Good teaching should account for the constraints of memory by providing a logical sequence for inputting information - from passive to active ( or scaffolded to independent, if you prefer ). Most teaching incorporates previous learning ( the 'schema' in the parlance of cognitive scientists ), and quantity in learning tasks should also reflect the stage at which students find themselves in whatever skill(s)/ concept(s) they are acquiring. Can I have my own ED channel now?
Good teaching should account for the constraints of memory by providing a logical sequence for inputting information - from passive to active ( or scaffolded to independent, if you prefer ). Most teaching incorporates previous learning ( the 'schema' in the parlance of cognitive scientists ), and quantity in learning tasks should also reflect the stage at which students find themselves in whatever skill(s)/ concept(s) they are acquiring. Can I have my own ED channel now?