including EYFS)
Assessment / Leadership and Management
Event Description
Recently heralded as ‘the next big thing’, Cognitive Load Theory has found its way into Ofsted’s new inspection framework and been described by Professor Dylan Wiliam as “… the single most important thing for teachers to know’. Moreover, many teachers are claiming that strategies founded on an understanding of cognitive science are helping to close the gap between their disadvantaged and non-disadvantaged pupils.

With such claims, this half-day course aims to introduce teachers to the research and, most importantly, examine how these recently discovered understandings can be utilised in the classroom to maximise learning for all pupils.
Training objectives
Learning outcomes
By attending the course, participants will:

  • understand what cognitive science is saying about memory, how to learn and understanding

  • develop an awareness of the differences between novice and expert learners and the implications for the teacher

  • be given a range of strategies (including spacing, interleaving, dual coding, chunking, worked examples, desirable difficulties, and retrieval practice) to aid the transference of both knowledge and ‘know-how’ into pupils’ long-term memory be aware of the pitfalls to avoid

Additional Information
Start Date
Wednesday 27 November 2019
End Date
Wednesday 27 November 2019
Closing Date
Tuesday 26 November 2019
09:00 - 12:00
Maximum Places
Maximum places per establishment
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Number of Sessions