Cognitive Load Theory
Cognitive Load Theory was first proposed by Sweller in the 1980s, and it has received many refinements and updates over the years.
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It basically states that learning, which is to have a structured "organization" in our long term memory, can only happen when instruction does not cause a memory overload. This means that learning can only take place if we have sufficient space in our working memory to grasp new knowledge and integrate them in our organization within our long term memory.
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My teaching practice is fundamentally based on CLT: I first identify what schemas (the organization) your child already has, and from those, help them build new ones by progressing from worked examples to completion problems to exam problems.
Why Tutoring
In order to build the schemas in our long term memory, consistency is the most important part: the child needs to do maths regularly and with effective feedback to evolve. In a regular classroom, the teacher cannot focus specifically in your child's needs, and here is where tutoring comes into play.